Resources

Rethinking early schooling: Using developmental science to transform children's early school experiences. (2009) By Sharon Ritchie, Kelly L. Maxwell, and Sue Bredekamp.

This chapter in Oscar A. Barbarin and Barbara Hanna Wasik's Handbook of Child Development & Early Education describes four foundational processes that are central to early learning and discusses the implications of developmental science for teachers' professional development.

Issues in PreK-3rd Education

A series of brief reports on many of the elements that schools, administrators, and policymakers need to address as they move forward in their PreK through third grade efforts.

Issues in PreK-3rd Education #1: What is FirstSchool?
Issues in PreK-3rd Education #2: Financing Services for 3-and 4-Year Olds in a P–3 School
Issues in PreK-3rd Education #3: FirstSchool Learning Environments: Supporting Relationships
Issues in PreK-3rd Education #4: Using Developmental Science to Transform Children’s Early School Experiences
Issues in PreK-3rd Education #5: Time is of the Essence
Issues in PreK-3rd Education #6: Issues in Education for Children Three to Eight in Six Countries
Issues in PreK-3rd Education #7: Framework for Curriculum and Instruction
Issues in PreK-3rd Education #8: 21st Century Teacher Education for FirstSchool: A Model of Collaborative Inquiry

Beginning School: US Policies in International Perspective (2009) Edited by Richard M. Clifford and Gisele M. Crawford

This book examines education for children 3 through 8 in six countries -- France, Germany, Japan, New Zealand, Sweden, and the USA.
Published by Teachers College Press.

FirstSchool: A New Vision for Education (2007) By Sharon Ritchie, Kelly Maxwell, and Richard M. Clifford

This chapter in Robert C. Pianta, Martha J. Cox, and Kyle L. Snow's book School Readiness and the Transition to Kindergarten in the Era of Accountability provides the rationale for rethinking education for children ages 3 to 8.
Published by Paul H. Brookes.

Early Developments, v12 #2. FirstSchool: Uniting the Best of Early Childhood, Elementary, and Special Education (Winter 2008)

Long-Term Change Requires Long-Term Planning... A Real Voice for Minority Communities... FirstSchool in Action Uniting the Best of Early Childhood, Elementary, and Special Education... Poised to Succeed...

Report:   [ PDF 1.35 MB ]

FPG Snapshot #28. A Portrait of Pre-kindergarten. (2006)

The Multi-State Study of Pre-kindergarten by the National Center for Early Development & Learning (NCEDL) offers a first glance at pre-K children, teachers, and classroom quality in six states. This Snapshot overviews three recent articles co-authored by FPG scientists that summarize findings of the study.

FPG Snapshot #28: [ PDF 716 KB ]

Ladders of Learning: Fighting Fade-Out by Advancing PK-3 Alignment. (2006)

Kauerz, K. New America Foundation: Early Education Initiative. This paper outlines the importance of having strong, well aligned programs beginning in PK and extending through third grade (PK-3). It reviews the short term impact of PK and FDK [full-day kindergarten], then summarizes the evidence that these may "fade out" by the primary grades. To fight fade-out, PK-3 alignment is proffered as one means to enable children to maintain and expand upon the gains they make in early childhood education

Report:   [ PDF 234 KB ]

Early Developments, V9 #1. NCEDL Pre-kindergarten Study. (Spring 2005)

Pre-K Education in the States... Who Goes to Pre-K and How Are They Doing?... Who Are the Pre-K Teachers? What Are Pre-K Classrooms Like?... How is the Pre-K Day Spent?

Report:   [ PDF 1.4 MB ]

PK-3: An Aligned and Coordinated Approach to Education for Children 3 to 8 Years Old. (2005)

Bogard, K. & Takanishi, R. Society for Research in Child Development (SRCD). Research indicates that while there are positive outcomes for children participating in early intervention and PK programs, just participating in one year of early educational programming may not be sufficient to buffer many children from future failure. Drawing from research, [the authors] put forth an approach to education (PK-3) that may enable children to maintain gains in early education and early intervention programs.

Report:   [ PDF 176 KB ]

Early School Success, Equity and Access for Diverse Learners. (2007)

The FirstSchool Symposium was envisioned as a way to engage people from public schools, universities, and communities in an in-depth discussion on the most effective or promising educational practices for diverse learners from pre-kindergarten through third grade.

Executive Summary [ PDF 580 KB ]

FPG Snapshot #33. Evidence-Based Practice Empowers Early Childhood Professionals and Families

The phrase evidenced-based practice is becoming standard vocabulary in the early childhood field, yet there is no consensus on its definition. The authors of a new book, Evidence-Based Practice in the Early Childhood Field, propose a definition of the concept and discuss how it can help early educators, special educators, child care professionals, and others to transform the services provided to children and families. A companion article in the fall 2006 issue of Young Exceptional Children also outlines the foundation of this new movement.

FPG Snapshot #33:   [ PDF 142 KB ]