Synopses & Reviews
High-quality pre-K that really improves children's outcomes—that's the goal early childhood professionals will work toward with this groundbreaking text, the first volume in the NEW National Center for Research on Early Childhood Education (NCRECE) series. Combining the most current knowledge of top researchers, policy makers, and federal and state officials, this book examines where pre-K is today and inspires decision-makers with concrete examples of successful programs.
With this in-depth examination of the latest research and practice, readers will be better prepared to
- make a compelling argument for supporting high-quality pre-K, articulating how it boosts children's school readiness and academic performance
- address the complex challenges of expanding pre-K at the national and state level
- understand the pros and cons of different types of pre-K programs: universal vs. targeted, whole day vs. part day, centralized vs. local, one curriculum vs. many
- make informed decisions about the most important issues in program development
To find out what's already working in pre-K program development, readers will get an inside look at five successful state-level programs in New York, Maryland, Louisiana, Georgia, and North Carolina. Through detailed analyses of each program's characteristics, these extended case examples give decision-makers a template for effective, child-centered early education. An essential resource for policy makers, researchers, and teacher educators, this important volume will help early childhood professionals make progress toward their ultimate goal: pre-K that responds to children's changing needs, helps close the achievement gap, and ensures school readiness.
Critical insights on key issues in pre-K program development:
- program funding
- adherence to early learning standards
- assessment of both children and program quality
- teacher preparation
- class size
- curriculum selection
- technical assistance and other infrastructure needs
Review
"Provides multiple recommendations to educators, researchers, and policy makers on ways to make all pre-K programs more effective and to ensure that, one day, they meet their goal of closing the achievement gap, readying students for school, and improving achievements for all students." Tracy Pastian
Review
"An unrivaled field reference for anyone working toward high-quality pre-k for all . . . The authors capture the breadth of this national movement, the intricacies of building state pre-k programs, and the essential questions policymakers and advocates must confront." Libby Doggett, Ph.D.
Synopsis
SERIES: The National Center for Research on Early Childhood Education (NCRECE) series on the future of early childhood education consists of five volumes, each addressing key topics related to improving the quality of early childhood education in the United States. The series is designed to stimulate critical thinking around these key topics and to help inform future research agendas.
Synopsis
A product of NCRECE's first Annual Leadership Symposium, this book captures critical information related to both the nature of preschool education and the challenges of implementing preschool education at the state level.
About the Author
Dr. Barnett is the Board of Governors Professor and Co-director of the National Institute for Early Education Research at Rutgers, The State University of New Jersey. His research includes studies of the economics of early care and education, including costs and benefits, the long-term effects of preschool programs on children's learning and development, and the distribution of educational opportunities. He earned his Ph.D. in economics at the University of Michigan and got his start in the early childhood field working on the Perry Preschool Study at the HighScope Educational Research Foundation.
Richard M. Clifford, Ph.D., has training in educational administration with specializations in political science and research. He has taught and has served as a principal in public schools. For more than 25 years, he has studied public policies and advised government officials and practitioners on policies affecting children and families. His work focuses on two major areas: public financing of programs for young children and the provision of appropriate learning environments for preschool and early school-age children. Dr. Clifford is co-author of a widely used series of instruments for evaluating learning environments for children, including the Family Day Care Rating Scale (FDCRS; Teachers College Press, 1989), co-authored with Thelma Harms, and the Infant/Toddler Environment Rating Scale (ITERS; Teachers College Press, 1990) and the Early Childhood Environment Rating Scale0-Revised Edition (ECERS-R; Teachers College Press, 1998), both co-authored with Thelma Harms and Debby Cryer. In 1993-1994, Dr. Clifford helped establish and served as the first director of the Division of Child Development in the North Carolina Department of Human Resources and helped with the design and implementation of the state's Smart Start early childhood initiative. He is a past president of the National Association for the Education of Young Children (NAEYC).
Carollee Howes, Ph.D., is the director of the Center for Improving Child Care Quality, Department of Education, and a professor of the Applied Developmental Psychology doctorate program at the University of California, Los Angeles. Dr. Howes is an internationally recognized developmental psychologist focusing on children's social and emotional development. She has served as a principal investigator on a number of seminal studies in early child care and preschool education, including the National Child Care Staffing Study; the Family and Relative Care Study; the Cost, Quality, and Outcomes Study; and the National Study of Child Care in Low Income Families.
Dr. Howes has been active in public policy for children and families in California as well as across the United States. Her research focuses on children's experiences in child care, their concurrent and long-term outcomes from child care experiences, and child care quality and efforts to improve child care quality. Dr. Howes is the editor of Teaching 4- to 8-Year-Olds: Literacy, Math, Multiculturalism, and Classroom Community (Paul H. Brookes Publishing Co., 2003) and the coeditor of The Promise of Pre-K (Paul H. Brookes Publishing Co., 2009) and Foundations for Teaching Excellence: Connecting Early Childhood Quality Rating, Professional Development, and Competency Systems in States (Paul H. Brookes Publishing Co., 2011).
Robert C. Pianta, Ph.D., is Dean of the Curry School of Education, Director of the Center for Advanced Study in Teaching and Learning and Novartis U.S. Foundation Professor of Education at the University of Virginia, Charlottesville. A former special education teacher, Dr. Pianta is a developmental, school, and clinical child psychologist whose work focuses on assessment and improvement of teacher-student interactions and their role in fostering children's learning and development.
Dr. Pianta is a principal investigato
Table of Contents
Series Preface
About the Editors
About the Contributors
Foreword
Richard M. Clifford
Preface
Acknowledgments
Section I: National Level Concerns
- An Overview of Prekindergarten Policy in the United States: Program Governance, Eligibility, Standards, and Finance W. Steven Barnett, Allison H. Friedman, Jason T. Hustedt, and Judi Stevenson-Boyd
- Assessing the School Readiness Needs of a State Thomas Schultz
- Models for Financing State-Supported Prekindergarten Programs Anne W. Mitchell
- Comparing Universal and Targeted Prekindergarten Programs Aryn M. Dotterer, Margaret Burchinal, Donna M. Bryant, Diane M. Early, and Robert C. Pianta
Section II: Implementation at the State Level
- Research Evidence About Program Dosage and Student Achievement: Effective Public Prekindergarten Programs in Maryland and Louisiana Craig T. Ramey, Sharon Landesman Ramey, and Billy R. Stokes
- Georgia's Prekindergarten Program: Bright from the Start Marsha H. Moore
- North Carolina More at Four Prekindergarten Program: A Case Study of Funding versus Quality and Other Issues in Large-Scale Implementation Carolyn T. Cobb
- Implementing Large-Scale Prekindergarten Initiatives: Lessons from New York Moncrieff Cochran
- Emerging Issues in Prekindergarten Programs Youngok Jung, Carollee Howes, and Robert C. Pianta
Index