Centering Equity in the Planning and Implementation of Universal Pre-Kindergarten
Saved in:
| Title: | Centering Equity in the Planning and Implementation of Universal Pre-Kindergarten |
|---|---|
| Language: | English |
| Authors: | Kyle DeMeo Cook, Stephanie Michelle Curenton, Olivia Nazaire, Daphne Babrow, Christine Haas, Sara Moran |
| Source: | AERA Online Paper Repository. 2024. |
| Availability: | AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net |
| Peer Reviewed: | Y |
| Page Count: | 12 |
| Publication Date: | 2024 |
| Document Type: | Speeches/Meeting Papers Reports - Research |
| Education Level: | Early Childhood Education Preschool Education |
| Descriptors: | Preschool Education, Access to Education, Program Design, Program Implementation, Equal Education, Educational Planning, School Community Relationship, Low Income, Race |
| DOI: | 10.3102/2097511 |
| Abstract: | Universal prekindergarten initiatives have increased at the local and state levels. With the goals of supporting children's development and increasing families' access to high-quality, affordable early learning opportunities, prekindergarten programs have gained political support and funding. Approaches to program design and implementation vary widely by locale. While some programs prioritize serving families with low-income and racially marginalized learners, few programs explicitly center equity and participatory action in design and implementation. We examined how equity was embedded in the planning and implementation process for a local level universal prekindergarten program serving 3- and 4-year-olds. Data from 23 interviews and six community focus groups shed light on the strengths and challenges faced and lessons learned for other locales working on similar initiatives. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | ED657671 |
| Database: | ERIC |
| Abstract: | Universal prekindergarten initiatives have increased at the local and state levels. With the goals of supporting children's development and increasing families' access to high-quality, affordable early learning opportunities, prekindergarten programs have gained political support and funding. Approaches to program design and implementation vary widely by locale. While some programs prioritize serving families with low-income and racially marginalized learners, few programs explicitly center equity and participatory action in design and implementation. We examined how equity was embedded in the planning and implementation process for a local level universal prekindergarten program serving 3- and 4-year-olds. Data from 23 interviews and six community focus groups shed light on the strengths and challenges faced and lessons learned for other locales working on similar initiatives. |
|---|---|
| DOI: | 10.3102/2097511 |
