Early Childhood Systems and Public Policies

For several years, I have worked with children ages birth to 18. The policies I’ve followed are outlined by the Department of Early Care and Learning (DECAL).  Under DECAL’s guidelines, I have often wondered how other ECE providers felt as well as how they incorporate the Georgia Early Learning and Development Standards (GELDS) through their lesson plans. The GELDS provide an awesome array of activities that have sparked the interest of each of my Pre-K kids. Under these standards I have helped increase vocabulary (helping children link sounds of letters to words) and expand awareness of print. With the help of agencies like Child Care Resource & Referral, I have learned how I can operate more effectively in the classroom (through Quality Rating trainings) using the Environmental Rating Scale (ERS) (the introduction) and the Infant and Toddler Environmental Rating Scale (ITERS).

Though I have had training in ERS and ITERS, I am not familiar with the revised Early Childhood Environmental Rating Scale (ECERS) and the School-Age Care Environmental Rating Scale (SACERS) (GOAL #1). Because I work in a licensed facility that enrolls children up to age 12 years, it is important that I learn how I can provide the basic needs (e.g. protection of health and safety, building positive relationships, and opportunities for stimulation and learning from experience) of each age group. As I have little to no experience and/or training in these rating scales, I desire to learn what makes the rating scales different for the learning environment in child care learning centers and head start facilities (the core of my career learning experiences in early childhood) (GOAL #2). Learning the differences in how each learning environment should be organized and managed can reduce chaos as well as increase positive learning experiences.

In addition, it is important that as an early childhood professional, I learn what makes a Pre-Kindergarten classroom most successful (GOAL #3). Yes, I am implementing some activities and curriculum that helps the children think. However, I am still unsure of other possibilities that enhance my performance as a teacher. Training in and use of the rating scales can increase my awareness of what captivates the age group I serve. Further, I can determine the best practices (what should be included and excluded) for the classroom setting.

References

http://www.decal.ga.gov

http://ers.fpg.unc.edu/about-environment-rating-scales