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"Takanishi, Ruby"
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Leveraging science to inform social policy: How Ed Zigler created a movement
Ed Zigler believed that developmental science should be applied to policy, programs, and practices to improve the lives of children and families. He shared this belief with others and paved the way for alternative career pathways. This paper describes how Ed influenced others to connect science with program development, evaluation, and policy, and created networks of applied scholars. Ed Zigler's influence is broad and spans beyond academia to influencer organizations. We weave our own professional experiences throughout the paper, which we organized around three lessons we learned from Ed: (a) explore alternative career pathways and build the field; (b) start with the science and think application; (c) apply the knowledge and influence policy.
Journal Article
Leveling the Playing Field: Supporting Immigrant Children from Birth to Eight
A discussion of the services children from birth to age eight need to support their healthy development, with a particular focus on the education needs and barriers to access for young children in immigrant families.
Journal Article
PK Inclusion: Getting Serious about a P-16 Education System
Within the broad P-16 framework, the transition from high school to college has commanded the bulk of attention from policy makers, think tanks, foundations, and the research community in general. Immediate and long-term concerns about the skills of the American work force and global competitiveness fuel this focus. Significantly less attention has been paid to the \"P\" part, the first years of the P-16 continuum that pertain to young children. In this article, the authors argue that the P-3 years--from prekindergarten through the primary grades--are the cornerstone of any P-16 system. They provide a strong foundation for children's lifelong learning, educational excellence, and eventual competitiveness in the marketplace. To ground the discussion of P-3, the authors offer brief descriptions of what P-3 might look like in policy and practice. (Contains 20 endnotes.)
Journal Article
Making a difference
“It's time to build a bridge between early childhood programs and the K–3 system to ensure continued success for all children. This is the ultimate how-to manual for administrators and teachers who wish to maintain and maximize the gains children make in preschool.”—Sally Wingle, Preschool TeacherChelsea Community Preschool, MI“A great guide pointing in the right direction for starting a program. With the U.S. Department of Education's emphasis on early childhood education and new monies available from the stimulus plan, this book is a valuable resource.”—Cindy Luna, PrincipalNorthside ISD, San Antonio, TXA 10-step plan for linking early childhood education to the K–3 system!The national push for improving young children's early learning experiences is no longer just about preschool. Now the focus is on strategic planning to increase achievement by reaching out to community early childhood education providers, establishing a strong PreK–3 foundation that connects early childhood education standards and goals to a K–3 system, and ensuring that young learners receive high-quality instruction before kindergarten.Drawing on more than 20 years' success with a PreK–3 system in Washington state, the authors present a 10-step, field-tested model that demonstrates how early childhood professionals and K–12 school leaders can outline a clear implementation plan for an integrated PreK–3 system that: Identifies both families' and children's needs; Shares developmental information about individual learning skills and social/emotional development as children transition to kindergarten; Aligns resources, curriculum, instruction, and assessments; Anticipates challenges and celebrates successes; Invites input from superintendents, state officials, Head Start leaders, and Title I directors
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