Early Care and Education: Policy Considerations for Ensuring High-Quality Pre-K Programs

Autor/inn/en	Best, Jane; Cohen, Courtney
Institution	Mid-continent Research for Education and Learning (McREL)
Titel	Early Care and Education: Policy Considerations for Ensuring High-Quality Pre-K Programs
Quelle	(2013), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Early Childhood Education; Preschool Children; Child Care; Educational Quality; Governance; Agency Cooperation; Cooperative Planning; Educational Administration; Academic Standards; Standard Setting; Professional Development; Teacher Competencies; Teacher Qualifications; Program Evaluation; Data Collection; Longitudinal Studies; Educational Policy; Quality Assurance; State Standards + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Kinderfürsorge; Kinderbetreuung; Quality of education; Bildungsqualität; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Bildungsverwaltung; Schuladministration; Schulverwaltung; Standardisierung; Lehrkunst; Lehrqualifikation; Programme evaluation; Programmevaluation; Data capture; Datensammlung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Politics of education; Qualitätssicherung
Abstract	Interest in early care and education (ECE), also referred to as an early childhood education, has escalated in recent years. The interest is bipartisan, as evidenced by the multiple ECE-related bills already introduced by the 113th Congress. Further, 39 states have implemented prekindergarten (pre-K) programs. In 2013, 27 governors mentioned ECE in their State of the State Addresses, and 15 of those proposed pre-K program expansion (Mead, 2013). Nationwide attention to ECE and pre-K programs increased significantly after President Obama's 2013 State of the Union Address when he announced plans to expand pre-K programs and take a step towards universal pre-K in all states. This announcement has caused skeptics and supporters alike to take a closer look at the necessity of pre-K programs and what role they play in a child's future success. Best practices for pre-K programs can be derived by analyzing ECE data and evaluating pre-existing pre-K programs. This brief will address those best practices and provide five necessary program areas for fostering a successful, high-quality ECE system. These include: (1) coordinated ECE governance; (2) standards alignment between ECE and K-12; (3) professional development needs; (4) ECE program assessments; and (5) coordinated longitudinal data systems (Barnett, 2013; Demma, 2010; Early Childhood Data Collaborative [ECDC]. 2010; ECDC, 2011; NAEYC, 2011; NGA, 2012). (ERIC).
Anmerkungen	Mid-continent Research for Education and Learning (McREL). 4601 DTC Parkway Suite 500, Denver, CO 80237-2596. Tel: 303-337-0990; Fax: 303-337-3005; Web site: http://www.mcrel.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10