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.
This interactive crossword puzzle reinforces key concepts related to high-quality early childhood education. Learners will explore terms connected to licensing, quality standards, teacher qualifications, and strategies for closing the achievement gap. Use the clues and hints provided to complete the puzzle and deepen your understanding of what makes early care and education effective and equitable for all children.
- Achievement, Licensing, Structural, Process, Observation, Curriculum, Interactions, Access, Standards, Equity, Assessment, Environment, Qualification, Poverty
Resources
- Crosswalk 15 minute service suites classroom. (n.d.). U.S. Department of Health and Human Services, Administration for Children and Families. Retrieved from https://eclkc.ohs.acf.hhs.gov/professional-development/article/crosswalk-15-minute-service-suites-classr
- Early Childhood Mentored Field Observations by Susan Eliason is licensed under CC BY-NC-SA 4.0
- Hamre, B. (n.d.). Using Classroom Observation to Gauge Teacher Effectiveness: Classroom Assessment Scoring System (CLASS). Retrieved from https://cepr.harvard.edu/files/cepr/files/ncte-conference-class-hamre.pdf
- Indiana Institute on Disability and Community. (n.d.). Retrieved from https://iidcweb.indiana.edu/styles/iidc/defiles/ECC/CLASS%20Overview%20for%20EEMG%20participants.pdf
- Mashburn, A. (n.d.). Class: Optimizing Reliability and Validity. Retrieved from https://curry.virginia.edu/faculty-research/centers-labs-projects/castl/class-optimizing-reliability-and-validity
- MiraCosta College. (n.d.). Retrieved from https://www.miracosta.edu/instruction/childdevelopmentcenter/downloads/5.4CLASSSummaryPreschool.pdf
- Slot, P. (2018). Structural characteristics and process quality in early childhood education and care: A literature review, OECD Education Working Paper No. 176. Retrieved from http://www.oecd.org/officialdocuments/publicdisplaydocumentpdf/?cote=EDU/WKP(2018)12&docLanguage=En
- Slot, P., Leseman, P., Verhagen, J., Mulder, H. (2015). Associations between structural quality aspects and process quality in Dutch early childhood education and care settings. Early Childhood Research Quarterly, Volume 33, 4th Quarter 2015, 64-76. Retrieved from https://www.sciencedirect.com/science/article/pii/S0885200615000599
- The Environment as the Third Teacher. (n.d.). Retrieved from https://files.eric.ed.gov/fulltext/ED493517.pdf
- University of Virginia. (n.d.). Retrieved from https://curry.virginia.edu/uploads/resourceLibrary/CASTL_practioner_Part1_single.pdf
- University of Virginia. (n.d.). Retrieved from https://curry.virginia.edu/uploads/resourceLibrary/CASTL_practioner_Part4_single.pdf
- University of Virginia. (n.d.). Retrieved from https://curry.virginia.edu/uploads/resourceLibrary/CASTL_practioner_Part5_single.pdf
- The National Center on Early Childhood Development, Teaching and Learning. (n.d.). Understanding and Using CLASS for Program Improvement. Retrieved from https://eclkc.ohs.acf.hhs.gov/sites/default/files/pdf/class-brief-understanding-using-class-program-improvement.pdf
- The National Center on Quality Teaching and Learning. (2013). Improving Teacher–Child Interactions: Using the CLASS™ in Head Start Preschool Programs. Retrieved from https://eclkc.ohs.acf.hhs.gov/sites/default/files/pdf/using-the-class-in-hs-preschool-programs.pdf
- Washington Office of Superintendent of Public Instruction. (n.d.). Assessment. Retrieved from http://www.k12.wa.us/EarlyLearning/pubdocs/assessment_print.pdf
- Wechsler, M., Melnick, H., Maier, A., Bishop, J. (2016). The Building Blocks of High-Quality Early Childhood Education Programs. Learning Policy Institute. Retrieved from https://learningpolicyinstitute.org/product/building-blocks-high-quality-early-childhood-education-programs
