ERIC Number: ED317261
Record Type: Non-Journal
Publication Date: 1988-Nov
Reference Count: N/A
Policy Options in Support of Children and Families. Proceedings of the National Conference on Early Childhood Issues (Washington, D.C., November 17-18, 1988).
Department of Education, Washington, DC.
The purpose of this national policy conference was to discuss key issues and policy options in the care and education of young children, and to identify policy recommendations. At the conference, 116 speakers shared their expertise with each other and an additional 300 participants from 38 states. Speakers and participants represented a broad range of views on trends and issues in early childhood education. Plenary sessions featured debates about the role of government in supporting families, the extent of need for child care, the upcoming legislative agenda, and the costs and benefits of early childhood programs for disadvantaged children. Conferees addressed issues such as continuity, comprehensiveness, quality variations in child care and education, infant care, early childhood curricula, testing of young children, staffing, the role of the public schools in providing child care and early childhood education, and parental involvement in early childhood programs. Policy options such as tax credits, parental leave, regulation of child care, and welfare reform programs were also considered. The text focuses on deliberations in the plenary and concurrent sessions. Appendix A describes programs featured in showcase sessions, and Appendix B includes a list of plenary and concurrent sessions. (RH)
Descriptors: Cognitive Ability, Compensatory Education, Curriculum, Delivery Systems, Developmental Continuity, Early Childhood Education, Early Intervention, Educational Quality, Federal Legislation, Fringe Benefits, Infants, Intervention, Personnel, Policy Formation, Program Evaluation, Public Policy, Public Schools, Testing, Welfare Reform, Welfare Services, Young Children
Publication Type: Collected Works - Proceedings
Education Level: N/A
Authoring Institution: Department of Education, Washington, DC.