Balancing the Readiness Equation in Early Childhood Education Reform
Bibliographic Data
| ID | 12725015 |
|---|---|
| Authors | C P Brown (0000-0002-0076-9683, The University of Texas at Austin, corresponding author) |
| Year | 2010 |
| Volume | 8 |
| Issue | 2 |
| Pages | 133-160 |
| Publication date | 2010-05-21 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Early Childhood Research (JOURNAL) |
| Journal identifiers | ISSN: 1476-718X • E-ISSN: 1741-2927 |
| Publisher | SAGE Publishing (PUBLISHER • US) |
| DOI | 10.1177/1476718x09345504 |
| OpenAlex | W2127249373 |
| Language | EN |
| Citations received | 8 |
| References cited | 17 |
As policy-makers continue to implement early childhood education reforms that frame the field as a mechanism that is to ready children for elementary school success, questions arise as to how the multiple variables in the readiness equation, such as the child, family, and program, are affected by these policies. The instrumental case study presented in this article looks at this dilemma by examining how a collection of prekindergarten stakeholders in the United States aligned their academic performance expectations for students with their district’s standards-based kindergarten through grade 12 education system. Such an analysis highlights the issues that arise for early educators who are asked to define the ready student within a standards-based education environment. Through this case study, the author makes suggestions for early childhood advocates and educators that can assist them in working with policy-makers and administrators to develop a balanced vision of the readiness equation that takes into account not only children’s academic skills and knowledge but also the capacity of the family, the school, and the community to prepare these children for school success
Academic achievement · Developmental psychology · Dilemma · Early childhood · Early childhood education · Mathematics education · Pedagogy · Political science · Structural equation modeling · Computer Science · Early Childhood Education and Development · Parental Involvement in Education · Psychology · Teacher Education and Leadership Studies
Examining how perceptions of ready children and diversity shape a teacher’s use of the funds of knowledge approach
Federal and State Efforts in the Implementation of Kindergarten Entry Assessments (2011-2018)
Policy Justice Through Critical Qualitative Inquiry
Neoliberal technological devices and articulations of teaching young children
Exploring Head Start teacher and leader perceptions of the Pre-K Classroom Assessment Scoring System as a part of the Head Start Designation Renewal System
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That’s the whole idea of college readiness”
Can an intensive professional development on play change child care providers' perspectives and practice on play
Case Study Research
The art of case study research
Studying Children in Context
Action or Reaction
The school readiness of children living in a disadvantaged area in Ireland
The state of state pre-kindergarten standards
Conceptualization of readiness and the content of early learning standards
Come and Take a Walk”
Naturalistic inquiry
| Unique citing works | 8 |
|---|---|
| Citations per year | 0.67 |
| Citation span | 2014 - 2024 (11) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 8 |