NotesFAQContact Us
Search Tips
ERIC Number: ED354649
Record Type: RIE
Publication Date: 1992
Pages: 19
Abstractor: N/A
The Increasing Array of Early Care and Education Policies: An Argument for State and Local Coordination. Policy and Practice in Early Childhood Special Education Series.
Smith, Barbara J.
This paper presents a summary of early care and education policies for young children (ages 3-5) and then offers recommendations on how these efforts might be coordinated at the state and local levels. The policy summary is organized around the components of early care--child care, early childhood education, and early intervention for children at risk of developing a disability. Under child care, specific policies that either reduce the cost of child care, promote quality and expansion, or support parents' education and employment are identified. Under early childhood education, the increasing emphasis on providing services for "at-risk" children is noted. Under early intervention, policy and attitudinal challenges are seen in efforts to provide early intervention services in mainstream settings. Six specific recommendations address: (1) coordination of structures through establishment of coordinating bodies at both state and local levels; (2) creation of administrative structures which administer programs in all three service areas; (3) establishment of personnel standards; (4) development of quality assurance structures; (5) allowance for blended funding so that children need not be served by categorical funding streams; and (6) provision of family friendly service options. An appendix lists seven organizational resources for information on early childhood policies and programs. (Contains 27 references.) (DB)
Publication Type: Opinion Papers; Information Analyses
Education Level: N/A
Audience: Policymakers; Administrators; Practitioners
Language: English
Sponsor: Department of Education, Washington, DC.
Authoring Institution: Allegheny-Singer Research Inst., Pittsburgh, PA.
Grant or Contract Numbers: N/A
Note: One of a series of papers developed by the Research Institute on Preschool Mainstreaming.