Promising Practices Network . Drawing on the child development theories of Jean Piaget (Piaget and Inhelder, 1. Lev Vygotsky (1. 93. John Dewey (1. 93. Clements, 2. 00. 4; Gelman and Brenneman, 2. National Research Council 2. Shore, 1. 99. 7; Thompson and Nelson, 2. Adults use complex language, as appropriate, as they observe, support, and extend the work of the child. Adults arrange interest areas in the learning environment; maintain a daily routine that permits children to plan, carry out, and reflect on their own activities; and join in children's activities, engaging in conversations that scaffold and extend children's plans and help them think through their ideas. The adults encourage children to make choices, solve problems, and otherwise engage in curriculum activities that contribute to their learning on key developmental indicators that encompass all areas of intellectual, social, and physical development. The High. Scope Perry Preschool Program, conducted from 1. We are pleased to announce 'Doctor Yum's Preschool Food. Preschool Nutrition Program. Indianapolis Public Schools wants to start offering a free preschool program but the number of. The new board has expressed concern over cost for the. Join us at the Frontiers of Flight Museum for a fun night benefiting the children of Mi Escuelita Preschool. Exceptional parent volunteering program; Strong. Welcome to the Preschool Program Our Classroom. The Perry Preschool Project, carried out from 1962 to 1967. The program’s cost was approximately $11,300 per child per school year (in 2007 dollars). African- American children from low- income neighborhoods in Ypsilanti, Michigan. The teachers conducted daily classroom sessions for two and one- half hours on weekday mornings for children and weekly home visits to each mother and child for one and one- half hours on weekday afternoons during the course of a 3. The home visits were intended to involve the mother in the educational process and to help her to provide her child with education support and implement the curriculum within the child. The Perry Preschool Program researchers have followed the children from the initial study for four decades. Top Program Participants. The High. Scope Perry Preschool Program study involved 1. African- American children ages 3 to 4 with IQs between 7. Children with diagnosed physical handicaps were excluded. All participants were drawn from the geographic area from which children attended the Perry Elementary School in Ypsilanti, Michigan. Top Evaluation Methods. Researchers from the High. Scope Educational Foundation (Schweinhart et al., 2. Berrueta- Clement et al., 1. Schweinhart, Barnes, and Weikart, 1. Perry Preschool Program. The program utilized the High. Scope Perry Preschool curriculum. Staff of the Perry Preschool Program identified children for the longitudinal study from a census of the families of students then attending Perry Elementary School, referrals by neighborhood groups, and door- to- door canvassing. All selected families were of low socioeconomic status and had children showing low intellectual performance as measured by the Stanford- Binet Intelligence Scale Test at program entry. At the time of entry, the mothers had completed an average of 9. Forty- seven percent of the families were in single- parent households, and 4. Forty- nine percent of the households were on welfare. Children from entering families were matched on initial IQ test scores, mean socioeconomic status, and the percentage of boys versus girls. Research Instruments; Preschool Matters. Cost of Preschool Quality. Find local listings of Free PreSchools. Most states provide options for low income preschool. Grand Traverse Band Early Head Start Home Visiting Program. River Valley Preschool provides a safe. We are very excited to be able to offer a preschool program to the Michiana area, including Mishawaka, Osceola, Granger. Indirect Cost Rates (ICR) Demographics. California State Preschool Program Expansion FY. School District 27J will offer a pilot preschool program next year for Brighton 3. Eligible and accepted children will attend at no cost to. One student in each matched pair was then assigned to the treatment or control condition. Children from the same family were assigned to the same treatment status. The total study population consisted of 1. When participants were 1. Differences across the two groups were controlled for in the analysis. Over time, attrition in the study sample has been low, with a 9 percent attrition rate for the age- 4. Researchers assessed the status of the two groups annually from ages 3 to 1. Information was collected via a variety of methods, including through an examination of school records; standardized testing; aptitude testing; juvenile, police, and court records; life competency testing; and interviews to reveal personal characteristics, abilities, attitudes, and social relations, among other things. Top Key Evaluation Findings. Scholastic and Cognitive Outcomes. Program participants scored significantly higher on nonverbal intellectual performance tests at the end of their first preschool year (a group average score of 9. In subsequent years, the control population narrowed this gap; however, the program participant group continued to maintain a slight edge, and the difference again achieved statistical significance at age 9, the final year of this type of testing, with the program group scoring 8. Weikart et al., 1. Program participants significantly outscored their control counterparts on vocabulary tests at the end of the first preschool year (a group average score of 7. The program group maintained a slight edge in subsequent years; however, the difference was not significant (Weikart et al., 1. Program participants' high school grade- point averages were significantly higher than those of the control group (2. Berrueta- Clement et al., 1. Perry participants spent a significantly lower percentage of all their years of education in special education (1. Berrueta- Clement et al., 1. Perry participants spent a significantly higher percentage of all their years of education receiving remedial services (such as speech/language services) other than special education services (8 percent for program participants versus 3 percent for the control population) (Berrueta- Clement et al., 1. Program participants at age 1. California Achievement Tests. The effect size for each of the score differences was moderate to large (Schweinhart and Weikart, 1. Program students gave a positive response more frequently than did control students on 1. Berrueta- Clement et al., 1. On the age- 1. 9 Adult Performance Level Survey (APL), the program group significantly outscored the control group in general literacy (which indicates total score), occupational knowledge, health information, and reading skills. On the age- 2. 7 APL survey, the program group significantly outscored the control group in health information and problem- solving but not general literacy. This is reflective of larger gains in general literacy among the control population as compared with the program participant group (Berrueta- Clement et al., 1. By age 2. 7, the program group had completed a significantly higher level of schooling than had the control group (1. Seventy- one percent of program participants versus 5. General Educational Development Test (GED) (Schweinhart, Barnes, and Weikart, 1. The group differences in levels of schooling completed and high school graduation rates are due to differences between females in the two groups. By age 2. 7, as compared with control females, program females completed a significantly higher level of schooling (1. The control population was more than twice as likely to have been involved in a group or gang fight (Berrueta- Clement et al., 1. By age 2. 7, as compared with the control group, the program participants averaged a significantly lower number of lifetime arrests (2. Schweinhart, Barnes, and Weikart, 1. By age 2. 7, 7 percent of program participants versus 3. Schweinhart, Barnes, and Weikart, 1. At age 4. 0, 3. 6 percent of participants versus 5. Schweinhart et al., 2. Health Outcomes. At age 4. Muennig et al., 2. Top Probable Implementers. Preschool teachers, planners, directors, and administrators. Top Funding. The Ford Foundation and the U. S. Administration of Children, Youth, and Families funded the Perry Preschool Program and the longitudinal study of program participants. Additional funding was provided by the U. S. Department of Education's Office of Special Education Programs, the National Institute of Mental Health, the Rosenberg Foundation, the Levi- Strauss Foundation, Carnegie Corporation of New York, the Spencer Foundation, and the Robert Mc. Cormick Tribune Foundation. Current program funding comes from a variety of sources including student tuition fees, foundation grants, federal Head Start monies, and funds from state and local governments. Cost savings analyses of the program (Barnett, 1. Karoly et al., 1. Perry Preschool Program saves the government considerably more than the program originally cost. Top Implementation Detail. Program Design. The Perry Program emphasizes active learning, in which children learn through self- initiated and directed activities. This framework uses a set of key developmental indicators derived from child development theory. These indicators help teachers support and extend children's activities, as well as monitor their progress. The key developmental indicators are important to the growth of rational thought in children throughout the world, regardless of nation or culture. These indicators are very simple and pragmatic. Preschool key developmental indicators have been identified in the following domains, which parallel the dimensions of school readiness identified by the National Education Goals Panel (Kagan, Moore, and Bredekamp, 1. Each of these categories is divided into specific types of experiences. For example, the key developmental indicators in language, literacy, and communication are . The curriculum does not teach predefined lessons, but instead teachers listen closely to what students plan and then actively work with and question them to extend their activities to developmentally appropriate experiences. In addition to the classroom- based activities, throughout the school year the program included a weekly home- visit component by Perry Preschool classroom teachers. This component was intended to involve and integrate parents into their children's educational activities, and to promote the use of the program's methods within the home environment. Curriculum. The program uses the High. Scope Curriculum as recently described in High. Scope publications, especially Epstein (2. Hohmann, Weikart, & Epstein (2. Staffing. The program as evaluated was staffed by teachers certified to teach in elementary, early childhood, or special education settings. The Perry Preschool Program had a teacher- to- student ratio of one teacher for every 5. Top Issues to Consider. This program received a . It had rigorous evaluation standards, including a randomized experimental design and longitudinal follow- up, and the participants experienced significant and sizeable gains.
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