Foregrounding silences in the South African National Early Learning Standards for birth to four years

2012 ◽  
Vol 22 (1) ◽  
pp. 67-76 ◽  
Author(s):  
Hasina Banu Ebrahim
Keyword(s):  
South African ◽  
Early Learning ◽  
The South ◽  
Learning Standards ◽  
Early Learning Standards

Ready, Set, Write: Early Learning Standards for Writing in the Common Core Era

2021 ◽  
Author(s):  
Laura S. Tortorelli ◽  
Hope K. Gerde ◽  
Rebecca Rohloff ◽  
Gary E. Bingham
Keyword(s):  
Common Core ◽  
Early Learning ◽  
Learning Standards ◽  
The Common ◽  
Early Learning Standards

scholarly journals Test–retest reliability and concurrent validity of the South African Early Learning Outcomes Measure (ELOM)

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Kate J. Anderson ◽  
Tiffany J. Henning ◽  
Jasmin R. Moonsamy ◽  
Megan Scott ◽  
Christopher du Plooy ◽  
...  
Keyword(s):  
Learning Outcomes ◽  
South African ◽  
Concurrent Validity ◽  
Early Learning ◽  
The South ◽  
Retest Reliability ◽  
Test Retest Reliability

What Guides Pre-K Programs?

2018 ◽  
Vol 120 (8) ◽  
pp. 1-36
Author(s):  
Elizabeth Graue ◽  
Sharon Ryan ◽  
Bethany Wilinski ◽  
Kaitlin Northey ◽  
Amato Nocera
Keyword(s):  
Child Care ◽  
Head Start ◽  
Child Outcomes ◽  
Early Learning ◽  
Local Context ◽  
Comparative Case Study ◽  
Learning Standards ◽  
Early Learning Standards ◽  
K 12 ◽  
Day Program

Background/Context Early childhood education joined the standards movement in 2002 with the Good Start, Grow Smart initiative, with advocates arguing that standards were a tool for creating more continuity and coherence in Pre-K systems. Critics posed concerns about a perceived poor fit between standards-based and developmentally appropriate practices, pointing to standardization and pressure from the K–12 system. With growth in public Pre-K programs guided by state early learning standards, we set out to understand what guides Pre-K programs. Setting We sampled two states with mature Pre-K programs: New Jersey (NJ), a targeted, highly regulated full-day program for 3- and 4-year-olds and Wisconsin (WI), a universal, local control half-day program for 4-year-olds. Both programs implement Pre-K programs in schools, Head Start, and child care classrooms. Purpose/Focus of Study The purpose of the project was to compare the role of standards in Pre-K programs in NJ and WI, analyzing standards conceptualization and enactment by district administrators and teachers. Research Design We designed a multi-state, comparative case study including interviews with state actors who identified rural, midsize, and urban districts for fieldwork, weekly observations of Pre-K classrooms in elementary schools, Head Start, and childcare centers and interviews with the teachers in these sites. Conclusions Policy and standards alone were not very good predictors of the Pre-K programs’ enacted practices. The logic of practice embedded in standards evolved through policy enactment in the local context, through the work of actors, like local child care advocates, the administrative designs of district leaders, and the policies of the adjacent K–12 system. The nonlinear implementation of early learning standards in this study shows the importance of looking beyond policy inputs and child outcomes and the need to include the administrative and instructional practices between if we are to understand how to best support young learners and their teachers.

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