Program models preschool

Further, in , only 14 out of 62 state-funded preschool programs required job-embedded coaching for their teachers. The authors also describe how evidence-based curricula that focus on one area of learning are more effective than curricula that attempt to teach multiple areas at once. And, evidence-based curricula benefits children from families with low incomes, children of color, and dual-language children the most, proving to be a tool that promotes equity and narrows disparities.

Studies show that job-embedded coaching is more effective for improved learning than coaching on general best practices for preschool teaching. Cambridge, MA awarded a contract to Early Childhood Associates and its partner, the University of Massachusetts Donahue Institute UMDI to conduct a study of the existing mixed service delivery system of preschool programs serving children in Cambridge.

This study seeks to provide an analysis of the feasibility and implications of various options for expanding access to high-quality affordable preschool and prepare population and demographic estimates for school-age children to assess the impact on space needs for the Cambridge Public Schools CPS.

ECA and UMDI are adopting a comprehensive approach utilizing a range of qualitative and quantitative data collection strategies and analytic methods. Creating a Caring Community of Learners In a high-quality preschool, children develop positive relationships with each other and their teachers.

Teachers Are warm and caring, and they get to know each child and family well Help children learn how to play, work together, and make friends Plan activities so that all children can join in Include every child's family, language, and culture in the program Teaching to Support Children's Development and Learning Teachers set up the classroom, choose materials, and plan activities that support children's learning. They also Provide materials and activities that interest children and challenge them Encourage children's efforts by making specific comments Set clear limits for children's behavior and explain the reasons Planning and Adapting Curriculum A preschool curriculum is based on what most preschoolers should know and be able to do.

Teachers plan and adapt curriculum to help children learn and grow by Setting learning goals for children that are challenging but achievable with help Balancing group activities and instruction guided by the teacher with activities children choose themselves Providing enough time for children to get deeply involved in activities and learning Paying attention to and supporting children's interests, skills, and knowledge Assessing Children's Development and Learning Through regular assessment, teachers understand what each child knows and can do.

Teachers assess children's learning and development by Regularly taking notes on what children do and say Collecting samples of children's drawings and writings Taking photos of the things children make Using screening tests to identify when children need more learning support Asking you what activities your child does at home and what interests he has Developing Relationships With Families Teachers want to build trusting relationships with families.

Teachers partner with families by Listening to families' goals and concerns for their children Encouraging families to participate in the program in different ways Showing respect for each family and its language and culture Trying to find ways to communicate in a family's home language Warning Signs There are many wonderful preschool programs. The space is not organized.

Children wander around and aren't really involved in activities. Or, teachers control all activities so children aren't ever free to explore materials or play. Children are given worksheets, flashcards, or toys that can be used just one way. Other materials don't let children make choices and solve problems.

Teachers don't participate in children's activities. They don't ask questions or make suggestions that help children learn deeply.