Working with families affected by disabilities has given me countless experiences that allow me to see the positive effects that research has on the early education field.  As the early intervention field continue to evolve, practitioners must be able to seek proven intervention methods for the diverse children they work with. As a toddler teacher, I found myself often working closely with early interventionists. With one particular case, I began working closely with a developmental psychologist. This professional introduced me to several techniques she commonly uses to not only support children's developmental growth, but  also to support the growth of families' interactions with their children. During our time working together, I was able to see the direct impact that the research based intervention DIR-Floortime. This intervention is one that is increasingly used with individuals with ASD. The approach utilizes a development approach that allows for growth in all areas of development. Currently, research on DIR-Floortime has been conducted in several countries, and consistently shows that the approach increases children's emotional skills. With a therapy such as this,  it is essential that research continues in order to share the findings of either the success or challengers of the therapy so that more families will be able to utilize it.

Kindergarten Readiness Standards

With so much attention focusing on national improvements to access to preschool and prekindergarten, I often find myself weary of how school readiness standards are being interpreted. The topic I chose to study for a research simulation is that of the process of creating the kindergarten readiness standards that are being accessed across the nation. I am hoping to learn more about how certain programs and school districts are interpreting standards, and integrating them into their curriculums. I hope to find that most interpretations include a whole-child approach, taking community and family development into account. As I enter the role of pre-k teacher in suburban public district, I am hoping that I will have new resources to share with my families and colleagues. I also hope to gain insight as to how I can further prepare the children in my class for kindergarten, still while providing them with ample opportunity to develop their social and emotional skills.

  

          In the 2009 issue of NAEYC’s Where We Stand, the organization outlines a well-balanced framework for schools and early education programs to follow when developing their kindergarten readiness standards. The publication highlights the need to assure access to readiness supports for all families, as well as taking cultural differences into account when developing these standards and experiences. For more information visit: https://www.naeyc.org/files/naeyc/file/positions/Readiness.pdf