Respond to each post by citing sources in APA format. Do not combine these two post!
Across the United States of America, early childhood programs are impacted by numerous factors. Children and families are impacted by the choices that are choosing for them. Assessment is selected based on the need for the programs. Society plays a major role in assessing programs and children. Parents who are educated evaluate early childhood programs to make sure that their children attend a quality program. Parents are influenced by society to wanting perfection and quality for their children (U. S. Department of Health and Human Services, 2018). National Association for the Education of Young Children play a major role in educating and empowering families and programs to provide quality care to all children. NAEYC promotes assessment for young children to strengthens their learning abilities and assess their knowledge from early childhood classroom experience (NAEYC, 2003). Additionally, NAEYC makes it a requirement programs to be evaluated and hold accountable to do so. Epstein (2003) discussed the importance of programs being held accountable for providing quality care to children and families, further he discussed the reasons for the children to participate in a quality program (p. 1). Political plays a major role in the association of assessment piece of the program, programs that receive subsidies from the government must provide proof of assessment and how programs provide quality care to children and families. The services requested from evaluation experts are, of course, completely different from the ones hinted at in the examples (Ferreira de Cruz, Tavares, Marques, Jorge, and De Sousa, 2015). Government involvement in the program can drive controversy for the assessment process. Program monitor children based on the requirement or to remain operational. The government decides what assessment and how often children should be assessed, however, these decisions can impact children learning in the classroom environment. “The demands of the early evaluation movement for empirical data on policy and program results emerged in opposition to the prevailing emphasis an analysis of planning interventions (Vedung, 2017).
Early childhood programs are impacted by the controversy in numerous ways, across the programs childcare providers are anxious about the requirements, therefore, they decided not to participate or reject the idea of assessing children in their program. According to Guddemi, Sambrook, Wells, Randel, Fite, Selva, and Gagnon, 2014) “many policies and decision-makers appear to be obsessed with the idea that sooner is better when it comes to learning core knowledge (p. 1). When children are not being monitored or assess it is difficult to provide quality care or to evaluate the effectiveness of the program. “The quality of early childhood programs and identify staff training needs. It is appropriate for use in all center-based settings, not just those using the High/Scope educational approach (Epstein, 2003).
Epstein, A. (2003). Holding Your Program Accountable for Introducing High/ Scope’s New Preschool Program Quality Assessment (PQA). High/Scope Resources, A Magazine for Educators, 11-15. Retrieved from https://web.archive.org/web/20150321075739/http://www.highscope.org/file/Assessment/PQA.pdf
Ferreira da Cruz, N., Tavares, A. F., Marques, R. C., Jorge, S., De Sousa, L. (2015). Measuring local government transparency. Public Management Review. Advance online publication. doi:10.1080/14719037.2015.1051572
In my opinion, economic, societal, political and economic factors should not be part of the assessment piece of program evaluations, however I do believe that all three factors play a large part in students’ successes. Thomas (2018) explained that race and economic status will directly affect standardized test scores in students. Caucasian students tend to score higher than non-Caucasian students on standardized test. Even with the same race of Caucasian students are compared, the “higher-class” Caucasian students score higher on testing than “lower-class” students. According to Wexler (2018) “Critics of standardized testing say scores merely reflect family income and other factors beyond schools’ control—while also narrowing the curriculum and warping instruction” (first paragraph). Counsell and Wright (2018) explains that the education world has started to view a student’s achievement from a test score. This has become a political race from many states and countries. Fear to produce high test scores can face educators to change content and strategies that will cause them to narrow curriculum (Dutton and Rushton, 2018).
Political, societal, and economic issues should not encompass education, however all three of these factors play a major part within early childhood education programs. In the eight years I have taught, I have witnessed more struggles from lower economic students. Many of these students come to school looking to escape a bad home life. Students that come from a wealthier family tend to have support from an early age and provide home support in their academic learning. Last year, I had a student that had no support from home. He struggled in reading and mathematics each day, because he could not stay awake to learn. His witnessed more as an eight year child than most people witness as adults. For some students, school is the only place they receive a hot meal or hug. Teachers spend most of the day meeting those needs before focusing on their educational needs
Unfortunately, political, societal, political, and economic factors play a big part in program evaluations and assessments. Meeting the needs of students should be the top priority for any educational program. If we can take care of these needs, then we can begin to focus on the education scores increasing.
Counsell, S. L., & Wright, B. L. (2018). High-Stakes Accountability Systems: Creating Cultures
of Fear. Global Education Review, 5(2), 189–202. Retrieved from
Dutton. J., & Rushton, K. (2018). Confirming Identity Using Drama Pedagogy: English
Teachers’ Creative Response to High-Stakes Literacy Testing. English in Australia, 53(1), 5–14. Retrieved from https://ezp.waldenulibrary.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1183096&site=ehost-live&scope=site
Thomas, Billy. “Standardized Tests Favor Students from High Income Families.” The Chronicle
of Higher Education, June 2018. https://www.chronicle.com/blogs/letters/standardized-tests-favor-students-from-high-income-families/.
Wexler, Natalie. “What to do about standardized tests.” Forbes. Forbes Magazine, November
Type of service-Academic paper writing
Type of assignment-Essay
Pages / words-1 / 275
Number of sources-3
Academic level-High School
Language style-US English