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Policy & Practice Evaluation Report It aims to celebrate and promote good practice in development education and to debate the shifting policy context in which.
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Contact an Advisor. Apply Now. Support Us. Search Enter the terms you wish to search for. Community-Based Change You will develop expertise in policy analysis, research methods, and program evaluation, as well as specific areas of inquiry such as the process of school reform and the development of partnerships between community members and external participants.

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Moving from policy to practice for inclusive education: 5 lessons learnt

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Library resources about Education. Resources in your library. Primary education. Secondary education. Tertiary education. Many of them also specify criteria for teaching and program structure. It is critical to develop standards wisely and with caution.

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They suggest that culturally and linguistically diverse children, as well as children with disabilities, may be at heightened risk. Nevertheless, they conclude that clear, research-based expectations for the content and desired results of early learning experiences can help focus curriculum and instruction and increase the likelihood of later positive outcomes. Although most educators and policy makers agree that a strong start in early literacy is critical, there is less agreement about how this is best accomplished.

A major concern is ensuring that the curriculum addresses the overall learning and growth of the young child by continuing to stress the physical, social, emotional, and overall cognitive development of children and at the same time, strengthening the academic curriculum. Some express concern about what they perceive as an over-emphasis on early literacy and the creation of a curriculum imbalance.

They caution against early literacy curricula that focus too narrowly on literacy skills and neglect consideration for all the domains of development that interact to promote children's personal and academic growth. Indeed, the physical, social, emotional, cognitive and language development of young children are actually major factors that influence early literacy development.

In the area of literacy, both federal and state expectations have emphasized evidence-based practice to guide curriculum adoption and the evaluation of curriculum effectiveness. Evidence must be grounded in scientifically based research, a term used across a variety of fields that requires the application of systematic and objective procedures to obtain information to address important questions in a particular field. It is an attempt to ensure that those who use the research can have a high degree of confidence that it is valid and dependable. Whether a curriculum is homegrown or commercially prepared, those who develop and use it are expected to support their claims with a research base.

Oral Language. Oral language develops concurrently with literacy development, and it includes listening comprehension, verbal expression, and vocabulary development. Oral language development is facilitated when children have many opportunities to use language in interactions with adults and each other and when they listen and respond to stories. Young children build vocabulary when they engage in activities that are cognitively and linguistically stimulating by encouraging them to describe events and build background knowledge.

Alphabetic Code. English is an alphabetic language, which means that the letters we use to write represent the sounds of the language that we speak.

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Knowledge of the alphabet letters and phonological awareness the ability to distinguish the sounds within words form the basis of early decoding and spelling ability, and both are correlated with later reading and spelling achievement. Young children can learn to name letters and to distinguish them from each other. They can also begin to develop an awareness of the constituent sounds within words, such as syllables, rhymes and phonemes. Children should be immersed in language-rich environments in order to develop phonological awareness and similarly, it would be difficult to master the ABCs without lots of exposure to the alphabet in books, on blocks, on refrigerator magnets, in cereal, in soup, in attempts to write, in having their messages written for them, etc.

Knowledge of the ABCs and phonological awareness do not usually just happen from exposure for most children, however. Parents, teachers, and older siblings often intentionally teach children the alphabet, and studies have shown that it is possible to teach phonological awareness to preschoolers and kindergarten children in ways that do not interfere with a comprehensive and rich curriculum focus but do improve later literacy.

Print Knowledge and Use.

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Making sense of print involves an awareness and understanding of environmental print and an understanding of concepts of print, such as where to begin to read a book or a page and in what direction to read. Each of these is likely learned from interacting with others around print.

An early literacy curriculum might include grocery store visits; being read to on a daily basis; having a writing center where children can experiment with written communication, and environmental print that is purposeful such as functional signs, labels and charts. In addition, effective early literacy teachers model the reading and writing processes during shared reading and writing.

They explicitly comment aloud about what they are thinking as they read and write so as to make the process transparent to children. Studies of the relationship between early literacy development and school achievement have had a profound impact on the early literacy curriculum as an intervention process for children considered to be at risk for failure.

Risk factors include exhibiting a developmental disability e. The key curriculum components are viewed as standard or essential elements of instruction for all children. Nevertheless, children vary in how well any "basic" curriculum will serve them. They differ in what they bring to the preschool setting and what they gain from it. Some children enter preschool having had the advantage of an abundance of experiences with books and other written materials, visiting interesting places, engaging in creative problem-solving and play, and participating in thought-provoking conversations and activities that serve to expand their general knowledge and intellectual development.

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For these children, both their linguistic and experiential backgrounds prepare them to benefit from a curriculum that reinforces and expands the rich reservoir of skills and knowledge these children possess. Other children need more, different, or specifically targeted learning opportunities in preschool. Skillful teachers, and the specialists who advise them, make adjustments within the framework of the curriculum to make instruction more responsive to student needs.

Issues related to a child's linguistic and cultural background represent a continuing and growing challenge for early literacy educators and curriculum developers. Teachers of young children need to keep in mind that a child's prekindergarten classroom may be the first setting of sustained contact with a new culture and will help set the stage for early success or failure with formal schooling. Whenever practical, programs specifically focus on the development of both English and the child's home language.

In general, the curriculum is implemented in ways that foster respect for what children bring to the learning situation and provide continuity between the child's experiences at home and those within the early childhood program. Class size and teacher-pupil ratio are related to how well teachers meet the demand for high quality. The strongest evidence that preschool programs can produce large educational benefits for economically disadvantaged children comes from studies in which programs had both highly capable teachers and relatively small groups of children.

Measuring children's early literacy development is an important part of a comprehensive early childhood program. Assessment is used to measure development and learning, to guide teacher and program planning and decision making, to identify children who might benefit from special services, and to report to and communicate with others. These assessments, in which early literacy is often a major component, reflect an increasingly high-stakes climate in which programs are required to demonstrate effectiveness in improving school readiness and creating positive child outcomes.

Concerns about trends in early literacy assessment include the use of assessments that focus on a limited range of skills and the nature of the assessments in use. Both factors may cause teachers to narrow their curriculum and teaching practices, especially when the stakes are high. For example, the ability to name the letters of the alphabet is usually assessed in a decontextualized manner in which the child is asked to name each letter as it is presented, one at a time. Unfortunately, this can lead to teaching in which the letters of the alphabet are presented in a discrete and decontextualized manner apart from children's names or the application of that knowledge to other meaningful print.

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  • The need for highly capable teachers is a constant theme in the literature on early childhood education. This is particularly true in the area of early literacy. National reports and government mandates have raised expectations for the formal education and training of early childhood teachers, especially in Head Start and in statefunded prekindergarten programs. In response, several states have established P-3 prekindergarten through third grade certification programs and launched incentive efforts to encourage teachers and caregivers to upgrade and expand their knowledge and skills.

    Whether pre-service or in-service, the demands regarding what early childhood teachers need to know and do have changed dramatically. Described in broad terms, teachers of young children need to know the importance of oral language competencies, early literacy experiences and family literacy in learning to read. They need to be able to foster a wide range of language and literacy related dispositions and competencies, including a love of literacy and the development of vocabulary, oral language abilities, phonological awareness, and print-related knowledge.

    They must be able to use a variety of instructional methods that are age and developmentally appropriate and have the ability to adjust those methods to the specific needs of individuals. They must be skilled in the ability to use multiple methods of monitoring children's literacy development and interpreting assessments in order to make sound instructional decisions. In order to develop the competencies of the type listed above, schools of education must provide pre-service programs that are grounded in current scientific knowledge about how children learn to read and write and the best instructional practices to help them learn.

    Obviously, it is not possible to offer prospective teachers all the knowledge they need in a preservice program. Like other professional fields, the knowledge base for learning and teaching is strengthened as new knowledge is gained and meshed with old. A fairly recent and promising effort designed to address this issue is the appointment of literacy coaches to the instructional team of teachers, directors and other support staff.

    Literacy coaches are teachers with special expertise and training, who provide continuing support and guidance to classroom teachers in order to improve classroom instruction. Thus, teacher education is viewed as an ongoing process involving rigorous pre-service training and experiential opportunities along with continued professional development. The link between supportive parental involvement and children's early literacy development is well established. Snow et. Tabors, Snow, and these have evidently worked to some extent, citing national surveys showing an increase in parent-child literacy activities among families with preschoolers.

    These researchers recommend that efforts to promote shared reading with children go beyond giving books to families to include suggestions for how parents might engage in these activities to promote conversation and dialogue. They go further to suggest that it is not the frequency of book reading accompanies book reading alone that is related to children's language and literacy abilities, but the broader pattern of parent-child activities and interactions that support children's language and literacy development. The challenge to get the message across to all parents, particularly to low-income and low-education parents, that everyday activities of all sorts, accompanied by interesting talk with lots of new vocabulary words, can play an important part in their children's language and literacy development.

    The policy recommendations offered in this brief emanate from basic understandings and findings from the research on early literacy. Literacy development starts early in life and is highly correlated with school achievement. All the domains of a child's development, including literacy, are interrelated and interdependent. The more limited a child's experiences with language and literacy, the more likely he or she will have difficulty learning to read.

    Well-conceived standards for child outcomes, curriculum content, and teacher preparation help establish clarity of purpose and a shared vision for early literacy education.

    Early literacy curricula and teaching practices should be evidence-based, integrated with all domains of learning. States and districts should establish standards for early literacy that are articulated with K programs and reflect consistency and continuity with overall program goals.

    At the same time, programs should be designed to provide comprehensive support for all children, including English Language Learners. In many instances, this may require major changes in policies involving standards and accountability for children, programs and the professionals responsible for them.

    Competent leadership in the policy arena is essential. As Roskos and Vukelich aptly state, "What early literacy policy accomplishes in the next decades depends not only on the structures placed on and in settings and programs, but also on the people who act on those structures to create patterns of activity that can either advance, resist or stall change. I found your article very informative and I would like to use your article for others to read in my group as we support infant and toddlers verbal and non-verbal language development. We also use the five finger strategy.

    Thank you. I have just recently found your blog and absolutely love the posts. Thank you, thank you.


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