Proceedings of a Workshop—in Brief

Implementing a New Vision for High-Quality Preschool Curriculum

Proceedings of a Workshop—in Brief

INTRODUCTION

The National Academies of Sciences, Engineering, and Medicine’s (National Academies’) Forum for Children’s Well-Being hosted an implementation summit on June 13, 2024, titled “Implementing a New Vision for High-Quality Preschool Curriculum.” This event brought together a diverse group of thought leaders, researchers, policymakers, leaders from nonprofit and professional associations, educators, as well as community representatives. They gathered to build on the recommendations from the National Academies report, A New Vision for High-Quality Preschool Curriculum.

Together, participants discussed the translation of the report’s recommendations into actionable next steps, focusing on advancing equity and excellence in preschool curricula. Through dynamic panel discussions and interactive sessions, participants explored models of curriculum development, implementation, and evaluation, highlighting the importance of culturally responsive practices, evidence-based approaches, and systemic support for educators. The event underscored a collective commitment to enhancing early learning experiences for all children, particularly those from historically marginalized communities. Additional details, including a workshop recording, can be found online.¹

LOOKING FORWARD: NEW VISION FOR HIGH-QUALITY PRESCHOOL CURRICULUM

The first panel conversation set the stage for the day’s collaborative work. Moderated by April Joy Damian (The Weitzman Institute), the panel featured committee members of the consensus study A New Vision for High-Quality Preschool Curriculum,² including Sue Bredekamp (Former Director of Professional Development at the National Association for the Education of Young Children), Garnett Booker (Early Childhood English Language Learner Teacher with District of Columbia Public Schools), Douglas Clements (Professor and Executive Director of the Marsico Institute of Early Learning and Literacy at University of Denver) as well as experts in early childhood education from outside of the study committee, including Gail Joseph (Bezos Family Professor in Early Learning at the University of Washington), Bernita Bradley (Director of the National Parent Union Center For Parent Voice & Outreach), and Amy Madigan (Senior Policy Advisor

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in the Office of Early Childhood Development of the Administration for Children and Families in the U.S. Department of Health and Human Services). This panel aimed to briefly review and reflect in greater depth on the vision and recommendations for high-quality preschool curriculum outlined in the report.³ Emphasizing the necessity of advancing equitable and high-quality curriculum in preschool education, the panelists explored the integration of evidence-based practices, the rejection of deficit models, and the importance of culturally and linguistically responsive teaching. The discussion also highlighted the critical role of family and community engagement, teacher preparation, and systemic support in realizing this new vision. Through their discussion, the panelists provided a roadmap for implementing the recommendations advanced by the report.

The Vision and Its Importance

Damian began the dialogue by inviting the panelists to reflect on the substance of the report’s vision and the importance of that vision. Responses began with study committee members. Bredekamp emphasized that the field previously lacked a coherent vision for high-quality curriculum and that the report’s comprehensive vision vitally links high-quality programs to the advancement of equity for young children. She highlighted the importance of a vision that transforms the understanding of early education to include rich content promoting children’s joyful engagement and agency, incorporates culturally responsive practices, and focuses on evidence-based outcomes for diverse groups of children. Clements then highlighted the misleading nature of either-or scenarios in early childhood education, such as academic-based learning versus play-based learning. These false dichotomies lead people to believe they must prioritize one style of learning over the other, when in fact, research shows that they work together synergistically. Therefore, Clements stressed, that there is a heightened importance of integrating play into preschool curricula to improve learning outcomes. He underscored the importance of understanding children’s thinking and considering the full scope of their learning trajectories instead of simply meeting children where they are.

Clements then suggested that teachers must have the tools to develop meaningful, engaging content informed by learning trajectories, that supports both academic and socioemotional growth. Such an approach, he continued, is essential for fostering better outcomes for all children—especially those from marginalized communities. Booker offered reflections on the report’s vision from the perspective of everyday teaching experiences. He stressed the importance of sensory and emotional engagement of children in learning and echoed Clement’s emphasis on the potential for children to learn through play. Booker noted that engaging all senses in learning experiences helps create a safe and meaningful environment for children, enabling more effective implementation of the report’s vision.

Vision Alignment

Invited to share reflections on the report from a parent’s perspective, Bradley discussed the critical role of fostering parents’ understanding of what constitutes high-quality preschool curricula, providing access to high-quality preschool settings, and ensuring that policies aimed at enhancing access meaningfully meet parent and community needs. She emphasized the importance of keeping parents involved in the planning and implementation of preschool programs and policies. Offering an essential clarification, Bradley noted, “People will always say, well we have parents [at the table], because I’m a parent. No, I’m talking about the parents we’re talking about, the parents who are closest to the pain […] That’s the only way we’re going to have successful outcomes for our young people.” Madigan highlighted the report’s alignment with the Administration for Children and Families’ priorities, particularly Head Start performance standards that encourage responsiveness to every child’s developmental strengths as well as their language and culture. She noted the great variability in the preschool quality across settings, communities, and funding streams. Madigan also highlighted the challenges of balancing the values of community/school autonomy alongside the need for centralized guidance for curricula selection and implementation. She explained that she particularly appreciated that the report provides an opportunity to develop a better roadmap for early care and education programs across settings. Joseph reflected on how research can inform teacher supports

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and preparations. She then underscored the importance of teacher wellbeing in implementing high-quality equity-driven curricula, highlighting the links between stress and reductions in executive functioning skills vital for high-quality childhood education.

Key Next Steps and Actors

Shifting the focus to implementation, Bredekamp stressed the importance of having curricula that promote inclusivity by moving away from deficit models and instead embracing the strengths, cultures, and languages of historically marginalized children. This approach ensures that all children have an opportunity to thrive. She called for the revision of existing curricula and the creation of new curricula that reflect this vision, making them educational for both teachers and students. Bredekamp emphasized the need to involve curriculum developers, policymakers, and families in this process. Clements emphasized the importance of an evidence-validated curriculum developed through a rigorous, iterative process involving qualitative and quantitative research, which supports both academic and socioemotional development. He stressed the critical importance of collaboration among curriculum experts, researchers, teachers, and families. Booker then emphasized the collective responsibility (“we”) in being mindful of the necessary changes in the curriculum and educational experiences. Madigan highlighted the crucial step of ongoing monitoring to identify biases in curricula and emphasized the importance of providing strong support for teachers during implementation. Bradley emphasized the key role of parental engagement and advocated for better compensation for early childhood educators. Joseph suggested bringing together teacher educators to collaboratively develop open-source curricula with iterative, evidence-based improvements.

Tabletop Discussions

The workshop included two tabletop discussions in which the in-person participants and panelists were invited to brainstorm and discuss preset questions (see Box 1). Each of the eight tables included representatives from a diverse array of sectors including, educators, researchers, funders, curriculum developers, parents and caregivers, federal, state, and local decision-makers, as well as nonprofit leaders. The topics of the two tabletop discussions were “Reflecting on A New Vision and Next Steps,” and “Building Bridges: Fostering Collaboration.”

The “Reflecting” discussion focused on the alignment of vision and priorities with the report, and on the practical steps for implementing its recommendations. Key themes included the importance of including diverse partners, addressing systemic barriers, and ensuring cultural relevance and equity in education.

MODELS OF EARLY CHILDHOOD CURRICULUM DEVELOPMENT, IMPLEMENTATION, AND EVALUATION

The second panel showcased innovative and practical approaches to advancing early childhood education. Moderated by Vivian Wong (Associate Professor in Research, Statistics, and Evaluation at the School of Education and Human Development at the University of Virginia), this panel featured Christine Sims (Director of The American Indian Language Policy Research and Teacher Training Center at the University of New Mexico), Meghan McCormick (Research and Impact Officer at the Overdeck Family Foundation), Stephanie Curenton (Professor at the Educational Leadership & Policy Studies Department at Wheelock College of Education & Human Development at Boston University), Amanda Williford (Batten Bicentennial Professor of Early Childhood Education and Associate Director of Early Childhood for the Center of Advanced Study of Teaching and Learning at the School of Education and Human Development at the University of Virginia), and Jenna Conway (Deputy Superintendent, Early Childhood at the Virginia Department of Education). Each panelist presented a unique case study highlighting successful models of curriculum development and implementation that address diverse educational needs. The panel was framed to emphasize the critical interplay between the “will, wallet, and wisdom” in driving these initiatives, showcasing how, community engagement (will), funding (wallet), and research-based and culturally sensitive strategies(wisdom) can collectively enhance the quality and equity of early childhood education. A fourth category, “extra work” was included to highlight additional efforts that cannot be categorized into will, wallet, or wisdom. Several members of the panel underscored the necessity of collaboration between researchers, educators, and policymakers to develop, implement, and evaluate effective curricula that are equitable, culturally responsive, and evidence-based.

Indigenous Language Immersion Programs in New Mexico

The Walatowa Head Start Immersion Program and the Keres Children’s Learning Center are community-driven initiatives aimed at revitalizing and preserving Indigenous languages among Native American tribes in New Mexico. These programs, in collaboration with the University of New Mexico, focus on integrating cultural and linguistic elements into early childhood education to ensure that young children learn and maintain Indigenous languages and cultural practices.

• Will: Sims described the commitment of the Native American communities in New Mexico to preserve their languages and cultures through innovative early childhood education programs. The will to sustain cultural heritage drove communities to create immersive language programs deeply rooted in their traditions.
• Wallet: Funding for these programs often comes from private foundations, rather than state or federal sources (Sims mentioned the W.K. Kellogg foundation as one example). This allows the programs to maintain their cultural integrity without external mandates that might conflict with their goals.
• Wisdom: The programs leverage the wisdom of elders and community leaders, integrating traditional knowledge and practices into the curriculum.

This ensures that the education children receive is culturally relevant and supports their identity and community values.

• Extra Work: Sims noted the significant effort required to train teachers within the community to deliver this specialized curriculum, and to develop and revise existing curriculum materials that accurately reflect the cultural and linguistic needs of the students.

Boston Public Schools’ Pre-K to Second-Grade Alignment

The Boston Public Schools Department of Early Childhood has developed a robust pre-K model through a long-standing research-practice partnership between the University of Michigan, the Overdeck Family Foundation, and the Manpower Demonstration Research Corporation. This initiative focuses on more closely aligning K–2 education with pre-K education, in part by incorporating developmentally appropriate play-based learning and creating a continuous learning experience to improve educational outcomes for young children. The model emphasizes evidence-based curricula, high-quality teaching, and structural investments in quality education.

• Will: McCormick emphasized the role of strong leadership in the Boston efforts, including the Boston Mayor, who championed universal pre-K, and an engaged advocate within the school district who advanced an evidence-based approach. She also highlighted the importance of the will to invest in structural coaching and face-to-face contact with teachers to support quality instruction.
• Wallet: McCormick noted that implementation of this pre-K model was costly, including the cost of ensuring pay equity for preschool educators (who are paid on the same scale as K–12 teachers) and providing access to ongoing professional development.
• Wisdom: The program draws on decades of evidence-building and implementation science in employing domain-specific curricula. McCormick noted that the program’s curricula follow the scope (curriculum content) and sequence (order and pacing of curriculum content) recommended in the National Academies report, which have served as an effective means of boosting quality and student outcomes.
• Extra Work: Implementing this model requires ongoing collaboration between pre-K and K–12 educators, as well as continuous assessment and adjustment to maintain alignment and effectiveness. The commitment to professional development and systemic support is a significant, but necessary, undertaking, McCormick noted.

Virginia’s STREAMIN³ Curriculum Model

Curriculum Development

The STREAMin3 Curriculum Model, developed by the Center for Advanced Study of Teaching and Learning at the University of Virginia, is designed to offer a comprehensive, free curriculum for diverse early childhood education settings. This initiative, supported by the Virginia Department of Education, primarily targets private childcare centers and family day homes (in-home daycare), providing extensive support to ensure effective curriculum implementation and improvement in school readiness for children across the state. Williford spoke in this section on her role as the curriculum developer. In the following section, Conway spoke on her role in this model as the state-level policy stakeholder.

• Will: Williford emphasized the cross-sector commitment to developing and implementing the STREAMin³ curriculum, driven by the goal of enhancing early childhood education quality. While she emphasized the significant role of the Virginia Department of Education (VDoE) in providing funding and support, she also mentioned the involvement of early childhood advocates, researchers at the University of Virginia, and educators in the field. This collaboration was essential in tailoring the curriculum to meet the specific needs of underserved early childhood programs and ensuring its practical applicability and scalability, so that all children, regardless of their educational setting, are prepared for kindergarten.
• Wallet: Financial support for the STREAMin3 curriculum comes from the VDoE and leveraged COVID-19 relief funds. Robust resources were essential for scaling the curriculum, providing

training, professional development, and necessary materials to educators at low or no cost.

• Wisdom: The STREAMin3 model is built on evidence-based research and continuous feedback from educators. This approach ensures that the curriculum is practical, effective, and adaptable to the diverse needs of early childhood settings. Further, the integration of Classroom Assessment Scoring System helps reinforce instructional quality and continuous improvement.
• Extra Work: The implementation of the STREAMin3 curriculum involves ongoing training and support for educators, including synchronous and asynchronous resources, webinars, and on-site coaching. This extensive support system ensures that teachers can effectively incorporate the curriculum into their classrooms, adapting it to meet the specific needs of their students, Williford explained.

State-Level Policy Initiatives

• Will: Conway highlighted the role of state-level policy initiatives in supporting high-quality early childhood education. The commitment of policymakers to improve early learning outcomes was essential to driving these initiatives.
• Wallet: State funding is crucial for these initiatives, providing the financial support needed to implement and sustain high-quality programs across different communities. This includes funding for teacher training, curriculum development, and systemic support structures.
• Wisdom: The policies are informed by research and best practices in early childhood education, ensuring that they are both effective and scalable. By leveraging evidence-based strategies, policymakers can create comprehensive frameworks that benefit all children.
• Extra Work: Implementing state-level initiatives requires coordination across various agencies and partners. This involves a significant administrative effort to align goals, resources, and practices, as well as continuous monitoring and evaluation to ensure the programs’ effectiveness and sustainability, Conway noted.

Racial Equity and Culturally Responsive Teaching Practices

The Justice, Equity, Diversity, and Inclusion (JEDI) Curriculum and evaluation tools—developed by Curenton, Ximena Franco-Jenkins (University of North Carolina Frank Porter Graham Child Development Institute), and the team at the Center on the Ecology of Early Development at Boston University—aims to integrate racial equity and cultural diversity into early childhood education curricula. These tools provide a structured way to evaluate and improve curricula, ensuring they address issues of equity and inclusion while being practical for educators to implement.

• Will: Curenton noted that a shared will to address systemic inequities and provide all children with an equitable start drives these initiatives. She emphasized the imperative of integrating racial equity and culturally responsive teaching practices into early childhood education to achieve these goals.
• Wallet: The development and implementation of the JEDI curriculum and evaluation tools, and those like it, were supported by private grants dedicated to promoting educational equity. These financial resources are essential for creating and offering training programs for educators on culturally responsive practices. Funding for the JEDI curriculum and evaluation tools comes from both public sources and private grants aimed at promoting educational equity.
• Wisdom: The curriculum audit tools developed by Curenton and Franco-Jenkins are grounded in extensive research and evidence-based practices in racial equity and culturally responsive education. These tools provide a structured approach to evaluating and improving curricula, ensuring they address issues of justice, equity, diversity, and inclusion. They are user-friendly, empowering educators and administrators to make well-informed decisions regarding curriculum content.
• Extra Work: Currenton explained that the additional effort involves ongoing professional development and curriculum adjustments to ensure that teaching practices remain culturally relevant and responsive. This requires a commitment to continual learning

and adaptation on the part of educators and administrators. Further, tools, like the audit tool, are continuously refined based on feedback and practical application, ensuring ongoing relevance and effectiveness.

Tabletop Discussions

The “Building Bridges” discussion focused on identifying shared strengths, structural supports, and individual contributions necessary for fostering effective collaboration between educators and diverse partners. Key themes that emerged included the importance of sustainable supports, addressing systemic biases and equity in education, leveraging empirical evidence, engaging and fostering partnerships with diverse stakeholders, and integrating cultural and community-based perspectives. The discussion highlighted how structural supports such as funding, leadership buy-in, and systemic tools are essential for successful implementation. Personal roles and contributions focused on leveraging resources, advocating for policy changes, and building partnerships to promote sustainable educational practices.

The exact discussion questions and group responses can be found in Box 2 below.

CLOSING REFLECTIONS

To conclude the workshop, Wong and Him led a reflection on the panel and tabletop discussions. One pressing question revolved around the practical implementation of the proposed high-quality, equity-driven curricula in diverse educational settings. Most of the participants grappled with how to ensure that curricula not only meet rigorous evidence-based standards but are also adaptable to the unique cultural and linguistic needs of varied student populations.

Another challenge discussed was the systemic issue of workforce support. Some participants noted that ensuring

that early childhood educators receive adequate training, compensation, and professional development remains a significant hurdle. The opportunity lies in developing comprehensive support systems that address these needs, thereby enhancing teacher retention and effectiveness. Family and community engagement was also highlighted as both a challenge and an opportunity. Several participants noted that while engaging families as partners in education is crucial, practical strategies for achieving meaningful involvement require further exploration. These participants continued, noting that the opportunity here is to create frameworks that facilitate active family participation and collaboration with educators.

Lastly, several participants noted the integration of anti-bias approaches within existing curricula and the development of new, inclusive curricula emerged as a critical area for future work. This involves not only identifying and addressing biases but also proactively embedding anti-bias education to foster an inclusive learning environment for all children.

The closing session underscored the importance of continuing these conversations and working collaboratively across sectors to overcome challenges and seize opportunities in early childhood education. This ongoing commitment and collaboration will help create a future where all children have access to equitable and high-quality preschool experiences.

DISCLAIMER This Proceedings of a Workshop—in Brief was prepared by Libby Tilton as a factual summary of what occurred at the workshop. The statements made are those of the rapporteur(s) or individual workshop participants and do not necessarily represent the views of all workshop participants; the planning committee; or the National Academies of Sciences, Engineering, and Medicine.

REVIEWERS To ensure that it meets institutional standards for quality and objectivity, this Proceedings of a Workshop—in Brief was reviewed by Carrie Gillispie, New America. We also thank staff member Alison Boland-Reeves for reading and providing helpful comments on this manuscript. Kirsten Sampson Snyder, National Academies of Sciences, Engineering, and Medicine, served as the review coordinator.

WORKSHOP PLANNING COMMITTEE MEMBERS David W. Willis, Georgetown University Thrive Center for Children, Families and Communities; Leslie R. Walker-Harding, The University of Washington and Seattle Children’s Hospital; Deana M. Around Him, Child Trends; Garnett S. Booker, III, DC Public Schools; Vivian C. Wong, the University of Virginia.

SPONSORS This workshop was supported by contracts between the National Academy of Sciences and the Bill & Melinda Gates Foundation (INV-034971), and between the National Academy of Sciences and the Health Resources and Services Administration of the U.S. Department of Health and Human Services (HHSH250201500001I/5R60219F34017). Additional support came from the Alliance for a Healthier Generation, American Academy of Pediatrics, Children’s Hospital Association, Family Voices, Global Alliance for Behavioral Health and Social Justice, Society for Child and Family Policy and Practice, and the Society of Clinical Child and Adolescent Psychology. Any opinions, findings, conclusions, or recommendations expressed in this publication do not necessarily reflect the views of any organization or agency that provided support for the project.

For additional information regarding the workshop, visit: https://www.nationalacademies.org/event/42683_06-2024_implementing-a-new-vision-for-high-quality-pre-k-curriculum-a-workshop

SUGGESTED CITATION National Academies of Sciences, Engineering, and Medicine. 2024. Implementing a New Vision for High-Quality Preschool Curriculum: Proceedings of a Workshop—in Brief. Washington, DC: National Academies Press: https://doi.org/10.17226/28031.

Division of Behavioral and Social Sciences and Education Copyright 2024 by the National Academy of Sciences. All rights reserved.