Invirtiendo en Calidad: Educaci n Preescolar Kathleen McCartney, Ph.D. Decana de la Facultad de Educaci n Profesora G

2. �Qu� es la Educaci�n Preescolar?

3. La educaci�n preescolar apoya dos prioridades nacionales de los pa�ses industriales

6. Interactions: Caregivers must be supportive of cognitive, social-emotional and physical development and must exhibit responsive teacher-child relationships; Structural features: Small class sizes and teacher-child ratios are important as is ongoing professional development and training for teachers. Interactions: Caregivers must be supportive of cognitive, social-emotional and physical development and must exhibit responsive teacher-child relationships; Structural features: Small class sizes and teacher-child ratios are important as is ongoing professional development and training for teachers.

7. Parents and communities play an important role in meeting the first goal; in addition to positive physical experiences in early childhood, learners must also have positive psychosocial experiences Quality of school facilities has an indirect effect on learning so safe, healthy environments help facilitate learning and development. Includes physical space, class size, and psychosocial elements such as safety, teacher affect, inclusive environments, etc. Curricula should emphasize deep rather than broad understandings and knowledge; should include literacy, numeracy, life skills, peace education, and elements related to local and national contexts. Teachers must receive opportunities for professional learning, both before entering the classroom as well as ongoing training; must also receive continued support in their teaching and training (i.e., strong, positive administrative support and leadership) Outcomes must not only reflect what children know and can do but also their attitudes and expectations for themselves and society; must encompass life skills not just cognitive and language development; outcomes should reflect parents� goals as well as teachers� and society�s goals.Parents and communities play an important role in meeting the first goal; in addition to positive physical experiences in early childhood, learners must also have positive psychosocial experiences Quality of school facilities has an indirect effect on learning so safe, healthy environments help facilitate learning and development. Includes physical space, class size, and psychosocial elements such as safety, teacher affect, inclusive environments, etc. Curricula should emphasize deep rather than broad understandings and knowledge; should include literacy, numeracy, life skills, peace education, and elements related to local and national contexts. Teachers must receive opportunities for professional learning, both before entering the classroom as well as ongoing training; must also receive continued support in their teaching and training (i.e., strong, positive administrative support and leadership) Outcomes must not only reflect what children know and can do but also their attitudes and expectations for themselves and society; must encompass life skills not just cognitive and language development; outcomes should reflect parents� goals as well as teachers� and society�s goals.

8. Beneficios para el Desarrollo de los Programas Preescolares de Alta Calidad Learning inequalities exacerbate economic and social disparities; gaps between children from families with few resources and their more affluent peers are present before formal schooling begins and tend to widen throughout primary and secondary schooling Some evidence that the effects of high-quality programs are greater for children at risk of school failure; in the US, many of the most vulnerable children attend the lowest quality programs High-quality programs provide formal and informal parental education; specifically, child care providers offer informal parent education during drop-off and pick-up and formal parenting education via numerous mechanisms, including home visits, workshops, study groups, books and periodicals, organizational activities, and lectures Learning inequalities exacerbate economic and social disparities; gaps between children from families with few resources and their more affluent peers are present before formal schooling begins and tend to widen throughout primary and secondary schooling Some evidence that the effects of high-quality programs are greater for children at risk of school failure; in the US, many of the most vulnerable children attend the lowest quality programs High-quality programs provide formal and informal parental education; specifically, child care providers offer informal parent education during drop-off and pick-up and formal parenting education via numerous mechanisms, including home visits, workshops, study groups, books and periodicals, organizational activities, and lectures

9. Beneficios Econ�micos de la Educaci�n Preescolar de Alta Calidad

10. Estrategias para la Inversi�n

11. Regulaci�n Gubernamental: Raz�n/Tama�o del Grupo For informal settings, guidelines were derived from the number of children enrolled in the setting weighted by their ages; specifically, each informal setting was assigned points that represented a weighted sum of the number of children in various age categories This sum is used to determine whether informal settings are in compliance with recommended point cut-offs (100 for 1 provider and 175 for 2 providers). For informal settings, guidelines were derived from the number of children enrolled in the setting weighted by their ages; specifically, each informal setting was assigned points that represented a weighted sum of the number of children in various age categories This sum is used to determine whether informal settings are in compliance with recommended point cut-offs (100 for 1 provider and 175 for 2 providers).

12. Comparaciones Internacionales de la Raz�n: Ni�o/Adulto, para 3-6 a�os

13. Regulaci�n Gubernamental: Educaci�n de los Profesores Higher education often includes vocational training and associates degrees while university training tends to include 3 and 4 year education programs at colleges and universities that result in the equivalent of a BA. Effects of teacher education: Children exhibit greater school readiness and language comprehension, as well as fewer behavior problems when their teachers have higher levels of education (e.g., NICHD ECCRN, 1999); Program quality tends to be higher when teachers have more educationHigher education often includes vocational training and associates degrees while university training tends to include 3 and 4 year education programs at colleges and universities that result in the equivalent of a BA. Effects of teacher education: Children exhibit greater school readiness and language comprehension, as well as fewer behavior problems when their teachers have higher levels of education (e.g., NICHD ECCRN, 1999); Program quality tends to be higher when teachers have more education

14. NAEYC Est�ndares de Acreditaci�n In 1985, NAEYC established a national, voluntary accreditation system to set professional standards for early childhood education programs, and to help families identify high-quality programs; revised in 2005 and will be implemented in September 2006. Currently there are more than 10,000 NEYC accredited programs serving nearly one million children and their families. There are 10 standards: Standard 1 � Program must promote positive relationships among all children and adults Standard 2 � Program implements a curriculum that is consistent with it goals and promotes social, physical, language and cognitive learning and development Standard 3 � Program uses appropriate and effective teaching strategies that enhance children�s learning Standard 4 � Program is informed by systematic (formal and informal) assessments of children�s social, physical, language and cognitive learning and development Standard 5 � Program promotes child nutrition and health Standard 6 � Teacher training and education must be supported Standard 7 � Program maintains collaborative relationships with children�s families to foster development across settings Standard 8 � Program establishes relationships with children�s communities. Standard 9 � Physical environment is safe and healthy with appropriate indoor and outdoor environments Standard 10 � Program effectively implements policies and procedures that support staff and strong program managementIn 1985, NAEYC established a national, voluntary accreditation system to set professional standards for early childhood education programs, and to help families identify high-quality programs; revised in 2005 and will be implemented in September 2006. Currently there are more than 10,000 NEYC accredited programs serving nearly one million children and their families. There are 10 standards: Standard 1 � Program must promote positive relationships among all children and adults Standard 2 � Program implements a curriculum that is consistent with it goals and promotes social, physical, language and cognitive learning and development Standard 3 � Program uses appropriate and effective teaching strategies that enhance children�s learning Standard 4 � Program is informed by systematic (formal and informal) assessments of children�s social, physical, language and cognitive learning and development Standard 5 � Program promotes child nutrition and health Standard 6 � Teacher training and education must be supported Standard 7 � Program maintains collaborative relationships with children�s families to foster development across settings Standard 8 � Program establishes relationships with children�s communities. Standard 9 � Physical environment is safe and healthy with appropriate indoor and outdoor environments Standard 10 � Program effectively implements policies and procedures that support staff and strong program management

15. Educaci�n de los Profesores Inservice programs: might include a short program on something like CPR certification or something on a particular curriculum component; other programs can include mentoring programs of new teachers by more experienced teachers; The Perry Preschool project in the US offers a 20 day, 120 hour workshop on building and implementing their preschool curriculum program; participants are required to attend, actively participate in activities and group work, and complete assignments; they receive 12 continuing education credits for the workshop Higher Education programs: many colleges and universities offer short and long courses in child development, early education, curricula, etc.; evidence suggests that teachers with at least one course in child development or a related field are more effective in the classroom than teachers with degrees and education in other fields. Online programs: Harvard program (?) MyTeachingPartner centers around the Classroom Assessment Scoring System (CLASS)-a system designed to observe and improve classroom and teacher quality; specifically, assesses the quality of teachers' implementation and use of a curriculum, their social and instructional interactions with children, and the productivity evident in the classroom setting. Online support groups where teachers can write in questions and receive responses from other professionals and other teachers. Certificate and education programs are also available online through programs like Penn Foster Career (offering an ASB in Early Childhood Education), and Professional Career Development (offering an associates degree in Early Childhood Education); courses include dealing with discipline issues, building and strengthening teacher-child relationships, using books and stories with young children, preschool science and discovery programs, Inservice programs: might include a short program on something like CPR certification or something on a particular curriculum component; other programs can include mentoring programs of new teachers by more experienced teachers; The Perry Preschool project in the US offers a 20 day, 120 hour workshop on building and implementing their preschool curriculum program; participants are required to attend, actively participate in activities and group work, and complete assignments; they receive 12 continuing education credits for the workshop Higher Education programs: many colleges and universities offer short and long courses in child development, early education, curricula, etc.; evidence suggests that teachers with at least one course in child development or a related field are more effective in the classroom than teachers with degrees and education in other fields. Online programs: Harvard program (?) MyTeachingPartner centers around the Classroom Assessment Scoring System (CLASS)-a system designed to observe and improve classroom and teacher quality; specifically, assesses the quality of teachers' implementation and use of a curriculum, their social and instructional interactions with children, and the productivity evident in the classroom setting. Online support groups where teachers can write in questions and receive responses from other professionals and other teachers. Certificate and education programs are also available online through programs like Penn Foster Career (offering an ASB in Early Childhood Education), and Professional Career Development (offering an associates degree in Early Childhood Education); courses include dealing with discipline issues, building and strengthening teacher-child relationships, using books and stories with young children, preschool science and discovery programs,

17. Principios para la Formulaci�n de Pol�ticas P�blicas Support choice: many policies attempt to do so but not all do; e.g., child care subsidies allow parents to choose programs but those choices are limited by availability of space, low quality and/or high costs. Ensure quality: currently too many children in low-quality settings but there is ample evidence concerning the benefits of good-quality programs and the harm of poor-quality settings; challenge of ensuring quality is that what parents value is often very different across individuals; regardless, parents must be involved in all aspects of the educational program if high quality is to be ensured; child care subsidy systems can be redesigned to provide incentives for providing high quality care. Support Employment: employment is a financial necessity for most families and especially for single parents; this is especially important in light of US welfare-to-work program which requires that low-income women work in order to receive welfare benefits; women�s employment seen as a key to gender equity Support choice: many policies attempt to do so but not all do; e.g., child care subsidies allow parents to choose programs but those choices are limited by availability of space, low quality and/or high costs. Ensure quality: currently too many children in low-quality settings but there is ample evidence concerning the benefits of good-quality programs and the harm of poor-quality settings; challenge of ensuring quality is that what parents value is often very different across individuals; regardless, parents must be involved in all aspects of the educational program if high quality is to be ensured; child care subsidy systems can be redesigned to provide incentives for providing high quality care. Support Employment: employment is a financial necessity for most families and especially for single parents; this is especially important in light of US welfare-to-work program which requires that low-income women work in order to receive welfare benefits; women�s employment seen as a key to gender equity

18. Lecciones de Early Education for All en Massachusetts, EE.UU. Early Education for All EEA is a campaign to make voluntary, high-quality early childhood education available to all Massachusetts children, ages 3-5. Touch on a few of the �lessons learned� thus far in their campaign.Early Education for All EEA is a campaign to make voluntary, high-quality early childhood education available to all Massachusetts children, ages 3-5. Touch on a few of the �lessons learned� thus far in their campaign.