Getting Parents “Ready” for Kindergarten: The Role of Early Childhood Education / Browse Our Publications / Publications & Resources / HFRPWhen families are involved in their children's early childhood education, children may experience greater success once they enter elementary school (Miedel & Reynolds, 1. We define educational involvement of families as activities that parents conduct at home and in early childhood settings to directly or indirectly support their children's learning. This research brief presents preliminary evidence that family involvement in young children's education may contribute not only to a smooth transition to elementary school for children, but also for parents, by helping to prepare them for later involvement in their children's learning. This brief draws from the literature on transition, recent findings from the School Transition Study at the Harvard Family Research Project, and recommended practices from early childhood professionals. Does Early Childhood Education “Ready” Parents for Involvement in Their Children's School? Research suggests that family involvement in education can boost young children's academic success (e. Henderson & Berla, 1.
Parental Involvement in Early Intervention Programs for Children. Parental Involvement in Early Intervention Programs for. Supporting Families: Children Are The Winners. Most education intervention programs. Parent involvement enriches early childhood programs in many ways. Izzo, Weissbert, Kasprow & Fendrich, 1. Marcon, 1. 99. 9; Powell, 1. Research also suggests that the transition between early childhood and elementary school can be a crucial period in children's development (Pianta, Rimm- Kauffman & Cox 1. Yet less is known about the experience of kindergarten transition from parents' perspective (for an exception, see Pianta & Kraft- Sayre, 1. A review of early childhood education and intervention literature suggests that these experiences can affect parents' current and future beliefs and practices (Barnard, 2. Compared to non- preschool parents, parents of children who participated in preschool activities had higher occupational aspirations for their children, more satisfaction with their children's school performance, and greater parent involvement in elementary years at home and in school. Preschool factors positively affecting later home and school involvement include the existence, amount, and number of years of preschool, as well as follow- on activities once children reach school age. Yet in her review, Barnard also found studies suggesting that early interventions could lead to less home- school communication and involvement later on. Given the importance of this topic for children's later success, and the mixed results of prior research, we set out to explore connections between early childhood education experiences and later family involvement in education. For a full review of transition literature, see Little & Bohan- Baker (2. How Do Early Childhood Programs Shape Parent Involvement in Kindergarten? We began with the hypothesis that parents' positive experiences with early childhood programs could help prepare them for connecting with their children's elementary schools. We asked: Is there a relationship between children's attendance at early childhood programs and their parents' involvement with the school once their children enter kindergarten? Do parents' evaluations of these early childhood education experiences affect their later educational involvement? We interviewed over 2. About half participated in the Comprehensive Child Development Program (CCDP), a national early intervention program that offered a menu of family support services such as child care, financial assistance, referrals, a family center, family social activities, and parenting education. Findings begin to confirm our initial hypothesis: Parents read a lot more to their children. Parents whose children attend any preschool or child care setting are 1. Parents are more likely to visit their child's kindergarten classroom. Research suggests that strong peer networks with other parents in the school community may be linked to parents' level of involvement with and information about the school (Lareau, 1. In our study, parents whose children participated in preschool or Head Start report knowing significantly more parents in their child's kindergarten classroom than parents whose children did not attend any early childhood care, or attended day care (nursery, family day care, or center- based daycare) (chi square = 2. These initial findings suggest that early childhood programs may help set the stage for strong partnerships across families and between families and schools. Below, a qualitative analysis of parent voices adds to our understanding. What Are Parents' Perspectives on Transition? A subset of parents was asked about their feelings, experiences, and involvement practices related to their children's entry into kindergarten. Here we share the views of 2. Specifically, a third reported that their children had been placed in child care centers, a third in preschool settings, and one in family care. Length of stay averaged just over 1. About half also participated in CCDP. While this analysis does not allow for a comparison with the experiences of parents whose children did not attend early childhood settings, it does begin to provide links, from parents' perspectives, between involvement in early childhood education and elementary school. Parents Express a Range of Emotions About Their Child Starting Kindergarten. Parents expressed three main feelings: happiness, sadness, and worry. Parents' happiness was often tied to their child's excitement about school. Parents' feelings also colored their conceptions of their child as a learner, much of which developed through their early childhood education experiences. One mother says, “I was excited . This was especially true if the parents felt confidence in the quality of the teacher and the school. As one parent explained, “He is so smart. And I was happy he got to go all day, because he really likes school.” Parents also felt excitement about kindergarten as an opportunity for social development for their child- meeting new children, seeing old friends, in such as way that their child's “little life will expand” beyond their interactions in the home and community. Parents' sadness related more to their own identity as a parent. They would be separated from and missing their child, who would be “leaving the nest,” as one parent put it. Public school in particular symbolized a right of passage from young childhood into another phase of childhood for many parents, in a way that early childhood education had not. Early childhood education experiences also mediated this feeling, by providing earlier separation experiences. Early opportunities to visit the school and speak with the teacher may determine how welcome parents feel. Robert Pianta also discusses the importance of contact with the school in easing transitions to kindergarten. Several others mentioned visiting the school on the first day of class, but not before. School- based preschool programs offered another occasion to visit and be familiar with a school. Finally, other relatives, such as siblings or the parent, may have attended the school or held a job at the school, familiarizing the parent with the school and possibly the teacher. Many parents mentioned their desire to know their child's teacher, had positive experiences at the school and with the teacher, and had lasting impressions based on first visits. These visits helped them get a realistic picture of their child's school and his or her place in it. Several parents felt the program helped them know more about their child as a learner, their strengths, and weaknesses, and their developmental level. Child testing and evaluations were specifically helpful in providing this information, but reassurances from providers also gave parents a reference point for making normative comparisons of their child to others. Parents got specific ideas for learning activities to do with their children by observing home visitors and the activities they conducted, direct suggestions from providers, and other center activities. She explained that the center field trips helped promote bonding between herself and her children and sparked her children's interest in learning. So she planned her own “field trips” into the community with her children once they aged out of the program. Parents also appreciated having someone to help them solve a wide array of problems. These problems ranged from practical issues of transportation, housing, employment, and child care, to personal and parenting difficulties. What was important to parents was the constant willingness of staff to help, advise, and give suggestions. Trusting connections meant providers showed faith and confidence in the parent. One parent credits the program with “teach. Two parents describe not fully making use of services until they had been in the program for several years, either because it was not convenient or because they were not motivated. Both very much appreciated the program after that point, and even felt hurt when the program ended, characterizing it as having “kicked” them out of the program (when their child went to school). A few parents were able to maintain connection to the program through employment, friendships, or affiliated school- age services (i. Parents also appreciated leadership and learning opportunities.
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The 1. 0 woodworking tools every carpenter should own range from simple options, like measuring implements, to more complex and expensive pieces, like circular saws, which make carpentry an investment, but one that varies widely. Therefore, individuals who are ready to get started in this ancient and beloved tradition need to spend some time and money at the outset, but they reap remarkable benefits by doing so. A Storage Space. Whether a carpenter intends to dabble in carpentry as a hobby or pursue a serious career in construction, having a safe space to store tools and projects is essential. For those looking to earn money on larger- scale carpentry projects, such as home building, this storage unit must be relatively mobile. Storage tends to be trickier as you take on more projects, so keeping your storage space organized ensures you maximize use of the space and can find tools quickly. Wherever you choose to store your tools, make sure it remains free of moisture in all seasons. The last thing you want to find is your most expensive tools rusted beyond repair after a long winter. However, those looking to work on smaller projects or confine their carpentry projects to their home can design a less mobile work and storage space. Personal storage compartments come in two major forms: toolboxes and tool belts. Toolboxes. Depending on the level of carpentry that is practiced, there are several sizes of toolboxes that an individual may want to consider. Smaller units, similar to a tackle box in shape, are great for carrying items, like hammers, nails, and marking tools, whereas larger, standing boxes or tool cabinets can store all that and even small power tools, like a drill or electric screwdriver. Ideally, large toolboxes should be placed in, or near, a designated area for carpentry work. This way, tools are easily accessible for projects, and other elements of the home, such as kids' toys or car parts, do not get mixed into them. Tool Belts. 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There are several sizes of levels that one may want to consider. A traditional 2- foot bubble level accomplishes most in- home tasks, whereas the larger 4- foot model iscustomary for framing. Many modern carpenters also opt for laser levels or a combination of bubble and laser levels instead. Utility Knife. Like the hammer, the purpose of a utility knife when completing a carpentry project is multi- faceted. Also called a Stanley knife after the company that originally manufactured them, utility knives can do everything from score a project to open a bag of nails to trim the corners on a finished piece. A good utility knife should have a belt clip and a strong handle with a locking mechanism. In addition to the knife itself, make sure to have one or two replacement blades in the toolbox for when the original one gets too blunt to work properly. Marking Tools. Only the very best and most talented woodworkers can cut a straight line without a guide, especially when using power tools. That is why, for centuries, carpenters have been using marking tools to indicate distances and outline cuts in their projects as a means to make sure that all of their work is accurate. For short measurement indications, a carpenter's pencil works just fine. For longer lines and cuts, consider using carpenter's chalk instead. No matter what, never use a pen on a carpentry project, as it bleeds through the paint once the project is complete. Screwdrivers. Carpentry purists shudder at the notion of using screws in wood. However, in the modern form of carpentry, the right screw placed at the right point in the project can make the difference between success and failure. True, the use of screws and screwdrivers in carpentry is sparse, so a high- quality electric screwdriver is not necessarily called for, but at the very least, a small set of both flathead and Phillips- head screws and screwdrivers is an essential addition to any carpenter's toolbox. Circular Saw. The first of the two necessary woodworking tools in carpentry is the circular saw. Yes, this process can be replicated with hand saws and many wood purists prefer to do it. However, circular saw technology is highly advanced, and there are a great range of models and price points to choose from if carpenters are on the frugal side. The versatility of a circular saw is what makes it so keen. A circular saw can do everything from straight cuts to notching, ripping, and dados. Every handyman should have a saw like this in his toolbox for woodworking projects. Power Drill. A power drill is another power tool that is essential if a carpenter wants to save time and frustration. True, hand drilling has worked for hundreds of years, but at this point, power drills are so abundant, easy- to- use, and reasonably priced that it makes little sense not to buy one. Power drills these days can do everything from traditional drilling to sanding, and operate as a power screwdriver. It all depends on the model purchased and the drill bits and accessory kits that go with it. Though it is not necessary to get all the bells and whistles at once, getting a basic power drill from a trusted name like Black & Decker or Craftsman sets a carpenter up for fantastic and easy upgrades as his or her skills increase. Buying Carpenter's Tools. Clearly, the basic tools needed by any carpenter range in price from fairly inexpensive (tape measures) to a large investment of power tools (circular saws). That is why where one purchases carpentry tools is important. The choice of retailer can mean the difference of hundreds of dollars over the long run, as carpentry tools are widely available everywhere from small- town hardware stores to big- box retailers to online. Those new to carpentry may even want to consider purchasing used tools from places like flea markets, yard sales, and online marketplaces as a way to save additional money. Thankfully, the option to buy affordable new carpentry tools and quality used ones is available all in one place: e. Bay. Shopping for Carpentry Tools on e. Bay. Carpenters of all kinds find shopping with e. Bay is a simple and straightforward process. Users can sign up for an account in a matter of minutes and get right to browsing for all the best carpentry tools. Beginning on either the e. Bay homepage or inside the Home & Garden Shop, e. Bay users can conduct both simple and advanced keyword searches for the products they need. In addition, the Home & Garden Shop has a section dedicated to tools that is perfect for general browsing. Users can further limit results to hand tools, like hammers, or power tools, like drills, for a more refined experience. Faculty Exchange Program. The Faculty Exchange Program assists developing countries to improve their university agricultural education, research and extension programs by providing a one semester training program at U. S. Land Grant Agricultural Universities. Related Programs. Norman E. Borlaug International Agricultural Science and Technology Fellowship; 1. Cochran Fellowship Program- International Training- Foreign Participant. Agency - Department of Agriculture. PROPOSAL FOR NEW STUDENT EXCHANGE PROGRAM City University Hong Kong RATIONALE. The Faculty Exchange Program assists developing countries to. No funding is available for unsolicited proposal. Faculty Exchange Program funds are used to provide. Faculty Exchange Program Guidelines. The CUNY template for faculty exchange. Description of how the exchange program will be regularly assessed. Proposal for New International Exchange. How will the exchange be promoted within your program(s)? The Faculty Exchange Program assists developing countries to improve their university agricultural education, research and extension programs by providing a one. Print Form UCBSO Faculty Salary Research Exchange Program (FSREP) This program allows faculty to use grant funds to pay faculty salary during the academic year. Established in 1. Department of Agriculture serves all Americans through anti- hunger efforts, stewardship of nearly 2. The USDA opens markets for American farmers and ranchers and provides food for needy people around the world. Program Accomplishments. Fiscal Year 2. 01. FEP hosted 2. 1 international participants. Fiscal Year 2. 01. Approximately 8 international participants will be trained in FY 2. Fiscal Year 2. 01. No Current Data Available. Uses and Use Restrictions. No funding is available for unsolicited proposal. Faculty Exchange Program funds are used to provide participant training at Land Grant Universities in the U. S. Eligibility Requirements. Applicant Eligibility. The Faculty Exchange Program solicits proposals for U. S. Land Grant Universities. Beneficiary Eligibility. Technical assistance and training provided through these agreements benefit foreign governments and related agricultural institutions in their countries. Credentials/Documentation. This program is subject to the provisions of OMB Circulars A- 2. Cost Principles for Educational Institutions; A- 1. Cost Principles for Nonprofit Organizations; and OMB Circular A- 1. Uniform Administrative Requirements for Grants and Agreements with Institutions of Higher Education, Hospitals, and Other Non- Profit Organizations. This program is excluded from coverage under OMB Circular No. A- 8. 7. Aplication and Award Process. Preapplication Coordination. Preapplication coordination is not applicable. New Study Abroad/Exchange Program Proposal Process. PROPOSAL FOR NEW STUDENT EXCHANGE PROGRAM Hong Kong Polytechnic University. Dean Tim Vaughan and other UWEC faculty. Faculty Chairs; Sabbatical Exchange Program. UCSF through a prestigious sabbatical exchange program. Can the proposal be based. Environmental impact information is not required for this program. This program is excluded from coverage under E. The Faculty Exchange Program assists. No funding is available for unsolicited proposal. Faculty Exchange Program funds are used to. O. 1. 23. 72. Application Procedures. This program is excluded from coverage under OMB Circular No. A- 1. 10 applies to this program. Program guidelines and detail information on FEP are available by contacting staff through the USDA Foreign Agricultural Service website at: http: //www. OCBD. asp. Environmental impact information is not required for this program. This program is excluded from coverage under E. O. 1. 23. 72. Award Procedures. All proposals are evaluated by technical specialists on an ongoing basis, which rate the qualifications of applicants and merits of the proposals. Selection criteria will be published with each individual request for application to participate in the program. Deadlines. Contact the headquarters or regional office, as appropriate, for application deadlines. Authorization. National Agricultural Research, Extension, and Teaching Act of 1. U. S. C. 3. 31. 9(a), Food Security Act of 1. Public Law 9. 9- 1. Range of Approval/Disapproval Time. From 9. 0 to 1. 20 days. Appeals. Other - Not Specified. Renewals. Extensions may be authorized. Assistance Considerations. Formula and Matching Requirements. This program has no statutory formula. This program has no matching requirements. This program does not have MOE requirements. Length and Time Phasing of Assistance. Assistance is phased according to the requirements of individual projects. Agreements are entered into with selected institutions for a period of 1 to 5 years. See the following for information on how assistance is awarded/released: Assistance is awarded through reimbursable agreements. Post Assistance Requirements. Post Assistance Requirements. Reports. Mentor reports and participant reports are required. SF- 4. 25, Federal Financial Report, are required quarterly. Mentor reports and participant reports are required. SF- 4. 25, Federal Financial Report, are required quarterly. Mentor and Participants must submit final report. Audits. In accordance with the provisions of OMB Circular No. A- 1. 33 (Revised, June 2. Audits of States, Local Governments, and Non- Profit Organizations,& quot; nonfederal entities that expend financial assistance of $5. Federal awards will have a single or a program- specific audit conducted for that year. Nonfederal entities that expend less than $5. Federal awards are exempt from Federal audit requirements for that year, except as noted in Circular No. A- 1. 33. Records. Typically, a recipient must maintain all program and financial records for a period of 3 years after their final reports are submitted; in accordance with 7 C. F. R. 3. 29. 1, and 3. U. S. C., parts of the CFR, Executive Orders, Treasury Financial Manual bulletins, and other legally binding sources. Information Contacts. Regional or Local Office. None. Headquarters Office. Gerald Smith 1. 40. Independence Ave, SW, , Room 3. S., Washington, District of Columbia 2. Email: gerald. smith@fas. Phone: 2. 02. 69. Criteria for Selecting Proposals. Criteria are dependent upon identification of specific project requirements and program priorities developed by the Foreign Agricultural Service. Contact FAS/OCBD for additional information. While this program does not fund unsolicited proposal, interested parties are welcome to submit statements of capability and expressions of interest. |
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December 2016
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