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The Promise of PreschoolFrom Head Start to Universal Pre-Kindergarten$
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Elizabeth Rose

Print publication date: 2010

Print ISBN-13: 9780195395075

Published to Oxford Scholarship Online: May 2010

DOI: 10.1093/acprof:oso/9780195395075.001.0001

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Putting the Promise of Preschool into Practice

Putting the Promise of Preschool into Practice

Chapter:
(p.193) Chapter 8 Putting the Promise of Preschool into Practice
Source:
The Promise of Preschool
Author(s):

Elizabeth Rose (Contributor Webpage)

Publisher:
Oxford University Press
DOI:10.1093/acprof:oso/9780195395075.003.0009

By borrowing the practices of K‐12 schooling, pre‐kindergarten advocates hope to gain higher‐quality classrooms, trained and well‐compensated teachers, stable funding, and access for more children. However, pressure to improve student achievement in reading and math may make it difficult for a balanced, child‐centered curriculum to flourish, and parent involvement may be a lower priority. Putting the promise of preschool into practice requires attention not only to securing for preschool the professionalism and stability that schools can offer, but also to sustaining the strengths of early childhood programs that grew up outside of schools. Teacher training and compensation, curriculum, and parent involvement are some of the key questions that policymakers today face as they seek to ensure that the preschool system they build will be of high quality.

Keywords:   quality, standards, teacher training, compensation, parent involvement, curriculum

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