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• W2620958910 abstract "Preschool for All, latest iteration in national education reforms in US, calls for common and consistent of early education for all 4-year- olds whose families are at or below poverty level. According to White House's Fact Sheet (2013) and budget proposal, under Preschool for All, states are eligible for funding if they can meet criteria that are essential for establishing high-quality preschool programs. These criteria include following:* Early learning and development standards across essential domains of school readiness* High-quality program standards* State-level requirements for teacher qualifications* Framework to link preschool data with K-12 dataFunding would support expansion of state-led early childhood programs and likely promote particular methods and perspectives in early childhood education.However, in years since No Child LeftBehind (NCLB), many researchers and practitioners have argued that heavy-handed centralized policies do more harm than good. Indeed, researchers have highlighted false assumptions and oversimplification of teaching and learning present in NCLB (e.g., Allen et al., 2007; Darling-Hammond, 2010; Gerstl-Pepin & Woodside-Jiron, 2005). Therefore, to avoid reproducing failed policies like those under NCLB-Reading First, for example (Gamse, Jacob, Horst, Boulay, & Unlu, 2008)-we must critically examine national policies and their antecedents. In this article, I take a closer look at focus of research that informs Preschool for All, specifically homing in on conditions that led to this initiative, which calls for rigorous curriculum in earliest years. I argue that consortium of research underlying these latest initiatives can be thought of as a canon, one in which only select perspectives and methodologies are put forward.Separately, this canon comprises independent studies that vary in quality, content, paradigmatic and methodological orientations, findings, and implications. However, when grouped together, as they often are in policy documents, they project particular truths and omit notable research with regard to early literacy development. For example, in widely controversial National Council of Teacher Quality review of teacher preparation programs (NCTQ, 2013), school programs are evaluated on their representation of the essential reading components. According to NCTQ, Lectures, assignments, and textbooks of required reading courses are examined to determine whether training that teachers receive is in line with findings of National Reading Panel [2000], most authoritative source on how children learn to read (n.p.).The NCTQ standard references textbooks and select syllabi that adequately address standard; however, documentation fails to direct educators to actual studies, be they data, critiques, or further analysis. Thus, to score adequately, teacher education programs are required to demonstrate documentation that paradigmatically supports scientifically based reading research. Even though this canonical research about early childhood literacy collectively lacks a theory of learning that makes sense in context of early childhood, it continues to gain prominence in public discourse, and it influences ways educators are being asked to think about how young children learn.Despite a vibrant field of research in early literacy studies that encompasses a variety of perspectives, policy decision making is dominated by findings from select research studies, thereby promoting a narrow understanding of literacy development and almost universally omitting children's perspectives due to an overreliance on quantitative methodologies. This narrow understanding limits public policies regarding young children and education. My purpose here is not to review body of literature that undergirds early literacy policy. …" @default.
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• W2620958910 date "2014-01-01" @default.
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• W2620958910 title "The Danger of Canonizing Research within Early Childhood Literacy Policies" @default.
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