Enrolling your little one in preschool can bring many questions: How well will my child adjust to preschool? Will my child make friends? Will the teacher understand my child?
Establishing and maintaining an open, clear channel of communication with the preschool teacher can lessen many parental concerns. Please see RIDE and NAEYC Certified Early Learning Pre-School – North Providence, Rhode Island - Way To GrowGetting to Know the Teacher When selecting a preschool, consider these factors: safety, cleanliness, general curriculum, overall philosophy, cost, and location. Try to meet the teacher before making your selection and make an appointment to visit the classroom. Watch how the teacher interacts with the kids, talk with the teacher, and ask questions. While in the classroom, pay attention to how the teacher runs the class and how the children respond to his or her direction. If the kids seem happy and interact well with the teacher, chances are good that the teacher's classroom style will be a fit for your child as well. When you talk with the teacher, ask about a typical day. You may also want to ask specific questions, such as, "If my child came into class crying one morning, how might you handle that?" or "How do you deal with a child who hits others?" Other useful questions might include how the teacher handles discipline, temper tantrums, toilet teaching, biting, or other preschooler concerns. A teacher's answers can help you evaluate how creative he or she might be in responding to everyday classroom dilemmas. You can also learn a great deal from how responsive a teacher is to your questions. If the teacher appears defensive, uncomfortable, or uninterested while replying, that could signal future communication problems and may mean that the teacher and preschool aren't right for your family About NAEYC Founded in 1926, The National Association for the Education of Young Children (NAEYC) is the world's largest organization working on behalf of young children with nearly 80,000 members, a national network of more than 300 state and local Affiliates, and a growing global alliance of like-minded organizations. Learn more about RIDE and NAEYC Certified Early Learning Pre-School – North Providence, Rhode Island - Way To Grow
NAEYC is the leading membership association for those working with and on behalf of children from birth through age 8. NAEYC convenes thought leaders, teachers and other practitioners, researchers, and other stakeholders and sets standards of excellence for programs and teachers in early childhood education. NAEYC members include teachers, paraeducators, center directors, trainers, college educators, families of young children, and the public at large. Membership is open to all individuals who share a desire to serve and act on behalf of the needs and rights of all young children. The term Pre-kindergarten is often used interchangeably with the concepts of "day care", and "child care"; however, these other early childhood settings focus their goal on substitutionary care for children while their legal parents/guardians are absent as opposed to pre-K's focus on skill building. They could involve academic training, or they could involve solely socializing activities. Pre-kindergartens, though, differentiate themselves by equally focusing on harvesting a child's (1) social development, (2) physical development, (3) emotional development, and (4) cognitive development. They commonly follow a set of organization-created teaching standards in shaping curriculum and instructional activities/goals. The term "preschool" more accurately approximates the name "pre-kindergarten", for both focus on harvesting the same four child development areas in subject directed fashion. The term "preschool" often refers to such schools that are owned and operated as private or parochial schools. Pre-kindergartens refer to such school classrooms that function within a public school under the supervision of a public school administrator and funded completely by state or federally allocated funds, and private donations. Way To Grow early learning Center, located on 1 Falco Street in Johnston, Rhode Island is Rhode Island Department of Education Certified (RIDE) Rhode Island Department of Education · 255 Westminster Street · Providence, RI 02903Early Childhood Education. To find more information go to RIDE and NAEYC Certified Early Learning Pre-School – North Providence, Rhode Island - Way To Grow
The Department of Elementary and Secondary Education's strategic plan, Transforming Education in Rhode Island, identifies access to high-quality early childhood education as a key strategy in ensuring that schools and programs are accelerating student achievement and closing achievement gaps. The Office of Instruction, Assessment, and Curriculum supports public and private schools and community-based programs to develop high quality early childhood education programs for young children. In addition, resources have been developed to assist families in supporting children's growth and development in all domains of learning. The early childhood work in the Office of instruction, Assessment, and Curriculum supports four primary goals: Increasing access to high-quality early childhood education programs for all children, Supporting the professional development of early childhood professionals, Providing information to families about supporting their child's learning, Ensuring that children with developmental delays or disabilities are identified and have access to specialized services and supports.
Early childhood education is the formal teaching and care of young children by people other than their family or in settings outside of the home. 'Early childhood' is usually defined as before the age of normal schooling - five years in most nations, though the U.S. National Association for the Education of Young Children (NAEYC) instead defines 'early childhood' as before the age of eight. A child's needs at this period are different from those of older schoolchildren, because early childhood sees the greatest growth and development, when the brain develops most rapidly, almost at its fullest. It is a period when walking, talking, self-esteem, vision of the world and moral foundations are
established. The early years of life are critical to the development of intelligence, personality and social behaviour. Research on brain development attests to the importance of key mental, physical and social capabilities. If these fundamental capabilities are not well established from the start, and especially if neurological damage occurs, a child's learning potential could be adversely affected. As such, education in early childhood must has its own specific practices and issues. For programming purposes, it has been decided to extend the concept of early childhood to about 8 years of age. This age range provides the opportunity to reinforce the view of the development as a continuum. It will facilitate the interaction between the pre and initial school years. The concept of basic education calls for the inclusion of early childhood and the key "survival" grades, that is, the first two or three grades of primary education. Early childhood education often focuses on children learning through play.
According to UNESCO ECCE (Early Childhood Care and Education) Unit, Early childhood is defined as the period from birth to 8 years old. A time of remarkable brain development, these years lay the foundation for subsequent learning. The terms preschool education and kindergarten emphasize education around the ages of 3–6 years.The terms "early childhood learning," "early care," and "early education" are comparable with early childhood education. The terms Day care and Childcare do not embrace the educational aspects. Many childcare centers are now using more educational approaches. They are creating curricula and incorporating it into their daily routines to foster greater educational learning. The distinction between childcare centers being for care and kindergartens being for education, for example, has all but disappeared in countries that require staff in different early childhood facilities to have a teaching qualification. The ChildForum early childhood education national organisation highlights that while this can uplift the overall quality of children's learning a primary purpose of all early childhood programmes is nevertheless to provide a high standard of care and nurturance due to the young age and emotional and physical needs of children. However, it is necessary to distinguish between nurturance and locomotive learning. One implies the development of vestigial implements of characterized babies, the other refers to hand-eye co-ordination. Researchers in the field and early childhood educators both view the parents as an integral part of the early childhood education process. A good source is RIDE and NAEYC Certified Early Learning Pre-School – North Providence, Rhode Island - Way To Grow
Often educators refer to parents as the child's first and best teacher. Early childhood education takes many forms depending on the beliefs of the educator or parent. Much of the first two years of life are spent in the creation of a child's first "sense of self" or the building of a first identity.This is a crucial part of children's makeup—how they first see themselves, how they think they should function, how they expect others to function in relation to them. For this reason, early care must ensure that in addition to employing carefully selected and trained caretakers, program policy must emphasize links with family, home culture, and home language, meaning caregivers must uniquely care for each child using Developmentally Appropriate Practice, Individually Appropriate Practice and Culturally Appropriate Practice. Care should support families rather than be a substitute for them (see a review of research on the role of parents and families in early education) If a young child doesn't receive sufficient nurturing, nutrition,parental/caregiver interaction, and stimulus during this crucial period, the child may be left with a developmental deficit that hampers his or her success in preschool, kindergarten, and beyond. Worst-case scenarios such as those found in Russian and Romanian orphanages demonstrate how the lack of proper social interaction and development of attachment affect the developing child. Children must receive attention and affection to develop in a healthy manner. While in developed nations today
such scenarios are fortunately rare there is a danger of a false belief that more hours of formal education for the very young child = greater benefits for the young child than a balance between formal education and time spent with family. A systematic review of the international evidence suggests that the benefits of early childhood education come from the experience itself of participation and that more than 2.5 hours a day does not greatly add to child development outcomes especially if this means the young child is missing out on other experiences and family contact
