![]() ![]() But are they really? Think of them as trains whose purpose is to deliver children to elementary school ready and eager to learn. Some may assume that these two types of publicly funded preschool programs are on a collision course. State programs enroll about 1.1 million preschoolers, while Head Start serves about 920,000 in that age range.* As Georgetown University researcher William Gormley wrote last year, "A silent revolution in early childhood has occurred." Indeed, by 2008, more children at ages 3 and 4 were enrolled in state-funded pre-K programs than in Head Start. In recent years, parents and politicians have found themselves drawn instead to state-funded pre-K programs. ![]() Today, with the Obama Administration signaling its intent to increase federal funding to support young children, one might think that Head Start was poised to enter one of its most expansive periods ever.īut there are several huge unanswered questions about Head Start's future. It has seen growth and stagnation, controversy and quiet. Head Start, the largest federally funded program for children under 5, has been offering free preschool and health services to poor children and their families for nearly 45 years. Join us here at Early Ed Watch for a Web chat about the series on September 22 nd at 12:30 p.m., hosted in partnership with. The point of contact for this project is Kathleen Dwyer.Today we begin a multi-week blog series, reported by Lisa Guernsey and Christina Satkowski, on the future of Head Start. Each of the products and their supporting materials are available via hyperlinks under the “Reports” tab below. The results of the review are provided in two formats: a final report containing detailed descriptions of technologies and sample uses within each of the topic areas, and three interactive research-to-practice briefs oriented towards early childhood program administrators. ![]() NORC employed three methods to complete the review: a bottom-up web search to obtain a broad sampling of both common and cutting-edge uses of technology a top-down search of academic databases to assess the evidence-base for the technologies and interviews with experts who have built, used, or evaluated these technologies. ![]() The fourth Topic Area outlined barriers to and facilitators of practitioners’ effective use of technology to support early childhood practice. The first three Topic Areas focused on early childhood practitioners’ use of technology to support 1) instruction and assessment, 2) parent, family and community engagement (PFCE), and 3) professional development and informal learning. The review examined uses of technology among four Topic Areas. The review was conducted by NORC at the University of Chicago. The purpose of this project was to review the knowledge base related to the use of technology to support the practice of early childhood practitioners who work directly with children and families. Technology has become increasingly prevalent in early care and education settings, yet little is known about the effectiveness, function, and requirements for technologies that are available to early childhood programs. ![]()
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