Early Childhood Standards of Quality for Prekindergarten Through Second Grade
Publisher: Office of School Excellence
Published: 1992
Language: eng
Number of pages: 132
Subjects: Primary Education; Preschool Curriculum; Preschool Children; Educational Philosophy; Accountability; Child Development; State Standards; Family School Relationship; Educational Quality; Developmentally Appropriate Practices; Elementary School Students; Program Evaluation; Student Evaluation; Educational Objectives; Early Childhood Education; Partnerships in Education; Preschool Evaluation; Preschool Teachers
Description: Recognizing the value and need for quality early childhood education programs for children ages four through eight years, the Michigan State Board of Education appointed an ad hoc committee to develop standards of quality. Based on the draft developed by this committee, this standards guide is designed to assist administrators, teachers, and parents in developing high quality early childhood education programs for children and assist local administrators in their efforts to implement the state mandates for the Core Curriculum. The outcomes recommended elaborate on the Model Core Curriculum Outcomes, with specific emphasis on early childhood developmentally appropriate practices. Critical program components are presented as distinct areas for which standards have been established, used to define quality, and recognized as determinants of expected program outcomes. The critical components are: (1) statement of philosophy; (2) accountability; (3) coordination, cooperation, and program support, including funding, instructional staff, and administrative/supervisory personnel; (4) family and community collaboration; (5) child development; (6) curriculum, including climate and strategies and content areas; and (7) assessment and evaluation of program goals and learner outcomes. The content areas of the curriculum are: (1) cognitive development; (2) mathematics; (3) science; (4) creative arts; (5) language arts; (6) physical development; (7) health, nutrition, and safety; (8) social and emotional development; and (9) social studies. Within the first five critical components and the climate and strategies area of the curriculum component, standards are delineated with accompanying criterion, quality indicators, and supporting references. Included within the content areas of the curriculum component are learner outcomes, indicators, suggested instructional strategies, and relevant references. The assessment and evaluation of program goals and learning outcomes component includes standards, indicators, suggested strategies, and supporting references. Appended is a glossary of relevant terms. (Kb).
Notes: English.