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Enhancing Early Intervention in Pre-K Education: Strategies and Insights

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This presentation addresses the critical need for effective early intervention in language development and literacy for children from birth to age five. It highlights the vulnerabilities of low-income children and those transitioning to English, emphasizing the importance of community agency support for parents. The discussion covers recent motivations for Pre-K programs, including accountability and brain research, as well as key components of a comprehensive curriculum. Strategies for addressing gaps in teacher knowledge and the effective use of formative assessment are also explored.

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Enhancing Early Intervention in Pre-K Education: Strategies and Insights

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Presentation Transcript

  1. LeapFrog SchoolHouse National Sales Meeting Early Intervention Quality Quinn

  2. What is Intervention? • Children need instruction that compensates for deficits in Language Development and Early Literacy during the birth through five years. • Low-income children and those preparing to transition to English are more vulnerable to these deficits (Lyons,2000) • Efforts through community agencies are now being put in place to support parents.

  3. What’s Motivating Pre-K Programs? • Accountability • Adequate yearly progress • Recent brain research

  4. Recent Influences On Early Childhood Education • Recent language research • Upgrading of day care • Redefinition of developmentally appropriate instruction • Academic curriculum • Reading • Math • Science • Social Studies

  5. Assessment • Reading Aloud • Language Development • Concept Development • Phonological Awareness • Beginning to Write • Letter Recognition • Mathematics • Science • Social Studies • Health and Safety • Personal and Social Development • Physical Development

  6. Holes in the Market • Teachers know about phonological awareness, but they are not sure that what they are doing with children really teaches it • Teachers still misunderstand the power of formative assessment • Teachers are not aggressive enough about concepts and the vocabulary that is related to those concepts

  7. How to Sell to the Pre-K Market • Comfort the troubled and trouble the comfortable (Hunter, 1981)

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