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首页> 外文期刊>International Journal of Child Care and Education Policy >Sustaining collaborative preschool partnerships and the challenges of educating the whole child
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Sustaining collaborative preschool partnerships and the challenges of educating the whole child

机译：维持学前合作伙伴关系和教育整个孩子的挑战

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Abstract IntroductionOur study examined whole-child preschool programming from a policy perspective. We suggest that whole-child wellness must include sustainable approaches that are systematic and holistic approaches for educating children. The Preschool Partnership Grant was a means of funding preschool districts, who successfully applied for the grant across our state to initiate, continue, and sustain quality programming with their respective local preschool partners. Funding also enabled districts to increase access to quality programming while fostering kindergarten readiness in participating children.Case descriptionWe conducted a case study by analyzing data provided by district Preschool Partnership Grantees. Data included quantitative measures of district and partner preschools and open-ended items describing professional development opportunities, holistic interventions, and effective preschool activities afforded by grant funding.ResultsGrant recipients ( n =?79) reported that they engaged in a number of different public and private partnerships. They reported being able to serve more children due to grant funding, and gave a variety of reasons for serving more children, with improved collaboration being the most reported reason. District grantees also indicated increased consultation, intervention services, and professional development opportunities through grant funding. Finally, they reported on key challenges they faced during the grant period.Discussion and evaluationData suggested that school districts recognized the importance of collaboration, trust, and relationship building among districts, partners, and families. Descriptive data indicated the importance of sustaining quality programming during the grant period. Districts also clearly voiced their appreciation of the importance of relationships and collaboration among key stakeholders who touched the lives of children enrolled in the grantee districts.ConclusionsOur study suggests that early childhood policy should enable systematic and sustainable partnerships that approach preschool programming from a holistic perspective.
机译：摘要简介我们的研究从政策角度考察了全日制学前班计划。我们建议，整个儿童的健康必须包括可持续的方法，这是系统和整体的方法来教育儿童。学龄前合作伙伴赠款是学区的一种资助方式，学区成功地在全州申请了赠款，以与其各自的学前合作伙伴一起发起，继续和维持高质量的计划。资金还使各学区能够增加质量规划的机会，同时促进参与项目的儿童对幼儿园的准备。数据包括学区和合作伙伴学前学校的定量测度以及描述赠款资金提供的专业发展机会，整体干预和有效的学前活动的开放式项目。结果赠款接受者（n =？79）报告他们从事了许多不同的公共活动，私人合伙企业。他们报告说，由于获得了资助，他们能够为更多的孩子服务，并给出了为更多的孩子服务的各种原因，其中最有说服力的是加强了合作。地区受赠者还表示通过赠款获得更多的咨询，干预服务和专业发展机会。最后，他们报告了赠款期间面临的主要挑战。讨论和评估数据表明，学区认识到在学区，合作伙伴和家庭之间进行协作，建立信任和建立关系的重要性。描述性数据表明了在资助期内维持高质量计划的重要性。各学区也清楚地表达了他们对影响受助学区儿童生活的主要利益相关者之间关系与协作的重要性的赞赏。结论我们的研究表明，幼儿政策应支持从整体角度处理学前教育计划的系统和可持续的伙伴关系。

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