Supporting all learners through high quality early childhood curricula
STREAMin3 implementation across Virginia
Bibliographic Data
| ID | 22164237 |
|---|---|
| Authors | Kelsey A Clayback (0000-0003-3404-8320, University of Virginia, corresponding author), Amanda Williford (0000-0002-8626-3906, University of Virginia), Virginia E Vitiello (0000-0003-4632-3879, University of Virginia), Virginia Vitiello, Kate Lynn Matthew, K Matthew (University of Virginia) |
| Year | 2024 |
| Volume | 9 |
| Publication date | 2024-12-18 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Frontiers in Education (JOURNAL) |
| Journal identifiers | ISSN: 2504-284X • E-ISSN: 2504-284X |
| Publisher | Frontiers Media SA (PUBLISHER • CH) |
| DOI | 10.3389/feduc.2024.1494464 |
| OpenAlex | W4405559113 |
| Language | EN |
| Citations received | 1 |
| References cited | 36 |
Introduction Curricula are an essential component of high-quality early learning experiences. Unfortunately, many early childhood educators face challenges in accessing evidence-based curricula, and implementation fidelity to curriculum is often poor without aligned support, including professional development for educators. This is especially true for educators within family day homes and private programs, who receive the lowest pay, struggle to access meaningful support, and leave the profession at high rates, compared to publicly funded programs. Methods In this paper, we describe the STREAMin 3 birth-to-five curriculum model. We focus on describing how the curriculum model is intended to be used program-wide in infant, toddler, and preschool classroom, how the curriculum components support social, emotional, and academic skills, and how the aligned and embedded professional development model is designed to build educator capacity. We then present implementation data from the scaling of STREAMin 3 during 2022 to 2023 in over 2,000 early childhood education classroom settings in Virginia that received state or federal funding. Results We found that educators used and enjoyed the curriculum. Educators at private programs and family day homes reported higher satisfaction, compared to those at public programs and in early childhood special education settings. On average, educators reported implementing curriculum components two to three days a week. Discussion We discuss implications, including the need to support educators across settings as curricula and other initiatives are implemented at-scale across states. We discuss the need for future research to explore approaches to increase educator engagement and implementation, with attention to the unique needs of different program types
Curriculum · Early childhood education · Engineering management · Mathematics education · Medical education · Pedagogy · Child Development and Digital Technology · Computer Science · Early Childhood Education and Development · Education Systems and Policy · Engineering · Medicine · Psychology
Program Integrity in Primary and Early Secondary Prevention
Supporting Implementation of Evidence-Based Practices Through Practice-Based Coaching
Within- and Between-Sector Quality Differences in Early Childhood Education and Care
Effective Teacher Professional Development
When Fulfillment is Not Enough
Implementation Matters
Improving Young Children’s Social and Emotional Competence
Enrollment in public-prekindergarten and school readiness skills at kindergarten entry
Results from a randomized trial of the effective classroom interactions for toddler educators professional development intervention
Implementation quality
Impact of an Early Reading First program on the language and literacy achievement of children from diverse language backgrounds
The impacts of an early mathematics curriculum on oral language and literacy
Program-wide implementation of the Pyramid Model
Linking professional development to classroom quality
Impacts of a literacy-focused preschool curriculum on the early literacy skills of language-minority children
Implementation fidelity of MyTeachingPartner literacy and language activities
Promoting quality in programs for infants and toddlers
Workforce-, classroom- and program- level predictors of quality in infant and toddler programs
| Unique citing works | 1 |
|---|---|
| Citations per year | 1 |
| Citation span | 2026 - 2026 (1) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 1 |