A r c h i v e d  I n f o r m a t i o n

School Involvement in Early Childhood, July 2000

Summary

Meeting participants unanimously agreed on the need to move from the current state of fragmented programs to a coordinated preschool care and education system that is linked with the public school system. They highlighted examples of inclusive planning processes already established in some states and communities that are taking advantage of existing child care, Head Start, school, and other community. They recommended that public schools become involved with families and preschool care and education programs to define expectations about school readiness and to improve school readiness and early school success.

Various prekindergarten models are emerging in different states. Whether prekindergarten operates as part of the public school system or as part of a separate preschool care and education system, meeting participants emphasized the need for coordination to improve continuity and early school success. There was consensus about the need for professional preparation, development, and compensation for all preschool teachers and quality assurance processes for all programs, regardless of where they are located. In particular, they identified the need for professional training in welcoming and meeting the needs of children and families with diverse languages and cultures.

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