![]() To legally operate a childcare program in California, a center must comply with certain licensing policies and procedures. For the purpose of this text, in order to demonstrate that all preschools are not alike, we will refer to “ standard industry practice” as any state licensed childcare program and we will refer to “ high-quality practice” as any childcare center that undergoes regular assessments using tools and techniques that are above and beyond the standard industry practice. No matter what type of program a family chooses, in the state of California all childcare centers must be licensed by the California Department of Social Services and comply with Community Care Licensing Title 22 regulations. Families must also decide on whether to send their child to a state-funded or faith-based program, a family childcare or a traditional preschool setting. ![]() As you can see, there are numerous possibilities to consider. Some families, on the other hand, may consider the school philosophy, the education and experience of teachers, the environment and daily activities, as well as the curriculum model and guidance policies. Not all Preschool Programs are AlikeĪs more and more children need childcare, families are faced with a tremendous task of finding “the right preschool program.” When choosing a center, some families may contemplate certain factors like cost and affordability, hours of operation and availability, and location. To find possible solutions to this dilemma, let’s take a closer look at and compare standard industry practices to what the field of early care and education regards as high-quality practices. Moving forward we must consider how we, as advocates and educators, can lessen the achievement gap so that all children, no matter their socioeconomic status, can get a smart start. This data reveals that the achievement gap is problematic on many levels. “This lack of access to high-quality early childhood education perpetuates the achievement gap, evidenced by the fact that only 48 percent of low-income children are ready for kindergarten, compared to 75 percent of moderated – or high-income children” (p. Unfortunately, due to limited funding opportunities and financial restraints, there are many families who cannot afford to send their child to a high-quality preschool. Furthermore, children who were enrolled in high-quality programs were less likely to be placed in special education, less likely to be retained or held back a grade, and it was noted that they were more likely to graduate from high school. ![]() More specifically, children from low-income homes who attended high-quality preschool programs showed higher achievement scores – especially in math and reading, as compared to their counterparts who were not able to attend a quality preschool. ![]() Perry Preschool, the Abecedarian Project, and the Chicago Child-Parent Centers), there are long-term benefits as well. Not only are there short-term benefits, based on data collected from quantitative research projects (e.g. It is suggested that thoughtfully designed preschool programs can impact and influence a child’s future learning outcomes. Closing the Achievement Gapĭecades of research on early child development has determined that “When it comes to early care and education programs, quality is critical,” (Wechsler, Melnick, Maier & Bishop, 2016, p.1). Lastly, we will review some of the current observation methods, tools and techniques that can be used to ensure programs are implementing quality practices. We will also compare standard industry practices to what the field of early care and education recognizes as high-quality practices. In this chapter, we will address the need for high-quality in early care and education as means to reduce the achievement gap between children from low to high socioeconomic families. With so many children needing childcare, researchers and policymakers are tasked with figuring out how to best support the next generation of preschoolers. According to the National Institute for Early Education Research, “In the United States, 76% of children ages three to four, receive education and care from someone other than a parent.” (NIEER, 2002). Every week, families from all socioeconomic backgrounds drop their children off at some type of childcare. The need for high-quality childcare continues to be a topic of interest as more and more families enter the workforce and more and more children need care.
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