Universal Pre-Kindergarten: State of Play. Working Paper Series.

Autor/in	Maeroff, Gene I.
Institution	Foundation for Child Development, New York, NY.
Titel	Universal Pre-Kindergarten: State of Play. Working Paper Series.
Quelle	(2003), (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Access to Education; Change Strategies; Child Care; Classroom Environment; Educational Quality; Learning Readiness; Poverty; Preschool Children; Preschool Curriculum; Preschool Education; School Readiness; Social Differences; Teacher Student Relationship + Suchen Sie Ihr Suchwort? Education; Access; Bildung; Zugang; Bildungszugang; Lösungsstrategie; Kinderfürsorge; Kinderbetreuung; Klassenklima; Unterrichtsklima; Quality of education; Bildungsqualität; Lernbereitschaft; Armut; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Readiness for school; School ability; Schulreife; Sozialer Unterschied; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	Commissioned by the Foundation for Child Development, this report examines the state of universal prekindergarten in the United States and the challenges to its widespread implementation. The report describes socioeconomic and ethnic/racial differences in school readiness and maintains that policymakers need to identify mechanisms in addition to UPK that help trigger productive experiences for preschool children. It is noted that quality in program and staff are often too low in many preschool programs. One of the major challenges for UPK, the report notes, is to provide access for the middle class and near poor children who do not qualify for Head Start and cannot afford unsubsidized nursery schools. Efforts in states such as Georgia and Florida are cited to illustrate the leadership efforts required to expand UPK in a fiscally stressed environment. The report notes that although the diverse settings in which early care and education are currently offered provide the rudiments of a UPK infrastructure, and that there is a precedent in the United States for fashioning an infrastructure from a combination of existing private and public providers, some UPK advocates steadfastly separate issues of UPK from those of child care, fearing that mixing the two will undermine the campaign for UPK. Public opinion in the United States is described as viewing prekindergarten as a downward extension of formal education and child care as a family responsibility. The report argues that it would be beneficial to regard prekindergarten and full-day kindergarten as part of the educational experience from age 3 to age 8, a P-3 continuum. It is asserted that a more comprehensive approach to education, including the use of the summer months, can help students retain the advances they make at each level. The report concludes by reiterating that the movement for universal prekindergarten collides with state and federal deficits, suffers from negative comparisons to Head Start programs in the "Head Start reauthorization wars," and requires bold, creative methods to maintain momentum. (Contains 20 endnotes.) (KB)
Anmerkungen	Foundation for Child Development, 145 East 32nd Street, 14th Floor, New York, NY 10016-6055. Tel: 212-213-8337; Fax: 212-213-5897; Web site: http://www.ffcd.org. For full text: http://www.ffcd.org/pdfs/UniversalPre-KindergartenStateofPlay.pdf.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC