The Pre-K Home Companion

Sherelyn R. Kaufman; Michael J. Kaufman; Elizabeth C. Nelson

doi:10.5771/9781475821598

Summary

This book is a one-stop resource for parents and families facing decisions about how to provide their children the best educational experiences before kindergarten. We know that early childhood learning experiences have a dramatic impact on the success and well-being of children, the community, and the country. Children who have positive early childhood experiences develop cognitive and socio-emotional abilities that lead to positive school performance, income, family stability, and health, in turn producing particularly robust educational, social, and economic benefits for your community and our country.

This companion offers background on why early childhood education is important in your child’s life. It provides an overview of current research about how young children learn. It suggests questions you may ask potential service providers about a program’s policies and practices. It empowers you to make the critically important decision about the best learning environment for your child.

A companion makes a journey more enriching, while providing support and perspective. We hope that this book will be helpful to parents and families as they make vital decisions about the welfare of their children, and their community.

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Bibliographic data

Copyright year: 2016
ISBN-Print: 978-1-4758-2157-4
ISBN-Online: 978-1-4758-2159-8
Publisher: Rowman & Littlefield, Lanham
Language: English
Pages: 183
Product type: Book Titles

1. Contents No access
2. Preface No access
3. Acknowledgments No access
4. Introduction: How Can This Book Be a Helpful Companion? No access
1. 1 Why Is Early Childhood Education Important? No access
2. 1. A. Option 1: State-Funded Pre-K Programs No access
  2. 1. 1. Is My Child Eligible for Head Start? No access
    2. 2. What Is Head Start’s Approach? No access
    3. 3. Will Head Start Meet My Child’s Special Developmental Needs? No access
    4. 4. Where Can I Apply for Head Start? No access
  3. C. Option 3: Federally Funded Special Education Programs No access
  4. D. Option 4: Private and Religious Programs No access
  5. E. Option 5: Public-Private Partnerships and Sliding-Scale Funding No access
3. 1. A. Direct Instruction of Traditional Academic Skills No access
  2. 1. 1. The Foundations of the Constructivist Approach No access
    2. 2. An Example of the Constructivist Approach: Montessori-Inspired Programs No access
  3. 1. 1. The Foundations of the Social Constructivist Approach No access
    2. 2. An Example of the Social Constructivist Approach: Programs Inspired by the Schools of Reggio Emilia, Italy No access
4. 1. A. The Social Constructivist Approach Produces Educational, Social, and Economic Benefits for All Children No access
  2. 1. 1. The Social Constructivist Approach Develops Healthy Attachment Relationships No access
    2. 2. The Social Constructivist Approach Develops Intersubjectivity No access
    3. 3. The Social Constructivist Approach Develops the Healthy Integration of Cognitive Processes No access
    4. 4. The Social Constructivist Approach Develops Habits of Well-Being No access
    5. 5. The Social Constructivist Approach Develops Executive Function No access
5. 1. A. Corporal Punishment and Physical Restraints No access
  2. B. Timeouts and In-School Suspensions No access
  3. C. Restorative Justice No access
6. 6 What Is the Best Approach to Technology in an Early Childhood Education Program? No access
7. 1. 1. 1. The Individuals with Disabilities Education Act (IDEA) No access
    2. 2. Part C of IDEA No access
    3. 3. Part B, Section 619 of IDEA No access
    4. 4. Section 504 of the Rehabilitation Act of 1973 No access
    5. 5. Americans with Disabilities Act (ADA) No access
    6. 6. Head Start Act No access
    7. 7. Child Care and Development Block Grant Act (CCDBG) No access
  2. 1. 1. The Decision to Seek an Evaluation and Referral No access
    2. 2. The Child Find Process: The School District’s Obligation to Identify Children in Need of Special Education Services No access
    3. 3. Partnering with Your School to Develop and Implement an Individualized Education Program No access
  3. C. The Benefits to All Children of Special Education Inclusion No access
8. 8 Should I Consider the Advantages of a Dual-Language Program? No access
9. 1. A. Diverse Early Learning Environments Help All Children Learn No access
  2. B. Diverse Early Learning Environments Help All Children Become Healthy and Productive Citizens No access
10. 1. 1. 1. NAEYC No access
    2. 2. NECPA No access
    3. 3. NAC No access
    4. 4. NAFCC No access
    5. 5. CPR No access
  2. 1. 1. State Quality Rating Systems No access
    2. 2. State Early Learning Standards No access
11. 1. 1. 1. Part Time No access
    2. 2. Full Time No access
    3. 3. Extended Hours No access
    4. 4. Year-Round Care No access
  2. B. Location No access
  3. C. Schedule No access
  4. D. Sick Care No access
  5. E. Transportation No access
  6. F. Where Neighborhood Children Go to School No access
  7. G. Grouping of Children within the School No access
  8. H. Approaches and Philosophy No access
  9. I. Language Used: Play-Based versus Academic No access
  10. J. Class Size No access
  11. K. Teacher/Student Ratio No access
  12. L. Teachers No access
  13. M. Space No access
  14. N. Materials No access
  15. O. Interactions No access
  16. P. Warmth No access
  17. Q. Miscellaneous Factors No access
12. 1. 1. 1. Curriculum No access
    2. 2. Approach No access
  2. 1. 1. The School No access
    2. 2. The Teacher No access
  3. C. What Should I Consider When Visiting with Administrators and Teachers? No access
1. 1. A. Connecting at the School No access
  2. B. Connecting Outside the School No access
  3. C. How to Connect No access
  4. 1. 1. Invitation No access
    2. 2. Studio Days No access
    3. 3. Reflecting on Parent and Child Studio Days through a Lens of Co-Construction No access
  5. 1. 1. Ideas Flow from Child to Child No access
    2. 2. Ideas Flow Between Materials and Children No access
    3. 3. Ideas Flow from Adult to Child No access
    4. 4. Ideas Flow from Adult to Child to Adult and On and On No access
    5. 5. Ideas Flow from Adult to Adult No access
  6. 1. 1. Viewing Documentation through a Lens of Habits of Mind No access
    2. 2. Viewing Documentation through a Lens of Domains No access
    3. 3. Viewing Documentation through a Lens of Subject Disciplines No access
    4. 4. A Second Way to Build Relationships between Home and School No access
2. 1. 1. 1. Observing No access
    2. 2. Recording No access
    3. 3. Interpreting No access
    4. 4. Sharing No access
  2. B. Practicing Documentation to Deepen Learning No access
  3. C. Using Documentation to Make Learning Visible to Multiple Stakeholders No access
3. 1. 1. 1. Prioritize Relationships No access
    2. 2. Model Collaboration No access
    3. 3. Support the Multiple Languages of Your Child No access
    4. 4. Give Your Child Time to Explore No access
    5. 5. Give Your Child Time to Create No access
    6. 6. Do Not Be Distracted by Unreliable Short-Term Measures of Academic Performance No access
    7. 7. Develop Habits of Mindfulness No access
  2. B. A Social Constructivist Tool Kit of Shared Practices No access
4. 16 How Can I Help to Extend My Child’s Learning in Later Schooling? No access
1. 1. A. Citizenship and Service Projects No access
  2. B. School Collaboration No access
  3. C. Connecting Children to the City through Shared Explorations No access
  4. D. Outdoor Learning No access
2. 1. A. Why Should I Help Increase Access for All Children? No access
  2. 1. 1. National Executive and Legislative Strategies No access
    2. 2. State Strategies No access
    3. 3. Local Strategies No access
    4. 4. Private Investments in Social Impact or Social Benefit Bonds No access
    5. 5. Developing Public-Private Partnerships to Expand Access to Early Childhood Education Programs No access
    6. 6. The Comprehensive Strategy: Supporting Professional Educators No access
Conclusion No access Pages 167 - 168
1. Legend No access
References No access Pages 171 - 182
About the Authors No access Pages 183 - 183