Beyond parallel play: Emerging state and community planning roles in building early learning systems

Resource Type: Reports & Papers
Author(s): Coffman, Julia; Wright, Michelle S.; Bruner, Charles;
Date Issued: September, 2006
Publisher(s): State Early Childhood Policy Technical Assistance Network
Description: An examination of the role of community participation in developing early learning systems, particularly in relation to state-level planning, based on six state case studies in Colorado, Iowa, Minnesota, North Carolina, Oklahoma, and Vermont
show entire record ↓
Funder(s): Build Initiative ; John S. and James L. Knight Foundation
Source: Des Moines, IA: State Early Childhood Policy Technical Assistance Network. Retrieved May 19, 2009, from http://www.finebynine.org/uploaded/Beyond%20Parallel%20Play%20Oct2006.pdf
Topics: Parent, School, & Community School Readiness/Child School Success & Performance

Service Delivery > Coordination & Integration Of Child Care & Early Education Services
Country: United States
States: COLORADO, IOWA, MINNESOTA, NORTH CAROLINA, OKLAHOMA, VERMONT
hide record ↑


More Like This

what is this? These resources were found by comparing the title, description, and topics of the currently selected resource to the rest of the Research Connections holdings.

Building a culture of attendance: Schools and afterschool programs together can and should make a difference! Fact Sheets & Briefs
Literacy in afterschool: An essential building block for learning and development Fact Sheets & Briefs
STEM education and Oklahoma's future workforce Fact Sheets & Briefs
Leading for early success: Building school principals' capacity to lead high-quality early education Fact Sheets & Briefs
Leading for early success: Building school principals' capacity to lead high-quality early education [Executive summary] Executive Summary

Disclaimer: Use of the above resource is governed by Research Connections' Terms of Use.

Research Connections is supported by grant #90YE0104 from the Office of Planning, Research and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services. The contents are solely the responsibility of the National Center for Children in Poverty and the Inter-university Consortium for Political and Social Research and do not necessarily represent the official views of the Office of Planning, Research and Evaluation, the Administration for Children and Families, or the U.S. Department of Health and Human Services.

Google Translate