• Summary
  • Contents
  • Subject index

It's time to build a bridge between early childhood programs and the K–3 system to ensure continued success for all children. This is the ultimate how-to manual for administrators and teachers who wish to maintain and maximize the gains children make in preschool.

—Sally Wingle, Preschool Teacher

Chelsea Community Preschool, MI

A great guide pointing in the right direction for starting a program. With the U.S. Department of Education's emphasis on early childhood education and new monies available from the stimulus plan, this book is a valuable resource.

—Cindy Luna, Principal

Northside ISD, San Antonio, TX

A 10-step plan for linking early childhood education to the K–3 system!

The national push for improving young children's early learning experiences is no longer just about preschool. Now the focus is on strategic planning to increase achievement by reaching out to community early childhood education providers, establishing a strong PreK–3 foundation that connects early childhood education standards and goals to a K–3 system, and ensuring that young learners receive high-quality instruction before kindergarten.

Drawing on more than 20 years' success with a PreK–3 system in Washington state, the authors present a 10-step, field-tested model that demonstrates how early childhood professionals and K–12 school leaders can outline a clear implementation plan for an integrated PreK–3 system that: Identifies both families' and children's needs; Shares developmental information about individual learning skills and social/emotional development as children transition to kindergarten; Aligns resources, curriculum, instruction, and assessments; Anticipates challenges and celebrates successes; Invites input from superintendents, state officials, Head Start leaders, and Title I directors

Maximize the Benefits of Full-Day Kindergarten
Maximize the benefits of full-day kindergarten
Advantages

The gift of time is the greatest benefit gained from offering full-day kindergarten. It is the only time in a child's educational career where we can literally double the amount of instructional time without taking something else away. This is wonderful news considering time is of the essence. Several longitudinal studies have shown us that “children who are poor readers at the end of first grade almost never acquire average-level reading skills by the end of elementary school” (Torgesen, 2004). This means we cannot wait; we must provide students with the skills they need early in their education. We also know from Torgesen's research that “given the results of a number of intervention studies, ...

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