The Building Blocks of High-Quality Early Childhood Education Programs. California Policy Brief

Autor/inn/en	Wechsler, Marjorie; Melnick, Hanna; Maier, Anna; Bishop, Joseph
Institution	Learning Policy Institute
Titel	The Building Blocks of High-Quality Early Childhood Education Programs. California Policy Brief
Quelle	(2016), (6 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Early Childhood Education; Educational Quality; Academic Standards; Developmentally Appropriate Practices; Student Evaluation; Early Childhood Teachers; Faculty Development; Preservice Teacher Education; Student Diversity; Preschool Curriculum; Preschool Children; Family Involvement; School Schedules; Class Size; Teacher Student Ratio; Program Evaluation; California; Oklahoma (Tulsa); Massachusetts (Boston); New Jersey; Michigan; Illinois (Chicago) + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Quality of education; Bildungsqualität; Entwicklungsbezogene Bildung; Schulnote; Studentische Bewertung; Early childhood education; Teacher; Teachers; Frühe Kindheit; Lehrer; Lehrerin; Lehrende; Lehramtsstudiengang; Lehrerausbildung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Schulzeiteinteilung; Klassengröße; Lehrer-Schüler-Relation; Programme evaluation; Programmevaluation; Kalifornien
Abstract	This brief identifies important elements of high-quality early childhood education programs as indicated by research and professional standards. These include: (1) Early learning standards and curricula that address the whole child, are developmentally appropriate, and are effectively implemented; (2) Assessments that consider children's academic, social-emotional, and physical progress and contribute to instructional and program planning; (3) Well-prepared teachers who provide engaging interactions and classroom environments that support learning; (4) Ongoing support for teachers, including coaching and mentoring; (5) Support for English learners and students with special needs; (6) Meaningful family engagement; (7) Sufficient learning time; (8) Small class sizes with low student-teacher ratios; (9) Program assessments that measure structural quality and classroom interactions; and (10) A well-implemented state quality rating and improvement system. These high-quality building blocks should be at the forefront in revising California's early childhood education system. (As Provided).
Anmerkungen	Learning Policy Institute. 1530 Page Mill Road Suite 200, Palo Alto, CA 94304. Tel: 650-332-9797; e-mail: info@learningpolicyinstitute.org; Web site: https://learningpolicyinstitute.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01