A pre-kindergarten program with high-quality standards is one key part of a comprehensive early care and education system that supports the learning and development of children from birth through the age of school entry. CLASP believes high-quality pre-kindergarten addresses the developmental needs of all children and includes: sufficient funding to attract and retain qualified teachers; comprehensive health services for families needing them, including developmental screenings and follow-up treatment; and infrastructure supports to ensure ongoing monitoring and quality improvement. It is also critical that pre-kindergarten initiatives support the needs of low-income working families. CLASP studies and promotes policies to support partnerships between states and local school districts, along with child care and Head Start programs, to offer pre-kindergarten in community-based settings. We encourage states to implement policies that integrate early learning program standards, including pre-kindergarten standards, into child care settings to support quality programs for all children.
The Most Important Problem Facing Children in the US Today
In the early 1950's, polio crippled tens of thousands of people in the United States each year, shut down public facilities, and struck fear among parents everywhere. But thanks to a massive public health effort that reached into every community, by 1979 polio had been eliminated from the U.S.
What if we tackled child poverty with the same determination and commitment that we put into eliminating polio? At a time when one in five children lives in poverty, income inequality is growing, and the severe negative long-term consequences of childhood poverty are known, the analogy is not farfetched.
This week, the Academic Pediatric Association (APA) Task Force on Childhood Poverty declared that childhood poverty is "the most important problem facing children in the US today" and issued a Strategic Road Map for addressing it as a public health issue. The APA Task Force commits to raising the voice of pediatricians to build public support for policies that will both reduce childhood poverty and address the negative effects of poverty on children's physical and mental health and development. This builds on similar statements from the American Academy of Pediatrics.
- Child Care and Early Education | May 15, 2013 Strong Start for Children Campaign
- Hannah Matthews and Danielle Ewen | Jan 21, 2010 FAQ: Using Title I of ESEA for Early Education
- Hannah Matthews and Danielle Ewen | Aug 31, 2010 Early Education Programs and Children of Immigrants: Learning Each Other's Language
- Hannah Matthews | Jan 12, 2012 Revisiting Early Learning Standards with ELLs in Mind
- Rachel Schumacher, Katie Hamm, and Danielle Ewen | Jun 15, 2007 Making Pre-Kindergarten Work For Low-income Working Families
- Christine Johnson-Staub | Aug 14, 2012 Putting it Together: A Guide to Financing Comprehensive Services in Child Care and Early Education
- Hannah Matthews | Mar 15, 2011 Financing a Birth to Five Program: The Appleton Area School District Model
- Danielle Ewen | Aug 13, 2010 Using Title I to Expand Opportunities for High-Quality Early Childhood Programs
- Elizabeth Hoffmann | Jul 30, 2010 Head Start Participants, Programs, Families, and Staff in 2009
- Hannah Matthews and Danielle Ewen | Feb 01, 2010 Administration Reverses a Decade of Indifference