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            I subscribed to http://www.eecera.org.  This website captured my attention through it being from Europe. EECERA (European Early Childhood Education Research Association) is an independent, self-governing, international association which promotes and disseminates multi-disciplinary research on early childhood and its applications to policy and practice. EECERA is a non-profit organization, wholly-owned and subscribed to by its substantial and influential world-wide membership. It generates its own revenue, receives no external funding and thus ensures its independence, radical attitude and innovative openness (http://www.eecera.org).

            EECERA's objective is to promote and carry out public benefit and research issues relevant to early childhood provision.  By taking these steps it encourages a clearer articulation, raises visibility and status, explores topical new mythologies, facilitate collaboration and cooperation, raises the level of critical thinking and develop setting improvement and quality insurance.  To assist with the focus there are training classes, research opportunities and conferences held (http.//www.crec.co.uk). 

            Under current issues, there was a letter that recently went out to inform educators how to report on effectiveness of teaching and assessment within the early years (http://www.ofsted.gov.uk).  According to Sir Michael Wilshaw, there are no preferred teaching styles, as long as the children are prepared for public school upon entry is the main focus.  Research has proven the first five years of life to be the timeframe where the child tends to obtain the most knowledge at the quickest pace.  During the early years so much information can be obtained through simple lesson planning.  For example, children can learn to recognize nursery rhymes, learn new vocabulary, enjoy picture books, build towers while counting, make shapes through clay, mark on paper, climb stairs, play ball, get dressed and undressed and several other things.

            When an inspector enters the room there are several things that they are observing for.  Here are just a few: the staff is helping the children, teaching the children to listen, encouraging the children to socialize, motivating independency, managing personal needs, challenging critical thinking, testing ideas through trial and error, providing good models of language, expressing ideas and using imagination, extending vocabulary and learning the early stages of math and reading.  However, to assist with the staff performing these tasks there are some things that the management needs to ensure is being performed.  The classrooms should be staffed appropriately, staff should speak clearly and appropriately, time management should be considered, children's skills should be monitored and the staff should be able to obtain the expertise needed to perform the everyday functions of the job. 

            While working on this assignment, it made me realize that in order to have an effective and quality school, there has to be other things to fall into place first.  It all starts from the top.  The management should be organized and prepared for the staff as well as the children.  The building should be clean and DSS ready at all times.  They should be knowledge and aware of their surroundings.  The staff should be educated and passionate about their duties.  The staff should be communicable and approachable.  The children should be loved and cherished. They should feel as if they are at home with the same amount of love that is provided by their parents.  When all of these factors fall into place the school can set the standard of being a quality and effective program.

References

http.//www.crec.co.uk. 

http://www.eecera.org. 

http://www.ofsted.gov.uk