Developing guidance on what works in early education is always challenging and that certainly applies to the difficult business of evaluating and selecting a curriculum. Whenever specific early education curricula are evaluated, judgment calls have to be made on the strengths and weaknesses of the evaluation including such issues as the duration and quality of training in the curriculum prior to the evaluation, how well the measures used actually measure children’s learning and development (are they broad enough and deep enough?), and how well any given curriculum is implemented in the classroom at the time the research was conducted.
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