Early Childhood Education at Scale: Lessons from Research for Policy and Practice

Autor/inn/en	Bassok, Daphna; Engel, Mimi
Titel	Early Childhood Education at Scale: Lessons from Research for Policy and Practice
Quelle	In: AERA Open, 5 (2019) 1, (7 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2332-8584
Schlagwörter	Early Childhood Education; Scaling; Educational Improvement; Faculty Development; Curriculum Development; Parent Participation; Early Childhood Teachers + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Scale construction; Skalenkonstruktion; Teaching improvement; Unterrichtsentwicklung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Elternmitwirkung; Early childhood education; Teacher; Teachers; Frühe Kindheit; Lehrer; Lehrerin; Lehrende
Abstract	This "AERA Open" special topic takes stock of the current knowledge about scaled-up early childhood education (ECE) programs. Rapidly rising ECE participation rates in recent decades have coincided with wide variability in the types of programming available for young children. This expansion makes understanding heterogeneity in effects of ECE crucial. Three articles in this special topic explore heterogeneity in ECE program effects with regard to timing, context, domains, programmatic features, counterfactual conditions, and child characteristics. In addition to exploring heterogeneity, understanding possible mechanisms for improving ECE experiences and outcomes for children and their families is crucial. Articles in this special topic explore three potential drivers for improving ECE services and outcomes, including professional development, curriculum and instruction, and parental supports for ECE educators. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01