Preschool Is School, Sometimes: Making Early Childhood Education Matter

Autor/in	Pianta, Robert C.
Titel	Preschool Is School, Sometimes: Making Early Childhood Education Matter
Quelle	In: Education Next, 7 (2007) 1, S.44-49 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1539-9664
Schlagwörter	Early Childhood Education; Preschool Children; Early Intervention; Educational Quality; Preschool Teachers; Teacher Qualifications; Educational Improvement; Instructional Improvement; Low Achievement; Academic Achievement; Measurement Techniques; Evaluation Methods; Teacher Competencies; Program Evaluation; Teaching Methods; Classroom Environment; Preservice Teacher Education + 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; Quality of education; Bildungsqualität; Erzieher; Erzieherin; Kindergärtnerin; Lehrqualifikation; Teaching improvement; Unterrichtsentwicklung; Unterrichtsqualität; Unterdurchschnittliche Leistung; Schulleistung; Messtechnik; Lehrkunst; Programme evaluation; Programmevaluation; Teaching method; Lehrmethode; Unterrichtsmethode; Klassenklima; Unterrichtsklima; Lehramtsstudiengang; Lehrerausbildung
Abstract	In recent years, providsion of early learning experiences to children has found a place on political agendas nationwide. Increasingly, early childhood education is viewed as a point of leverage for addressing low levels of, and gaps in, K-12 achievement. This article discusses what people know about the quality of existing early-childhood programs. It describes how to best measure quality in the early education classroom, what a high-quality early-childhood education classroom looks like, how good the early childhood education currently is, the difficulty of finding well trained early educators, and the challenges of improving early education practices. (Contains 1 figure.) (ERIC).
Anmerkungen	Hoover Institution. Stanford University, Stanford, CA 94305-6010. Tel: 800-935-2882; Fax: 650-723-8626; e-mail: educationnext@hoover.stanford.edu; Web site: http://www.hoover.org/publications/ednext
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10