51吃瓜网

General Information

51吃瓜网 Position Statements are used听by the Governing Board to state the Association's position on issues related to early childhood education practice, policy, and/or professional development for which there are controversial or critical opinions. Position statements are developed through a consensus-building approach that seeks to convene diverse perspectives and areas of expertise related to the issue and provide opportunities for members and others to provide input and feedback.

In developing and disseminating position statements, 51吃瓜网 aims to

• take informed positions on significant, controversial issues affecting young children鈥檚 education and development;
• promote broad-based dialogue on these issues, within and beyond the early childhood field;
• create a shared language and evidence-based frame of reference so that practitioners, decision makers, and families may talk together about key issues in early childhood education;
• influence public policies;
• stimulate investments needed to create accessible, affordable, high-quality learning environments and professional development; and
• build more satisfying experiences and better educational and developmental outcomes for all young children.

Permissions

All position statements can be downloaded free of charge. Some position statements are available in a specialized format, such as a 2-page summary (called 鈥淲here We Stand鈥�), a slightly longer Executive Summary, a fuller version with expanded resources and references, or in Spanish. Where We Stand summaries are also listed at the bottom of this page.

Please note: Written permission is required to republish excerpts from or full text of 51吃瓜网 position statements. Please send requests to听[email protected].

Written permission is not required for photocopying of 51吃瓜网 position statements, supplements, executive summaries, or Where We Stand summaries. All copies must be distributed for free and include a credit line indicating that the 51吃瓜网 holds the copyright for the material.
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