By Laura M. Justice PhD, Carol Vukelich PhD, William H. Teale
High quality preschool courses are necessary to enhancing children’s results in interpreting fulfillment and leveling language and literacy disparities between scholars from assorted backgrounds. Grounded in cutting-edge learn proof, this practice-oriented e-book demonstrates how preschool execs can create, review, and maintain exemplary courses. Chapters from best experts disguise training, review, and differentiation, in addition to particular options for instructing English language inexperienced persons and supporting at-risk readers. dialogue questions and instructed actions for pro improvement are incorporated, as are reproducible review types and making plans instruments to be used within the lecture room.
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The authors draw on their large early years services to supply a entire and updated evaluate of the main concerns within the box of early adolescence care and schooling. during this well timed and obtainable textual content, scholars will locate: an outline of the rules of potent perform discussions on equivalent possibilities and kid's rights an exam of the way kids study and the educational problems they could face investigations into what operating with mom and dad quite potential attention of the various early years platforms in operation summaries of key administration concerns and helpful info on the way to deal with them comparability with eu views on early years care and schooling.
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Extra info for Achieving Excellence in Preschool Literacy Instruction (Solving Problems in the Teaching of Literacy)
Thus, state-funded pre-K program policies that require teachers to have bachelor’s degrees and specialized training in early childhood education, and classes to have few students and many teachers drive up the costs of providing preschool programs without sufficiently ensuring that programs are effective. The features of preschool programs that do consistently relate to children’s development are the quality of interactions that children experience directly—a positive emotional climate, a teacher who is sensitive to the emotional and instructional needs of children, productive use of class time, use of many different instructional materials and techniques, and language that extends children’s understanding.
Merrill–Palmer Quarterly, 43(3), 451–477. , & Howes, C. (1987). Indicators of quality in child care: Review of the research. In D. ), Quality in child care: What does the research tell us? (pp. 1–19). Washington, DC: National Association for the Education of Young Children. , & Whitebook, M. (1992). The social policy context of child care: Effects on quality. American Journal of Community Psychology, 20, 25–51. Pianta, R. C. (2003). Standardized observations from pre-K to 3rd grade: A mechanism for improving access to high quality classroom experiences and practices during the P–3 years (Foundation for Child Development Working Paper).
Lasting effects of early education: A report from the Consortium for Longitudinal Studies. Monograph of the Society for Research in Child Development, 47(2–3, Serial No. 195), whole issue. Lieberman, A. (1995). Practices that support teacher development. Phi Delta Kappan, 76(8), 591–596. Los Angeles Universal Preschool, Quality Standards. (2005). Abbreviated LAUP 5-Star Quality Rating Scale for Centers. Retrieved August 11, 2006, from www. pdf. Mashburn, A. , Pianta, R. , Hamre, B. , Downer, J.