A Review of School Readiness Practices in the States: Early Learning Guidelines and Assessments

2010 ◽  
Author(s):  
Sarah Daily ◽  
Mary Burkhauser ◽  
Tamara Halle
Keyword(s):  
School Readiness ◽  
Early Learning

Balancing the School Readiness Equation in Early Learning Environments

2014 ◽  
Vol 90 (6) ◽  
pp. 418-426 ◽  
Author(s):  
Christopher P. Brown ◽  
Hali Pickard
Keyword(s):  
School Readiness ◽  
Learning Environments ◽  
Early Learning

Parenting Support in an Early Childhood Learning Context

2017 ◽  
pp. 242-251
Author(s):  
Karen M. T. Turner ◽  
Cassandra K. Dittman ◽  
Julie C. Rusby ◽  
Shawna Lee
Keyword(s):  
Professional Development ◽  
Early Childhood ◽  
Early Childhood Education ◽  
School Readiness ◽  
Early Learning ◽  
Triple P ◽  
Learning Program ◽  
Childhood Education ◽  
Social And Emotional ◽  
Early Childhood Learning

Early childhood education and child care settings have the potential to support parents and promote children’s cognitive, social, and emotional development, with likely long-term positive impacts well beyond school readiness. This chapter describes the development and pilot testing of a parallel program to Triple P, the Positive Early Childhood Education Program, a professional development and learning program designed for early childhood educators and carers. Key considerations in applying such programs in the early education setting are discussed, including awareness of local regulations, fit with early learning philosophies, and developing an environment that promotes partnerships between educators and parents. Parameters for professional development in the sector are also explored, such as online learning and opportunities for practice and coaching in the context of a busy early learning setting.

Using an Ecological and Systems Approach to Support Early Learning Readiness

2020 ◽  
Vol 23 (4) ◽  
pp. 87-103
Author(s):  
Andrea Coddett ◽  
Margaret Terry Orr
Keyword(s):  
Public Schools ◽  
School Readiness ◽  
Systems Approach ◽  
Early Learning ◽  
District Leaders ◽  
Improvement Science ◽  
Community Partners ◽  
Learning Challenges ◽  
Early School ◽  
Systemic Improvement

This case is to help district leaders and community partners understand the complexity of pursuing a principles-based approach to improving early school readiness. Wyckoff Public Schools adopted the Boston Basics to support young children’s early learning and readiness for school. It required district leaders and partners to work across organizational and institutional sectors through trial-and-error efforts. The case describes the complexity, learning challenges, and early inquiry cycles that the district pursued to turn this model into a community-embedded educational change and student-readiness strategy. It reflects how systemic improvement theories—particularly the ecological perspective and improvement science—guided their approach and identified areas for improvement.

scholarly journals Producing Neoliberal Parenting Subjectivities: ANT-Inspired Readings from an Informal Early Learning Program

2014 ◽  
Vol 39 (1) ◽  
pp. 54-78
Author(s):  
Rosamund Stooke
Keyword(s):  
Young Children ◽  
School Readiness ◽  
Observational Data ◽  
Early Learning ◽  
Policy Network ◽  
Learning Program ◽  
Actor Network ◽  
Everyday Lives ◽  
The Everyday ◽  
Actor Networks

This paper employs the Foucauldian notion of governmentality and actor-network theory’s notion of translation to propose that and show how a neoliberal imaginary permeates the everyday lives of Ontario families with young children. The paper traces the unfolding of school readiness as a dispersed policy network in Canada since the 1990s. Drawing on observational data collected in one Ontario-based, parent-child program, it then presents and discusses a series of vignettes that show how ostensibly supportive actions between practitioners and parents can also enrol parents in actor-networks oriented toward the realisation of neoliberal goals. The analysis corroborates Iannacci’s observation that neoliberal assemblages produce both possibilities and limitations for children, their parents and the educators who work with them.

scholarly journals ‘From bricks to clicks’: Hybrid commercial spaces in the landscape of early literacy and learning

2011 ◽  
Vol 11 (2) ◽  
pp. 114-140 ◽  
Author(s):  
Helen Nixon
Keyword(s):  
Early Literacy ◽  
School Readiness ◽  
Literacy Learning ◽  
Early Learning ◽  
Shopping Mall ◽  
Online Environment ◽  
Learning And Development ◽  
Parents And Children ◽  
Online Spaces ◽  
Commercial Spaces

In their quest for resources to support children’s early literacy learning and development, parents encounter and traverse different spaces in which discourses and artifacts are produced and circulated. This paper uses conceptual tools from the field of geosemiotics to examine some commercial spaces designed for parents and children that foreground preschool learning and development. Drawing on data generated in a wider study, I discuss some of the ways in which the material and virtual commercial spaces of a transnational shopping mall company and an educational toy company operate as sites of encounter between discourses and artifacts about children’s early learning and parents of preschoolers. I consider how companies connect with and ‘situate’ people as parents and customers, and then offer pathways designed for parents to follow as they attempt to meet their very young children’s learning and development needs. I argue that these pathways are both material and ideological, and that they are increasingly tending to lead parents to the online commercial spaces of the World Wide Web. I show how companies are using the online environment and hybrid offline and online spaces and flows to reinforce an image of themselves as authoritative brokers of childhood resources for parents, which is highly valuable in a policy climate that foregrounds lifelong learning and school readiness.

scholarly journals I’ve got my EYE on you: Schooled Readiness, Standardized Testing, and Developmental Surveillance

2014 ◽  
Vol 39 (1) ◽  
pp. 3-24 ◽  
Author(s):  
Emily Ashton
Keyword(s):  
New Brunswick ◽  
Standardized Testing ◽  
School Readiness ◽  
Well Being ◽  
Early Learning ◽  
Early Years ◽  
Economic Prosperity ◽  
Developmental Surveillance ◽  
Pedagogical Documentation ◽  
Curriculum Frameworks

In recent years early learning and child care (ELCC) has become a significant priority area for many provincial governments, including New Brunswick (NB). The NB consortium perceives ELCC as instrumental to achieving broader economic prosperity and social well-being. In hopes of problematizing rather than normalizing the contemporary spotlight on ELCC, I interrogate how school readiness has become the selectively targeted problem for which pre-school developmental testing is proposed as the solution. The specific means purported to address school readiness in NB is the Early Years Evaluation – Direct Assessment (EYE-DA). While EYE-DA testing is ongoing and powerful, I conclude that the recent pan-Canadian uptake of curriculum frameworks and pedagogical documentation may incite counter possibilities and provocations for those of us working with young children.

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