Preschool Inclusion: Key Findings from Research and Implications for Policy

Autor/inn/en	Lawrence, Sharmila; Smith, Sheila; Banerjee, Rashida
Institution	Child Care & Early Education Research Connections; National Center for Children in Poverty; University of Michigan, Institute for Social Research; Administration for Children and Families (DHHS), Office of Planning, Research & Evaluation
Titel	Preschool Inclusion: Key Findings from Research and Implications for Policy
Quelle	(2016), (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Preschool Education; Inclusion; Educational Policy; Educational Research; Child Development; Program Effectiveness; Educational Quality; Early Childhood Education; Educational Improvement; Educational Practices; Best Practices + Suchen Sie Ihr Suchwort? Pre-school education; Vorschulerziehung; Inklusion; Politics of education; Bildungspolitik; Bildungsforschung; Pädagogische Forschung; Kindesentwicklung; Quality of education; Bildungsqualität; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Teaching improvement; Unterrichtsentwicklung; Bildungspraxis
Abstract	A recent policy statement issued by the U.S. Department of Health and Human Services (HHS) and U.S. Department of Education (DOE) on early childhood inclusion presents extensive recommendations for state and local actions that could improve young children's access to high quality inclusive early childhood programs (HHS/DOE, 2015). This brief builds on the research review and policy recommendations in the HHS/DOE policy statement. It highlights research relevant to three questions, outlined below: 1) What are the effects of inclusive preschool on children's early learning and development? 2) What is known about the quality of inclusive preschool programs? 3) What is known about how to improve the quality of inclusive preschool? In a final section, this brief presents recommendations for policies that are supported by research, including policies related to the funding of early care and education programs, states' professional development systems, and investments in gathering critical information about inclusive preschool programs for ongoing monitoring and quality improvement. (As Provided).
Anmerkungen	Child Care & Early Education Research Connections. National Center for Children in Poverty, 215 West 125th Street 3rd Floor, New York, NY 10027. Tel: 646-284-9600; Fax: 646-284-9623; e-mail: contact@researchconnections.org; Web site: http://www.cceerc.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01