Pulling PreK into a K-12 Orbit: The Evolution of PreK in the Age of Standards

Autor/inn/en	Graue, M. Elizabeth; Ryan, Sharon; Nocera, Amato; Northey, Kaitlin; Wilinski, Bethany
Titel	Pulling PreK into a K-12 Orbit: The Evolution of PreK in the Age of Standards
Quelle	In: Early Years: An International Journal of Research and Development, 37 (2017) 1, S.108-122 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-5146
DOI	10.1080/09575146.2016.1220925
Schlagwörter	Elementary Secondary Education; Standards; Accountability; Preschool Education; Developmentally Appropriate Practices; Comparative Analysis; Case Studies; Interviews; New Jersey; Wisconsin + Suchen Sie Ihr Suchwort? Standard; Verantwortung; Pre-school education; Vorschulerziehung; Entwicklungsbezogene Bildung; Case study; Fallstudie; Case Study; Interviewing; Interviewtechnik
Abstract	We might call this decade the era of early childhood. In the US, federal and state governments invest in the creation of public pre-kindergarten (preK) programs and create standards that articulate goals for practice and benchmarks that can be used to evaluate success. How have these trends provided a context for the evolution of preK curriculum? In this paper, we analyze the enactment of preK policy in New Jersey, a highly regulated preK program and Wisconsin, a local control state. We argue that standards-based practice is evolving into accountability in public preK programs, where outcomes set parameters for planning and teachers and children are increasingly regulated. As preK is more closely affiliated with the K-12 sector (elementary and secondary), preK programs are subject to the logic of alignment, benchmarks and assessments. Even when early learning standards support child-centered approaches to curriculum they are overruled by accountability discourse. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01