Assessment Of Early Childhood Education

9266 Words 38 Pages
Introduction of the Problem According to Young (2012), early childhood education has gained a renewed interest over the past few years focusing on elevating the quality of early childhood programs throughout the nation (p. 5). In the National Association for the Education of Young Children’s Public Policy Report (2012), Strategic Directions: Technical Assistance Professional in State Early Childhood Professional Development Systems, professional development is identified as essential to increasing the professional knowledge and skills of early childhood educators (Young, 2012, p. 5). As educators increase their professional knowledge and skills, it ultimately impacts the quality of early childhood programs (Cunningham,
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According to the YMCA’s website, the program is described as providing skill development and activities including: writing, color and shape recognition, alphabet cognition, story time, math and science exploration, arts and crafts, technology education, structured group physical education and free-play, social and cultural activities, as well as local field trips (YMCA, 2015). Within the program description the only assessment discussed is the need for a child health assessment to be eligible for program admittance. There is indication that children will be assessed to determine progress toward meeting program goals. The education director of the Shadyside Learning Center commented that the learning center has practicing teachers with a wide variety of knowledge based upon their educational background (e.g., Child Development Associate, Associate Degree, Bachelor Degree, Post-Graduate Degree) (S. Roberts, personal communication, August 29, 2013). Ramey and Ramey (2006) note that historically, providing a well-educated, stable workforce in early childhood education has been an obstacle that needs to be addressed by providing high-quality training and education for teachers (p. 362-364). Conversely, in an early childhood study examining the impact of early childhood teacher qualifications as a predictor of quality instruction among teachers of 4 year olds, more than education alone, providing effective professional opportunities in conjunction with increased education provides positive results for children (Early, Maxwell, Burchinal, Bender, Ebanks, Henry, Iriondo-Perez, Mashburn, Pianta, Alva, Bryant, Cai, Clifford, Griffin, Howes, Jeon, Pesner-Feinberg, Vandergrift, & Zill, 2007, p. 577). The education director believes that the varying levels of education

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