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Educating At-Risk Preschool and Kindergarten Children


by Barbara A. Wasik, Mary Alice Bond & Annemarie Hindman — 2002

This chapter will first define the term “quality” with respect to preschool and kindergarten curriculum. An outline of the components of effective preschool and kindergarten programs for at-risk children will then be presented. These components are based on research findings from intervention practices that have been shown to have a positive impact on children’s later growth and development (Wasik, Bond, & Hindman, in press). In addition, systemic issues regarding class size, length of the day, and grouping practices will be addressed. Finally, the importance of professional development as the key to effective classroom practices will be discussed.


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This article originally appeared as NSSE Yearbook Vol. 101, No. 2.


Cite This Article as: Teachers College Record Volume 104 Number 10, 2002, p. 89-110
http://www.tcrecord.org ID Number: 18641, Date Accessed: 3/22/2017 8:22:44 PM

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About the Author
  • Barbara Wasik
    Johns Hopkins University
    BARBARA A. WASIK is a Principal Research Scientist in the Center for Social Organization of Schools at Johns Hopkins University, where she studies early language and literacy development.
  • Mary Alice Bond
    Johns Hopkins University
    E-mail Author
    MARY ALICE BOND is a Senior Curriculum Specialist and a Program Facilitator for the Early Learning Program in the Center for Social Organization of Schools at Johns Hopkins University.
  • Annemarie Hindman
    Johns Hopkins University
    E-mail Author
    ANNEMARIE HINDMAN is a Research Assistant with the Early Learning Program in the Center for Social Organization of Schools at Johns Hopkins University
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