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ERIC Number: ED337266
Record Type: Non-Journal
Publication Date: 1989-Jul
Pages: 55
Abstractor: N/A
Reference Count: N/A
Prekindergarten Curriculum: Implications for State Policy. Policy Issues.
McAfee, Oralie
In their efforts to help children overcome the deleterious influences of such social problems as illiteracy, dropping out, school failure, and poverty, policymakers are turning to early childhood educators. Studies have shown that children in high quality preschool programs exceed expectations in school and society. States and the private sector play an important role in helping low-income families' children participate at the same rate as children from high-income families. Publications for policymakers agree that services for at-risk children should be increased; federal, state, private, and community agencies should collaborate to extend resources; and high quality programs and parent involvement are necessary for success. In regards to curriculum, there is much debate over developmental as opposed to academic programs. Most publications recommend developmental programs, but no one approach is best for all children. State involvement in prekindergarten programs can cover four options: (1) designate a statewide curriculum; (2) give general guidance or guidelines; (3) encourage local program options with strong staff development and technical assistance; or (4) allow local and program options that do not receive additional assistance. Regardless of the type of program, appropriate curriculum development must be a high priority for state policy and action if the program is to succeed. (SAK)
Publication Type: Information Analyses
Education Level: N/A
Audience: Policymakers
Language: English
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: Appalachia Educational Lab., Charleston, WV. Policy and Planning Center.