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Early Childhood Inclusion

A Joint Position Statement of the Division for Early Childhood (DEC) and the National Association for the Education of Young Children (NAEYC)

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A folder for all materials related to the Inclusion Position Statement from DEC/NAEYC

Why Program Quality Matters for Early Childhood Inclusion. Recommendations for Professional Development

Only a handful of states address children with disabilities in their early child care quality rating systems. As a result, few states are evaluating the quality of inclusive programs and services. This problem is compounded by a lack of consensus on dimensions that define high quality inclusion and a need for additional measures of quality inclusive practices. A new NPDCI paper advocates for the need to link early childhood program quality and professional development, with a particular focus on how this topic relates to early childhood inclusion.

What Do We Mean by Professional Development in the Early Childhood Field?

This concept paper presents a definition and framework for professional development in early childhood. Defining what is meant by professional development is intended to guide efforts aimed at ensuring that the early childhood workforce is highly qualified and effective in working with young children (birth through 8) and their families.