31.8: Conclusion and References
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- Gina Peterson and Emily Elam
- College of the Canyons
Research suggests that an enriched learning environment, along with meaningful interactions and experiences can significantly enhance a child’s overall development (Center for American Progress, 2017). Not only do children deserve high-quality learning experiences, parents need the assurance of knowing that their children are in safe, healthy and nurturing environments. Unfortunately, providing high-quality early childhood education services can be particularly challenging especially for the estimated four million children who are living in poverty and considered at-risk. Thus, the achievement gap continues to be a concern and the quest for quality is ongoing. As early childhood educators, we must strive to regularly observe, collect data and assess our programs, and reflect on our teaching practices to be more proactive in our quest for quality. While a score is important to look at and improve on, it is not the end all, be all, it merely serves to guide our practices as it relates to a whole picture. Ongoing observation and documentation help to keep us informed of how to best serve the children and families in our care.
References
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- Early Childhood Mentored Field Observations by Susan Eliason is licensed under CC BY-NC-SA 4.0
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- Indiana Institute on Disability and Community. (n.d.). Retrieved from https://iidcweb.indiana.edu/styles/iidc/defiles/ECC/CLASS%20Overview%20for%20EEMG%20participants.pdf
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- The Environment as the Third Teacher. (n.d.). Retrieved from https://files.eric.ed.gov/fulltext/ED493517.pdf
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