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Practices for Promoting Young Children's Learning in QRIS Standards

Sheila Smith; Taylor A. Robbins; Shannon M. Stagman; J. Lee Kreader

Title:
Practices for Promoting Young Children's Learning in QRIS Standards
Author(s):
Smith, Sheila
Robbins, Taylor A.
Stagman, Shannon M.
Kreader, J. Lee
Date:
Type:
Reports
Department:
National Center for Children in Poverty
Permanent URL:
Publisher:
National Center for Children in Poverty, Mailman School of Public Health, Columbia University
Publisher Location:
New York
Abstract:
Quality Rating Improvement Systems (QRIS) have emerged as a central strategy in states' efforts to improve the quality of early care and education programs and the capacity of these programs to promote positive outcomes for children. Currently, 23 states have a statewide QRIS. At the heart of each QRIS is a set of standards that describe the requirements a center-based program or home-based early care and education setting must meet in order to qualify for a QRIS rating. Because children's school readiness is a key goal of QRIS, requirements concerning practices that can promote children's learning and development are of special interest. These requirements are typically found in standards' descriptions of acceptable curricula or learning activities, including methods for promoting the learning of children with special needs and children who are English language learners, as well as practices related to child assessment and parent involvement.
Subject(s):
Individual and family studies
Item views:
187
Metadata:
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