Children are already learning at birth, and they develop and learn at a rapid pace in their early years. This provides a critical foundation for lifelong progress, and the adults who provide for the care and the education of young children bear a great responsibility for their health, development, and learning. Despite the fact that they share the same objective - to nurture young children and secure their future success - the various practitioners who contribute to the care and the education of children from birth through age 8 are not acknowledged as a workforce unified by the common knowledge and competencies needed to do their jobs well. Transforming the Workforce for Children Birth Through Age 8 explores the science of child development, particularly looking at implications for the professionals who work with children. This report examines the current capacities and practices of the workforce, the settings in which they work, the policies and infrastructure that set qualifications and provide professional learning, and the government agencies and other funders who support and oversee these systems. This book then makes recommendations to improve the quality of professional practice and the practice environment for care and education professionals. These detailed recommendations create a blueprint for action that builds on a unifying foundation of child development and early learning, shared knowledge and competencies for care and education professionals, and principles for effective professional learning. Young children thrive and learn best when they have secure, positive relationships with adults who are knowledgeable about how to support their development and learning and are responsive to their individual progress. Transforming the Workforce for Children Birth Through Age 8 offers guidance on system changes to improve the quality of professional practice, specific actions to improve professional learning systems and workforce development, and research to continue to build the knowledge base in ways that will directly advance and inform future actions. The recommendations of this book provide an opportunity to improve the quality of the care and the education that children receive, and ultimately improve outcomes for children.

Decades of research have demonstrated that the parent-child dyad and the environment of the familyâ€"which includes all primary caregiversâ€"are at the foundation of children's well- being and healthy development. From birth, children are learning and rely on parents and the other caregivers in their lives to protect and care for them. The impact of parents may never be greater than during the earliest years of life, when a child's brain is rapidly developing and when nearly all of her or his experiences are created and shaped by parents and the family environment. Parents help children build and refine their knowledge and skills, charting a trajectory for their health and well-being during childhood and beyond. The experience of parenting also impacts parents themselves. For instance, parenting can enrich and give focus to parents' lives; generate stress or calm; and create any number of emotions, including feelings of happiness, sadness, fulfillment, and anger. Parenting of young children today takes place in the context of significant ongoing developments. These include: a rapidly growing body of science on early childhood, increases in funding for programs and services for families, changing demographics of the U.S. population, and greater diversity of family structure. Additionally, parenting is increasingly being shaped by technology and increased access to information about parenting. Parenting Matters identifies parenting knowledge, attitudes, and practices associated with positive developmental outcomes in children ages 0-8; universal/preventive and targeted strategies used in a variety of settings that have been effective with parents of young children and that support the identified knowledge, attitudes, and practices; and barriers to and facilitators for parents' use of practices that lead to healthy child outcomes as well as their participation in effective programs and services. This report makes recommendations directed at an array of stakeholders, for promoting the wide-scale adoption of effective programs and services for parents and on areas that warrant further research to inform policy and practice. It is meant to serve as a roadmap for the future of parenting policy, research, and practice in the United States.

Child study is a very complex field. Human beings, and children, specifically, are very complex beings. Consequently, simple answers and solutions to problems are very often just that: too simple. This text presents principles and methods for studying children in the varied contexts in which they live and function. These theories and methods can be used as a kind of "tool kit" for application in a variety of situations by the people who work with children such as researchers, parents, educators, pediatricians, nurses, social workers, and child psychologists, to name but a few. In short, the book is written for people interested in how to examine and describe children as well as those interested in creating educational environments for children.

Provides answers to parenting concerns and issues and offers advice on everything from preparation for the birth of a first child and toilet training to discipline, learning styles, substance abuse, and health care.

The completeness and excellence of the abstracts make this volume a valuable guide and reference book for all students and scholars who do not own the complete set. For those who do own the first twenty-five volumes, the index will facilitate quick location of important topics and bring ease in tracing the development of psychoanalytic concepts.

The Book Integrated Child Development Services A Study of Job Performance of Supervisors gives an insight in to the various factors influencing the job performance and job expectations of Supervisors working in urban, rural and tribal ICDS projects. The results of the study are presented under the heads like; distribution of supervisors based on their personal, socioeconomic, organisational and psychological factors, level of job performance and job expectations and their relationship with independent variables, predicting the contribution of independent variables to job performance of Supervisors, problems expressed and suggestions given by Supervisors to improve the functioning of ICDS Scheme etc. The research findings described in this book are highly useful to policy makers and top level executives of the scheme in analysing the factors associated with job performance and job expectations of Supervisors and to take appropriate action for improving the functions of their Supervisors who are the back bone of this welfare programme