scholarly journals Environmental Strategies to Promote Appropriate Behaviors and Social Interaction in Young Children

2021 ◽  
Vol 3 (2021-V3-I1) ◽  
pp. 113-120
Author(s):  
Serife Balikci
Keyword(s):  
Young Children ◽  
Social Interactions ◽  
Problem Behaviors ◽  
Challenging Behaviors ◽  
Developmentally Appropriate ◽  
Early Care And Education ◽  
Early Years ◽  
Classroom Environments ◽  
Early Care ◽  
High Quality

Research suggests an increase in challenging behaviors among young children in early care and education settings (Granja et al., 2018). Challenging behaviors in early years are among the strongest predictors of more serious problem behaviors later in life (Brennan et al., 2015). High-quality, safe, responsive, and nurturing early care and education environments are critical to support development, engagement, and learning of young children with and without disabilities. Well-organized and engaging classroom environments help to prevent or decrease rates of challenging behaviors of young children by promoting appropriate behaviors and social interactions (Powell et al., 2006). Unfortunately, many practitioners working in early care and education settings are unsure how to create environments that support children’s engagement and prevent challenging behaviors they exhibit (Steed and Roach, 2017). This practice brief offers recommendations and strategies for practitioner to design more engaging and developmentally appropriate classroom environments to support appropriate behaviors and prevent challenging behaviors of young children.

Child Care Policy as an Anti-Poverty Strategy: The Need to Address Neurophysiological Self-Regulation

2021 ◽  
pp. 237273222110315
Author(s):  
Steven J. Holochwost ◽  
Lindsay A. Gomes ◽  
Cathi B. Propper ◽  
Eleanor D. Brown ◽  
Iheoma U. Iruka
Keyword(s):  
Self Regulation ◽  
Early Care And Education ◽  
Long Term Effects ◽  
Early Care ◽  
Care Policy ◽  
High Quality ◽  
Children In Poverty ◽  
Education Environment ◽  
Short And Long Term

High-quality early care and education can mitigate the short- and long-term effects of poverty on young children’s development. Therefore, policies that expand access to high-quality early care and education can be an effective anti-poverty strategy. A number of programs demonstrably foster volitional processes of self-regulation—the capacity to control emotions, thoughts, and behaviors—among young children in poverty. However, relatively little is known about how the activity of the neurophysiological systems that form the interface between brain and body supports these processes of self-regulation in early care and education settings. Maximizing the efficacy of early care and education as an anti-poverty strategy requires adopting policies to advance three interrelated goals: understanding, accommodating, and reconfiguring young children’s neurophysiological function in the early care and education environment.

Educator licensure overlap in the early grades: Why it occurs, why it matters, and what to do about it

2019 ◽  
Vol 101 (1) ◽  
pp. 12-17
Author(s):  
R. Clarke Fowler
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Elementary Education ◽  
Young Children ◽  
Developmentally Appropriate ◽  
The United States ◽  
Early Years ◽  
Childhood Education ◽  
Appropriate Practices ◽  
Educational Importance

In the United States, 48 states have recognized the educational importance of the early years by awarding stand-alone early childhood education (ECE) licenses that require specialized training in teaching young children. Yet, at the same time, teachers with elementary education (ELED) licenses are allowed to teach kindergarten in 34 states and 1st through 3 rd grade in more than 45 states. This means that teachers may be licensed to teach young children without receiving specialized early childhood training. R. Clarke Fowler explores the extent of the licensure overlap, the reasons for it, and the effects it has on early childhood education. He recommends moving toward a preK-3 license that requires teachers to learn developmentally appropriate practices for the education of young children.

scholarly journals Farm to Early Care and Education Programming: A Descriptive Study of Challenges and Opportunities to Promote Healthful Foods to Young Children

2020 ◽  
Vol 17 (18) ◽  
pp. 6857
Author(s):  
Morgan L. McCloskey ◽  
Hannah Kesterson ◽  
Noereem Z. Mena ◽  
Jennifer Dellaport ◽  
Laura L. Bellows
Keyword(s):  
Young Children ◽  
Nutrition Education ◽  
Online Survey ◽  
Local Food ◽  
The United States ◽  
Early Care And Education ◽  
Limited Information ◽  
Early Care ◽  
Provider Perspectives ◽  
Food Procurement

Interest in farm to early care and education (ECE) programming, which consists of gardening, nutrition education, and local food procurement, has been growing in the United States, as it may be a promising technique for promoting healthful foods to young children. However, there is limited information about current farm to ECE efforts in specific states, including Colorado, to support funding and resource needs. An online survey was distributed to licensed Colorado ECE providers in two phases to understand current participation in the farm to ECE as well as provider perspectives on benefits and barriers to programming. A total of 250 surveys were completed. Approximately 60% of ECE facilities participated in gardening and nutrition education with providers almost unanimously agreeing on the child-centric benefits of programming. Fewer facilities (37%) participated in local food procurement likely due to significant time, cost, and knowledge barriers. To increase participation in farm to ECE as a technique for promoting healthful foods to young children, future efforts should focus on innovative solutions to reduce ECE-specific barriers.

Differences in the early care and education needs of young children involved in child protection

2014 ◽  
Vol 46 ◽  
pp. 139-145 ◽  
Author(s):  
Nikki Kovan ◽  
Shweta Mishra ◽  
Amy Susman-Stillman ◽  
Kristine N. Piescher ◽  
Traci LaLiberte
Keyword(s):  
Young Children ◽  
Child Protection ◽  
Early Care And Education ◽  
Early Care ◽  
Education Needs

How Choices and Constraints in Parents' Early Education Decisions Affect Children's School Readiness

2021 ◽  
pp. 108-138
Author(s):  
Jill Gandhi
Keyword(s):  
Achievement Gap ◽  
School Readiness ◽  
Environmental Enrichment ◽  
Early Education ◽  
Early Care And Education ◽  
School Entry ◽  
Early Care ◽  
Education Programs ◽  
High Quality ◽  
Early Education Policy

The socioeconomic achievement gap begins at school entry and widens as children move through school. Many children from low-socioeconomic status (SES) backgrounds do not have access to the material resources or environmental enrichment that would allow them to start school at the same academic level as their peers from high-SES backgrounds. However, a wealth of research supports the potential for high-quality early care and education programs to supplement the cognitive development of students from low-SES families. Low enrollment in high-quality programs and high absenteeism rates can render these children unable to gain cognitive benefits that will prepare them for school entry. This chapter highlights how low enrollment in high-quality early care and education programs and low attendance rates are two overlooked components of dosage that contribute to the small estimates of the efficacy of preschool and the early achievement gap. By understanding these two components of dosage as the outcomes of parents' constrained decision-making, early education policy could be improved.

The Relationship of Classroom Behavior and Income Inequality to Literacy in Early Childhood

2022 ◽  
pp. 23-51
Author(s):  
Ross Glen Chandler Nunamaker ◽  
William Arthur Mosier
Keyword(s):  
Early Childhood ◽  
Income Inequality ◽  
Young Children ◽  
Classroom Behavior ◽  
Developmentally Appropriate ◽  
Adult Child ◽  
Literacy Skills ◽  
Early Years ◽  
Whole Child ◽  
Social And Emotional

This chapter addresses the association between nurturing prosocial classroom behavior in young children, literacy, and income inequality. Literacy will be explored as it relates to social competence in the classroom as influenced by income inequity. One highlighted area of importance is a play-based, child-focused environment that is culturally sensitive and responsive to the needs of the whole child. Socioeconomic disparities in literacy skills have been increasing over the past 40 years. This subject must be addressed in order to effectively meet the cognitive, social, and emotional needs of each individual child. Literacy skills are developed during early childhood. It is also the case that limited literacy during early childhood increases the risk of children displaying aggressive behavior at school as they progress to higher grades. For these reasons, tackling the problem during the early years with developmentally appropriate adult-child interventions are what is needed to reverse the trends placing an increasing number of young children at-risk of academic underachievement.

Differential Response to a School-Based Program for Young Children With ASD

2011 ◽  
Vol 31 (3) ◽  
pp. 166-177 ◽  
Author(s):  
Susan R. Sandall ◽  
Julie W. Ashmun ◽  
Ilene S. Schwartz ◽  
Carol Ann Davis ◽  
Penny Williams ◽  
...  
Keyword(s):  
Young Children ◽  
Challenging Behaviors ◽  
Developmentally Appropriate ◽  
Autism Spectrum ◽  
Differential Response ◽  
Comprehensive Treatment ◽  
Children With Asd ◽  
Appropriate Treatment ◽  
Research Based Interventions ◽  
Project Data

Differential outcome and differential response to research-based interventions are challenging issues for researchers, teachers, and families of young children with autism spectrum disorder (ASD). In this article, the authors present information on responders to an early education program, Project DATA (Developmentally Appropriate Treatment for Autism), designed for children with ASD. Using case study methods, the authors identified six themes that were associated with optimal responders. The themes include the following: responders made continual progress, their challenging behaviors served clear functions, teachers were able to identify motivators, responders became sociable, they learned efficiently in group arrangements, and they generalized new skills. Findings are discussed in terms of implications for individualizing intervention approaches within the context of comprehensive treatment models.

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