Early Childhood Education and Care in the United States: An Overview of the Current Policy Picture

Kamerman, Sheila B.; Gatenio-Gabel, Shirley

doi:10.1007/2288-6729-1-1-23

Cited by 61 publications

(44 citation statements)

References 8 publications

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“…For instance, in 1965, only eighteen states had public kindergarten, and in 1970, less than 80% of five-year-old children attended public kindergarten. In 2000, all the states funded public kindergarten, and 98% of five-year-old children attended it (Kamerman and Gatenio-Gabel, 2007). The Head Start Program, which started in 1965 as a summer program with 561,000 children enrolled, was transformed the next year into a nine-month program, and in 2015, it served nearly one million children.…”

Section: The Evolution Of Preschool Educationmentioning

confidence: 99%

Early childhood education and economic growth

Delalibera¹,

Ferreira²

2019

Journal of Economic Dynamics and Control

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We study the effects of early childhood skill formation on productivity and schooling. We add early childhood human capital to a standard continuous time life cycle economy and assume complementarity between educational stages. Agents are homogenous and choose the intensity of preschool education, how long to stay in formal school, labor effort and consumption. The model is calibrated to the U.S. from 1961 to 2008 and matches the data very well and closely reproduces the paths of schooling, hours worked, relative prices and GDP. We find that early childhood education can explain a large part of the observed increase of years of schooling in the U.S. since 1961, and it was as important as formal education for the increase of labor productivity in the period. Furthermore, we show that small reallocations of public expenditures from formal education to early childhood education would have sizable impacts on income per capita and productivity.

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Section: The Evolution Of Preschool Educationmentioning

confidence: 99%

Early childhood education and economic growth

Delalibera¹,

Ferreira²

2019

Journal of Economic Dynamics and Control

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“…A recent cross-national study on the topic concluded that there were no clear negative consequences attached to the integration of ECCE services into the educational system (Kaga et al, 2010). Studies from countries with fragmented ECCE delivery systems show unequal access to services and wide-ranging quality, although several notable positive changes have been found as a result of recent efforts (Kamerman & Gatenio-Gabel, 2007;and Kaga et al, 2012).…”

Section: Literature Reviewmentioning

confidence: 99%

“…However, while many studies have analyzed ECCE financingspecifically on the level of public funding, financing schemes, and integration of the fragmented systemespecially in developed countries, this issue has been little discussed in Japan (Blau & Currie, 2006;Kamerman & Gatenio-Gabel, 2007;Bennet, 2008;Cleveland & Krashinsky, 2009;and Kaga et al, 2012). Although recent studies of ECCE in Japan have reviewed the general trends of its financing and the structure of the new system, analysis of the variation in the level and share of public funding by 1 Target 4.2 under SDG 4 is set to "by 2030, ensure that all girls and boys have access to quality early childhood development, care and pre-primary education so that they are ready for primary education" (UNESCO, 2015).…”

Section: Introductionmentioning

confidence: 99%

Financing of Early Childhood Care and Education in Japan

Sakaue¹,

Ogawa²

2016

CMUJASR

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T his paper provides an overview of financing mechanisms for Early Childhood Care and Education (ECCE) in Japan. It also explores the differences in the level and mechanisms of funding for public and private ECCE facilities, as well as the differences in the level of public funding by prefecture. It shows that there are differences in the level of public funding per child, as well as household financial burden, among the different types of ECCE services. This may result in an inequality in the quality of ECCE services to which children have access. Although the government has made significant efforts to mitigate the gaps by combining various financing mechanisms, it is difficult to change the overall trend, which stems from the low level of government commitment to ECCE.

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“…According to several studies ([BAR07], [HAU97], [KAM07], [BAR95]], there are certain family attributes that play an important role in the development of young children including parental level of education, socio-economic status, parent-child interactions, and the family structure. Each of these factors can directly influence existing resources and home environment that either enhance or detract children's development [TRA93].…”

Section: Figure 2 Systemigram For the Pre-k Learning Environmentmentioning

confidence: 99%

The Pre-Kindergarten Learning Enterprise (PKLE)

Lasfer

Pyster

Sauser

2011

IJMIS

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To meet the challenges that today's pre-Kindergarten children will face as adults, they need effective development and learning organizations. Together, those organizations form the pre- Kindergarten (pre-K) Keywords: pre-kindergarten education; pre-secondary schools; learning enterprise; learning organization THE PRE-K LEARNING ENTERPRISE (PKLE) -A SYSTEMS APPROACHs the proliferation of formal educational methods moves further into how we educate younger generations (i.e. pre-K), and the importance of science and engineering knowledge becomes foundational in the generations entering college (i.e. 12+), our ability to understand the enterprise that is the locus of their intellectual gestation becomes critical. A true systemic approach finds the root of the problem and addresses it from its source so as to create a more fruitful sink. (Pre-K) Learning Enterprise (PKLE) is comprised of the various organizations and systems that participate in offering a learning environment that allows children to enhance their educational capabilities. As recognized by many experts [DAH01], [KAG06], [KAG01], child preparation for school involves a complex process that requires developing a combination of skills, among them, cognitive, communication, and social skills, as well as good health (physical and mental) and nutrition.A review of the relevant literature revealed a noticeable lack of studies related to building a PKLE for the preschool environment. Thus, in our study of the PKLE, we believe we are only beginning to address the dynamic interrelationships that make up what we believe to be the simplest of educational systems. In understanding a multiperspective stakeholder view of the PKLE, we were able to capture that understanding by graphical and textual means using a systemic diagram (i.e. systemigram) as the main tool for the PKLE to illustrate these various systems A

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Early Childhood Education and Care in the United States: An Overview of the Current Policy Picture

Cited by 61 publications

References 8 publications

Early childhood education and economic growth

Early childhood education and economic growth

Financing of Early Childhood Care and Education in Japan

The Pre-Kindergarten Learning Enterprise (PKLE)

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