New! - National Head Start Association

guistically appropriate services and instruction
for English-language learners. Finally,
the language regarding curriculum requires
that programs use a developmentally appropriate,
comprehensive curriculum that
includes a focus on improving the learning
environment, teaching practices, and family
involvement.
Regardless of the changes of the
new law, the extent to which appropriate
practices are implemented in Head Start
classrooms will ultimately depend on Head
Start teachers. As the NAEYC position paper
makes clear, early childhood educators
have an obligation to implement appropriate
practices to the best of their ability regardless
of the policy environment. However,
the paper also makes clear that two crucial
elements in supporting developmentally appropriate
practice include “a comprehensive
professional preparation and development
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system” and “salaries and bene ts commensurate
with the skills and quali cations” of
sta (NAEYC, 1996). Again, the promise
that the Head Start law holds for supporting
developmentally appropriate practice hinges
in part on appropriations that are allocated
for workforce development and adequate
compensation.
eme 4: e new law mandates
coordination and collaboration
with other early childhood programs
and the K–12 system while protecting the
autonomy of the Head Start program.
Since Head Start was last reauthorized,
investments in early childhood education
by states and other federal sources have
increased dramatically. According to e
State of Preschool, published by the National
Institute for Early Education Research in
2007, 38 states have created or expanded
pre-kindergarten programs, and new federal
early childhood initiatives, like the Early
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Reading First program, have been introduced.
To improve the availability and quality
of services to Head Start children, a set of
changes in the new law focuses on increasing
collaboration between the Head Start
program and local early education agencies
funded by non-Head Start sources, as well
as promoting an e ective transition of Head
Start children into the K-12 system.
e new law takes a number of steps to
formalize the coordination between Head
Start and other programs serving preschool
children. At the state level, the new law
funds collaboration grants to be used to assess
the degree of collaboration among early
childhood programs within a state and to
develop a strategic plan to enhance collaboration
and coordination. At the agency level,
the bill requires that Head Start agencies
enter into a memorandum of understanding
with the local entity responsible for managing
publicly funded preschool programs.
PERSONALIZED MAGNET Order# 900-904SP
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2115 Edgewood Drive • Schofield, WI 54476 • 1-800-352-9669 • Fax 715-359-9581 • www.safetytoothbrush.com
THE MAGAZINE OF THE NATIONAL HEAD START ASSOCIATION Back-to-School 2008 CHILDREN AND FAMILIES 41