Page 1 Page 2 Page 3 Page 4 Page 5 Page 6 Page 7 Page 8 Page 9 Page 10 Page 11 Page 12 Page 13 Page 14 Page 15 Page 16 Page 17 Page 18 Page 19 Page 20 Page 21 Page 22 Page 23 Page 24 Page 25 Page 26 Page 27 Page 28 Page 29 Page 30 Page 31 Page 32 Page 33 Page 34 Page 35 Page 36 Page 37 Page 38 Page 39 Page 40 Page 41 Page 42 Page 43 Page 44 Page 45 Page 46 Page 47 Page 48 Page 49 Page 50 Page 51 Page 52 Page 53 Page 54 Page 55 Page 565 | WWW.CAPSS.ORG The Vision Every child in Connecticut will have access to high quality, developmentally appropriate, “anytime; anywhere” educational options in order to provide a strong foundation for formal learning. Start With Early Childhood Why is this important? Early childhood education provides an essential foundation for success in school. Investment in preschool is one of the most effective reform policies. Positive economic, education and social returns are well documented. Universal access is superior to targeted enrollment, as it reaches needy children from all walks of life. Early exposure to language lays the foundation for literacy and opportunities for complex play helps to develop social, mental, and physical abilities, according to the National Association for the Education of Young Children.3 In too many cases, the cost of preschool is a barrier and creates an achievement gap before elementary school even begins. Universal access to preschool, regardless of family socio-economic status, can give every child a strong start. Strategies to make the vision a reality ◆ Universal access to preschool All 3- and 4-year olds will have access to high quality, developmentally appropriate preschool programs. ◆ Universal access to full-day kindergarten Every family will have access to full-day kindergarten. ◆ Successful preschool programs depend on the quality of the program For maximum effectiveness, preschool programs should be integrated with social and health programs. ◆ Rigorous credentialing of early educators All early care and education professionals will have the foundational knowledge, competencies, and certification to implement and deliver high-quality learning experiences to children from birth to age 8. ◆ Quality pK-3 programs Ensure alignment of high-quality standards, curriculum, instructional practices and assessments across the pK-3 continuum. If a school district does not have high quality pK-3 programs, the benefits of preschool education fade by third grade. 5 | WWW.CAPSS.ORG