Layering Funding for Quality ECE

Autor/inn/en	Reidt-Parker, Judy; Wallen, Margie
Titel	Layering Funding for Quality ECE
Quelle	In: State Education Standard, 18 (2018) 3, S.26-31 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1540-8000
Schlagwörter	Educational Finance; Early Childhood Education; Financial Support; Child Development; Elementary Secondary Education; State Boards of Education; Board of Education Role; Alignment (Education); Public Education; State Aid; School Districts; Faculty Development + Suchen Sie Ihr Suchwort? Bildungsfonds; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Finanzielle Förderung; Kindesentwicklung; Öffentliche Erziehung; School district; Schulbezirk
Abstract	Current federal, state, and local policy and levels of investment in young children are not keeping pace with available information about brain development and what children need to become healthy, productive adults. The funding structures for early childhood are insufficient, and the reporting requirements are outdated. One of the most significant ways to address this problem is to encourage stronger alignment and coordination across the early childhood and K-12 systems. State boards have a critical role to play in supporting, aligning, and overseeing early learning programs. They should review statutes that regulate public pre-K funding and make sure they are structured in a way that will facilitate successful community collaboration and encourage districts to provide early childhood services. The way the state chooses to implement the Child Care and Development Fund (the child care subsidy program) most strongly influences the capacity for braiding and blending funds. Districts can make a significant contribution to strengthening the local early childhood system by coordinating professional development opportunities and including community providers in these efforts. All quality early learning programs have focused, well-implemented plans for children transitioning into and out of each program and system. School districts can be intentional about making these transitions as uncomplicated and supportive of children's development and academic growth as possible. (ERIC).
Anmerkungen	National Association of State Boards of Education. 2121 Crystal Drive Suite 350, Arlington, VA 22202. Tel: 800-368-5023; Tel: 703-684-4000; Fax: 703-836-2313; e-mail: boards@nasbe.org; Web site: http://www.nasbe.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01