![]() ![]() ![]() Increasingly, however, preschool is part of the district system, overseen by district staff and under the elementary school principal’s leadership. Preschool ecology is complex and fragmented. Third, there is ample evidence that high-quality preschool experiences have long-term positive effects on students’ success in school (Yoshikawa et al., 2013). This growth, which is significantly affected by children’s experiences, creates the foundation for later learning (National Scientific Council on the Developing Child, 2007). Second, we know from neuroscience that there is substantial growth in brain functioning during the first five years. High-quality preschool can help K-12 districts and schools be more effective overall and reduce the achievement gap, which is typically substantial before children enter kindergarten (Reardon, 2013). There are good reasons for the expansion of preschool. We offer a framework based on this and others’ research for considering strategies to ensure the long-term benefits of investment in preschool and to improve student learning in the early grades. In this article, we draw on our four-year study of school district efforts to create more seamless pathways from preschool to elementary school. In many respects, as kindergarten has become the new first grade, preschool is becoming the new kindergarten. Preschool attendance is now the norm, and it is increasingly built into K-12 school systems. This disconnect can lead to students experiencing uneven instructional practices, which can compromise their learning. The goal of the DREME Preschool Through Elementary School Coherence (COHERE) project is to identify policies and practices that are associated with high quality, continuous math education from preschool through the early primary grades. Math learning in preschool is often disconnected from math learning in the early elementary grades. ![]()
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