Statistics for Counseling and Program Evaluation
Statistical concepts are abstract concepts composed of data. Although the initial exposure to statistics is often shocking and confusing, the relationship between statistics and counseling are a necessary compilation (Sheperis, C. J., Young, J. S., & Daniels, M. H. 2010). Sheperis, C. J., Young, J. S., & Daniels, M. H., talk about the prevelance of statistics in everything that we do, especially in the realm of counseling, where statistics are used on a frequent basis. It is further mentioned that understanding statistics, methods and concepts are vital and essential to counselors and mental health professionals. One cannot adopt a principle or apply a principle or technique when working with
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R., Duncan, G. J., & Vandell, D. L. (2014). The three most important statistical concepts in this article include: measurement, reliability, and validity. Measurement is classifying what it is that you are seeking to find information about (Sheperis, C. J., Young, J. S., & Daniels, M. H. (2010). In this article, quality child care and its effects on academic achievement are measured. Several measure of process quality were used as methods to measure these factors, focusing on quality of instruction from the teacher, staff0child interactions, and staff-child ratio and staff qualifications (Auger, A., Farkas, G., Burchinal, M. R., Duncan, G. J., & Vandell, D. L. (2014). A centers quality was measured using varying tools of measurement such as the ECERS-R which is used as an observation tool consisting of 43 different items, scored on a range of 1-7 (1 being inadequate and 7 being excellent quality). The 43 different items measures things such as indoor space, personal care routines, language reasoning, activities, interactions, program structure and parents and staff (Auger, A., Farkas, G., Burchinal, M. R., Duncan, G. J., & Vandell, D. L. (2014). This …show more content…
R., Duncan, G. J., & Vandell, D. L. (2014) and (Sheperis, C. J., Young, J. S., & Daniels, M. H.
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There is a problem in Texas impacting children’s futures; many childcare centers and homes are not providing children with quality care. In an article about cost and quality in Texas childcare, child development experts Susan Eitel and Joyce Nuner quote a study stating “that [nationally] only 10% of infants and toddlers are in high quality [childcare] programs” (34). The term ratio describes the number of children one caregiver is watching. This number is one of the major factors in the quality of a childcare program. Organizations such as the National Association for the Education of Young Children know as NAEYC release recommendations regarding ratios and accredit programs based on their compliance. Childcare centers and homes must comply with certain minimum standards enforced by Texas regarding ratios; however, these standards often set the bar lower than recommendations made by these early childhood experts. The current standards in Texas do not ensure that all young children receive quality care; for this reason, the Texas Department of Family Protective Services should strengthen the minimum standards regarding ratios to better regulate the quality of care children receive.
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Children who participate in quality early learning programs tend to be more successful later in school. They are also most socially and emotionally competent. In addition those children show higher verbal and intellectual development during early childhood than children who do not participate in early learning programs (A Parent’s Guide to Choosing Quality Child Care). In order for a child care center to be a quality center they must have an educated staff, a program accreditation, and good health and safety practices. Parents choose high quality child care for many reasons. These programs prepare children for school in which they gain intellectual and social skills. Also the programs are a good opportunity for children because they receive age-appropriate learning materials and activities to let the children learn and grow.
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