By Laura M. Justice, Carol Vukelich
Top of the range preschool courses are necessary to enhancing children’s results in analyzing fulfillment and leveling language and literacy disparities between scholars from diversified backgrounds. Grounded in cutting-edge learn proof, this practice-oriented e-book demonstrates how preschool pros can create, assessment, and maintain exemplary courses. Chapters from major experts conceal training, overview, and differentiation, in addition to particular thoughts for instructing English language inexperienced persons and assisting at-risk readers. dialogue questions and recommended actions for pro improvement are integrated, as are reproducible review types and making plans instruments to be used within the lecture room.
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Additional resources for Achieving Excellence in Preschool Literacy Instruction
Teachers attend at least 15 hours of professional development per year. • The state has comprehensive standards for curricula that are specific to pre-K. • Classes have no more than 20 children. • At least one teacher/staff member is present for every 10 children. • Screening and referral services that cover vision, hearing, and health. • Additional support services, including parent conferences or home visits, parenting support or training, referral to social services, or information relating to nutrition.
NICHD Early Child Care Research Network. (1999). Child outcomes when child High-Quality Preschool Programs 23 care center classes meet recommended standards for quality. American Journal of Public Health, 89, 1072–1077. NICHD Early Child Care Research Network. (2002a). Child-care structure– process–outcome: Direct and indirect effects of child-care quality on young children’s development. American Psychological Society, 13(3), 199–206. NICHD Early Child Care Research Network. (2002b). The relation of global firstgrade classroom environment to structural classroom features and teacher and student behaviors.
As a result, the need for further early education experiences for children at risk for school failure has led to the creation of additional preschool programs. Small-scale, locally funded programs were established in a number of cities, such as the Perry preschool program, which began in Ypsilanti, Michigan, in 1962 (Schweinhart, Barnes, & Weikart, 1993), and the Chicago parent–child centers, which began in 1967 (Reynolds, Temple, Robertson, & Mann, 2001). In 1965, Head Start was established nationwide as the first large-scale preschool program for 3- and 4-year-olds designed to help break the cycle of poverty among children of low-income families by providing comprehensive services to meet children’s emotional, social, health, nutritional, and psychological needs (Administration for Children and Families, 2004).