This session provides a general overview of what program leaders need to know about Program Governance. Learn how to support governance and management personnel in working collaboratively to achieve positive outcomes.
The PFCE Framework is a roadmap for progress in achieving the types of outcomes that lead to positive and enduring change for children and families.
For infants and toddlers, school readiness refers to their developing capacity to self-regulate, demonstrate curiosity, communicate effectively, and develop close, secure relationships. Good health and proper nutrition support this developing capacity. This happens within the context of nurturing, culturally responsive relationships with parents, caregivers, extended family, and community.
Program leaders can use this online tool to design school readiness goals that integrate meaningful health strategies. Program leaders can also use it to identify the link between their school readiness goals and health service plans. Health promotion, prevention, and access to treatment can help achieve those goals.
The Head Start Approach to School Readiness means that children are ready for school, families are ready to support their children's learning, and schools are ready for children.
Every Head Start and Early Head Start program is required to develop a plan of action to meet desired outcomes of school readiness, family engagement, professional development), curriculum, assessment, and teaching practice. A key part of this plan is to make sure teachers, home visitors, and family child care providers intentionally support children’s progress. For this to happen, systems and services must come together as early as possible.
Teachers know and understand the broad range of content areas and the developmental expectations (i.e., social and emotional, cognitive, expressive and receptive language, motor, adaptive, and English language development) appropriate for young children as outlined by the Head Start Early Learning Framework. Teachers consider what they want children to know, understand, and be able to do using the five essential domains.
The new framework is designed to show the continuum of learning of infants, toddlers, and preschoolers. It is grounded in comprehensive research around what young children should know and be able to do during their early years.
With goals and a plan of action in place, the next challenge is to identify ways to measure children’s progress toward meeting goals. Child-level assessment data is collected for individual children by programs using one or more valid and reliable assessment systems. Tools for determining a child’s status and progress include, but are not limited to, direct assessment, structured observations, checklists, staff or parent report measures, and portfolio records or work samples.
Health connects to school readiness long before a child enters school. Healthy development continues to support learning throughout childhood and later life. "Health in the earliest years—actually beginning with the future mother's health before she becomes pregnant—lays the groundwork for a lifetime of well-being…"