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Soneyry TenecelaInstructor: Rebecca WatersMOD 1 - EDU505.90: Future of EducationPost University Future Vision of Education in ECE INTRODUCTIONHuman Resources Agency of New Britain Inc. (HRA) has been providing services in New Britain, Connecticut. The programs that HRA provide for education services are as such Toddler Care program, Head Start program, School Readiness program, Half-Day Preschool program, and Half-Year Preschool programs. Other programs are elderly services, emergency assistance services, employment and training services, energy and heating services, supportive housing services, AIDS prevention and counseling, HIV counseling and testing, substance abuse prevention, free tax preparation, financial literacy education and match savings services, food pantry services, information and referral services, case management and counseling services, and health and wellness services. Currently, HRA serves educational services to children and families population who may speak English, Spanish, Polish, and Arabic (HRA-NB, 2017). According to City-Data (2017), New Britain’s medium resident age is 33.4 years old and the most recent population in 2014 was 72,878 residents. HRA also states that “families in the greater New Britain area earning 75% of the state median income ($64,243 annually). Records are strictly confidential” (Benjamin Franklin Preschool Program, 2017). HRA was first established in 1964 to dedicatedly increase the economic and self-sufficiency of individuals and families in the city of New Britain. HRA has evolved since its grand opening to now being a non-profit organization that provides many services starting from education to senior caring and other local assistance programs. Throughout the years, HRA has expanded to serve in other communities besides in New Britain such as Bristol, Burlington, Farmington, Hamden, Meriden, New Haven, Plainville, and Plymouth. Also, they now deliver employment and training assistance to 30 towns in greater New Haven County. According to HRA of New Britain Endowment-Our Story (2017),HRA created a state of the art Early Childhood Education Facility for children ages 18 mos. – 5 years, impacting over 600 families each year. The Connecticut Housing and Education Finance Authority (CHEFA), and Connecticut Department of Social Services loan package supporting this project were the first dollars invested in New Britain for preschool, the largest commitment for preschool by CHEFA.HRA’s mission is to improve the quality of life by helping people achieve in economic and social potentials, respond to cases and conditions for poverty issues, and to build strong individuals, families, and especially their local communities (Empowering citizens in 6 towns, 2017). THESIS—MethodologyAs HRA provides educational services in the city of New Britain, Connecticut; the program can focus on futuring techniques that can empower the quality of education that the centers already serve but it can also be useful to include a more advanced and modern technology while implementing curriculum objectives. Leer (2013), states that “understanding that the process of education needs to change is different from knowing how best to help effect that change. Recurrent themes in education reform include such topics as student centric learning and the need to use technology to assist with the learning process” (p. 14). Based on the NMC/CoSN Horizon Report: 2016 K-12 Edition, schools and/or academic programs should create plans and decisions to foster a futuristic movement for technology advances. HRA is currently only using technological advances for the development of curriculum and exposing the children to a high-quality learning environment that assists every child to become a creative and confident thinker that allows each child with competent skills for elementary education. VISION / PLANMany proactive factors with the use of technology may play an important role in Early Childhood Centers by allowing opportunities of how young children can become more engage in classroom instruction and completing academic activities. Moreover, this can also increase the children’s exposure to learning early academic skills using technological tools. Having the idea of educators using technology embeded into the curriculum can create various conclusions of how is the student comprehending the instructed activities throughout the day. There are already many ineffective ways how educators use technology in the classrooms which points out that proper training sessions need to be put in place. Some technology tools can assist the teacher to collect data about how the child is receiving the information and how the child is learning the skills being presented. The education of technology continues to grow and expand bringing many thoughts of how it can be included into school programs for the children to learn the usage of these technological tools. Prensky (2013) explains a variety of key points that drafts how the use of technology is expanding and how its fits in the field of Early Childhood Education. For the past three to five years the Creative Curriculum educational tool has enhanced and remodified the objectives and skill guidelines educators need to be focused on to target what the child already knows and what the child needs to learn next. This curriculum is continuously being remodified to meet the students’ needs and how the technology is being enhanced to meet learning expectations during testing preparations and/or assessments that later will rate the findings using a data-based comparison between module sessions. Using this technology as a learning tool assists in moving from a trivial phase to a more innovative enhancement of learning techniques and strategies. This study assists in the creation of new curriculum that the educator can contribute effective thinking about how to use new curriculum helps to have a successful approach and effective accomplishments. Creating a vision and a plan for new technology use can highly benefit HRA and the student body of the program. NMC/CoSN Horizon Report: 2016 K-12 Edition states: long-term trends that typically have already been impacting decision-making and will continue to be important for more than five years; mid-term trends that will likely continue to be a factor in decision-making for the next three to five years; and short-term trends that are driving educational technology adoption now, but will likely remain important for only one to two years, becoming commonplace or fading away in that time. While long-term trends have already been the topic of many education leaders’ discussions and extensive research, short-term trends often do not have an abundance of concrete evidence pointing to their effectiveness and future directions. All of the trends listed here were explored for their implications for K-12 education in a series of online discussions that can be viewed at k12.wiki.Trends. The NMC Horizon Project model derived three meta-dimensions that were used to focus the discussions of each trend and challenge: policy, leadership, and practice. Policy, in this context, refers to the formal laws, regulations, rules, and guidelines that govern schools; leadership is the product of experts’ visions of the future of learning, based on research and deep consideration; and practice is where new ideas and pedagogies take action, in schools and related settings. In the next five years HRA will be experiencing trends that will provide benefits when creating an innovative educational style along with technological advances but also face challenges while adopting technology planning and long-term accomplishments. The most significant long-term challenges that HRA will face are redesigning the learning space and rethinking how schools work, especially because it is not a program in the public-school system. According to NMC/CoSN Horizon Report: 2016 K-12 Edition-redesigning learning spaces states that: As conventional teaching models evolve and emerging technologies gain a solid foothold in classrooms worldwide, formal learning environments require an upgrade to reflect the 21st century practices taking place in them. Education has traditionally relied on teacher-centric approaches where lectures were the main source for knowledge transference. Today, student-centric pedagogies are being embraced to better prepare learners for the future workforce, and new approaches to classroom design are supporting this shift. Additionally, innovative thinking in architecture and space planning is influencing the sustainable design and construction of new school infrastructures that have the potential to significantly impact classroom practices and student learning.Also, NMC/CoSN Horizon Report: 2016 K-12 Edition-rethinking how schools work states that: There is a focused movement to reinvent the traditional classroom paradigm and rearrange the entire school experience — a trend that is largely being driven by the influence of innovative learning approaches. Methods such as project-, competency-, and challenge-based learning call for school structures that enable students to move from one learning activity to another more organically, removing the limitations of bell schedules. The multidisciplinary nature of these contemporary approaches has popularized creative applications of technology and fostered innovative school models that link subject matter to the real world. As learning becomes more fluid and student-centered, K-12 leaders believe that schedules should be more flexible, allowing opportunities for authentic learning and ample room for independent study. Also driving this trend is the notion that public, private, and charter schools are no longer the sole options; unconventional models including open, virtual, and project-based learning schools are expanding possibilities for formal education. ScenarioHaving a technology-rich area in the classroom stimulates young children to further investigate and explore virtual activities and assist in maturing their skills. It has been proven that the use of technology in the classroom provides children with time to play individually or as pairs, and create while using their imagination. Therefore, teachers need to ensure that children learn how to use technology in this evolving world era. When teachers integrate the use of technology, they assist the children with reinforcing skills of technology that will make children’s skills thrive even greater with previous learned skills. Having technological tools can increase children’s engagement around their environment and expand to the entire world. According to Reinen (2017), there are 10 trending technological tools that early childhood teachers can use to attain better outcomes in the classroom: Interactive WebsitesDigital StorytellingEnriching ApplicationsCollaborative ResourcesEducational Video SitesE-BooksOnline OrganizationVirtual TimersInteractive WhiteboardsOnline Behavior Scanning When expectations of a program are being met, the children successfully move on to elementary education having the appropriate skills to meet higher competences and continue to expand their knowledge and increase their developmental domains while breaking some areas of achievement gaps from public education statistics. Early Education for All (2005) states that “Research demonstrates that high-quality early education improves the school readiness of children from all ethnic, racial and economic backgrounds, with disproportionate benefits to low-income and minority children. Several studies have found that well-funded, well-designed, and well-staffed pre-kindergarten programs can improve the academic achievement and long-term outcomes of low-income and minority children.” Having developmental appropriate techniques for programs that can include high quality technology exposures will beneficially create confident children who will have both classroom and technology advances to concur many obstacles in the elementary schools when completing academic competencies. The challenges that can be faced when modifying classrooms which incorporate technology advances may be from not having enough funds and/or not having qualified-trained staff who can teach children how to properly use the technology. The positives and negative outcomes of scenarios and scanning to use with technologyPositiveNegativeCurriculum tools Time consumingOpen-ended activities Not enough fundsDigital resourcesNot enough fundsPedagogy / creative classroom advances Time consuming / not enough fundsTRENDS Picturing the future in the field of Early Childhood Education includes various trends that impact the resources and their availabilities to the children, their parents, and educators and/or other professionals in the field. HRA falls into all trends for early education and how they serve families in New Britain, Connecticut. The trends that are mainly focused to creating a successful program include providing a high-quality technological education curriculum; covering the economical and budgeted issues in the area, following and accessing public policies and state regulations in the field of Early Childhood Education; advocating in the city’s demographics; and evolving curriculum practice from historical events into today’s society model that continues to embed techniques and strategies as tools to the advanced curriculum objectives that are implemented in the classroom setting. Future techniques, strategies, and education tools will innovate the way that curriculum is used in the program facility. NAEYC (2017) states that: Early childhood programs have the potential for producing positive and lasting effects on children, but this potential will not be achieved unless more attention is paid to ensuring that all programs meet the highest standards of quality. As the number and type of early childhood programs increase, the need increases for a shared vision and agreed-upon standards of professional practice.Making this vision of excellence a reality will require a commitment from and a partnership among the federal, state, and local governments, business and labor, private institutions, and the public. As we stand at the beginning of a new millenium, we must join forces to advocate and implement the policies at the appropriate federal, state, and local levels that will lead to excellence in early childhood education programs.Proactive factors play an important role in the Early Childhood classroom to emphasize development and increase the potential for young children to obtain appropriate practice through interactive activities. Therefore, the exposure to advanced techniques and strategies need to be put in place to assist the child and the community resources.Educational Technology The use of technology in the classroom setting already is served as an influence for educators and how curriculum is implemented alongside with strategy-based activities. Educational technology tools and assessment assists the classroom teacher to collect data and compare it with previous data how the child is progressing using formal instruction. The practice of educational curriculum with the use of technology may also assists other classroom staff (teacher assistants and special education specialists) to continue to expand how the of techniques and strategies are implement and how it teaches children to learn the developmentally appropriate materials/activities for each individual child. Factors that are included with the use of technology play the important role of how young children are engaged with the curriculum and how it may increase their exposure to learning early academic instruction and acquiring appropriate skills. Issues with this ideal curriculum practice are having educators use the technology tools in an ineffective way and educators lacking training of how the child receives and processes the information and how they learn the skill being presented. As mentioned before, Leer (2013), states that “understanding that the process of education needs to change is different from knowing how best to help effect that change. Recurrent themes in education reform include such topics as student centric learning and the need to use technology to assist with the learning process” (p. 14). The education of technology is growing and expanding which brings many questions of how it will look like for our next generations. On the other hand, Prensky (2013) explains a variety of key points that drafts how the use of technology is expanding and how it fits in the field of early education. For the past three to five years the Creative Curriculum Teaching Strategies Gold which is an educational tool has enhanced and remodified the objectives and skill guidelines that educators need to be focused on to target what the child already knows and what the child needs to learn next. Also, this curriculum tool is being remodified to meet the students’ needs; how the technology is being enhanced to meet learning expectations by testing preparations and/or assessments and later rate it by using a data-based comparison; using technology as a learning tool which assists in moving from a trivial phase to a more innovative power of learning techniques and strategies. This study assists in the creation of new curriculum that the educator can have an effective thinking about how to use new curriculum which helps to have a successful action and create a new relationship among the educator and the student and then later compare the effective accomplishments (Prensky, 2013). When expectations of the program are being met, the children successfully move on to elementary education having the appropriate skills to meet higher competence and continue to expand their knowledge and increase their developmental domains and break the achievement gaps from public education statistics. Economics / Budgeting When expectations of a program are being met, the children successfully move on to elementary education having the appropriate skills to meet higher competences and continue to expand their knowledge and increase their developmental domains while breaking some areas of achievement gaps from public education statistics. Early Education for All (2005) states that: Research demonstrates that high-quality early education improves the school readiness of children from all ethnic, racial and economic backgrounds, with disproportionate benefits to low-income and minority children. Several studies have found that well-funded, well-designed, and well-staffed pre-kindergarten programs can improve the academic achievement and long-term outcomes of low-income and minority children. Having developmental appropriate techniques for programs that can include high quality technology exposures will beneficially create confident children who will have both classroom and technology advances to concur many obstacles in the elementary schools when completing academic competencies. The challenges that can be faced when modifying classrooms which incorporate technology advances may be from not having enough funds and/or not having qualified-trained staff who can teach children how to properly use the technology. Impacts that are taken into consideration when funding comes to the table regarding equities to early learning also impact policies and health. Scott (2017) states that: considerable funding for child care comes from parents, placing a disproportionate financial burden on low-income families as well as contributing to the general underfunding of the larger child care system. Some federal dollars supplement child care with resources that flow through the Child Care and Development Block Grant Act (CCDBG), which authorizes the Child Care and Development Fund (CCDF) programs in states. CCDF provides low-income families with subsidies towards child care costs. States have licensing statutes, regulations, and monitoring systems to ensure that the state CCDF program meets foundational requirements. Unfortunately, only 13% of eligible children end up receiving subsidies; children of different racial and ethnic groups have disparate access to the CCDF program. While there is no data indicating specific reasons for disparate access, the Center for Law and Social Policy (CLASP) has pointed to a lack of sufficient funding for programs, the federal funding allocation process, and the high variability of state demographics and allocation processes as likely factors. Due to the high cost of child care, some families opt out of the regulated system and move their children into informal or unlicensed settings, which are not subject to basic health and safety requirements, minimum training requirements, or background checks for providers. In some communities within Indian Country that suffer from chronic generational unemployment, overcrowded housing, and lack of basic infrastructure, imposing and enforcing minimum requirements may create seemingly insurmountable challenges. Ensuring quality, health, and safety for children in all settings, by all providers, regardless of the number or types of regulations is a difficult and complicated undertaking. Funding challenges can also negatively impact the implementation of workforce requirements for ECE settings. (p.78-79) Another point to funds is from the congress mandates and representatives where Early Childhood Education is not taken account to be a considerable a part of the education system especially for the public-school system and its policies and/or regulations. Another critical measurement is how education staff in the Early Childhood Education program experience a demining and underpaid scale while education, trainings, and levels of expertise is the same or equivalent to public school teaching staff with/without state certifications. Public Policy In the field of Early Childhood Education, the main public policies fall into the goals of the most prestigious and empowered organization in the entire US which is the National Association for the Education of Young Children (NAEYC) which identifies their goals consisting of the most structured and highest quality of education served to young children and is combined with a well-financed system that serves children from birth to age eight. All programs that follow NAEYC standards are mandated to provide the most-high quality service starting with the education of young children. Phillips (2017) states: Developmentally Appropriate Practices In 2006, The National Association for the Education of Young Children (NAEYC) proposed developmentally appropriate practices for educating young children. The twelve guiding principles include:? Development in one developmental domain influences the other;? Development is sequential with new skills building on acquired skills;? Each child develops at his or her own rate;? Early life experiences influence later experiences;? Development occurs along a continuum from simple to complex;? Development is influenced by cultural and social contexts;? Children are active learners;? Nature and nurture both have a role in child development;? Play is the hallmark of early childhood development;? Development occurs when children are allowed opportunities to demonstrate newly acquired skills;? Children have different avenues in demonstrating their knowledge and skills; and,? Children develop when they feel safe, valued, and secure (NAEYC, 2006). (p. 4). Also in accordance to NAEYC its stated that: The National Association for the Education of Young Children (NAEYC) is?a leading voice for high-quality early childhood education supported by a diverse, dynamic early childhood profession. With Americans?of all political, geographic, and demographic backgrounds, we are coming together to demand investments in hiqh-quality early childhood education and early childhood educators, because we?know that?will make America brighter, stronger, and more competitive.?The policies, standards, and practices NAEYC develops and advocates for are based on research and evidence in child development. Our organization's public policy work at the federal, state and local levels reflects the Association’s position statements, standards for early learning programs, standards for professional preparation programs, and other resources as well as research and evidence from the field. Our issue-driven advocacy is conducted directly with policymakers and through technical assistance, materials and other support to our Affiliates and partners working on shared public policy goals and efforts (NAEYC, 2017).All public policies prioritized by NAEYC are concluded into the federal and state agenda, in the mission and strategic direction, the use of the NAEYC position statement, and all other professionals that support the drive to high quality early learning and education standards. The effects of public policy from NAEYC is seen in the Head Start programs around the United States. Public policies and economic trends are interconnected in the Head Start Act of 2007.Head Start supports trends for early education and social justice, parent involvement, serving diverse populations, and professional development (Hinitz, 2014). Also, NAEYC states that: Teachers who have specific preparation and ongoing professional support in child development and learning are more likely to have effective, positive interactions with children and their families, offer richer language and other content experiences, use a variety of appropriate curricula and teaching practices (including play) for individualized and group teaching, and create more high-quality learning environments. NAEYC sets standards for teachers, assistants and directors in its early childhood program accreditation system (centers and schools serving children from birth through kindergarten) and has established standards for professional preparation (birth through age 8) used in higher education programs. As qualifications for early childhood educators rise at the state and federal levels, there must be a corresponding investment so that educators can meet them. States continue to enhance their early childhood professional development systems, including standards and competencies, pathways and articulation to meet higher qualifications, ongoing professional development, as well as compensation commensurate with growing skills and knowledge. These investments have the return of better recruitment and retention of high-quality teachers and other early childhood professionals (NAEYC, 2017). When public policies are taken into effect of how programs are accountable to following specific regulations, keeping fidelity of the use of its curriculum including state standards for assessment benchmarks, but most importantly is that demographics among states are pursuit differently. DemographicsTwo main trends in the field of Early Childhood Education that are heavily affected in the demographics and education of young children are having the benefit to attend early education programs and the quality of developmentally appropriate assessment to minimize the achievement gap. According to Phillips (2017): Research (Cole, Jenkins, Mills, & O'Conner, 1993; Gormley, & Gayer, 2005; Kuder, 2001; Ramey, Campbell, Burchinal, Skinner, Gardner, & Ramey, 2000) with children from low-income homes, children with disabilities, and children at-risk has shown that early childhood education can impact academic performance and benefit society in each of these areas. For example, extensive research exists demonstrating the economic impact by decreasing welfare programs, lowering crime rates, and decreasing the need for special education (Garces, Thomas, & Currie, 2002; Gormley & Gayer, 2005; Gormley et al., 2005; Reynolds, 2000; Reynolds, Temple, Robertson, & Mann, 2001). Even though the research is compelling to provide early childhood education, high quality early education programs are not available to all children. Some report the lack of programs or the difficultly and challenges involved in teaching young children. When paired with children living below the poverty level, teaching becomes more difficult as the child and family often need additional supports. The lack of financial support available to provide the needed services is another challenge in providing high quality services. The most challenging obstacle is the lack of support given to early childhood programs; whereas, K through 12 programs have federal, state, and local support. This obstacle is disturbing as early childhood programs that are supported are often asked to address the social, economic and educational aspects of education versus just providing high quality services to those in need (p. 5). Currently Head Start programs which are federal and state funded keep track of children’s academic development and skills progress during three sessions a year and record these documented progressions using collected data. Later, they are charted and compared to be able to create action plans if red flagged children appear in the data collected. Having this data collection assists the administration staff create development goals for the classroom teaching and special education specialists program an action plan where strategies will be created for each individual child who may be needing additional academic assistance to develop the necessary skills to become successful in the classroom environment. The next trend that is impacting the field of Early Childhood Education is programs are being accounted to break the achievement gap in the preschool classroom. Phillips (2017) states that: Early childhood education programs have flourished over the past few decades as more and more parents come to believe in the benefits of starting children's education as early as possible and find themselves in need of daycare. Federally funded programs like Head Start have been credited with the narrowing achievement gaps which can appear between low-income or minority students and more privileged or majority students. Early childhood education curriculum aims to encourage growth in all six developmental domains, though actual curriculum content can vary between programs.The main struggle is that many curriculum exposures have been eliminated to stablish a more complexed academic and structural competency curriculum for the child to meet and be prepared for kindergarten. Today, the programs of Early Head Start no longer expose the children to objectives such as art, science, and social studies. These areas of learning have been replaced with mainly concepts curricular material which include cognitive, language, literacy, and mathematics. The areas of social-emotional and physical are still important but are briefly explored because the concrete curricular concepts need more improvements. Phillips (2017) also states that: Politicians and child advocates cite another factor that has contributed to the growth of early childhood education. It serves as a mechanism to decrease the achievement gaps in K-12 programs which is well documented in the literature (Gallagher, 2007; Kartal, 2007).For instance, Lamy (2013) notes that there is a substantial body of research demonstrating that children from low-income households often arrive at elementary school less prepared to learn and succeed in an academic environment than children from middle- and high-income households, and that preschool can play a crucial role in closing this gap (p. 1-2).This also puts much more pressure to Early Childhood educators because the curriculum that is currently being used in Head Start classroom settings is the Teaching Strategies Gold and/or Plus from the company Creative Curriculum. This curriculum approach is much more difficult to implement because many of the activities and/or materials needed pertain to skills the children will be expose to when they enter kindergarten and even in first grade. This approach in the curriculum perspective follow traditional roles and transformed knowledge for the future of education for young children. The most important disadvantage in the field of Early Childhood Education is the child and his/her family. Even if the phrase “it takes a village to raise a child” is complete accurately true it cannot happen if the main parent of the household is not involved. Phillips (2017) mentions, that “the biggest disadvantage is the removal of the parent being the primary teacher in a child's early development. Parents who are financially able seek and can afford quality services; where others are not able to provide such services for their child due to socio-economic reasons” (p. 5). Historical EventA main historical trend focused on how young children learn and how the education can focus on each child to follow individually appropriate practice for each child’s learning stage. According to Cicconi (2014), Lev Vygotsky’s social developmental theory includes the zone of proximal development that relies upon the More Knowledgeable Other (MKO). Vygotsky (1978) defines this MKO as an essential component of the learning process and defines it as someone with more knowledge or a greater understanding of a particular task or process than the learner. Decades later, educational research still supports his theoretical stance: socialization and collaboration play a vital role in learning (Fawcett and Garton 2005; Gooch and Saine 2011). Educators often identify the MKO as an advanced peer or an adult in the classroom; the advent of the internet did not alter this limited perception. This stagnant view of the MKO remained limited due to Web 1.0’s limitations (p. 58).Other views Vygotsky socialization theory focused that the evolution of education needed to move forward and surround the classroom with higher thinking processes to result with sophisticated cognitive skills which includes mathematics, language, and literacy concepts. The most modern technology program that supports Vygotsky’s social development theory for the zone of proximal development is covered by the crosswalk of the International Society for Technology in Education (ISTE) and National Educational Technology Standards (NETS). ISTE (2008) states that the “effective teachers model and apply the National Educational Technology Standards for Students (NETS?S) as they design, implement, and assess learning experiences to engage students and improve learning; enrich professional practice; and provide positive models for students, colleagues, and the community.” The National Educational Technology Standards for Students (NETS) is divided into six different categories. Each of these categories need to be introduced, reinforced, and mastered by each individual student and the teachers use these standards as the guidelines to plan technology-based activities that the student body can achieve successfully while being embedded in their learning competencies, using communication skills, and daily-life skills (ISTE, 2017). The following graph draft’s the skills that the student will need to perform competence on: ISTE NETS (2017) CONCLUSIONAdding technological advances and remodifying interest areas in curriculum can satisfactorily benefit HRA’s education programs to approximate a higher statistics range of children’s progress and prepare them for elementary academics. Having innovative exploration with an engaging curriculum practice will assist HRA to break ratings in the achievement gap for a major part of student in New Britain when entering to public school. Educators can have a higher enthusiasm when implementing more hands-on activities which assists to place children’s benchmarks on higher expectations and meeting standards. Educators can also have more opportunities to become comfortable when giving instructions of activities that can be easily understood and provide less complex strategic ideas for the students to strengthen their skills at their own pace of development. Having advances with technology use children can have a second option to learning the necessary skills just in case if tradition learning does not assist them to meet competencies. Phillips (2017) states that:As science is better able to understand the workings of the human brain in terms of learning, the better-educated society becomes about the need to capitalize on the early learning period in children. Studies have demonstrated that without proper guidance, stimulation, and nurturing a child is placed at a higher risk for developmental delays that will impact the child's educational performance throughout the elementary, middle, and high school years. Child advocates for children from low-income families, special needs children, and children at-risk alert society to the need for all children to receive attention and affection from all caregivers (parents, teachers) in order to develop into a self-confident individual. Children enrolled in early childhood educational programs can be found in the home, home-based childcare, and/or child-care centers. These programs can offer services for children at-risk, children with special needs, and for children who provide peer settings for inclusive programming (p. 5). REFERENCESA Call for Excellence in Early Childhood Education. NAEYC. Last modified, 2017. Retrieved from Franklin Preschool Program. HRA of New Britain Inc. Last modified, 2017. Retrievedfrom , A., Myers, O., Scharmen, T., Kinyua, P., & Jimenez, E. Y. (2016). Trends in EarlyChildhood Obesity in a Large Urban School District in the Southwestern United States,2007-2014. Preventing Chronic Disease, 13E74. doi:10.5888/pcd13.150594Cicconi, M. m. (2014). Vygotsky Meets Technology: A Reinvention of Collaboration in theEarly Childhood Mathematics Classroom. Early Childhood Education Journal, 42(1), 5765. doi:10.1007/s10643-013-0582-9City-Data. Last modified 2017. Retrieved from Education for All. (2005) Early Childhood Education: A Strategy for Closing theAchievement Gap. Closing Achievement Gaps: Future of Children Policy Brief.Retrieved from citizens in 6 towns. Human Resources Agency (HRA) of New Britain Inc. Lastmodified, 2017. Retrieved from Early Childhood Educators Are the Key to Quality Programs for Children, NAEYC.Last Modified, 2017.Retrieved from, B. (2014). Head Start A Bridge from Past to Future. Young Children, 94-97.Retrieved from of New Britain Endowment-Our Story. Community Foundation of Greater New Britain.Last modified, 2017. Resources Agency of New Britain, Inc. (HRA-NB). Connecticut Association forCommunity Action. Last modified, 2017. Retrieved from . International Society for Technology in Education (ISTE). Last modified 2017. Retrievedfrom NETS. Last modified, 2017. Retrieved from , R., & Ivanov, S. (2013). Rethinking The Future Of Learning: The Possibilities AndLimitations Of Technology In Education In The 21st Century. International Journal OfOrganizational Innovation, 5(4), 14-20.NMC/CoSN Horizon Report: 2016 K-12 Edition. Last modified 2017. Retrieved from, K. (2017). Early Childhood/Preschool Education. Early Childhood/Preschool Education-- Research Starters Education, 1Prensky, M., (2013) Our Brains Extended. Educational Leadership, 70(6) 22-27.Public Policy Overview, NAEYC. Last Modified, 2017. Retrieved from, B. (2017). ECE Technology: 10 Trending Tools for Teachers. Early ChildhoodTeachers. Retrieved from , K., Looby, A. A., Hipp, J. S., & Frost, N. (2017). Applying an Equity Lens to the Child Care Setting. Journal Of Law, Medicine & Ethics, 4577-81.doi:10.1177/1073110517703331The ISTE National Educational Technology Standards (NETS?T) and Performance Indicators forTeachers. (2008). ISTE. Retrieved from ................
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