Download or read book Targets Goals Activit i es and Outcomes Implementation of Universal Pre kindergarten in Two New York State School Districs a Corss casse Comparison written by Sarah Enos Watamura and published by . This book was released on 2002 with total page 322 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Tools of the Mind written by Elena Bodrova and published by Taylor & Francis. This book was released on 2024-04-24 with total page 283 pages. Available in PDF, EPUB and Kindle. Book excerpt: Now in its third edition, this classic text remains the seminal resource for in-depth information about major concepts and principles of the cultural-historical theory developed by Lev Vygotsky, his students, and colleagues, as well as three generations of neo-Vygotskian scholars in Russia and the West. Featuring two new chapters on brain development and scaffolding in the zone of proximal development, as well as additional content on technology, dual language learners, and students with disabilities, this new edition provides the latest research evidence supporting the basics of the cultural-historical approach alongside Vygotskian-based practical implications. With concrete explanations and strategies on how to scaffold young children’s learning and development, this book is essential reading for students of early childhood theory and development.
Download or read book Can Universal Pre K Overcome Extreme Race and Income Segregation to Reach New York s Neediest Children The Importance of Legal Infrastructure and the Limits of the Law written by Natalie Gomez-Velez and published by . This book was released on 2015 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Improving public education has been a stated public priority in New York and across the country for several decades. Yet recent reforms have failed to alleviate - and some argue have exacerbated - segregation and social inequality by race and class. Universal pre-kindergarten is a particularly popular education reform, aimed at supporting children's short- and long-term development and at closing opportunity gaps. In contrast to market- and competition-based education reforms, universal pre-kindergarten offers an inclusive, holistic program aimed at reaching all eligible children. Yet in New York, as in several states and localities, the goal of having pre-kindergarten reach the neediest children in segregated, under-resourced schools and communities has been stubbornly elusive. This article will examine New York City and State's current universal pre-kindergarten efforts as related to social goals of serving low-income children in segregated schools to address inequality and close opportunity gaps, and the educational goals of enhancing cognitive gains and improving school readiness for all children. Part I considers pre-kindergarten in a climate of extreme segregation by race and class and in the context of current technocratic education reforms operating against a backdrop of diminished legal remedies for the harms of race and class segregation and inequality. Part II examines pre-kindergarten with a focus on New York's role as one of the earliest states to introduce pre-kindergarten, first as targeted to the state's neediest children as anti-poverty and social equalization strategy and more recently as a universal program focused on educational policy. It will discuss more recent efforts to introduce and implement universal pre-kindergarten primarily from an educational perspective rather than as an anti-poverty strategy. Part III will note persistent structural and fiscal barriers to full implementation of either targeted or universal pre-kindergarten that mirror barriers to high quality preschool and public education access more broadly. Part IV considers statutory and constitutionally-based approaches to achieving equitable access to pre-kindergarten, noting the difficulty establishing and sustaining access for low-income urban Black and Latino children, regardless of the approach.
Download or read book Transforming the Workforce for Children Birth Through Age 8 written by National Research Council and published by National Academies Press. This book was released on 2015-07-23 with total page 587 pages. Available in PDF, EPUB and Kindle. Book excerpt: Children are already learning at birth, and they develop and learn at a rapid pace in their early years. This provides a critical foundation for lifelong progress, and the adults who provide for the care and the education of young children bear a great responsibility for their health, development, and learning. Despite the fact that they share the same objective - to nurture young children and secure their future success - the various practitioners who contribute to the care and the education of children from birth through age 8 are not acknowledged as a workforce unified by the common knowledge and competencies needed to do their jobs well. Transforming the Workforce for Children Birth Through Age 8 explores the science of child development, particularly looking at implications for the professionals who work with children. This report examines the current capacities and practices of the workforce, the settings in which they work, the policies and infrastructure that set qualifications and provide professional learning, and the government agencies and other funders who support and oversee these systems. This book then makes recommendations to improve the quality of professional practice and the practice environment for care and education professionals. These detailed recommendations create a blueprint for action that builds on a unifying foundation of child development and early learning, shared knowledge and competencies for care and education professionals, and principles for effective professional learning. Young children thrive and learn best when they have secure, positive relationships with adults who are knowledgeable about how to support their development and learning and are responsive to their individual progress. Transforming the Workforce for Children Birth Through Age 8 offers guidance on system changes to improve the quality of professional practice, specific actions to improve professional learning systems and workforce development, and research to continue to build the knowledge base in ways that will directly advance and inform future actions. The recommendations of this book provide an opportunity to improve the quality of the care and the education that children receive, and ultimately improve outcomes for children.
Download or read book Implementing a State wide Universal Prekindergarten Program written by Fran Schwartz and published by . This book was released on 2004 with total page 34 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Preparing for Success written by New York (State). Educational Excellence Project and published by . This book was released on 1996 with total page 54 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book California Preschool Learning Foundations Visual and performing arts Physical development Health written by Faye Ong and published by . This book was released on 2008 with total page 132 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Working Mother written by and published by . This book was released on 2000-11 with total page 134 pages. Available in PDF, EPUB and Kindle. Book excerpt: The magazine that helps career moms balance their personal and professional lives.
Download or read book Implementation of Universal Prekindergarten in New York State written by William John Carr and published by . This book was released on 2006 with total page 300 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Reconsidering Children s Early Development and Learning written by United States. National Education Goals Panel. Goal 1 Technical Planning Group and published by . This book was released on 1995 with total page 64 pages. Available in PDF, EPUB and Kindle. Book excerpt: In 1990, the National Education Goals were established by the President and the 50 state governors. Great attention has been given to Goal 1, dubbed the "readiness" goal: By the year 2000, all children in America will start school ready to learn. The Goal 1 Resource Technical Planning Groups were asked to suggest ways in which Goal 1 could be measured. The purpose of this document is to further amplify the dimensions of early learning and development used by the National Educational Goals Panel to measure progress toward Goal 1. The following five dimensions are discussed: (1) "Physical Well-Being and Motor Development"; (2) "Social and Emotional Development," serving as the foundation for relationships which give meaning to school experience; (3) "Approaches toward Learning," referring to the inclinations, dispositions, or styles that reflect ways children become involved with learning; (4) "Language Development"; and (5) "Cognition and General Knowledge." For each of the dimensions, a rationale; general definition; the relationship to individual, cultural, and contextual variation; and a summary are given. The report concludes with a discussion of underlying issues, implications, and action steps. (Contains 83 references.) (BGC)
Download or read book Making Prekindergarten Truly Universal in New York written by Michael A. Rebell and published by . This book was released on 2013 with total page 44 pages. Available in PDF, EPUB and Kindle. Book excerpt: The research is conclusive: Providing a high-quality early childhood education is crucial if we are to reach our state and national goals of educational equity and excellence, preparing children for college and career. The federal government, states throughout the country, and the courts are increasingly recognizing this reality. This report provides a detailed roadmap for making high-quality, full-day prekindergarten available for all three- and four-year-old children in New York State over an eight-year period. The Campaign for Educational Equity and the Center for Children's Initiatives drafted this roadmap in consultation with more than 100 public education and early childhood experts, advocates, teachers, and administrators across the state. It draws on lessons learned in other states and recommendations from leading national researchers in the field. The report offers a new financing strategy that recognizes prekindergarten as an essential educational service. The eight-year roadmap is based on four key recommendations--target group, phase-in schedule, financing framework, and funding levels--and includes the following essential quality elements: appropriate class sizes; well-qualified highly effective teachers; well-qualified supervisors and administrators; appropriate, evidence-based curricula; comprehensive services and supports; appropriate services for students with disabilities; support for English language learners; and quality, accessible learning environments. Early childhood is still a relative newcomer to public education and, as such, lacks the essential system supports and infrastructure available to other grades funded in the traditional K-12 system. New York does not have a funding strategy for pre-K that covers critical elements such as workforce development, transportation aid, and facilities. This roadmap includes these and the other infrastructure elements that have been identified by policymakers, practitioners, and researchers as vital to ensuring effective use of resources and promote positive outcomes for children. Specifically, the state must ensure: (1) the recruitment and retention of highly effective teachers; (2) facilities expansion planning; (3) transportation aid; (4) data infrastructure; (5) effective community partnerships; (6) quality assurance; and (7) ongoing program evaluation. The following is appended: Summary of Recent Research on the Effects of Pre-K Programs. [Additional support for this work was provided by the Child Care and Early Education Fund.].
Download or read book Universal Prekindergarten Takes Off in New York State written by Charles Stewart Mott Foundation and published by . This book was released on 2000 with total page 20 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book All Together Now written by Rachel Schumacher and published by . This book was released on 2005 with total page 7 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Community Level Challenges in Implementing a Mixed Delivery Prekindergarten System written by Samuel A. Stephens and published by . This book was released on 2014 with total page 20 pages. Available in PDF, EPUB and Kindle. Book excerpt: Over the past decade, states have dramatically expanded prekindergarten services (Pre-K), given the evidence that high-quality early childhood education can put children on a path to success in school and later life. To support the expansion, most of those states have adopted a mixed delivery system, developing the new educational opportunities in both public schools and early childhood programs in the community, a strategy that leverages the existing capacity, expertise, and public investments that support early learning and healthy development. Such a system has the potential to more rapidly expand the availability of high quality early education and also offers families a choice of preschool settings. Increasingly, educators and policymakers are looking at strategies to align learning experiences, enrich services and family supports, and build a unified early education system so that all children benefit equally regardless of setting. Great progress has been made on this front, but developing and implementing an integrated, coordinated state Pre-K system is challenging. The two worlds of public education and early childhood development are still far from aligned, operating with complex governance and funding sources, in addition to different strategies and approaches to practice. This paper provides a summary of specific challenges that New York communities have encountered as they developed and implemented a mixed system for providing prekindergarten services. By anticipating these challenges, school districts and community-based early education programs can develop strategies to support effective partnerships, successful program implementation, and improved school readiness for young children. A combined list of references and other sources is provided.
Download or read book Social Science Research written by Anol Bhattacherjee and published by CreateSpace. This book was released on 2012-04-01 with total page 156 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book is designed to introduce doctoral and graduate students to the process of conducting scientific research in the social sciences, business, education, public health, and related disciplines. It is a one-stop, comprehensive, and compact source for foundational concepts in behavioral research, and can serve as a stand-alone text or as a supplement to research readings in any doctoral seminar or research methods class. This book is currently used as a research text at universities on six continents and will shortly be available in nine different languages.
Download or read book Implementing Universal Prekindergarten in New York City written by New York City Independent Budget Office and published by . This book was released on 1999 with total page 26 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Impact of School Infrastructure on Learning written by Peter Barrett and published by World Bank Publications. This book was released on 2019-02-04 with total page 71 pages. Available in PDF, EPUB and Kindle. Book excerpt: 'The Impact of School Infrastructure on Learning: A Synthesis of the Evidence provides an excellent literature review of the resources that explore the areas of focus for improved student learning, particularly the aspiration for “accessible, well-built, child-centered, synergetic and fully realized learning environments.†? Written in a style which is both clear and accessible, it is a practical reference for senior government officials and professionals involved in the planning and design of educational facilities, as well as for educators and school leaders. --Yuri Belfali, Head of Division, Early Childhood and Schools, OECD Directorate for Education and Skills This is an important and welcome addition to the surprisingly small, evidence base on the impacts of school infrastructure given the capital investment involved. It will provide policy makers, practitioners, and those who are about to commission a new build with an important and comprehensive point of reference. The emphasis on safe and healthy spaces for teaching and learning is particularly welcome. --Harry Daniels, Professor of Education, Department of Education, Oxford University, UK This report offers a useful library of recent research to support the, connection between facility quality and student outcomes. At the same time, it also points to the unmet need for research to provide verifiable and reliable information on this connection. With such evidence, decisionmakers will be better positioned to accurately balance the allocation of limited resources among the multiple competing dimensions of school policy, including the construction and maintenance of the school facility. --David Lever, K-12 Facility Planner, Former Executive Director of the Interagency Committee on School Construction, Maryland Many planners and designers are seeking a succinct body of research defining both the issues surrounding the global planning of facilities as well as the educational outcomes based on the quality of the space provided. The authors have finally brought that body of evidence together in this well-structured report. The case for better educational facilities is clearly defined and resources are succinctly identified to stimulate the dialogue to come. We should all join this conversation to further the process of globally enhancing learning-environment quality! --David Schrader, AIA, Educational Facility Planner and Designer, Former Chairman of the Board of Directors, Association for Learning Environments (A4LE)
