Skip to main content

Currently Skimming:

Part III: Implications of the Science for Early Care and Education
Pages 207-208

The Chapter Skim interface presents what we've algorithmically identified as the most significant single chunk of text within every page in the chapter.
Select key terms on the right to highlight them within pages of the chapter.

From page 207...
... In addition, the chapter outlines the elements of professional practice, policies, and systems that need to be aligned to support that continuity: professional learning and workforce development; early learning standards; instructional strategies; learning environments; child assessments; accountability systems and datadriven improvement; family engagement; pathways for vertical continuity for children; and coordination and communication across professional roles, settings, and policies. Chapter 6 then explores in greater depth the educational practices that, when applied with consistency and high quality over time for children as they age, can continuously support the development and early learning of children from birth through age 8.
From page 208...
... In keeping with the scope of this report, the primary focus in Chapter 7 is on those pro­ essionals with direct, daily or near-daily responsibilities for the care and f education of these young children in childcare settings and in preschools and elementary schools, as well as those in leadership roles in those settings. The chapter also discusses competencies that are important for different professional roles to work in synergy, both across settings within the care and education sector and between the care and education sector and other closely related sectors, especially health and social services.

This material may be derived from roughly machine-read images, and so is provided only to facilitate research.
More information on Chapter Skim is available.