• Journal of the Korean Home Economics Association
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• v.43 no.12 s.214
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• pp.97-111
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• 2005

Early Head Start (EHS) can provide services to a child and family from pre-birth until the child is three years old. Services are comprehensive, intensive, individualized and flexible according to child and family needs, and integrated with community service delivery systems. The local program designs and operations were developed and carried out within the framework of the Head Start Revised Performance Standards, which included specific provisions for services to pregnant women, infants and toddlers and emphasized prevention, early intervention, safety, and health education. As with preschool Head Start, EHS programs are required to make available 10 percent of their enrollment for infants and toddlers with disabilities as defined by Part C regulations of the state in which the program operated. Quality child care has become a priority for EHS. A majority of EHS children need child care, and the quality is important to their development. An evaluation of EHS in 17 programs selected from the first program cohorts showed that the program had significant and positive impacts on a wide range of parent and child dimensions, some with implications for children's later school success. Among the issues for policy attention identified by American EHS for the Korean system are: - The need to create a comprehensive infant/toddler care system - The need to address access of teachers for young children - The need to improve quality.

• Journal of Digital Convergence
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• v.17 no.2
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• pp.475-487
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• 2019

The purpose of this study was to investigate whether there are any differences in the recognition of the level of the guarantee of the rights of infants and toddlers according to the teachers' variables(gender, age, working experience) and institutional variables (institution type, establishment type, scale, area). We surveyed 365 special education teachers and found out differences. The results are as follows. First, there was no difference in the recognition according to gender. Second, there was no difference in the recognition according to age. Third, there was no difference in the recognition by working experience. Fourth, the recognition by type of educational institution showed that there were differences in the ambit of rights to life, protection, development, and participation. Fifth, the recognition according to the establishment type showed there were differences in the rights to life and development. On the other hand, there was no difference in the rights to protection and participation. Sixth, there were differences in the recognition about the rights to life, protection, development, and participation according to the scale of the education institutions. Seventh, there were no differences in the region. The results of this study can be used as basic data for establishing policy for the promotion of educational rights for infants with disabilities.