Journal of Research in Childhood Education Volume 26, No. 3

Acknowledging that reform movements aimed at improving academic outcomes for children in elementary school and beyond have been demonstrated to shift preschool classrooms to a more heavily academic orientation, these authors sought to understand why early childhood stakeholders were attracted to thi...

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Bibliographic Details
Published in:Childhood education 2013-01, Vol.89 (1), p.58
Main Authors: Casbergue, Renee, Bedford, April
Format: Article
Language:English
Subjects:
Case studies
Children & youth
Company business planning
Curricula
Early childhood education
Educational aspects
Educational reform
Elementary School Teachers
Elementary schools
Literacy programs
Mathematics
Planning
Preschool Children
Preschool Education
Preschool Teachers
Public schools
Rural Schools
Storytelling
Study and teaching
Young Children
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Summary:Acknowledging that reform movements aimed at improving academic outcomes for children in elementary school and beyond have been demonstrated to shift preschool classrooms to a more heavily academic orientation, these authors sought to understand why early childhood stakeholders were attracted to this reform process and the effects they perceived on their programs of the accompanying alignment of preschool with elementary school curricula. Public school personnel were also attracted to features of the program that served to standardize curriculum and instruction across multiple sites, and in fact expressed the hope that the program would align practices of Head Start and private providers with what they perceived to be necessary for success after preschool.
ISSN:0009-4056
2162-0725