Quality Learning in Early Childhood Programs

1. Join the DC Parent and Family Engagement Summit conversation on Twitter! #DCParents Follow OSSE on Twitter @OSSEDC

2. Improving Quality in Early Childhood Programs

3. What does Quality Learning Look Like?

4. A Safe, Healthy, and Child-Friendly Environment • Classrooms that are well-equipped with sufficient materials and toys • Classrooms materials and activities are placed at eye level for the children to utilize • Materials and toys that are clean, sanitized and neatly displayed • Frequent hand-washing by children and adults • Centers that encourage safe, outdoor playtime • Visitors welcomed with appropriate parental consent

5. Stimulating Activities and Appropriately Structured Routines • Children who are engaged in their activities • Children offered breakfast, lunch and a time to nap • Children participating with teachers and each other in individual, small-group, and large-group activities • Children receiving a variety of stimuli in their daily routine using indoor and outdoor spaces and age-appropriate language, literacy, math, science, art, music, movement, and dramatic play experiences • Children who are allowed to play independently

6. Educated, Attentive, and Engaged Teachers and Staff • Qualified and effective teachers with specific training in early childhood education • Low child-adult ratio • Teachers who crouch to eye-level to speak to children, and who hold, cuddle, show affection, and speak directly to children • Families and teachers exchanging information about the child's development and learning progress

7. High Quality Early Learning A high quality early care and education program has positive effects on a child’s cognitive, social and emotional development as it relates to self-confidence, curiosity and love for learning. All of these factors help prepare a child for school and life.

8. The Foundation of Learning Source: (Lint, 2011).Social Work Theories: Stages of Child Development

9. The Importance of Quality Early Learning Programs Early Learning Participants Early Learning Non-Participants 25% more likely to drop out of school 40% more likely to become a teen parent 50% more likely to be placed in special education 60% more likely to never attend college 70% more likely to be arrested for a violent crime • more likely to have better language skills • able to work well with their peers and their teachers • more likely to graduate from high school • more than twice as likely to attend a four-year college • less likely to require remedial education or be held back a grade VS. [xvi] Reynolds, A.J. (1995). One Year of Preschool Intervention or Two: Does It Matter?  Early Childhood Quarterly, 10 (1), 1-31. Retrieved November 2, 2011 from http://www.sciencedirect.com/science/article/pii/0885200695900241. [xvii] Schweinhart, L. J., Montie, J., Xiang, Z., Barnett, W. S., Belfield, C. R., & Nores, M. (2005). Lifetime effects: The HighScope Perry Preschool study through age 40. (Monographs of the HighScope Educational Research Foundation, 14). Ypsilanti, MI: HighScope Press [xix] Committee for Economic Development. (2006). The Economic Promise of Investing in High-Quality Preschool: Using Early Education to Improve Economic Growth and the Fiscal Sustainability of States and the Nation. Washington, D.C.: Committee for Economic Development. Retrieved from http://www.ced.org/images/library/reports/education/early_education/report_prek_econpromise.pdf

10. The Importance of Quality Early Learning Programs (cont.) • An excellent return on investment: For every $1 dollar spent on early learning, society saves $7 in later costs. • Research has shown that when children are better educated, they are more productive as adults, likely to be healthier, pay more taxes, and are less likely to require welfare and other public assistance.

11. Theory of Change • What we believe: • A comprehensive approach toward ensuring school readiness is necessary for every student entering kindergarten. • The alignment of systems that support the early care and educational landscape is essential in how effective OSSE will be in improving program quality and child outcomes. • Improved professional developments that focus on emergent literacy, language acquisition skills, knowledge as well as classroom application by teachers, administrators and practitioners will increase student preparedness and success. • Early childhood education teachers/ practitioners and K-3 educators that collaborate will increase the successful transition of young children to kindergarten.

12. Parent and Family Resources • Child Care: DC Child Care Connections • A free and confidential service for parents and guardians looking for licensed child care. • Website: www.mychildcaredc.com • Phone: (202) 862-1111 • Subsidy: DC Department of Human Services • The subsidized child care program helps low-income families pay their child care fees. • Website: www.dhs.dc.gov • Phone: (202) 671-4200 • Education: Learn DC • A one-stop source for strategies and services for supporting the positive development of young children, including information about local schools and resources about what is taught in classrooms. • Website: www.learndc.org • Health and Wellness: Project Launch • An initiative that promotes the wellness of young children so they can thrive in safe supportive environments and enter school ready to learn. • Website: www.doh.dc.gov/service/project-launch • Phone: (202) 442-5955

13. For More Information NyKisha Haley Management Analyst (202) 442-5860 nykisha.haley@dc.gov Sheena King Management Analyst (202) 727-8129 sheena.king@dc.gov

14. Join the DC Parent and Family Engagement Summit conversation on Twitter! #DCParents Follow OSSE on Twitter @OSSEDC