Facts In Action

While studies have shown that collaboration between early care and education providers and the school system is essential in ensuring both smooth school transitions and improved performance once in school, a recent report from the National Institute on Early Childhood Development and Education found that most child care and elementary education programs do not collaborate, even though they often serve many of the same children and families in the same neighborhoods.

In December 1997, the Institute convened a group of national, state, and community early childhood and education leaders to discuss the effects of prekindergarten programs on children and the role of public schools in early childhood programs. The report from this meeting highlights common issues and provides examples of how states and communities are designing programs to improve children's experiences before entering school.

While participants agreed that coordination between the public schools and early childhood programs is essential to create a seamless system of service delivery, the report cites a number of barriers to collaboration. These barriers include: professional development for personnel, competition among programs for limited resources, and time constraints of teachers and administrators. The report concludes that public schools, Head Start, and child care programs should work together on neighborhood needs assessments, planning, and financing strategies to create a more coordinated system of early childhood education. In addition, the report suggests that public schools should work with preschool programs to provide opportunities for providers to receive professional development and training, and for families with preschool and school-age children to develop social relationships and support systems, and coordinate available community resources.

Source:
School Involvement in Early Childhood, Donna Hinkle, National Institute on Early Childhood Development and Education, U.S. Department of Education, Office of Educational Research and Improvement, July 2000.

For more information:
write to U.S. Department of Education, ED Pubs, P.O. Box 1398, Jessup, MD, 20794-1398, or call toll-free at (877) 433-7827.

Facts in Action, February 2001