ERIC Number: ED375164
Record Type: Non-Journal
Publication Date: 1994-Jul
Reference Count: N/A
A Statistical Agenda for Early Childhood Care and Education: Addendum to "A Guide to Improving the National Education Data System" Adopted by the National Forum on Education Statistics, January 1994.
National Center for Education Statistics (ED), Washington, DC.
As a product of the Early Childhood Subcommittee of the National Education Statistics Agenda Committee of the National Forum on Education Statistics, this report evaluates the types of data needed to assess the status of children in their preschool years, evaluate the impact of their early experiences, and address policy questions related to early childhood care, education, and school readiness. It is published as an addendum to "A Guide to Improving the National Education Data System." Issues that must be considered in studies of child development include learning and developmental stages, well-being, child care, education, and the concept of readiness. Associated data collection issues are those of definition and measurement, data needs, and possible indicators for an early childhood database. Recommendations include: (1) giving high priority to developing basic indicators; (2) developing and implementing methods to assess developmental progress; (3) developing and implementing a survey of early childhood care and education programs; (4) linking developmental assessment and the survey data; and (5) undertaking longitudinal studies to assess factors affecting child well-being. An appendix lists specific examples of possible indicators for an early childhood database. (SLD)
Descriptors: Agenda Setting, Child Development, Child Rearing, Child Welfare, Data Collection, Databases, Day Care, Definitions, Early Childhood Education, Educational Assessment, Educational Experience, Evaluation Methods, Longitudinal Studies, Measurement Techniques, School Readiness, Young Children
U.S. Government Printing Office, Superintendent of Documents, Mail Stop: SSOP, Washington, DC 20402-9328.
Publication Type: Reports - Evaluative
Education Level: N/A
Authoring Institution: National Center for Education Statistics (ED), Washington, DC.