National Association for the Education of Young Children.

 School readiness requires access to opportunities

• All families of young children need access to resources that will allow them to give their children the nurtur­ing relationships and experiences that promote school readiness.

• High-quality early education programs provide the foundation for school readiness and must be available to all young children and families.

• Early intervention efforts support children who may be at risk for later school failure. These efforts are most effective when they offer comprehensive servic­es rather than simply addressing isolated skills.

 

 School readiness must be flexibly and broadly defined

• Young children develop in different ways and at dif­ferent rates. Readiness does not happen at the same time or in the same way for all children. For example, one child may develop language skills rapidly while being slower to gain social competence. Definitions of readiness must consider these variations.

• All areas of children’s development and learning must be included in definitions of readiness. Readi­ness is more than basic knowledge of language and math, important as these are. Readiness expectations should include all areas: physical, cognitive, social, and emotional competence as well as positive atti­tudes toward learning.

• The concept of readiness includes much more than children’s readiness. As defined by the National Edu­cation Goals Panel, the School Readiness Indicators Initiative, and others, readiness includes ready chil­dren, ready families, ready communities, ready early care and education, and ready schools. All are neces­sary so that all children will experience success.

 

In is this article by NAEYC it talks about being committed to giving all children a strong foundation with a clear and reasonable expectations for children become ready for kindergarten. In this Section of NAEYC it talk about the importance that all children are not expected to thrive in the same areas academically I like the way the expectations are set forth and teachers have leeway on how the materials can be taught. (NAEYC, Readiness) this is a very important part of what I do every day I want my students become successful learners try to adapt the learning environment in my question to help all children graduate early concepts of reading writing and I come out as soon as they are well prepared for the kindergarten journey.

 

On child abuse prevention

 NAEYC’s position statements “Prevention of Child Abuse in Early Childhood Programs and the Responsibilities of Early Childhood Professionals to Prevent Child Abuse” (1996) and “Code of Ethical Conduct and Statement of Commitment” (2005) and other NAEYC publications clearly outline that early childhood programs and professionals should:

 

1.      Adopt policies and practices that promote close partnerships with families.

2.      Promote standards of excellence for early child­hood programs.

3.      Provide families a variety of supportive services.

4.      Advocate for children, families, and teachers in community and society.

5.      Collaborate with other professionals in the com­munity.

6.      Understand their legal and ethical obligation to recognize and report suspicions of abuse.

 

Adopt policies and practices that promote

 

Families, especially about difficult topics, is crucial if educators are to provide support to families. This kind of communication is much easier when a sup­portive, reciprocal relationship already exists. Early childhood professionals should also:

 

1.      Acknowledge and build upon family strengths and competencies;

2.      Respect the dignity of each family and its culture, language, customs, and beliefs;

3.      Help families understand and appreciate each child’s progress within a developmental perspective;

4.      Help family members enhance their parenting skills; and

5.      Build support networks for families by providing op­portunities for interaction with program staff, other families, community resources, and professional services (NAEYC 2005).

 

 

I believe that as educators we have to be aware that child abuse and neglect is very will problem in the United States. Helping these children being there.... being their voice is a step in the right direction to ending these crimes against children. there is an organization called CHILDHELP that has been committed for 25 years to ending this problem, changing the lives and helping these children heal from the injustice done to them. I want to work for this organization I believe being the voice for these children would be life changing. 

Resources

Meier, J. H. (1985). Childhelp, USA/International-A Comprehensive Approach to the Identification, Evaluation, Management, and Prevention of Assault Against Children (From Assault Against Children, P 241-269, 1985, John H Meier, ed. See NCJ-98549).

 

NAEYC. 1996. Prevention of child abuse in early childhood programs and the responsibilities of early childhood professionals to prevent child abuse. Position statement. Online: www.naeyc.org/position­statements/prevention

 

 

National Association for the Education of Young Children. (2009). Where We Stand on School Readiness. Retrieved from http://www.naeyc.org/files/naeyc/file/positions/Readiness.pdf