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Author: United States. Government Accountability Office
Publisher:
Published: 2004
Total Pages: 48
ISBN-13:
DOWNLOAD EBOOK →This report presents information on how state prekindergarten programs were designed and funded in four states, the potential implications of these program features for children's participation and for other programs that serve four-year-olds, and the outcome data that have been collected on participating children and families.
Author: United States. Government Accountablity Office
Publisher: DIANE Publishing
Published: 2004
Total Pages: 42
ISBN-13: 1428937854
DOWNLOAD EBOOK →Author: Marnie S. Shaul
Publisher:
Published: 2004
Total Pages: 42
ISBN-13:
DOWNLOAD EBOOK →For nearly 40 years, the federal government has helped provide early childhood development for children of low-income families through Head Start and other programs. This study examined how Georgia, New Jersey, New York, and Oklahoma expanded their preschool programs for at-risk students to serve more children, focusing on: how programs were designed and funded; potential implications of these program features for children's participation and other programs that served 4-year-olds; and outcome data that had been collected on participating children and families. Researchers reviewed program information and interviewed state officials, local education program officials, Head Start grantees and directors of large child care facilities during site visits to the four states. They also reviewed selected data on child care availability in these states and the nation. Expanded programs in the four states had some similarities in design features. For example, they were offered at no direct cost to parents, regardless of family income, and each state incorporated some level of collaboration with community-based providers such as Head Start and large child care facilities. Some key differences in design features also existed. Georgia and Oklahoma had statewide programs providing prekindergarten services to over half of their 4-year-olds, while New York's and New Jersey's programs were more geographically targeted. States and school districts also varied in teacher qualifications, percentage of prekindergarten children served by community-based providers, funding methods, and amount of funding per child. Some program features had potential implications for participation of children and for early childhood programs. None of the four states required providers to transport all children to and from the program, and many children were enrolled in half-day programs. There were few data for determining the impact of state prekindergarten expansion on availability or price of child care. Some data were available on outcomes for participating children, but less was known about impacts on families. None of the four states had measured effects on families, such as parents' work effort. The study scope and methodology are appended.
Author: Bethany Wilinski
Publisher: Teachers College Press
Published: 2017
Total Pages: 148
ISBN-13: 0807775630
DOWNLOAD EBOOK →When Pre-K Comes to School traces what happens—for institutions and teachers—when a school district and community ECE centers partner to provide public pre-K. Wilinski examines policy implementation across diverse sites—a private part-day preschool, a corporate childcare center, and a public elementary school. She demonstrates how pre-K partnerships create opportunities but also considerable constraints for the institutions and teachers involved. Though teachers are required to comply with the same policy mandates, their compensation and access to resources varies greatly. This book calls for policies and practices that will work better for teachers, which, in turn, will work better for children. The book’s unique, insider perspective on how policy is actually enacted in schools provides important insight into what communities and policymakers should consider when creating pre-K policies. Book Features: An in-depth examination of teachers’ work across settings and situated within a changing, broader policy context.Evidence that public pre-K partnerships have serious and sometimes negative consequences for teachers and institutions.A focus on the experience of teachers who are critical to the success of pre-K.Interviews with pre-K teachers and state policymakers.Recommendations for pre-K policy that is more beneficial to teachers, institutions, and families. “Absolutely essential and mind-shifting reading for those crafting prekindergarten policies and programs.” —From the Foreword by Sharon Lynn Kagan, Teachers College, Columbia University
Author: National Research Council
Publisher: National Academies Press
Published: 2015-07-23
Total Pages: 587
ISBN-13: 0309324882
DOWNLOAD EBOOK →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.
Author: Michael J. Puma
Publisher: Nova Novinka
Published: 2006
Total Pages: 314
ISBN-13:
DOWNLOAD EBOOK →Since its beginning in 1965 as a part of the War on Poverty, Head Start's goal has been to boost the school readiness of low-income children. Based on a 'whole child' model, the program provides comprehensive services that include pre-school education; medical, dental, and mental health care; nutrition services; and efforts to help parents foster their child's development. Head Start services are designed to be responsive to each child's and family's ethnic, cultural, and linguistic heritage. The Congressionally-mandated Head Start Impact Study was conducted across 84 nationally representative grantee/delegate agencies. Approximately 5,000 newly entering 3- and 4-year-old children applying for Head Start were randomly assigned to either a Head Start group that had access to Head Start program services or to a non- Head Start group that could enrol in available community non-Head Start services, selected by their parents. Data collection began in fall 2002 and is scheduled to continue through 2006, following children through the spring of their 1st-grade year. The study quantifies the impact of Head Start separately for 3- and 4-year-old children across child cognitive, social-emotional, and health domains as well as ii on parenting practices. This book is essential reading for those in the education field.
Author: The St. Petersburg-USA Orphanage Research Team
Publisher: John Wiley & Sons
Published: 2009-04-27
Total Pages: 300
ISBN-13: 1444309692
DOWNLOAD EBOOK →Undertaken at orphanages in Russia, this study tests the role of early social and emotion experience in the development of children. Children were exposed to either multiple caregivers who performed routine duties in a perfunctory manner with minimal interaction or fewer caregivers who were trained to engage in warm, responsive, and developmentally appropriate interactions during routine care. Engaged and responsive caregivers were associated with substantial improvements in child development and these findings provide a rationale for making similar improvements in other institutions, programs, and organizations.
Author: Harry Anthony Patrinos
Publisher: World Bank Publications
Published: 2009-01-01
Total Pages: 116
ISBN-13: 0821379038
DOWNLOAD EBOOK →The book offers an overview of international examples, studies, and guidelines on how to create successful partnerships in education. PPPs can facilitate service delivery and lead to additional financing for the education sector as well as expanding equitable access and improving learning outcomes.
