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This 2010 report, authored by Marisa Bueno, Linda Darling-Hammond and Danielle Gonzales, reviewed research on training for pre-k teachers and concluded that educators with at least a bachelor's degree coupled with specialized training in early childhood are best able to foster development of the cognitive, social and emotional skills children ...
This book is designed to build educators' confidence and competence so they can bring STEM to life with young children. The authors encourage pre-K teachers to discover the value of engaging preschoolers in scientific inquiry, technological explorations, engineering challenges, and math experiences based on learning trajectories.
This new practice guide, developed by the What Works Clearinghouse™ (WWC) in conjunction with an expert panel, distills contemporary early childhood and preschool education research into seven easily comprehensible and practical recommendations that preschool educators can use to prepare young children for school.
to afordable preschool programs is a crucial issue for improving kindergarten readiness for 3- to 5-year-olds, but research shows that the quality of teaching and learning in those programs is just as essential. Across the country, states are boosting preschool policy standards and strengthening educational requirements for preschool teachers.
Pre-K/Elementary School, the start of children’s formal education, is the springboard for future academic engagement and success. Early experiences, including early relationships and learning environments, serve as the foundation for later educational and life outcomes. As noted by Plato, "the beginning is the most important part."
The CFP provides a framework to encourage classroom teachers to consider an in-depth approach and problem-based learning. Goldsmith, Mark and Kantrov (2000) stated that it is important to keep cross-grade articulation ideas in mind when making appropriate choices for standards-based curriculum on each grade level.
When pre-K accountability systems include observational quality measures, programs and teachers do show improvements on the measures over time.5 In intervention studies, too, when professional development is tied to these measures, pre-K teachers also show marked improve-ments when compared with business-as-usual practices. 6
The five programs profiled in this report show that it is possible to give pre-K teachers rich, research-based training that prepares them to work with young children. However, there is a scarcity of opportunities focused on the developmental needs of young children and most programs lack the funding to execute them well.
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