NCCIC State Technical Assistance Audioconference Report Recruitment, Retention, and Compensation of the Early Childhood Workforce

2001 ◽  
Author(s):  
Keyword(s):  
Early Childhood ◽  
Technical Assistance ◽  
State Technical ◽  
Early Childhood Workforce

scholarly journals Resources for Early Childhood Education (E.C.E)

2013 ◽  
Vol 19 ◽  
pp. 1-17
Author(s):  
Peace Ebele Ilechukwu Chukwbikem
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Technical Assistance ◽  
Local Environment ◽  
Educational Training ◽  
Level Of Education ◽  
Childhood Education ◽  
Assistance Programme ◽  
Human Material ◽  
Good Habit

The central theme of this paper is resources for early childhood education. The paper highlights issues such as purpose and benefits of ECE. It also discusses human, material and financial resources and gives detailed instructional resources for effective teaching at this level of education. The benefits of E.C.E. are that there is a positive relationship between E.C.E life performances of the recipient of this level of education. Good. ECE inculcates the spirit of enquiry and creativity through exploration of nature and the local environment. It teaches them cooperation, team spirit and good habit. It also prepares them for primary education. The study also examined the importance of play, things to look for in preschool curriculum which are human resources, materials and finance. Quality support system should include educational training for programme personnel as well as ongoing technical assistance programme providers and individual care provider. Personnel who are well prepare through education, training and support are essential to achieving high quality.

The National Early Childhood Technical Assistance Center Model for Long-Term Systems Change

2008 ◽  
Vol 29 (1) ◽  
pp. 24-39 ◽  
Author(s):  
Lynne Kahn ◽  
Joicey Hurth ◽  
Christina M. Kasprzak ◽  
Martha J. Diefendorf ◽  
Susan E. Goode ◽  
...  
Keyword(s):  
Early Childhood ◽  
Technical Assistance ◽  
Systems Change

Technology in Early Childhood Special Education - Access for Rural Programs

1989 ◽  
Vol 9 (4) ◽  
pp. 21-24 ◽  
Author(s):  
Andrea M. Lazzari ◽  
Mary Wilds
Keyword(s):  
Special Education ◽  
Early Childhood ◽  
Computer Technology ◽  
Technical Assistance ◽  
Special Educators ◽  
Early Childhood Special Education ◽  
Computer Skills ◽  
Education Programs ◽  
Education Access ◽  
Special Education Programs

As computer technology has become more accessible and affordable, early childhood special educators have begun to integrate it into their curricula. This article addresses basic considerations for systematic introduction of computer technology in early childhood special education programs. Practical suggestions are offered for developing prerequisite computer skills with the aid of battery-powered toys and switches. Strategies for introducing computer technology to rural programs via a technical assistance network are offered and unique applications of computer technology in rural early childhood special education programs are explored.

scholarly journals Early childhood educators’ experiences in their work environments: Shaping (im)possible ways of being an educator?

2015 ◽  
Vol 12 (1) ◽  
Author(s):  
Tamara Cumming
Keyword(s):  
Early Childhood ◽  
Work Environment ◽  
Early Childhood Educators ◽  
Work Environments ◽  
Limited Success ◽  
Early Childhood Workforce ◽  
Thinking Differently ◽  
Ways Of Being ◽  
Research And Policy ◽  
Policy Attention

Efforts to support early childhood workforce stability over many years, and across many national contexts have had limited success. Research and policy attention appears to be shifting to ways of supporting the sustainability of the early childhood workforce, and, ways that educators’ experiences in their work environments might be implicated in these issues. The purpose of this paper is to explore the complex interrelations between educators’ work environments and their experiences, as an entryway for thinking differently about workforce sustainability. A rhizoanalytic approach is used to explore one educator’s experiences in her work environment, through readings of visual, textual and affective data. The readings of (im)possible ways of being an educator shaped by this work environment,  are then used as prompts for thinking differently about workforce stability and sustainability. The paper concludes with calls for an approach to supporting workforce stability and sustainability, that is based on the recognition of the interrelatedness and mutual interests of children, educators, families and governments.

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