 Educators’ views on the location of Pre-K programs and its relation to features of P-3 alignment: An exploratory studyMichael Little Children and Youth Services Review, 2020, vol. 118, issue C Abstract: Prekindergarten (Pre-K) programs are provided in a variety of different physical locations, including elementary school buildings, Head Start centers, and private child care centers. A recent national survey found that 50 percent of elementary schools have a Pre-K program located in them (Fuller et al., 2018). The purpose of this study is twofold. First, it explores how educators view differences between Pre-K location types. Second, it explores how different Pre-K location types may relate to features of Pre-K through third grade (P-3) alignment—specifically, examining the theory that locating Pre-K programs in elementary schools facilitates features of P-3 alignment. Educators reported significant differences between school- and center-based Pre-K locations, particularly regarding P-3 alignment. I find that locating Pre-K programs in elementary schools, alone, is insufficient to promote features of P-3 alignment; rather, it sets the conditions for local elementary schools to do so. I outline the implications of these findings for policy, practice, and future research. Date: 2020 Downloads: (external link) Related works: Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text Persistent link: https://EconPapers.repec.org/RePEc:eee:cysrev:v:118:y:2020:i:c:s0190740920312809 DOI: 10.1016/j.childyouth.2020.105455 Access Statistics for this article Children and Youth Services Review is currently edited by Duncan Lindsey More articles in Children and Youth Services Review from Elsevier |
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