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Thread Status: Active Total posts in this thread: 10
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dhewitt
Stranger USA Joined: Jun 15, 2009 Post Count: 13 Status: Offline |
Post comments, ideas and strategies. ---------------------------------------- [Edit 1 times, last edit by dhewitt at Sep 8, 2009 11:10:20 AM] |
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CS
Stranger Joined: Sep 24, 2009 Post Count: 2 Status: Offline |
One area that I feel needs some strengthening is the type of trainings that are required to keep your child care license. I think that only “approved EC” courses and trainings should count toward the required hours. Classes like art, photography, English-are good courses but do not provide knowledge that helps child care professionals meet the needs of young children and support families. |
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Katherine
Stranger Crow Wing Joined: Sep 25, 2009 Post Count: 9 Status: Offline |
Greater Minnesota is very neglected when it comes to quality professional development opportunities and pilot programs. These opportunities are afforded the 7 county metro area which makes participation from greater Minnesota providers very difficult due to travel restaints, time, absent days limitations from provider's program, funds and opportunities. It is extremely difficult for seasoned providers to find worthwhile and timely professional development opportunities in the rural areas. Also in greater Minnesota, the gap remains between child care providers and kindergarten educators. Coalitions have been formed through the support of the Initiative Foundation but the meshing of the two important players has not happened. There just is not the public school system involvement support that needs to be there to insure k-readiness for all children. |
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erinz
Stranger United States Joined: Sep 27, 2009 Post Count: 1 Status: Offline |
I would like to ask that early education personnel have access to resources to support children who are differently abled so that they can support all learning needs. When my son was in preschool he was identified as needing special education support and had to spend part of his day in an ECSE. While this was a good program, I wish more support could have been available to his daycare as this would have been a more inclusive environment. The first year ECSE teachers were able to occasionally visit the daycare, but then they were no longer able to do this after the first year. It is so crucial that kids have a good start and partnerships between people who've specialized in special education, universal design for learning, and others who may not have as much experience are crucial to support all kids' needs and to make sure kids learn to work and play together and appreciate each other. |
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Katherine
Stranger Crow Wing Joined: Sep 25, 2009 Post Count: 9 Status: Offline |
The recent grant rounds offered through child care block grants facilitated by CCRR have cut the service organization training grant funds. This was a key professional development component to Greater Minnesota because it allowed child care associations to apply for grants to bring creditable trainings into their area for the providers based on when and what the educational needs were for those providers. Without the funding this flexible and profession development avenue has been lost. The regional training advisory committees have also been abolished so providers have no imput as to what their particular community needs for training, what the best times are,etc. Current training opportunites usually do not fit the needs of the area provicers. This is another reason that the child care mentoring program has become so important to providers. The training and resources are there when they need them. |
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Katherine
Stranger Crow Wing Joined: Sep 25, 2009 Post Count: 9 Status: Offline |
The policies regarding providers days absent from their program needs to be adjusted so trainings can be attended. There are many creditable trainings that are offered to providers at unreasonable times such as during their normal work hours or during the weekends for providers that provide week end care or evening care. They need to be able to leave their program with the help of a sub without it affecting their 30 day absent statute. Many times requirements and mandates are made without the barriers being removed to enable a provider to meet the requirements. |
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Becky
Stranger Joined: Oct 6, 2009 Post Count: 3 Status: Offline |
Cut backs in funding have limited the ability of MN EC workers to stay abreast of new research and pathways to higher education. We have MNCPD which has set up a system, but there are very limited scholarship opportunities for those entering the field and for those who have stayed committed to the field for many years but do not have resources to return to school for a masters degree or a degree in a specific area. TEACH was cut. Personnel working low paying jobs for the good of the children need to have many opportunities for scholarships and back up for substitutes to build their skills and knowledge. Only dollars will help ensure this access to education. |
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Casandra
Stranger Hennepin Joined: Oct 6, 2009 Post Count: 3 Status: Offline |
Approximately 46% of Minnesota's children are currently in FFN care. Funding health & safety training for these providers will provide safer learning environments for children in all communities. This would also upgrade the skills, of these providers and jumpstart many of them towards the PD path. This has been the case in the Metro area. Access for FFN's must also be provided in rural areas by funding health & safety training in local hubs that are accessible for these providers. |
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Casandra
Stranger Hennepin Joined: Oct 6, 2009 Post Count: 3 Status: Offline |
Approximately 46% of Minnesota's children are currently in FFN care. Funding health & safety training for these providers will provide safer learning environments for children in all communities. This would also upgrade the skills, of these providers and jumpstart many of them towards the PD path. This has been the case in the Metro area. Access for FFN's must also be provided in rural areas by funding health & safety training in local hubs that are accessible for these providers. |
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CKragthorpe
Stranger Joined: Nov 5, 2009 Post Count: 1 Status: Offline |
Minnesota’s investments in the professional development of early childhood personnel should reflect the critical roles and responsibilities we expect them to perform during the most formative and foundational years in a child’s life. Early childhood personnel directly impact children’s growing capacities to learn, to manage emotions and behaviors, and to form healthy relationships. They also serve as links between families and information, resources and services to enhance child development and school readiness. The Minnesota Association for Infant & Early Childhood Mental Health, a division of the Minnesota Association for Children’s Mental Health, recommends that the Council takes steps to ensure early childhood personnel have access to pre-service and continuous professional development that integrates the professional competencies delineated in the Guidelines for Culturally Sensitive, Relationship-based Practice Promoting Infant Mental Health. These competency guidelines, also used by a growing network of other states, have the support of and are used by a number of statewide and community organizations advancing professional development to promote child development with a focus on strengthening early relationships. Competencies include cultural competence, typical and atypical child development, knowledge of community resources, relationship-building skills, and reflective supervision. For more information about the competency guidelines and the history of Minnesota stakeholder involvement, contact Candy at 651-644-7333. |
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The time now is Mar 16, 2010 1:53:07 AM |
