Eager to Learn Educating Our Preschoolers (2001) / Chapter Skim
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Findings, Conclusions, and Recommendations
Findings, Conclusions, and Recommendations
Pages 306-322
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From page 306... ...
· Development is dependent on and responsive to experience, allowing children to grow far more quickly in domains in which a rich experiential base and guided exposure to complex thinking are available than in those where they receive no such support. Environment including cultural context exerts a large influence on both cognitive and emotional development.
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From page 307... ...
Social competence and school achievement are influenced by the quality of early teacher-child relationships, and by teachers' attentiveness to how the child approaches learning. · While no single curriculum or pedagogical approach can be identified as best, children who attend welI-planned, highquality early childhood programs in which curriculum aims are specified and integrated across domains tend to learn more and are better prepared to master the complex demands offormal schooling.
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From page 308... ...
· Young children who are living in circumstances that palace them at greater risk of school failure including poverty, low Revert of maternal education, maternal depression, and other factors that can limit their access to opportunities and resources that enhance learning and development are much more 7tike7ly to succeed in school if they attend we7~7~-p7lanned, high-qua7tity early childhood programs. Many children, especially those in low-income households, are served in child care programs of such low quality that learning and development are not enhanced and may even be jeopardized.
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From page 309... ...
While the focus of this report differs from theirs, the conceptual framework for using research knowledge to influence educational practice applies. In this model, the impact of research knowledge on classroom practice the ultimate goal is mediated through four arenas, as depicted in Fig
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From page 310... ...
This is the case in some model programs. But if research knowledge is to be used systematically in early childhood education and care programs, preservice and in-service education that effectively transmits that knowledge to those who staff the programs will be required.
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From page 311... ...
Professional Development At the heart of the effort to promote quality preschool, from the committee's perspective, is a substantial investment in the education and training of preschool teachers. Recommendation 1: Each group of children in an early childhood education and care program should be assigned a teacher who has a bachelor's degree with specialized education related to early childhood (e.g., developmental psychology, early childhood education, early childhood special education)
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From page 312... ...
· Appreciation of the need for appropriate strategies for accountability. Recommendation 4: A critical component of preservice preparation should be a supervised, relevant student teaching or internship experience in which new teachers receive ongoing guidance and feedback from a qualified supervisor.
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From page 313... ...
Of particular concern are strategies directed toward bringing experienced early childhood educators, such as child care providers and prekindergarten and Head Start teachers, into compliance with standards for higher education and certification. Such programs should ensure that the field takes full advantage of the knowledge and expertise of existing staff and builds on diversity and strong community bonds represented in the current early childhood care and education work force.
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From page 314... ...
The content of early childhood curricula should be organized systematically into a coherent program with overarching objectives integrated across content and developmental areas. They should include multiple activities, such as systematic exploration and representation, planning and problem solving, creative expression, oral expression, and the ability and willingness to listen to and incorporate information presented by a teacher, sociodramatic and exercise play, and arts activities.
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From page 315... ...
Department of Education and the U.S. Department of Health and Human Services support the use of effective technology, including videodiscs for preschool teachers and Internet · ~ commun~cahon groups.
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From page 316... ...
Internet communication groups could provide information on curricula, results of field tests, and opportunities for teachers using a common curriculum to discuss experiences, query each other, and share ideas. Policy States can play a significant role in promoting program quality with respect to both teacher preparation and curriculum and pedagogy.
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From page 317... ...
Recommendation 13: The committee recommends that the federal government fund well-planned, high-quality centerbased preschool programs for all children at high risk of school failure. Such programs can prevent school failure and significantly enhance learning and development in ways that benefit the entire society.
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From page 318... ...
Research on Early Childhood Learning and Development Although it is apparent that early experiences affect later ones, there are a number of important developmental questions to be studied regarding how, when, and which early experiences support development and learning. Recommendation 16: The committee recommends a broad empirical research program to better understand: · The range of inputs that can contribute to supporting environments that nurture young children's eagerness to learn; · Development of children's capacities in the variety of cog
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From page 319... ...
But as child care becomes more widespread, it becomes more important to understand the components of early childhood education that have developmental benefits for all children. With respect to disadvantaged children, we know that quality intervention programs are effective, but better understanding the features that make them effective will facilitate replication on a large scale.
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From page 320... ...
However, random assignment between programs that have very similar quality features, but vary on a single dimension (a math curriculum, for example, or class size) would seem less controversial.
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From page 321... ...
Research on Ways to Create Universal High Quality The growing consensus regarding the importance of early education stands in stark contrast to the disparate system of care and education available to children in the United States in the preschool years. America's programs for preschoolers vary widely in quality, content, organization, sponsorship, source of funding, relationship to the public schools, and government regulation.
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From page 322... ...
CONCLUSION At a time when the importance of education to individual fulfillment and economic success has focused attention on the need to better prepare children for academic achievement, the research literature suggests ways to make gains toward that end. Parents are relying on child care and preschool programs in ever larger numbers.
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