A follow-up to the successful ""Transition to Kindergarten (1999)"", this book offers an updated discussion of transition in the context of today's educational arena, reflecting current policy changing practices, and new program approaches. This book presents state-of-the-art knowledge about the kindergarten transition period and examines this knowledge in terms of its implications for pressing policy, practice, training, and research issues for the next decade. Readers will understand what has changed in terms of early education policy and implementation. These changes include assessment and program opportunities (NCLB, Head Start Outcomes Framework); critical issues in the P-3 years, such as health, emotional and attention regulation, and child functioning. This volume also addresses pertinent community influences in early education demographic changes, racial and cultural influences, and the roles of fathers in the transition process. Unlike the first book, the chapters in this volume focus on the individual child's development and background rather than on groups of children (at risk, with disabilities, from low-income families).

Comprehensive and authoritative, this forward-thinking book reviews the breadth of current knowledge about early education and identifies important priorities for practice and policy. Robert C. Pianta and his associates bring together foremost experts to examine what works in promoting all children's school readiness and social-emotional development in preschool and the primary grades. Exemplary programs, instructional practices, and professional development initiatives-and the systems needed to put them into place-are described. The volume presents cutting-edge findings on the family and social context of early education and explores ways to strengthen collaboration between professionals and parents.

Professional development practices that really improve child outcomes--that's what every early childhood education program needs. With this authoritative research volume, administrators and policy makers will discover the latest findings on best professional development practices--and learn how to scale up successful efforts across an entire district or state.

Based on the annual leadership symposium of the National Center for Research on Early Childhood Education (NCRECE), this book is a must for anyone engaged in high-level efforts to ensure teacher quality. Through clear explanations of cutting-edge research from two dozen respected contributors, readers will

• investigate specific, field-tested professional development (PD) models that improved both teacher practice and child outcomes (with a spotlight on Robert Pianta's effective MyTeachingPartner framework)
• learn how these models helped educators teach academic content areas (early literacy, math, and science) and improve children's social-emotional skills
• examine positive teacher attributes that PD efforts should target, such as increased self-regulation skills and reduced cognitive overload
• discover success strategies for scaling up professional development efforts through existing infrastructure and more investment in teacher quality (includes an extended case study on a comprehensive PD program in Texas)
• explore the policy implications of the professional development interventions described in this volume

Essential reading for early childhood administrators, policy makers, and researchers, this important book will help bring about widespread improvements in professional development programs--key to advancing teacher quality and better outcomes for young children.

Improving teacher quality in early education is a major part of ensuring young children's school readiness and closing the achievement gap. This is the book decision-makers and administrators need to begin developing coordinated, effective teacher quality systems--ones that not only get teachers ready for the classroom, but also promote continuous learning of new skills and strategies. Edited by renowned ECE experts Carollee Howes and Robert Pianta, this book is the first effort to integrate at a state level three critical components of teacher quality: Early Childhood Education Competencies, Professional Development, and Quality Rating Systems (see below). After an in-depth exploration of all three components and their role in high-quality education, readers will get detailed analyses of how six states are making progress toward integrating them. Through case studies on each state--Delaware, Kentucky, Maryland, New Mexico, Ohio, and Pennsylvania--readers will examine the diverse approaches these systems are taking to determine early childhood education competencies and systematically link them with professional development and quality rating systems (QRS) develop and manage the structure, content, and delivery of effective professional development establish the staff qualifications required at each QRS level, encourage teachers to move beyond basic licensing requirements organize and direct their funds provide incentives and motivation for staff participation in professional development create clear partnerships between state organizations to promote integration of systems and more A call-to-action volume on three of the hottest topics in ECE, Foundations for Teaching Excellence represents today's best thinking about teacher quality and accountability, straight from 20 expert researchers, program directors, and leaders in the ECE policy field. Decision-makers and administrators will consider this book an essential reference as they take the first steps toward statewide, integrated teacher quality systems--and ensure that every young child gets the best possible education. Promote state-level integration of Early Childhood Education Competencies (ECEC). Define the knowledge and skills teachers need to be successful. Professional Development (PD). Help teachers acquire those critical skills and knowledge. Quality Rating Systems (QRS). Implement accountability mechanisms that encourage higher levels of competence.

High-quality pre-K that really improves children's outcomes--that's the goal early childhood professionals will work toward with this groundbreaking text, the first volume in the NEW National Center for Research on Early Childhood Education (NCRECE) series. Combining the most current knowledge of top researchers, policy makers, and federal and state officials, this book examines where pre-K is today and inspires decision-makers with concrete examples of successful programs.

With this in-depth examination of the latest research and practice, readers will be better prepared to

• make a compelling argument for supporting high-quality pre-K, articulating how it boosts children's school readiness and academic performance
• address the complex challenges of expanding pre-K at the national and state level
• understand the pros and cons of different types of pre-K programs: universal vs. targeted, whole day vs. part day, centralized vs. local, one curriculum vs. many
• make informed decisions about the most important issues in program development
• To find out what's already working in pre-K program development, readers will get an inside look at five successful state-level programs in New York, Maryland, Louisiana, Georgia, and North Carolina. Through detailed analyses of each program's characteristics, these extended case examples give decision-makers a template for effective, child-centered early education.

  An essential resource for policy makers, researchers, and teacher educators, this important volume will help early childhood professionals make progress toward their ultimate goal: pre-K that responds to children's changing needs, helps close the achievement gap, and ensures school readiness.

  Critical insights on key issues in pre-K program development:

  • program funding
  • adherence to early learning standards
  • assessment of both children and program quality
  • teacher preparation
  • class size
  • curriculum selection
  • technical assistance and other infrastructure needs

A smooth transition to kindergarten is an essential part of a child's early academic experience--and now there's a how-to handbook with field-tested methods to help schools and programs make it happen. Perfect for preschool and kindergarten teachers, administrators, and family support specialists, this practical guide is built around a model that has been adopted in many diverse schools and communities. Step by step, the book helps professionals and caregivers

• Develop a solid transition plan. Readers will learn how to form a collaborative team; foster strong social connections among children, families, and professionals; create a menu of transition activities that can be tailored to each child's needs; and establish a timeline for putting the transition plan into action.
• Implement the plan. Readers will discover how to anticipate barriers; keep families involved; and conduct ongoing assessment, evaluation, and revision of transition activities. Appendices include photocopiable forms such as brainstorming sheets, parent interview forms, timeline worksheets, and questionnaires for teachers, principals, and family workers.
• Stay motivated and inspired. Readers will learn from the experience of others with insight from real families, educators, and school personnel, plus sample menus of activities they can use in their own homes and classrooms.

A must-read for everyone involved in early education, this hands-on resource can help make the transition to kindergarten smoother--for young children and the professionals and families who care about them.