Dynamics of Early Childhood Policies and Systems

The healthy development of children is the reason for Early Childhood Policies and Systems, the next course on the journey of my doctoral program. Upon first learning of the course, I wondered what control I have over policies and systems. I am employed in the public school system; a system of policies established by legislatures, superintendents, administrators and district personnel. Policies that range from attendance, to code of conduct, to curriculum and grade reporting.
Further reflection led me to the realization that I and other educators can have effect on policies. These policies are usually school base and include such things as school wide behavior initiatives, arrival and dismissal procedures, and participating in the School Advisory Council. At the district level teachers are invited to join committees and have a voice in policy changes. I have served on committees related to curriculum in both science and math. To be more effective, I need to gather more knowledge about the policies and systems within the public school system.
When I look at voluntary prekindergarten (VPK) I am more familiar with the policies as the program is smaller and educators are aware of the mandates. By state regulations, the school district must provide VPK. My district chooses to do so in the summer. For students to be eligible for the program the families must obtain a voucher from the Early Childhood Coalition. The parents are required to sign a contract which has an attendance clause. The VPK students receive individual assessment at the beginning of the summer and the end. The data is analyzed and stored on the state Bright Beginnings website. Starting this current school year and expanding next school year, VPK will be available at selected Title 1 schools which will provide the funding.
Two of the three professional goals that will drive my work in this course are related to VPK. I have been in contact with the district specialist for VPK and asked if there was policy issues that I could provide support. The answer was a resounding yes. The first goal is the development of the problem solving team process for VPK. I will be researching response to intervention in VPK, handling challenging behaviors and identifying resources that are available in the community. The second goal is the development of parent involvement/support program. I am interested in developing a parent and child reading program that incorporates the arts as well as other curriculum areas. Early childhood educators know that parents are the child’s first teacher and it is imperative to include them in their child’s formal education.
The third professional goal is for the future. I have envisioned an early childhood learning center that I would love to open. In that regard, I will use this course to gather knowledge of all the policies and systems necessary for the opening of a center. Children are the future and it is up us to lay a strong foundation through the establishment of effective policies and systems.