Schedule time for intentional learning and recognize children's backgrounds and experiences in preschool classrooms¶

Strategy · All strategies
Evidence · no claims cited

Description¶

This strategy, drawn from the guide's key findings, directs preschool educators to deliberately set aside scheduled time for intentional learning and to recognize everyone's backgrounds and experiences. The guide names it among the "Important factors in providing instruction in preschool," positioning it alongside intentional instruction, interaction and conversation, and sequentially built lessons as a practice priority for preparing children for elementary school.

Design Implications¶

Context¶

Requirements¶

• Time must be scheduled for intentional learning within the preschool day

Constraints¶

Target Learners¶

• preschool-aged children

Target Learning Goals¶

• school readiness for elementary school

Related Strategies¶

• Purposeful Scheduling for Learner Connections
• Free Play

Examples¶

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Key Sources¶

• Burchinal, Margaret; Krowka, Sarah; Newman-Gonchar, Rebecca; Jayanthi, Madhavi; Gersten, Russell; Wavell, Samantha; Lyskawa, Julia; Haymond, Kelly; Bierman, Karen; Gonzalez, Jorge; McClelland, Megan; Nelson, Kimberly; Pentimonti, Jill; Purpura, David; Sachs, Jason; Sarama, Julie; Schlesinger-Devlin, Elizabeth; Washington, Julie; Rosen, Emily. (2022). Preparing Young Children for School. Washington, DC: National Center for Education Evaluation and Regional Assistance (NCEE), Institute of Education Sciences, U.S. Department of Education. https://ies.ed.gov/ncee/wwc/PracticeGuides