Section 1: Introduction

Recent National Academy of Sciences reports such as Eager to Learn and From Neurons to Neighborhoods clearly demonstrate the importance of the first five years of life. Decades of early intervention research have shown that early exposure to high-quality care and education can make a significant, positive impact on a child’s later school and life success, especially for children with certain socio-economic and health risks. Experts cite an increasing belief in society that young children benefit from—and should receive—early education experiences in a caring environment. ¹

Arguments for early care and education have been framed within a school readiness or economic development framework. The school readiness framework argues that high-quality early learning opportunities will prepare children for success when they enter school. The economic development framework highlights the increasing number of women who both work and raise children, and makes early care and education a workforce support issue. Access to quality care means parents are more effective in their jobs, and children may be more successful in school, creating a better future workforce. Adequately addressing both issues of school readiness and workforce support means providing affordable, high-quality early education for all families who need or want it.

In response to the need for high-quality early education experiences, states have become increasingly involved in providing educational services for children and families prior to entry into formal school.

• Public investment has soared. Between 1988 and 2000, combined state spending grew from $190 million to nearly $2 billion.²
  
  
• Enrollments have increased. The U.S. Census Bureau estimated that 52 percent of all three- and four-year-olds, or more than 4 million children, were enrolled in school in 2001. This is an increase from 21 percent in 1970, and a conservative estimate of prekindergarten participation, because not all programs are in schools.
  
  
• Programs have multiplied. Information from national surveys of teachers and state agency directors indicate that nearly half of public elementary schools now house a program for children younger than five.³
  
  
• More states are offering programs. Between 1988 and 2000, the number of states funding prekindergarten programs for three- and four-year-olds grew from 28 to 42.⁴

The growth in funding, enrollment, and the number of states offering public prekindergarten suggests prekindergarten is here to stay, and is fast becoming an accepted part of the public education system.

Defining Prekindergarten

Some states offer multiple prekindergarten programs, such as state-funded Head Start, state prekindergarten, and preschool for children with disabilities. Some states do not designate any state funds for the education of children between the ages of three and five, other than children with disabilities. In the Prekindergarten Policy Framework outlined in this document, prekindergarten refers to the set of educational programs serving three- and four-year-olds that are part of a formal, state-funded initiative. The programs may be administered by a variety of government agencies, such as the state education or human services agencies. The programs may be housed in various locations, including public schools, Head Start centers, and community-based child care centers.

Purpose of Framework

The National Prekindergarten Center (NPC) developed this Prekindergarten Policy Framework to provide research-based information to state and local leaders who are planning for, implementing, or expanding prekindergarten programs. The framework responds to a lack of information on the essential components of prekindergarten and a lack of research syntheses about the components.

The NPC framework delineates the primary components of successful prekindergarten programs. When there is a body of research knowledge, it is synthesized to provide succinct reviews about best practices. The Framework is intended to provide a research-based model for states to use as they develop, implement, or expand prekindergarten programs.

Although this document addresses a broad range of topics, it is not necessarily exhaustive. Information included in the Framework will be updated as federal and state policies are revised and new research results become available. Please return to the NPC web site (http://www.fpg.unc.edu/~NPC/) to obtain the most current version of the Framework.

Document Format

The NPC’s Prekindergarten Policy Framework includes the following sections:

Impetus – Why do states fund prekindergarten programs and who takes the lead?
Finance – How much do prekindergarten programs cost and how do states fund them?
Governance – How are prekindergarten programs managed?
Service Delivery Models – Who provides the services?
Children Served – Are programs available to all children or only some? How are children with disabilities or children learning English served by the program?
Program Standards – What standards define high-quality programs? Standards include teacher qualifications, class size, adult-child ratio, curriculum, the duration of the program, and the scope of services offered.
Infrastructure – What policy mechanisms are in place to ensure programs attain and maintain high quality? Infrastructure elements include professional development systems, coordination with child care and K-12 systems, monitoring, technical assistance, and program evaluation.

Whenever possible, each section includes research-based information on the program component, along with additional resources such as articles, reports, and internet links. In the web-based version of the framework, hyperlinks are provided for all online references and web resources.

For More Information

National Research Council. Eager to Learn, Educating our Preschoolers. Eds. B. Bowman, M.S. Donovan, and S. Burns. Washington, D.C.: National Academy Press, 2001. Available at:
http://www.nap.edu/books/0309068363/html/

National Research Council and Institute of Medicine. From Neurons to Neighborhoods: The Science of Early Childhood Development. Eds. J. Shonkoff and D. Phillips. Washington, D.C.: National Academy Press, 2000. Available at:
http://www.nap.edu/books/0309069882/html/

Web Resources

State prekindergarten databases

Education Commission of the States: Online interactive prekindergarten database
http://www.ecs.org/clearinghouse/27/24/2724.htm

National Center for Early Development and Learning: Public school pre-K programs: National survey of states
http://www.fpg.unc.edu/~ncedl/pre-kprograms/

National Institute for Early Education Research: State databank
http://nieer.org/states/

National organizations or associations

Foundation for Child Development
http://www.fcd-us.org

National Association for the Education of Young Children
http://www.naeyc.org

National Prekindergarten Center
http://www.fpg.unc.edu/~NPC

The Trust for Early Education
http://www.trustforearlyed.org

Note

Information provided in the framework does not necessarily reflect the views of the funding organization, the Foundation for Child Development. The National Prekindergarten Center accepts full responsibility for any omissions or errors.

¹ National Research Council, Eager to Learn: Educating our Preschoolers, eds. B.T. Bowman, M.S. Donovan, and S. Burns. (Washington, D.C.: National Academy Press, 2001).

² A. Mitchell, Prekindergarten Programs in the States: Trends and Issues (Climax, N.Y.: Early Childhood Policy Research, 2001). Available at:
http://www.nccic.org/pubs/prekinderprogtrends.pdf

³ R.C. Pianta and M. J. Cox, The Transition to Kindergarten (Baltimore, Md.: Paul H. Brookes, 1999). Also, K. Schulman, H. Blank, and D. Ewen, Seeds of Success: State Prekindergarten Initiatives 1998-99 (Washington, D.C.: Children’s Defense Fund, 1999).

⁴ A. Mitchell, Prekindergarten Programs.

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NPC Prekindergarten Framework
©2004 The University of North Carolina at Chapel Hill
National Prekindergarten Center, FPG Child Development Institute, UNC-CH
[Section 1 revised 1/31/2004]