# CTE Resource Center - Verso - Introduction to Early Childhood, Education, and Services Task 1601165392

CTE Resource Center - Verso

Virginia’s CTE Resource Center

Differentiate among the types of early childhood education programs.

Definition

Differentiation should include a report of research
  • into the selected types of programs
    • Head Start
    • center-based
    • home-based
    • half-day preschool
    • corporate
    • lab-school
    • faith-based
  • in terms of
    • clients served
    • instructional program (e.g., Montessori and High Scope)
    • similarities and differences among the programs, operational structure, financial policies, and area served.

Process/Skill Questions

Thinking
  • What criteria determine the parent’s choice of an early childhood education program?
  • How do parents rank the importance of specific criteria (e.g., convenience, type of facilities, instructional program)?
  • What are the similarities and differences among the American models and other global community methods of early childhood education?
  • What are the strengths of each early childhood education model in meeting the ever-changing needs of a growing family?
  • What are the determining factors that influence a parent’s choice of an early childhood program?
  • How do teachers within each program interact with the children? Do they talk with the children on their level to support child's social and emotional growth? Do they encourage children to learn and be creative?
  • What are the long-term benefits of each program based on the population served (e.g., Are low-income children better prepared in a Head Start program or a Montessori program)?
  • What are the similarities and differences between corporate and faith-based programs?
  • Which programs need to follow state licensing guidelines?
Communication
  • What should one do to demonstrate respect for families’ values? How do families enter preschool programs?
  • How does each curriculum lend itself to family involvement?
  • How does parent communication strengthen the development of the child within the program?
Leadership
  • What should be done to assess the influence of a curriculum on the development of the child? How might it affect the family and the community?
  • What are the essential elements of a program's curriculum that leaders of the program should promote to the community and parents?
  • What skills are needed to run an effective early childhood program with appropriate funding, space, and materials to meet the curriculum needs?
Management
  • What are curriculum and instruction goals for each type of program?
  • How should the curriculum be implemented to ensure that program goals are met?
  • What education does a teacher need to be qualified to instruct students in each program?
  • What assessments will students undergo to ensure that progress is being made throughout the program and that children are being adequately prepared for the next level of education?

Related Standards of Learning

English

9.8

The student will find, evaluate, and select credible resources to create a research product.
  1. Verify the validity and accuracy of all information.
  2. Analyze information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting information, point of view, or bias.
  3. Evaluate and select evidence from a variety of sources to support claims and introduce counterclaims.
  4. Cite sources for both quoted and paraphrased information using a standard method of documentation such as that of the Modern Language Association (MLA) or the American Psychological Association (APA).
  5. Avoid plagiarism by using own words and follow ethical and legal guidelines for gathering and using information.
  6. Demonstrate ethical use of the Internet.

10.8

The student will find, evaluate, and select credible resources to create a research product.
  1. Verify the accuracy, validity, and usefulness of information.
  2. Analyze information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting information, and point of view or bias.
  3. Evaluate and select evidence from a variety of sources to introduce counter claims and to support claims.
  4. Cite sources for both quoted and paraphrased ideas using a standard method of documentation, such as that of the Modern Language Association (MLA) or the American Psychological Association (APA).
  5. Define the meaning and consequences of plagiarism and follow ethical and legal guidelines for gathering and using information.
  6. Demonstrate ethical use of the Internet.

11.8

The student will analyze, evaluate, synthesize, and organize information from a variety of credible resources to produce a research product.
  1. Critically evaluate quality, accuracy, and validity of information.
  2. Make sense of information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting information, point of view or bias.
  3. Synthesize relevant information from primary and secondary sources and present it in a logical sequence.
  4. Cite sources for both quoted and paraphrased ideas using a standard method of documentation, such as that of the Modern Language Association (MLA) or the American Psychological Association (APA).
  5. Define the meaning and consequences of plagiarism and follow ethical and legal guidelines for gathering and using information.
  6. Demonstrate ethical use of the Internet.

12.8

The student will analyze, evaluate, synthesize, and organize information from a variety of credible resources to produce a research product.
  1. Frame, analyze, and synthesize information to solve problems, answer questions, and generate new knowledge.
  2. Analyze information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting information, point of view, or bias.
  3. Critically evaluate the accuracy, quality, and validity of the information.
  4. Cite sources for both quoted and paraphrased ideas using a standard method of documentation, such as that of the Modern Language Association (MLA) or the American Psychological Association (APA).
  5. Define the meaning and consequences of plagiarism and follow ethical and legal guidelines for gathering and using information.
  6. Demonstrate ethical use of the Internet.

History and Social Science

GOVT.9

The student will apply social science skills to understand the process by which public policy is made by

  1. defining public policy and determining how to differentiate public and private action;
  2. examining different perspectives on the role of government;
  3. describing how the national government influences the public agenda and shapes public policy by examining examples such as the Equal Rights Amendment, the Americans with Disabilities Act (ADA), and Section 9524 of the Elementary and Secondary Education Act (ESEA) of 1965;
  4. describing how the state and local governments influence the public agenda and shape public policy;
  5. investigating and evaluating the process by which policy is implemented by the bureaucracy at each level;
  6. analyzing how the incentives of individuals, interest groups, and the media influence public policy; and
  7. devising a course of action to address local and/or state issues.

Other Related Standards

FCCLA National Programs

A Better You

 

Balancing Family and Career

 

Earning

 

Families Today

 

Family Ties

 

Lead

 

Learn

 

Meet the Challenge

 

Serve

 

Spending

 

Working on Working

 

You-Me-Us

 

FCCLA: STAR Events (2019)

Advocacy

 

Check the national website for Skill Events

 

Check the national website for online events

 

Life Event Planning