NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ959801
Record Type: Journal
Publication Date: 2011-Nov
Pages: 8
Abstractor: ERIC
Reference Count: 15
ISBN: N/A
ISSN: ISSN-1538-6619
Supporting Native Indian Preschoolers and Their Families: Family-School-Community Partnerships
McWilliams, M. Susan; Maldonado-Mancebo, Tami; Szczepaniak, Paula S.; Jones, Jacqueline
Young Children, v66 n6 p34-41 Nov 2011
In an urban midwestern public school district, families of Native Indian students, pre-K through grade 12, attend four multigenerational gatherings in one of a number of events orchestrated by the Native Indian Centered Education (NICE) program. NICE is a program in the school district that partners with families to provide Native-centric educational opportunities for preschool children. To address the persistent achievement gap between children in low income, minority communities and children in mainstream, middle-class communities, one knows that "both school experiences and home and early life experiences are important". A two-pronged approach to the problem involves creating high-quality, culturally responsive, educational programming in preschools and collaborating with community partners to design engaging after-school opportunities for families. This article briefly reviews the status of urban indigenous families and discusses an innovative all-Native-American preschool, an early childhood initiative created to address the achievement gap. The authors share their perspectives on the NICE preschool program, supplying background, research, and resources.
National Association for the Education of Young Children. 1313 L Street NW Suite 500, Washington, DC 22205-4101. Tel: 800-424-2460; Tel: 202-232-8777; Fax: 202-328-2649; e-mail: editorial@naeyc.org; Web site: http://www.naeyc.org/yc/
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Early Childhood Education; Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A