ERIC Number: ED373416
Record Type: Non-Journal
Publication Date: 1994
Reference Count: N/A
School-Based Early Childhood Centers: Secrets of Success from Early Innovators.
Jewett, Janet L.; Katzev, Aphra
School-based early childhood centers have the potential for responding effectively to a broad range of child and family needs and to society's demands for more effective schools. They have four defining features: (1) implementation of quality programs and developmentally appropriate practices for young children through age eight; (2) families as partners in schooling; (3) active involvement with and responsiveness to community needs and resources; and (4) transition services, including a school-based commitment to educating preschoolers. This report describes the progress that six sites in the northwestern United States, selected as "early innovators," made toward becoming a fully formed early childhood center during 1991-93. The schools included: Centennial Early Childhood Center, Portland, Oregon; Mary Harrison Primary, Toledo, Oregon; Nome Elementary School, Nome, Alaska; Ponderosa Elementary School, Billings, Montana; South Colby Elementary School, Port Orchard, Washington; and Tendoy Elementary School, Pocatello, Idaho. Data sources included interviews and classroom observations, documents, principal reports and interviews, and a school survey. Findings indicate that the six schools gave the most consistent and comprehensive attention to implementing a quality program based on developmentally appropriate practice. Besides the above component, the schools uniformly rated the following program elements as very important: a focus on language and literacy, use of a variety of authentic assessment techniques, school leadership for innovations, family involvement, and school board support for change. These findings suggest that successful restructuring efforts must occur simultaneously in a number of components in order for changes to accumulate into a sustained effort. Further recommendations are offered. Appendices contain site profiles, a self-diagnostic survey, and a data matrix of the components by site. (LMI)
Descriptors: Child Development, Child Development Centers, Developmentally Appropriate Practices, Early Childhood Education, Early Intervention, Family School Relationship, Prevention, School Community Programs
Northwest Regional Educational Laboratory, 101 SW Main Street, Suite 500, Portland, OR 97204.
Publication Type: Reports - Research; Tests/Questionnaires
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: Northwest Regional Educational Lab., Portland, OR. Child, Family, and Community Program.