Shulamit N. Ritblatt

“Are two better than one?” the impact of years in head start on child outcomes, family environment, and reading at home

Abstract This study examined whether children attending Head Start for two years have better developmental outcomes than children attending for one year and whether their families enjoy a more positive family environment. Forty-five children were in the one-year duration group and 29 were in the two-years duration group. The Family Environment Scale (FES), the Child Development Inventory (CDI), and a demographic questionnaire were administered. Results indicated that children’s scores on the CDI did not differ as a function of the length of participation in Head Start. However, families who participated for two years reported an increased intellectual-cultural orientation, and increased active recreational orientation. These families placed greater emphasis on organization, and read more times to their child during the week than families who participated in the program for only one year.

Can Music Enhance School-Readiness Socioemotional Skills?

This study examines the effects of a school-readiness music program on preschool childrens socioemotional readiness to transition to kindergarten. Young children (N = 102) attending a preschool program (four classes) in a childrens center run by a state university in the southwestern United States participated in this study. Two of the classes were assigned to the music school-readiness group and two classes were assigned to the control group (no music school-readiness curriculum). Baseline measures of childrens development and readiness for school across multiple domains (cognitive, language, socioemotional, motor, self-help) were established before the implementation of the music program and the measures were readministered after the program to examine change over time. The study examined (1) the impact of the school-readiness music program on childrens acquisition of social skills as reported by teachers and parents and (2) the impact of the program on teacher reporting of school readiness that include measures assessing language, learning, and self-help skills. The results indicated that the music group improved on the social skills (total score) and specifically on the social cooperation, social interaction, and social independence scales. Using music-based curriculum facilitates the learning of the social skills needed to transition to kindergarten.

Early Care and Education Matters: A Conceptual Model for Early Childhood Teacher Preparation Integrating the Key Constructs of Knowledge, Reflection, and Practice

There has been a great deal of discourse in the field of early care and education concerning the experiences, skills, competencies, and education level needed by early childhood teachers to ensure that quality teaching and learning take place in the early years. The purpose of this article is to describe an early childhood teacher preparation program developed by a Child and Family Development Department at a large, urban, state-funded university in the hopes that we can further the discourse on how the field can ensure quality teaching and learning in both ECE and university classrooms. We propose a conceptual model that is built around three key constructs: knowledge, reflection, and practice and describe our approach to preparing early childhood educators. Using qualitative data from student reflections and course syllabi and quantitative data on the experiences and perceptions of graduating seniors, we hope to present promising practices in early childhood teacher education and provide support for our contention that the quality of early childhood teacher education matters.

Parents' and Child Care Professionals' Toilet Training Attitudes and Practices: A Comparative Analysis

Abstract Increasingly, toilet training as a developmental milestone is being negotiated by both parents and child care professionals. This study examines the differences in attitudes and practices of 89 parents and 97 child care professionals from San Diego County regarding toilet training. The results indicate that parents and child care professionals hold significantly different beliefs about when to initiate training, readiness cues, toileting practices, and response to accidents. Professionals sought guidance from books, other staff members, and childrens parents when difficulties in training arose. Parents, alternatively, sought toileting advice from family members and friends. Recommendations focus on encouraging partnership building among professionals, parents, and children to create individually tailored and culturally sensitive toilet training plans.

The Early Childhood Socio-Emotional and Behavior Regulation Intervention Specialist (EC-SEBRIS) training model: a crossroad of mental health and early childhood education

Purpose – The purpose of this paper is to present the Early Childhood-Socio-Emotional and Behavior Regulation Intervention Specialist (EC-SEBRIS) Certificate Program model integrating knowledge and practice. Coursework, videotaping, on-site coaching, and the reflective process facilitate the application of knowledge through the integration of theory and practice supporting young children and families. It is designed to help teachers and early childhood professionals to internalize the skills and competencies needed to address challenging behaviors in their classrooms or at homes so that they can meet the critical social-emotional and behavioral needs of children. Design/methodology/approach – The paper will provide: research-based information to establish the need for such training programs; the rational to the conceptual framework of the EC-SEBRIS Certificate Program; the depiction of the wraparound training model, which uses triple coaching and mentoring methods: reflective supervision, videotaping, and...

Teacher Perspectives on the Practice of Continuity of Care

ABSTRACT This study aims to address gaps in the literature on continuity of care through focus group interviews with teachers at public early care and education programs in San Diego County, California, USA. To better understand various perspectives on continuity of care, focus groups were conducted at programs that currently practice continuity of care, as well as programs that do not. A total of 28 teachers from four centers (two continuity of care and two noncontinuity of care) participated in the study. Teachers were asked about their beliefs about the practice of continuity of care, their perceived benefits of and barriers to the practice, and alternative strategies for transitioning children across classrooms (if continuity was not practiced). Findings indicate that teachers from continuity and noncontinuity centers overwhelmingly believed that practicing continuity of care is beneficial to children, families, and teachers. Teachers from both groups described barriers to implementing continuity of care as primarily administrative (e.g., lack of prep time, need for professional development training) in nature.

Socioeconomic, Historical, and Cultural Context of Israel and Impact on the Families

This chapter presents the socioeconomic, historical, and cultural contexts of the State of Israel and their impact on its families. As a young, culturally and ethnically diverse country, Israel faces major challenges that are affecting its family life-related services and programs as well as family life education. The ecological theory and the international family strengths model are used to examine issues such as parenting, couple relationships, poverty, domestic violence, child abuse, and immigration. The chapter presents several examples of policies, government-funded programs and services, and family education programs.

Investing in the Early Childhood Mental Health Workforce Development: Enhancing Professionals’ Competencies to Support Emotion and Behavior Regulation in Young Children

This paper delineates a preventive approach to early childhood mental health by preparing the workforce to provide relational, sensitive care to young children ages 0–5. One of the most prevalent issues in early childhood is behavioral challenges and the inability of young children to regulate themselves. This leads to an expulsion rate in early childhood (3–4 times higher than K-12 expulsion rate) and future mental health issues. The Early Childhood Social-Emotional and Behavior Regulation Intervention Specialist (EC-SEBRIS) graduate level certificate program was created to strengthen early care and education providers with the knowledge and practice of how to support emotion and behavior regulation in young children in their groups. Evaluation data provide evidence that early care and education professionals increased in their perception of self-efficacy and in their sensitivity of care and skills to support behavioral health in young children. Results indicated that the children in their care showed less challenging behaviors and increased social competencies. This manuscript highlights the importance of prevention and the dire need to provide young children with high-quality, appropriate care to support their mental health.