The State of Preschool in the United States: Trends and Policies

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The State of Preschool in the United States
Trends and Policies

• Jana Martella
• Preschool Education New Jersey and the Nation
  Policy Forum
• March 3, 2009
• ETS, Princeton, NJ

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State Early Childhood Development System
Early care and education opportunities in
nurturing environments where children can learn
what they need to succeed in school and life.
Comprehensive health services that meet
childrens vision, hearing, nutrition,
behavioral, and oral health as well as medical
health needs.
Early Learning
Health, Mental Health and Nutrition
Family Support
Early identification, assessment and appropriate
services for children with special health care
needs, disabilities, or developmental delays
Special Needs/ Early Intervention
Economic and parenting supports to ensure
children have nurturing and stable relationships
with caring adults.
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Early Learning
Early care and education opportunities in
nurturing environments where children can learn
what they need to succeed in school and life.
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Core Elements of an Early Childhood Development
System
Governance to set policy direction for the
comprehensive system
Provider / practitioner support to offer
technical assistance and promote professional
development
Standards reflect effective practices, programs,
practitioners and are aligned across the system
Children Thriving Families Supported
Monitoring to track program performance and
results based on standards
Research development includes cross-system
data, planning, analysis, and evaluation
Communications to inform families, providers, and
the public
Financing sufficient to assure comprehensive
quality services based on standards
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ALIGNMENT
TRANSITION
DATA
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0-3
PK- 3
PK-4
K
Primary
Research Financing Governance Standards Monitoring
Practitioner Support Communication
Financing Governance Standards Monitoring Practit
ioner Support Communication
Research Financing Governance Standards Monito
ring Practitioner Support Communi-cation
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PROF. DEV.
ALIGNMENT
DATA
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Myth Busting
BIG ED AND LITTLE ED ARE COMPLETELY DIFFERENT
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Myth Busting
BIG ED AND LITTLE ED ARE JUST THE SAME
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Myth Busting
CHILD CARE IS NOT ABOUT LEARNING
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Myth Busting
PREKINDERGARTEN IS NOT ABOUT CHILD CARE
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Myth Busting
DEGREES DONT MATTER
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Myth Busting
DEGREES ARE ALL THAT MATTERS
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Early Care and Education
Family Support
Health, Mental Health, and Nutrition
Children Thriving Families Supported
Special Needs/ Early Intervention
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Resources

• Research Center on the Developing Child at
  Harvard, www.developingchild.harvard.edu/content/p
  ublications.html
• Financing Partnership for Americas Economic
  Success (PAES/Invest in Kids Working Group),
  www.partnershipforsuccess.org
• Governance NGA Center on Best Practices
  Resources for Early Learning Councils,
  www.nga.org/portal/site/nga/menuitem.1f41d49be2d3d
  33eacdcbeeb501010a0/?vgnextoidd4928cc156de1010Vgn
  VCM1000001a01010aRCRD
• Standards CCSSOs ECEA-SCASS,
  www.ccsso.org/ECEAstandards
• Monitoring Pew Accountability Project,
  www.pewtrusts.org/our_work_detail.aspx?id102
• Practitioner Support My Teaching Partner,
  www.myteachingpartner.net/
• Communication Pennsylvanias Program Reach and
  County Risk Assessment, http//www.pakeys.org/Reac
  h_Rpt.aspx

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In addition.

• The Systems Slides can be found on multiple
  sites, including http//www.naecs-sde.org/naec
  s-sdepositionpapers
• Wanna make a word cloud? Go to
  http//www.wordle.net/

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Contact

• Jana Martella
• Executive Director-NAECS-SDE
• 6015 33rd Street, NW
• Washington, DC 20015
• 202.244.3943 (office)
• 202.251.2365 (mobile)
• jana.martella_at_gmail.com
• www.naecs-sde.org