ERIC ED427833: Early Childhood Update, 1996-1998.

39 Pages·1998·1.5 MB·English

by  ERIC

DOCUMENT RESUME
ED 427 833
PS 026 137
AUTHOR
Fromboluti, Carol Sue, Ed.
TITLE
Early Childhood Update, 1996-1998.
INSTITUTION
National Inst. on Early Childhood Development and Education
(ED/OERI), Washington, DC.
REPORT NO
ECDE-96-9409; EC-96-9412; ECI-98-9018; ECI-98-9014
PUB DATE
1998-00-00
NOTE
38p.; Published irregularly.
PUB TYPE
Collected Works
Serials (022)
JOURNAL CIT
Early Childhood Update; Spr 1996-Sum 1998
EDRS PRICE
MF01/PCO2 Plus Postage.
DESCRIPTORS
*Beginning Reading; Child Development; Early Childhood
Education; *Emergent Literacy; Family Literacy; Grants;
Language Acquisition; Parents as Teachers; Program
Descriptions; Reading Difficulties; Reading Processes;
*Reading Skills
IDENTIFIERS
Even Start; Goals 2000
ABSTRACT
This document consists of the four issues of a newsletter
published during 1996-1998. This newsletter provides a periodic update
on the
activities of the Early Childhood Research Working Group (ECRWG), organized
in 1995 by the U.S. Department of Education and other federal
government
departments and agencies to promote interagency cooperation and
public-private partnerships in early childhood research. Articles include:
"Family Support: Program, Philosophy, Approach or Movement?" (Sharon
L.
Kagan, Michelle J. Neuman); "What a Difference a State Makes: Tracking the
Well-Being of Young Childz'z:n
.. nd Families" (Jane Knitzer, J. Lawrence Aber);
"Early Childhood Development and the 4,merica Reads Challenge" (Carol
Hampton
Rasco); and "Project on Human Development in Chicago Neighborhoods" (Felton
Earls) .
(AA)
********************************************************************************
Reproductions supplied by EDRS are the best that can be made
from the original document.
********************************************************************************
Early Childhood Update
(A Newsletter of the Early Childhood
Research Working Group (ECRWG))
Spring 1996
Four Issues:
Fall 1996
Summer/Fall 1997
Summer 1998
U.S. DEPARTMENT OF EDUCATION
Office of Educational Research and Improvement
EDUCATIONAL RESOURCES INFORMATION
CENTER (ERIC)
O This document has been reproduced as
received from the person or organization
originating it.
O Minor changes have been made to
improve reproduction quality.
Points of view or opinions stated in this
document do not necessarily represent
official OERI position or policy.
2
BEST COPY AVAILABLE
Spring 1996
Family Support: Programs Phiophy, Approac
or Movement?
Sharon L. Kagan, Ed.D. and
building independence and self-reliance,
all family members and preventive in
Michelle J. Neuman
and its strengths-based orientation.
orientation. During this era, discrete
Yale University
programs proliferated, with few opportu-
Yet, for many, family support remains
nities for linkage among them.
an ambiguous term; is family support a
Family support is soaring to the top
program, a philosophy, an approach, or
of the national agenda. Responding
The Family Support Principles
a movement? We suggest that family
to demographic and economic realities
Scattered programs slowly became
support is all fouran evolving, dy-
experienced by families in the U.S.the
aware of one another and decided to
namic movement composed of pro-
large number of single-parent families,
come together to share their work, phi-
grams, principles, and approaches. To
teen parents, mothers who work outside
losophies, and concerns. During this pe-
support this position, we trace the evolu-
the home, the high proportion of fami-
riod, in the early- to mid-1980s,
tion of family support and posit that cur-
lies with young children living in pov-
meetings were held, organizations were
ertyfamily support provides
rently the family support movement is
formed, and the ideas that framed the in-
on the verge of a transition toward a
emotional, informational, and instrumen-
dividual programs were codified into a
new normative system for human serv-
tal supports to families as they confront
working set of principlesdecentralized
ice provision.
the challenging task of raising their chil-
decision-making, according power to the
dren. Although services help those
The Family Support Programs
consumer, preventing problems before
struggling with low-incomes, unemploy-
they occur, family inclusiveness, volun-
Family support began in the late 1970s
ment, poor health, and other stressors,
tary participation. Once codified, these
as a grass-roots movement, largely char-
family support is generally accessible to
principles guided the development of
acterized by scattered programs where
all families. As the nation looks to re-
many new programs and formed the ba-
staff provided informal support services
form its social policies and services for
sis for the emergence of family support
to parents with young children. Diverse
families, family support has garnered
to the public agenda.
and highly idiosyncratic, the programs
significant attention and interest be-
existed independently of one another, al-
The Family Support Approach
cause of its emphasis on non-hierarchal
though they shared a desire to serve en-
relationships, parents as partners in pro-
As family support emerged as a set of
tire families and to do so in a way that
gram governance, community resources,
principles, it became apparent that its
was non-judgmental, highly inclusive of
non-stigmatized services, prevention,
ideas were not unique to these pro-
grams. Similar ideas were being dis-
Poster Contest Winners from Landover, MD
cussed as part of reform efforts that
were taking hold in other domains
business, education, consumer protec-
tion, and preventative and mental health
care. In fact, the ideas that undergirded
family support became popular and be-
gan to transcend "the programs origi-
nally designed to contain them" (Kagan
& Weissbourd, 1994, p. 475). Family
support became an approach, not lim-
ited to discrete family support pro-
grams, but one that could be adapted
and infused into mainstream social insti-
tutions, including public schools, health
care, and social services. And isolated
institutions began to adopt a family sup-
port approach.
Parents and teachers surround the young artists from Lansdowne Learning Center
whose draw-
ings appear on the NIECDE poster.
(Continued on pg
1
ED Award to Establish National Center to
Enhance Early Development and Learning
dress an early childhood topic of na-
and public policy to influence programs
Lynn Kimmerly
tional importance. The investigators
designed to serve and support young
National Institute on Early Childhood
will categorize survey findings and gen-
children and their families. As the re-
Development and Education
erate ideas for future research direc-
search progresses, investigators will fo-
The National Institute on Early
tions. Results will be made available to
cus on effective strategies for
Childhood Development and Educa-
parents, teachers, child care profession-
translating their findings into practice
tion has awarded a $13.7 million, five-
als, and state and local early childhood
in a multitude of settings, including
year cooperative agreement to the
administrators and policymakers.
child care programs, early intervention
Frank Porter Graham Child Develop-
programs, state and federal administra-
To complement the national surveys,
ment Center at the University of North
tive agencies, and training programs.
the Center will sponsor a series of an-
Carolina, Chapel Hill, to establish a na-
nual conferences, to be held in the latter
Significant Role for Social Policy
tional center to improve and enhance
part of the year, that will provide a syn-
Studies
the learning and development of Amer-
thesis of the critical issues in the field of
ica's young children. Collaborative re-
One of the Center's goals is to conduct a
early childhood. These interactive con-
search sites will be located at the
series of major policy studies in several
ferences will bring together experts
University of Virginia, the University of
critical areas of early development and
from a variety of perspectives to discuss
Arkansas at Little Rock, and the Univer-
learning, including the quality of child
research questions, identify solutions,
sity of California at Los Angeles. The
care; transitions; child aggression; and
and generate ideas for improving pro-
Center, which is directed by Don Bailey,
professional development. Studies in
grams and practices.
Ph.D., involves 19 senior investigators
the first year will examine current stand-
The Center promises to be a national col-
at the four universities working in col-
ards for quality child care; barriers to
laboration involving parents, early child-
laboration with the Office of Educa-
the implementation of existing policies;
hood researchers, practicing
tional Research and Improvement; 12
and alternative policies which hold high
professionals and government officials.
internationally recognized early educa-
promise for creating positive change in
They will all be working toward a com-
tors, family researchers, and policy ex-
child care and early intervention pro-
mon goal: to improve and enrich the
perts; national organizations; and a
grams.
lives of America's young children and
team of technical consultants.
Dynamic Dissemination Strategy
their families.
Research Focus
Early in each of the five years, the Cen-
The purpose of the Center is to promote
ter will conduct a large-scale, nationally
the healthy development of young chil-
representative survey which will ad-
dren, including those placed at risk be-
cause of economic, linguistic or
disability factors. Toward this end, in-
vestigators propose to identify effective
Calendar
practices in the care and education of
Empowerment Zone Child Care Roundtable, Washington,
April 24
young children, determine the extent to
D.C. Linda Thomas, DHHS, 202-690-7885.
which these practices are being used,
identify barriers to them, and test re-
Early Childhood Research Working Group Meeting, Washington,
May 7
sults and models for improvement.
D.C. Naomi Karp, DoE, 202-219-1935.
Specifically, the Center will study the
May 9-11 Fifth Annual National Conference on Prevention Research, McLean,
quality of child care and early interven-
VA. (Sponsored by the National Institute of Mental Health). Linda
tion programs as well as critical transi-
Pickering, University of South Carolina, 803-777-9558,
tions in the earliest years, with special
Deadline for submission of grant applications for Early Childhood Re-
May 10
attention given to transitions to kinder-
search Institutes (Office of Special Education Programs). G. Houle,
garten. It will also examine broad mod-
DoE, 202-205-8971 (fax).
els for helping preschoolers at risk of
Deadline for submission of grant applications for National Early
May 31
educational failure because of failure to
Childhood Technical Assistance Center. P. Cvach, DoE, 202-205
thrive syndrome, early onset of antiso-
8971 (fax).
cial or behavioral problems, or family il-
literacy.
Child Care Research Symposium, Washington, D.C. Pia Divine,
June 19
DHHS, 202-690-6705.
Research at the new Center will gener-
ate knowledge about the complex ways
June 20-23 Head Start's Third National Research Conference, Washington, D.C.
in which individual, program and sys-
Columbia School of Public Health, 212-304-5251.
tems variables interact with research
2
4
Researc to Practice: Children in Little
Walden Reach Their Full Potential
Gail Houle
Office of Special Education
and Rehabilitative Services
Given the historically widespread
controversy over many of the
issues pertaining to autism, "there is re-
markable agreement among researchers,
clinicians, educators and parents on two
consistent findings in the treatment of
autism: 1) early is essential, and 2) more
is better," says Dr. Gail McGee. Dr.
McGee is the principal investigator and
director of the Little Walden Early Inter-
vention Program at the Emory Autism
Resource Center, a component of the
Department of Psychiatry and Behav-
ioral Sciences, Emory University School
of Medicine.
Little Walden (named for Thoreau's ex-
periment in living at Walden Pond) is an
example of how quickly new research-
Children in the Little Walden Program at Emory University enjoy quality play time with their
based early intervention practices can
teacher.
be operationalized as successful demon-
stration models. Little Walden, a five
the children "graduate" from the Little
ment, autism, and early childhood educa-
year research-based demonstration pro-
Walden and Walden programs, Dr.
tion. Intervention in language, social
by the U.S. Depart-
ject funded in
1993
McGee and her staff assist them in the
skills and self-care skills is blended into
ment of Education, Office of Special
transition to their next destination. For
Education Programs, is one of the first
traditional early childhood experiences.
most participants, including the chil-
national models of specialized inclusive
The program is based on Dr. McGee's
dren with autism, the destinations are
early intervention for toddlers with
ground-breaking research on teaching
public school inclusive classrooms.
autism. This model intervention pro-
approaches in the child's natural envi-
gram for children from 18 months to
ronment (e.g., home, preschool, commu-
30
Outcome data for Little Walden will in-
months of age provides a learning cen-
nity) and the treatment of preschoolers
clude child, family, and community indi-
ter for children with and without autism
with autism.
cators. In addition, preliminary
and home and community-based family
financial data analysis already shows
Recognizing that families will be a con-
support programs.
that the intensity and quality of services
sistent and dedicated resource for chil-
delivered through this model cost signifi-
Little Walden features a developmental,
dren with autism throughout their lives,
cantly less than some less inclusive ap-
incidental teaching curriculum specifi-
Little Walden and Walden (its counter-
proaches to treatment. Longitudinal
cally geared to an integrated group of
year-olds) both include a
part for
3-5
data from the original Walden sample
typically developing children and chil-
home-based component in which par-
showed higher than expected vocabu-
dren with autism. (Developmental, inci-
ents can best determine how to blend in-
lary and social gains for both groups of
dental teaching is a combination of
cidental teaching opportunities into
children in the demonstration project.
student-initiated and teacher-facilitated
naturally occurring home activities.
learning whereby the child's interest de-
The program also aims to prepare par-
Additional information on the Little
termines the topic and timing of teach-
ents as advocates and collaborators in
Walden and Walden models may be
ing episodes and the teacher determines
their child's education and treatment.
obtained by contacting Gail G. McGee,
the skills to be taught.) The curriculum
Biweekly parent seminars offer informa-
Ph.D., Emory Resource Center, 718
was developed with input from nation-
tion on issues such as evaluating class-
Gatewood Road, Atlanta, Georgia
ally recognized experts in the fields of
rooms, promoting good behavior, and
30322, [phone].0
facilitating language at home. When
language development, social develop-
3
ED Grant Allows CP
to Fund First Wee
dy Series for Parents
Joe Caliguro
their children, safeguard their health,
U.S. Department of Education funds
National Institute on Early Childhood
and spark their creativity. Both shows
have also been used to expand CPB's
Development and Education
will air on public television beginning in
"First Book" program from three.partici-
the 1998-99 season.
pating stations to 48 stations. These
he Corporation for Public Broad-
stations have distributed more than
The ED grant has also made possible
casting (CPB), with help from a
300,000 free books to disadvantaged
the publication of a related newsletter,
$35 million, five-year grant from the
children who would not otherwise own
PTV Families and Para la Famika. The
National Institute on Early Childhood
them.
newsletter, published in both English
Development and Education, recently
and Spanish, will offer parents ideas for
funded two new daily series for children
(Ready To Learn is not part of a com-
extending their children's learning when
and, for the first time, two accompany-
petitive grant program. Congress re-
the TV set is off. Participating stations
ing weekly series for parents as part of
quested the Department of Education
will distribute more than 1 million cop-
CPB's Ready To Learn (RTL) education
to award the money directly to CPB.
ies, and a version will be available on
initiative. Ready to Learn helps pre-
Therefore, no additional funds are
the Internet.
available.) p
school and early-school children and
their families and caregiversincluding
Family Support (Continued from
those for whom English is a second lan-
pg. 1)
guagemove toward the realization of
The Family Support Movement
seen as an essential tool to build inclu-
the first national education goal.
sive communities. On the professional
As family support burgeoned from pro-
"How to" Series
side, family support must clarify its
grams to principles to an approach, its
vision of the normative system and
ideas have caught on. More and more,
Dragon Tales, a daily animated half-
must define the roles of responsible
family support is finding its way into
hour preschool series, is designed to
parties, including government and
diverse facets of the American agenda.
help children develop life skills neces-
the private sector. Conceptual work
Family support has been manifest in
sary for learning, such as the ability to
is needed to better define the outcomes
legislation; it has been infused into cor-
cope with change, make choices, and
associated with the normative system.
porate policies, striving to make busi-
overcome fears. Targeted to children 2-
Professional standards and the associ-
ness and industry more family
5 years of age, it is anticipated that over
ated knowledge base need to be
supportive; and it has been embraced
10 million youngsters will view the se-
developed.
by many conventional social services
ries on a regular basis.
bureaucracies. Presently, family sup-
A normative system of family support
Show and Tell Me, the accompany-
port appears to be on the cusp of form-
is a long way off. Yet, given the state
ing weekly half-hour parenting series,
ing a movement, one that advocates
of American families, the growing rec-
will help educate parents and other
for the creation of a new normative
ognition of the importance of family
caregivers about ways in which they
system of family support. Such a nor-
support and its rapid trajectory from
can help children become ready to learn.
mative system suggests that family
a set of unconnected programs, we see
Parent-child activities using real parents
support will no longer be considered
family support as a viable strategy for
and children, role-playing games, and
haphazard or unique; it will become
human service delivery. Different
storytelling segments will provide par-
what is normal, what prevails. Family
from eras past, the question at hand is
ents and caregivers with specific, hands-
support would become so enmeshed in
not wi// family support survive. To-
on activities to share with their children.
the social fabric of this nation that it
day, and for the next century, we
The producers will also create "Parent-
would not be regarded as a treatment
must ask, how can we make family
ing Moments," brief between-program
or intervention, but as a condition of
supportas a set of programs, princi-
spots for television and radio, along
life (Garbarino & Kostelny, 1994).
ples, approaches and a movement
with an interactive Internet component
survive?
for children and families. Dragon
Toward a New Normative
Tales and Show and Tell Me will air
System
REFERENCES
on public television beginning in the
In order to create a new normative sys-
Garbarino, J. & Kostelny, K. (1994). Family sup-
1997-98 season.
port and community development. In S. L. Ka-
tem, there must be societal and profes-
gan & B. Weissbourd (Eds.), Putting families
New Literacy Initiative
sional advances. Our society must
first: America's family support movement and
make a commitment to make family
the challenge of change (pp. 297-320). San
Between the Lions, for 4 to 7 year-
support accessible and available on a
Francisco, CA: Jossey-Bass.
olds, is the first new show in decades to
voluntary basis to all families. The
Kagan, S. L. & Weissbourd, B. (1994). Toward a
promote literacy and to provide young
public must pledge durable, consistent
new normative system of family support. In S.
readers with the skills needed to learn
L. Kagan & B. Weissbourd (Eds.), Putting
fiscal support to the system. Such sup-
how to read. The related 13-part weekly
famikes first: America's family support move-
port must be accompanied by a man-
half-hour series, Kids and How to
ment and the challenge of change (pp. 473
date to honor the diversity of all
490). San Francisco, CA: Jossey-Bass.
Grow Them, will help parents and
families, and family support must be
other caregivers better connect with
4
6
BEST COPY
AVAILABLE
eyond the Ithaeprfint
I"
arections for Research 0111
Head Start 7amitlies
To purchase a copy of this report, which
developments in allied fields of research;
Anne Bridgman
will be available in May of this year,
and ensure that research on Head Start
Board on Children, Youth and Families
please contact: National Academy
is immediately relevant to the program's
nn its 30th anniversary, public ac-
Press, 2101 Constitution Avenue, NW,
efforts to provide high-quality, effective
ceptance of Head Start remains
Washington, D.C. 20418; call 202-334-
services. The following are among the
high, yet public understanding of what
3313 (if you are within the Washington,
issues addressed in the report:
Head Start is and does remains low, and
D.C. area) or 800-6244242.
O The challenges posed to Head
evaluation researchlimited in quality
*The Board on Children, Youth, and
Start by the increasing ethnic and
and scopeis not uniformly positive.
Families, established in 1993 under the
linguistic diversity of the families
Changing Economic Landscape
joint aegis of the National Research
it serves;
Council (NRC) and the Institute of Medi-
In 1993, the Advisory Committee on
O The need to embed research on
cine (I0M), was created to provide a na-
Head Start Quality and Expansion
Head Start within its community
tional focal point for authoritative,
within the US. Department of Health
context, paying specific attention
nonpartisan analysis of child, youth,
and Human Services called for a long-
to the effects of violent environ-
and family issues in the policy arena.
term research plan for Head Start that
ments on Head Start and its fami-
For more information about Board pro-
would place the program in the broader
lies; and
jects, please write communications offi-
context of research on young children,
O The implications of the changing
cer, Anne Bridgman, at the above
families and communities and ensure
economic landscape for how Head
address, call 202-334-2998, or e-mail
that Head Start is flexible enough to re-
Start works with families, and
[email protected].
spond to new issues and to the changing
what it means to offer families a
social and economic circumstances of
high-quality program.
the families it serves. The Roundtable
on Head Start Researchunder the aus-
pices of the Board on Children, Youth,
Head Start Field Trip
and Families was convened in No-
vember of 1994 to address some of the
issues recommended by the Advisory
Committee. Composed of repre-
sentatives from government, universi-
ties, medicine, Head Start organizations,
family support programs, and founda-
tions, the Roundtable set out to provide
a systematic analysis of research needs
relevant to the changing context that
Head Start faces as it enters its fourth
decade. The report on the Roundtable's
first three meetings will be available
this spring.
New Research Options for Head
Start
Beyond the Blueprint: Directions for Re-
search on Head Start's Families points
to a set of research options that hold the
potential to reinvigorate Head Start's
role as a national laboratory; link re-
ride the METRO to National
Children from the Head Start Program at D.C.'s Rosemount Center
search on Head Start to other exciting
Airport.
5
Won-Eng'11-oup Heath Meetfing
State-7 ederall Pant
airliy Childhood Research
compelling when there is congruence
partnerships and the impact of land-
across studies.
mark re-structuring on the early child-
hood agenda. Speakers included
Merle McPherson of the Maternal and
representatives from the National Gover-
Child Health Bureau and Carol Williams
nors' Association, the National Associa-
of the Children's Bureau expressed a
tion of State Boards of Education, the
view held by many: There is an overrid-
National Association of State Directors
ing need to forge on the federal, state
of Special Education, the Child Care Bu-
and local levels a true partnership that
reau, the Head Start Bureau, the Chil-
will cut through, the fragmentation, du-
Lynn Kimmerly
dren's Bureau, the Maternal and Child
plication and "the terrible web that we
National Institute on Early Childhood
Health Bureau, and the National Insti-
have woven for families to try to hop
Development and Education
tute of Mental Healthall of whom will
through." We should put in its place
play key roles in any shift of federal pro-
n anticipation of a major re-alignment
more nourishing community delivery
grams to administration by the states.
_of social welfare programs, the Early
systemssystems that are coordinated
Childhood Research Working Group
and culturally competent, systems
In a stimulating exchange of ideas, par-
held its third group meeting on October
which truly operationalize the "best
ticipants focused on the implications of
24, 1995, on the subject of state-federal
practices" of researchersin order to ef-
a significant devolution of govern-
fectively deliver services to the children
mentboth in terms of research needs
and families who need them. This is a
as well as research opportunities. Pia
challengeand an opportunityfor re-
Divine, from the Child Care Bureau,
searchers, practitioners, and policymak-
called for federal assistance to help
ers alike as we debate the possibility of
states create uniform definitions (e.g.,
great change. 0
coding children by birth date; coding
hours of care) in order to allow meaning-
ful comparisons of programs across
Early Childhood Update is
states. She also suggested the estab-
published by the Department of
lishment of "research consortia" as a
Education's National Institute on
cost-effective way to motivate states to
Early Childhood Development
include research as part of their policy
and Education.
agenda.
U.S. Department of Education
Martha Fields of the National Associa-
Richard W. Riley
tion of State Directors of Special Educa-
Secretary
tion cautioned that the promotion of
successful community-designed pro-
Office of Educational Research
grams depends, in part, on comparative
and Improvement
analysis; and she encouraged the audi-
Sharon P. Robinson
ence to look at ways in which we can
Assistant Secretary
measure the aggregation of data across
The National Institute on Early
cities. Barbara Allen-Hagen, of the De-
Childhood Development
partment of Justice, shared information
and Education
on the Department's longitudinal study
Naomi Karp
of the causes and correlations of delin-
Acting Director
quency in 70 Chicago neighborhoods.
Editor
She called for agencies which are con-
ducting neighborhood-focused projects
Lynn Kimmerly
on violence prevention in early child-
Special thanks go to Kaira Oweh,
hood to share data among one another.
age 4, for her art work on the
Results, she reminded, are even more
Drawing by Shiene Misola adorns notebook
masthead.
cover of some Working Group members.
6
ECDE 96-9409
Early
Chiklhood
Research
Working
UPDATE
Group
Fall 1996
What a
Difference a State Ma Ees:
Tracking the Well-
eing of Ymmg Children and Families
Jane Knitzer and
prekindergarten-type programs is en-
Close to 40 percent of the states
J. Lawrence Aber
are engaging in broad state-level
couraging, given empirical knowledge
National Center for Children in Poverty
that so strongly supports early learning
or state- and community-level
Columbia University School of
planning or system reform efforts.
experiences. Second, the mechanisms
Public Health
Many focus on linking school-
for building a strong community voice
based programs with child care
on behalf of young children and families
To what extent are states investing
programs.
are expanding. The fact that close to
in program and/or planning strate-
half of the states already have planning
Overall, although there is much ac-
gies designed to enhance school and
processes for children and families in
tivity among the states on behalf
health-related outcomes for young chil-
place, many involving a range of com-
of young children and their fami-
dren and their families before they enter
munity voices, may provide a positive
lies, only eight states have devel-
school? This critical question is the fo-
and unanticipated catalyst for the alloca-
oped comprehensive initiatives
cus of the first edition of Map and
tion of federal and state dollars in new
with linked program and planning
Track: State Initiatives for Young Chil-
ways. Third, some states, such as Ore-
components and media and other
dren and Families (Knitzer & Page
gon, are already experimenting with a
efforts to build understanding
1996). Released in the spring of 1996 by
kind of state-to-community devolution;
about the importance of early
the National Center for Children in Pov-
creating, for example, "readiness to
investments. Further state initia-
erty, Map and Track emphasizes state
learn" flexible funding streams that com-
tives in most states involve sup-
initiatives, rather than efforts linked to
munities can use to fill in gaps in serv-
port for individual program
federal programs.
ices. Thus, in Oregon, Great Start grants
strategies, rather than efforts
With input from national organizations
can be used to support preventive serv-
to build systems of supports
and the states themselves, Map and
ices for children from birth to six.
for young children and their
Track is designed to be a tool that state
Fourth, the schools and departments of
families that link school and com-
policymakers, advocates, program direc-
education are centrally involved in
munity-based early care and edu-
tors, and others interested in young chil-
many initiatives for young children and
cation programs, as well as home
dren and families can use to foster
families, either with direct program re-
visiting programs for infants and
state-to-state learning and to document
sponsibility or as partners in collabora-
toddlers.
the extent to which a particular state is
tive efforts. In Massachusetts, for
There was no obvious pattern link-
addressing the well-being of young chil-
example, the Community Partnerships
ing state program, planning, or
dren and families. A second edition,
for Children Program (the state's prekin-
comprehensive multi-strategy in-
tracking changes, will be issued in 1998.
dergarten program) provides grants to
itiatives with levels of risk in the
local partnerships of child care provid-
Map and Track Highlights
young child population, or pat-
ers, Head Start programs, and schools
terns of state investments based
Three-quarters of the states (37)
to develop and implement joint plans
on the indicators identified by the
are supporting one or more state-
to coordinate education, health, and so-
funded, comprehensive program
National Center for Children in
cial services. In 1995, with a budget of
strategies explicitly targeted to
Poverty.
$14.3 million, grants were made to 130
young children and families, al-
communities.
What It All Means
though expenditure and program
Implications for Research
Map and Track has several important
scope vary greatly. One-third of
messages. First, the fact that three-quar-
the states are not only focusing on
Map and Track also has implications
ters of the states have recognized the im-
the preschool years (ages 3-5) but
for policy-relevant research. It highights
portance of supporting learning and
are developing home visiting, par-
the need for a study, for example, exam-
developmental experiences for children
ent education, or family support
ining the role of the schools in early
before they enter school either through
programs targeted to infants and
(Continued on pg. 4)
home visiting, family support, or
toddlers and their families.
1
9
,Ird'
Q
Ten Policy Issues influencing Preschool Inclusion
Susan Janko and Alice Porter
resulted in an increase in the number of
guidelines. Moreover, inclusive pre-
children served in special education pro-
school education programs are fre-
Early Childhood Research Institute
grams and the problems educators must
quently implemented in tandem with
on Inclusion
address. The majority of these children
other programs such as Head Start,
Education policies may either facili-
do not have clearly identifiable disabili-
Chapter 1, and community child care re-
tate or impede the inclusion of pre-
ties; rather their more subtle disabilities
sulting in multiple program placements
school children with disabilities in
are linked to the declining social, health,
and transitions for young children, and
regular school programs depending
and economic status of young children
conflicting educational models and phi-
upon the interpretations and actions of
losophies for families and educators. in our nation.
school administrators, educators, and
Issue #5. Community Context of
Issue #2. Categorical Funding.
family members involved in the day-to-
Education. Federal and state govern-
Early childhood special education serv-
day process of education. This is a pre-
ments create most early childhood spe-
ices are federally required, but they are
liminary finding of the Early'Childhood
supported primarily by state, local, and
cial education policies, but school
Research Institute on Inclusion (ECRII),
districts are run locally, and their serv-
private funding sources. Because pub-
a consortium involving researchers
ices reflect local values about education.
licly supported early childhood pro-
from the University of North Carolina,
Some small- to mid-sized school dis-
grams are not universally available to
Vanderbilt University, University of
tricts have successful inclusive class-
young children in the United States,
Maryland, San Francisco State Univer-
rooms because communication among
school district administrators must cre-
sity, and the University of Washington.
teachers, families, and the community is
ate inclusive preschool programs by
ECRII was established by the U.S. De-
frequent, direct, and informal. School
combining discrete programs and fund-
partment of Education in 1994 for the
districts that encourage creative mod-
ing sources in an effort to address the
purpose of identifying barriers to the in-
elssuch as multi-age groupings, alter-
complex and changing needs of children
clusion of young children with disabili-
native curricula, and coordinated
and families. Discrete programs and
ties in typical education settings and
services that address the range of chil-
funding require school districts to "sort"
investigating strategies for overcoming
dren's social, health, and education
children into program categories, and
those barriers.
needsappear to be more likely to em-
they require intensive oversight.
Outlined below are 10 key policy issues
brace children with diverse skills and
Issue #3. Categorical Thinking.
researchers at ECRU gleaned from an
abilities.
Schools increasingly acknowledge the
analysis of quantitative and qualitative
Issue #6. Parochial Professional
importance of cooperative ownership
data collected from 128 children and
Development and Practice. Inclu-
and responsibility among families, com-
families, educators, and administrators
sive models of education alter the envi-
munities, and schools in educating chil-
from 16 early childhood school pro-
ronment in which regular educators,
dren. But much of school financing,
grams, and districts, in 5 states during
special educators, and therapists work.
staffing, and administration continues
the initial 2 years of a 5-year-study. This
In addition, educators unaccustomed to
to center on discrete programs rather
summary of policy issues represents the
children with disabilitiessuch as fami-
than on the unique needs of individual
Institute's emerging understanding of
lies who did not anticipate the birth of a
children. School districts may adminis-
the ways in which education policies in-
child with disabilitiesespecially need
ter a complex mix of services that "look
fluence the education services children
information and support. To accommo-
good on paper" and meet minimum
with disabilities and their families expe-
date a more diverse group of students,
legal requirements while programs
rience every day. A more complete re-
educators and administrators from mul-
continue to operate in isolation, con-
port, Portraits of Inclusion Through
tiple disciplines need coordinated train-
founding teachers and families and vio-
The Eyes of Children, Families, and
ing beginning during pre-service
lating the central premise of inclusive
Teachers, further describing these is-
educationto promote children's mem-
education at colleges and universities
sues and sharing illustrative case stud-
and continuing with professional devel-
bership and participation in their neigh-
ies is available from ECRII.
opment activities as they practice.
borhood schools and communities.
Issue #1. Categorical Programs.
Issue #7. Unions, Litigation, and
Issue #4. Cultural Context of Edu-
Federal and state laws mandating pub-
Inclusion. The autonomy and creativ-
cation. Schools in the United States
licly funded services rely on categorical
ity necessary for inclusion is restricted
struggle to design programs that accom-
definitions to identify those children en-
by long-term contracts with teachers' un-
modate the growing number of children
titled to services and how those entitled
ions and by fear of litigation from fami-
and families from diverse geographic,
should be served. These categorical serv-
lies and advocacy groups. Conflict may
linguistic, and economic backgrounds.
ices and definitions are difficult to coor-
also occur among early childhood regu-
In addition, changing family configura-
dinate by school administrators who
tions and social challengessuch as sin-
lar educators who are rarely union mem-
must oversee multiple programs with
bers and make substantially lower
gle-parent families, parental drug use,
different regulations and reporting
homelessness, and family violencehave
salaries than public school employees.
(Continued on pg. 6)
1.0
2