ERIC Number: ED440754
Record Type: Non-Journal
Publication Date: 2000-Mar
Reference Count: N/A
Early Childhood Education Programs: A Review of Program Models and Effectiveness.
Hosley, Cheryl A.
This literature review summarizes information related to the major models of providing education, child care, and family-oriented services to an early childhood population, the effectiveness of these models, and strategies for delivering early childhood services for children with special needs. The focus of the review is on information presented within the past 30 years on center-based programs serving toddlers and preschoolers and their families, with an emphasis on analyzing information collected in the 1990s. Information for the review was collected from computerized bibliographic databases, relevant journal contents, and Internet resources. The review begins with a general discussion of features of high quality early childhood programs and factors that influence parent satisfaction with these programs. Second, a review of child-focused and family-focused approaches to early childhood is presented, including an analysis of the short- and long-term effectiveness of these models. Third, issues related to providing care for children with special needs are presented. The review concludes with recommendations regarding: (1) addressing the needs of the target population; (2) service intensity, onset, and duration; (3) general features of program quality; (4) child-focused and/or family-focused services; (5) provision of mental health services; and (6) appropriate program goals. A list of model programs is appended. (Contains approximately 550 references.) (KB)
Descriptors: Day Care, Day Care Effects, Delivery Systems, Early Experience, Educational Quality, Family Programs, Literature Reviews, Models, Preschool Curriculum, Preschool Education, Preschool Evaluation, Program Effectiveness, Special Needs Students, State of the Art Reviews, Student Centered Curriculum
Publication Type: Information Analyses
Education Level: N/A
Authoring Institution: Wilder Research Center, St. Paul, MN.