The Stamford School Readiness Program: A qualitative case study of interagency collaboration (Connecticut)

A child's health, emotional well being and readiness for learning begins before birth and are significantly shaped in the child's first five years of life. Research has shown that a high quality preschool program is essential to a child's success. School readiness is a preventative strategy that can have a lasting impact on a child's life.; Increasingly, policy makers are recognizing the importance of quality learning experiences for young children and the need to assure greater availability and access to quality early care and education programs.; Established in 1997 under P. A. 97-259, An Act Concerning School Readiness and Child Day Care, the Connecticut legislature established a grant program for eligible children in priority school districts. The legislation has identified specific requirements for school readiness programs. These components include: (1) a plan for collaboration with other community programs; (2) parent involvement, education and outreach; (3) referrals for health services; including immunizations; (4) nutrition services; (5) family literacy; (6) an admission policy which promotes diversity; (7) a transition plan for children and families; (8) a plan for professional development; (9) a sliding fee scale; (10) serving children with disabilities; (11) an annual evaluation of the effectiveness of the program.; This qualitative study examined the Stamford School Readiness Program, a collaboration of the Stamford Board of Education, the Stamford Childcare Learning Center, and the City of Stamford. The quality component indicators, as specified by the grant, were examined in order to identify strengths and weaknesses of the program. The study supported the following: (1) There is a need to support the credentialing of staff to ensure that individuals possess the skills, knowledge, and competencies to offer children and families a quality preschool learning environment. (2) Comprehensive services need to be expanded so that more attention addresses the emotional wellness of young children and their families in the hopes that early intervention strategies might be applied as early as possible.; This research has implications for policy makers requiring information related to factors leading to best practice in early care and education programs. This study offers recommendations relative to key elements that work to support quality programs and appropriate learning environments for young children.