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ERIC Number: EJ1101420
Record Type: Journal
Publication Date: 2016
Pages: 3
Abstractor: ERIC
ISBN: N/A
ISSN: ISSN-1553-541X
EISSN: N/A
Supporting Early Education Transitions: Alignment, Collaboration, and Community Engagement
Grady, Michael
Voices in Urban Education, n43 p2-4 2016
With widespread support for the expansion of early education programs, there is an increased need for collaboration across systems to support the critical transition from pre-K to elementary school in order to ensure positive educational outcomes for all. Throughout this issue of "Voices in Urban Education," several common themes emerge about the practices, policies, programs, and supports that are essential to extending the benefits of a high-quality preschool experience. Authors point to the importance of aligning the early learning and K-12 systems to effect smooth transitions for children. Moreover, the transition challenge calls for greater collaboration across systems--education, health, housing, and other family-serving agencies that have a role in keeping children on a path to academic success. Every article notes the importance of deep engagement with communities and parents as vital allies in the healthy transition of their children to kindergarten and beyond. Authors represent a wide range of professional perspectives and experience, including social scientists, program developers and operators, advocates, and practitioners. They include: (1) Rebecca Gomez; (2) Amy Fain and Diane Eason Contreras; (3) Randi Levine; (4) Maureen Sigler; and (5) Joanna Geller and Maria Cristina Betancur. Rounding out this exploration of early learning transitions is a series of "perspective" pieces by Sara Mickelson, Peter Simon, and Patricia Martinez that complement some of the themes raised by the issue's authors .
Annenberg Institute for School Reform at Brown University. Brown University, Box 1985, Providence, RI, 02912. Tel: 401-863-7990; Fax: 401-863-1290; e-mail: AISR_info@brown.edu; Web site: http://www.annenberginstitute.org
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A