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2. Teachers of Preschool-Age Children in California

   files.eric.ed.gov/fulltext/ED629669.pdf

   teachers found managing children’s behavior a challenge. • While center- and home-based educators continued to work in person in late 2020, the majority of TK teachers were working remotely. Among those who were teaching in person, teaching challenges increased across the board. More

3. Quality Teaching and Learning in Pre-K Classrooms: What It Takes

   files.eric.ed.gov/fulltext/ED600477.pdf

   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.

4. Table 4.1. State prekindergarten standards and teacher ...

   nces.ed.gov/programs/statereform/tab4_1-2023.asp

   2 California has two prekindergarten programs: California State Preschool Program (CSPP) and the Transitional Kindergarten (TK) program. 3 In California, the TK program requires that prekindergarten teachers have a bachelor's degree, but the CSPP does not have this requirement. 4 In California, the CSPP program requires specialized training in ...

5. Talk, Read and Sing Together Every Day! - U.S. Department of ...

   www2.ed.gov/documents/early-learning/talk-read...

   Encourage back-and-forth exchanges. • Tune into children’s interests and experiences and talk about them. • Take turns communicating. • Show that you are interested in what they are doing and listening to what they say. • Provide time for children to respond. 3. Invite children to talk about what they are doing.

6. Resources Memo: COVID-19 - Where can teachers, caregivers ...

   ies.ed.gov/ncee/edlabs/regions/west/relwestFiles/...

   Where can teachers, caregivers, and parents find free digital resources to support early math learning? This collection of free, publicly available, digital math resources was compiled for use by teachers, caregivers, and parents with young children. The resources were reviewed for

7. WIDELY USED MEASURES OF PRE-K CLASSROOM QUALITY

   files.eric.ed.gov/fulltext/ED620286.pdf

   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