The time to prep for the core of education is now!
Exploring new frontiers in Prep 4 Core to solve education challenges
About Prep 4 Core
Our Vision
Prep 4 Core’s mission is to find effective solutions through research that will encourage convergence of progressive education and understanding, and engagement in the world.
Prep 4 Core’s vision is to create and sustain an optimum educational environment to enable each child to realize his or her richest potential for learning and to become an independent, self-motivated and contributing member of the world community.
Our Approach
Prep 4 Core is an educational research organization that focuses on finding effective solutions for early childhood education, behavioral, social emotional learning. By conducting independent research and partnering with practitioners and policymakers, those effective solutions have the ability to improve the lives of children and youth, especially those who are in underprivileged areas.
We believe that programs and policies that serve children are most effective when they are informed by data and evidence by using scientific evidence and research-based practices to advance teaching and student learning. This is done by conducting rigorous research on the design, delivery and efficacy of curriculum, instruction, and assessment as individual elements used in schools, especially in the early childhood, pre-primary, and primary, elementary. P4C’s mission is to conduct, translate, and disseminate research that focuses on the solutions to issues in school systems.
Abstract from our latest Research Study
Early Childhood Education Awareness in Lower Income Areas
The purpose of this study was to explore if programs such as GEEARS, an organization that focuses on giving parents in low-income areas information on the importance of early childhood education and resources, affect parents' perceptions of ECE. The research population comprised voluntary parents who resided in lower-income areas inAtlanta and have preschool-age children. They were recruited through connections with the Scholar Nanny Facebook parent group.
Purposive sampling was used to identify and select individuals with a phenomenon of interest (Creswell & Plano Clark, 2011). The interview data revealed an expected result: parents' perception of ECE changed after receiving information from the GEEARS program. There was also an unexpected finding that parents with younger preschool-age children were more reluctant in the beginning to enroll their children in an ECE program than those parents with older preschool-age children. Although awareness is essential, once parents are made aware, they must complete the entire process to get their children enrolled in the programs. The parents and the educational organizations providing the services must work together. It may take an outside organization like GEEARS to partner with these educational organizations as a bridge to the parents in these low-income areas if the educational organization strategies do not meet the capacity needed to help these parents see the importance of ECE. These educational organizations also must bewilling to take it one step further and find ways to assist those parents who will need additional help with the process and completing it to finality.
Keywords: early childhood education, school readiness, Head Start
