Introduction

Our 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 description

We 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.

Results

Grant 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 evaluation

Data 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.

Conclusions

Our study suggests that early childhood policy should enable systematic and sustainable partnerships that approach preschool programming from a holistic perspective.

中文翻译：

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维持学前合作伙伴关系和教育整个孩子的挑战

介绍

我们的研究从政策角度考察了全孩子的学前班计划。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获得优质节目的机会，同时促进参与儿童的幼儿园准备。

案例描述

我们通过分析地区学前合作伙伴受助人提供的数据进行了案例研究。数据包括学区和合作伙伴学前班的定量测度，以及描述职业发展机会，整体干预以及由赠款资金提供的有效学前活动的开放式项目。

结果

受助者（n  = 79）报告说，他们从事许多不同的公共和私人合伙企业。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。

讨论与评估

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。各地区还明确表示赞赏关键利益相关者之间的关系和合作的重要性，这些利益相关者触及了受赠人地区儿童的生活。

结论

我们的研究表明，幼儿政策应使系统的，可持续的伙伴关系能够从整体角度处理学前教育计划。