The National Task Force on School Readiness provides the framework for an early childhood system that is family-focused, comprehensive, community-based, integrated, of high quality in regard to developmentally appropriate practice, inclusive, and equitable. We offer the following definitions adapted from the Nebraska Department of Education (1992) to further describe the system:
Family-focused. Parents have the primary responsibility for and influence on their children's development and learning. Services that improve the lives of parents improve the lives of children.
Comprehensive. Services must give attention to all domains of development and include needed health and social services in addition to eduction.
Community-based. Local communities are most qualified to determine what is needed for their own citizens.
Integrated. Collaboration among public and private programs and services is required to meet child and family needs and to make the most efficient use of public resources.
High Quality/Developmentally Appropriate Practice. Outcomes for young children, birth through age eight, are strengthened when programs and services display research-based elements of quality, including the following:
Inclusive. All children benefit when they have optimum opportunities to interact in groups comprising children of diverse backgrounds, abilities, and characteristics.
Equitable. Practices strive for achievement by all children, including children from minority groups, with disabilities, and/or from less advantaged backgrounds. Implementation includes fairer alternatives to practices such as early labeling and grouping, extra-year classes, grade retention, and delayed kindergarten entrance.
Copyright © 1995, North Central Regional Educational Laboratory
Contact: info@ncrel.org
Posted on March 23, 1995
URL: http://www.ncrel.org/sdrs/areas/issues/envrnmnt/go/93-3elem.htm
References and Resources