ERIC Number: ED328341
Record Type: Non-Journal
Publication Date: 1989
Reference Count: N/A
Critical Policy and Research Issues for Early Childhood and Elementary Education.
Peters, Donald L.
This paper focuses on: (1) prevalent assumptions and weaknesses underlying research on preschool programs for 3- to 5-year-olds; (2) issues concerning transition to kindergarten and early elementary grades; (3) the preparation of early childhood personnel; and (4) critical research needs. The review of research findings prompts questions about the advisability of: (1) initiating center- or classroom-based programs for all children regardless of their developmental level or socioeconomic status; (2) the trend toward increased emphasis on academic achievement in the early childhood curriculum in public and private preschools and in early intervention programs for low-income and developmentally delayed children; and (3) leaving unchecked the global enthusiasm for early childhood education as a way of "saving" today's children. The discussion of transition to kindergarten views kindergarten (and perhaps the first three grades) as a developmental transition in the educational process rather than as a discrete curriculum entity. Implications of this view are pointed out. The discussion of the preparation of personnel argues for a systematic plan of personnel development that includes five tiers of activity ranging from in-service training to senior leadership preparation. Four main themes for future research are pointed out. Four figures illustrate, respectively, the delivery modes of the Head Start program, and the parent and child effects of the Center-Based, Home-Based, and Home/School programs. Seventy-eight references are included. (RH)
Descriptors: Developmentally Appropriate Practices, Early Childhood Education, Educational Policy, Educational Practices, Elementary Education, Kindergarten, Leadership, Professional Development, Program Effectiveness, Research Needs, State of the Art Reviews, Systems Approach, Teacher Education, Test Use, Transitional Programs
Publication Type: Information Analyses
Education Level: N/A
Sponsor: National Center for Education Statistics (ED), Washington, DC.
Authoring Institution: N/A