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| funding for early childhood education: Transforming the Financing of Early Care and Education National Academies of Sciences, Engineering, and Medicine, Health and Medicine Division, Division of Behavioral and Social Sciences and Education, Board on Children, Youth, and Families, Committee on Financing Early Care and Education with a Highly Qualified Workforce, 2018-07-17 High-quality early care and education for children from birth to kindergarten entry is critical to positive child development and has the potential to generate economic returns, which benefit not only children and their families but society at large. Despite the great promise of early care and education, it has been financed in such a way that high-quality early care and education have only been available to a fraction of the families needing and desiring it and does little to further develop the early-care-and-education (ECE) workforce. It is neither sustainable nor adequate to provide the quality of care and learning that children and families needâ€a shortfall that further perpetuates and drives inequality. Transforming the Financing of Early Care and Education outlines a framework for a funding strategy that will provide reliable, accessible high-quality early care and education for young children from birth to kindergarten entry, including a highly qualified and adequately compensated workforce that is consistent with the vision outlined in the 2015 report, Transforming the Workforce for Children Birth Through Age 8: A Unifying Foundation. The recommendations of this report are based on essential features of child development and early learning, and on principles for high-quality professional practice at the levels of individual practitioners, practice environments, leadership, systems, policies, and resource allocation. |
| funding for early childhood education: Transforming the Workforce for Children Birth Through Age 8 National Research Council, Institute of Medicine, Board on Children, Youth, and Families, Committee on the Science of Children Birth to Age 8: Deepening and Broadening the Foundation for Success, 2015-07-23 Children are already learning at birth, and they develop and learn at a rapid pace in their early years. This provides a critical foundation for lifelong progress, and the adults who provide for the care and the education of young children bear a great responsibility for their health, development, and learning. Despite the fact that they share the same objective - to nurture young children and secure their future success - the various practitioners who contribute to the care and the education of children from birth through age 8 are not acknowledged as a workforce unified by the common knowledge and competencies needed to do their jobs well. Transforming the Workforce for Children Birth Through Age 8 explores the science of child development, particularly looking at implications for the professionals who work with children. This report examines the current capacities and practices of the workforce, the settings in which they work, the policies and infrastructure that set qualifications and provide professional learning, and the government agencies and other funders who support and oversee these systems. This book then makes recommendations to improve the quality of professional practice and the practice environment for care and education professionals. These detailed recommendations create a blueprint for action that builds on a unifying foundation of child development and early learning, shared knowledge and competencies for care and education professionals, and principles for effective professional learning. Young children thrive and learn best when they have secure, positive relationships with adults who are knowledgeable about how to support their development and learning and are responsive to their individual progress. Transforming the Workforce for Children Birth Through Age 8 offers guidance on system changes to improve the quality of professional practice, specific actions to improve professional learning systems and workforce development, and research to continue to build the knowledge base in ways that will directly advance and inform future actions. The recommendations of this book provide an opportunity to improve the quality of the care and the education that children receive, and ultimately improve outcomes for children. |
| funding for early childhood education: Know Thyself: A Kid's Guide to the Archetypes Kiersten Marek, 2013-03-01 Know Thyself is a book for children ages 5 to 15 to help them learn about the many aspects of their identity. With descriptions and pictures of 12 archetypes, the book familiarizes children with important parts of their identity including the caregiver, the warrior, the artist, and the leader. This book helps to teach coping skills, problem-solving, character development, and relationship skills. It can also be used by mental health practitioners as a tool for gathering diagnostic information and conducting therapy. The book allows children to rate their archetypes, color the pictures of each archetype, and reflect on themselves in new ways. It also gives practical tips for for how to build self-awareness, cope with difficult feelings, and relate better to others. |
| funding for early childhood education: Economics of Child Care David M. Blau, 1991-09-19 David Blau has chosen seven economists to write chapters that review the emerging economic literature on the supply of child care, parental demand for care, child care cost and quality, and to discuss the implications of these analyses for public policy. The book succeeds in presenting that research in understandable terms to policy makers and serves economists as a useful review of the child care literature....provides an excellent case study of the value of economic analysis of public policy issues. —Arleen Leibowitz, Journal of Economic Literature There is no doubt this is a timely book....The authors of this volume have succeeded in presenting the economic material in a nontechnical manner that makes this book an excellent introduction to the role of economics in public policy analysis, and specifically child care policy....the most comprehensive introduction currently available. —Cori Rattelman, Industrial and Labor Relations Review |
| funding for early childhood education: Eager to Learn National Research Council, Commission on Behavioral and Social Sciences and Education, Committee on Early Childhood Pedagogy, 2001-01-22 Clearly babies come into the world remarkably receptive to its wonders. Their alertness to sights, sounds, and even abstract concepts makes them inquisitive explorersâ€and learnersâ€every waking minute. Well before formal schooling begins, children's early experiences lay the foundations for their later social behavior, emotional regulation, and literacy. Yet, for a variety of reasons, far too little attention is given to the quality of these crucial years. Outmoded theories, outdated facts, and undersized budgets all play a part in the uneven quality of early childhood programs throughout our country. What will it take to provide better early education and care for our children between the ages of two and five? Eager to Learn explores this crucial question, synthesizing the newest research findings on how young children learn and the impact of early learning. Key discoveries in how young children learn are reviewed in language accessible to parents as well as educators: findings about the interplay of biology and environment, variations in learning among individuals and children from different social and economic groups, and the importance of health, safety, nutrition and interpersonal warmth to early learning. Perhaps most significant, the book documents how very early in life learning really begins. Valuable conclusions and recommendations are presented in the areas of the teacher-child relationship, the organization and content of curriculum, meeting the needs of those children most at risk of school failure, teacher preparation, assessment of teaching and learning, and more. The book discusses: Evidence for competing theories, models, and approaches in the field and a hard look at some day-to-day practices and activities generally used in preschool. The role of the teacher, the importance of peer interactions, and other relationships in the child's life. Learning needs of minority children, children with disabilities, and other special groups. Approaches to assessing young children's learning for the purposes of policy decisions, diagnosis of educational difficulties, and instructional planning. Preparation and continuing development of teachers. Eager to Learn presents a comprehensive, coherent picture of early childhood learning, along with a clear path toward improving this important stage of life for all children. |
| funding for early childhood education: Early Childhood Governance Sharon Lynn Kagan, Rebecca E. Gomez, 2015-03-06 Nothing provided |
| funding for early childhood education: Enriching Children, Enriching the Nation Robert G. Lynch, 2007 [This book] examines the costs and benefits of both a targeted and a universal prekindergarten program and shows the positive impact of these programs on the economy, federal and state budgets, and the educational achievement and earnings of children and adults.--Book jacket. |
| funding for early childhood education: California Early Childhood Educator Competencies California. Department of Education, California. Children and Families Commission, 2012 |
| funding for early childhood education: Investing in Early Childhood Development Rebecca K. Sayre, Amanda E. Devercelli, Michelle J. Neuman, Quentin Wodon, 2015-01-15 This study provides an overview of Bank investments in Early Childhood Development (ECD) from 2000-2013 within the Education, Health, Nutrition and Population, and Social Protection and Labor practices. |
| funding for early childhood education: Head Start Program Performance Standards United States. Office of Child Development, 1975 |
| funding for early childhood education: The Power of Play Frank Caplan, Theresa Caplan, 1973 |
| funding for early childhood education: Means-Tested Transfer Programs in the United States National Bureau of Economic Research, 2003-10-15 Few United States government programs are as controversial as those designed to aid the poor. From tax credits to medical assistance, aid to needy families is surrounded by debate—on what benefits should be offered, what forms they should take, and how they should be administered. The past few decades, in fact, have seen this debate lead to broad transformations of aid programs themselves, with Aid to Families with Dependent Children replaced by Temporary Assistance to Needy Families, the Earned Income Tax Credit growing from a minor program to one of the most important for low-income families, and Medicaid greatly expanding its eligibility. This volume provides a remarkable overview of how such programs actually work, offering an impressive wealth of information on the nation's nine largest means-tested programs—that is, those in which some test of income forms the basis for participation. For each program, contributors describe origins and goals, summarize policy histories and current rules, and discuss the recipient's characteristics as well as the different types of benefits they receive. Each chapter then provides an overview of scholarly research on each program, bringing together the results of the field's most rigorous statistical examinations. The result is a fascinating portrayal of the evolution and current state of means-tested programs, one that charts a number of shifts in emphasis—the decline of cash assistance, for instance, and the increasing emphasis on work. This exemplary portrait of the nation's safety net will be an invaluable reference for anyone interested in American social policy. |
| funding for early childhood education: Alabama Standards for Early Learning and Development Alabama Department of Early Childhood Education, 2020-09 The 2020 edition of the Alabama Standards for Early Learning and Development (ASELD) has been developed to support all professionals who interact with young children, birth to age 5. The Standards have been aligned with both national and state program standards and program requirements so that adults who work directly with children in infant-toddler or preschool classrooms, Head Start and Early Head Start programs, child care facilities, home visiting programs, or special education settings will be able to use the document to guide their interactions and instructional practices. Instructors in higher education, high school and career and technical programs are encouraged to introduce pre-service students to the standards through their coursework. Professional development specialists and technical assistance specialists who reference the standards within their training and coaching empower professionals' understanding and use of the ASELDs to cultivate high quality early learning programs. Professionals who write special education plans can use them to specify children's goals. In short, the ASELDs offer one single set of expectations for Alabama's young children that extend across all program types.The ASELDs follow a unique format that includes learning progressions or indicators for children's learning, birth to age 5. Each double page provides a sequence of development for specific strands within the ASELDs' domains.The ASLEDs are organized into 4 sections with 8 domains of learning for children and a 9th domain that describes the ways in which professionals and families work together to support children's learning. The eight children's domains portray a comprehensive view of children's learning and are further supplemented through the additional domain of Family and Community Engagement.Each of the eight learning domain segments in the ASELDs has 4 key parts: 1) a domain introductory page; 2) the learning progressions, birth to 5 years or 60 months; 3) recommendations for adaptations and accommodations to support children with unique needs; and 4) foundational practices for professionals. These pages work together to guide all professionals, regardless of the early learning setting, in the design and use of age, culturally, and linguistically appropriate learning standards for all young children, birth to age 5. |
| funding for early childhood education: Rethinking Early Childhood Education Ann Pelo, 2008 Rethinking Early Childhood Education is alive with the conviction that teaching young children involves values and vision. This anthology collects inspiring stories about social justice teaching with young children. Included here is outstanding writing from childcare teachers, early-grade public school teachers, scholars, and parents.Early childhood is when we develop our core dispositions -- the habits of thinking that shape how we live. This book shows how educators can nurture empathy, an ecological consciousness, curiosity, collaboration, and activism in young children. It invites readers to rethink early childhood education, reminding them that it is inseparable from social justice and ecological education.An outstanding resource for childcare providers, early-grade teachers, as well as teacher education and staff development programs. |
| funding for early childhood education: Early Childhood Education and Care in the USA Debby Cryer, Richard M. Clifford, 2003 This research-based text gives readers an overview of early childhood education and care, as well as a new awareness of the strengths, challenges, and concerns facing the system. Highly respected expert contributors give readers clear and concise historical background, illuminating data and findings on the current state of the field, and reflections and insights on future directions. Key areas covered include access to education and care programs, curriculum and program content, staff roles and compensation, specific initiatives, regulatory policy, and funding issues. Equally useful for preservice and in-service professionals, this essential text leaves readers with a thorough understanding of early childhood education and care in the United States. |
| funding for early childhood education: Starting Strong VI Supporting Meaningful Interactions in Early Childhood Education and Care OECD, 2021-06-28 Children’s learning, development and well-being are directly influenced by their daily interactions with other children, adults, their families and the environment. This interactive process is known as “process quality”, and leads to a key question – which policies set the best conditions for children to experience high-quality interactions in early childhood education and care (ECEC) settings? |
| funding for early childhood education: Transforming the Financing of Early Care and Education National Academies of Sciences, Engineering, and Medicine, Health and Medicine Division, Division of Behavioral and Social Sciences and Education, Board on Children, Youth, and Families, Committee on Financing Early Care and Education with a Highly Qualified Workforce, 2018-08-17 High-quality early care and education for children from birth to kindergarten entry is critical to positive child development and has the potential to generate economic returns, which benefit not only children and their families but society at large. Despite the great promise of early care and education, it has been financed in such a way that high-quality early care and education have only been available to a fraction of the families needing and desiring it and does little to further develop the early-care-and-education (ECE) workforce. It is neither sustainable nor adequate to provide the quality of care and learning that children and families needâ€a shortfall that further perpetuates and drives inequality. Transforming the Financing of Early Care and Education outlines a framework for a funding strategy that will provide reliable, accessible high-quality early care and education for young children from birth to kindergarten entry, including a highly qualified and adequately compensated workforce that is consistent with the vision outlined in the 2015 report, Transforming the Workforce for Children Birth Through Age 8: A Unifying Foundation. The recommendations of this report are based on essential features of child development and early learning, and on principles for high-quality professional practice at the levels of individual practitioners, practice environments, leadership, systems, policies, and resource allocation. |
| funding for early childhood education: Vibrant and Healthy Kids National Academies of Sciences, Engineering, and Medicine, Health and Medicine Division, Board on Population Health and Public Health Practice, Committee on Applying Neurobiological and Socio-Behavioral Sciences from Prenatal Through Early Childhood Development: A Health Equity Approach, 2019-12-27 Children are the foundation of the United States, and supporting them is a key component of building a successful future. However, millions of children face health inequities that compromise their development, well-being, and long-term outcomes, despite substantial scientific evidence about how those adversities contribute to poor health. Advancements in neurobiological and socio-behavioral science show that critical biological systems develop in the prenatal through early childhood periods, and neurobiological development is extremely responsive to environmental influences during these stages. Consequently, social, economic, cultural, and environmental factors significantly affect a child's health ecosystem and ability to thrive throughout adulthood. Vibrant and Healthy Kids: Aligning Science, Practice, and Policy to Advance Health Equity builds upon and updates research from Communities in Action: Pathways to Health Equity (2017) and From Neurons to Neighborhoods: The Science of Early Childhood Development (2000). This report provides a brief overview of stressors that affect childhood development and health, a framework for applying current brain and development science to the real world, a roadmap for implementing tailored interventions, and recommendations about improving systems to better align with our understanding of the significant impact of health equity. |
| funding for early childhood education: The High/Scope Perry Preschool Project Greg Parks, 2000 |
| funding for early childhood education: The Importance of Early Childhood Development United States. Congress. House. Committee on Education and Labor, 2009 |
| funding for early childhood education: World Development Report 2018 World Bank Group, 2017-10-16 Every year, the World Bank’s World Development Report (WDR) features a topic of central importance to global development. The 2018 WDR—LEARNING to Realize Education’s Promise—is the first ever devoted entirely to education. And the time is right: education has long been critical to human welfare, but it is even more so in a time of rapid economic and social change. The best way to equip children and youth for the future is to make their learning the center of all efforts to promote education. The 2018 WDR explores four main themes: First, education’s promise: education is a powerful instrument for eradicating poverty and promoting shared prosperity, but fulfilling its potential requires better policies—both within and outside the education system. Second, the need to shine a light on learning: despite gains in access to education, recent learning assessments reveal that many young people around the world, especially those who are poor or marginalized, are leaving school unequipped with even the foundational skills they need for life. At the same time, internationally comparable learning assessments show that skills in many middle-income countries lag far behind what those countries aspire to. And too often these shortcomings are hidden—so as a first step to tackling this learning crisis, it is essential to shine a light on it by assessing student learning better. Third, how to make schools work for all learners: research on areas such as brain science, pedagogical innovations, and school management has identified interventions that promote learning by ensuring that learners are prepared, teachers are both skilled and motivated, and other inputs support the teacher-learner relationship. Fourth, how to make systems work for learning: achieving learning throughout an education system requires more than just scaling up effective interventions. Countries must also overcome technical and political barriers by deploying salient metrics for mobilizing actors and tracking progress, building coalitions for learning, and taking an adaptive approach to reform. |
| funding for early childhood education: Early Childhood Education and Development in Indonesia Amina Denboba, Amer Hasan, Quentin Wodon, 2015-08-06 Since the early 2000s, Indonesia has taken a number of steps to prioritize early childhood development - ranging from the inclusion of Early Childhood Development (ECD) in the National Education System Law No. 20 in 2003 to a Presidential Declaration on Holistic and Integrated ECD and the launch of the country's first ever ECD Census in 2011. These policy milestones have occurred in parallel with sustained progress on outcomes included in the Millennium Development Goals, including for child malnutrition, child mortality and universal basic education. Additional progress could be achieved by strengthening ECD policies further. This report presents findings from an assessment of ECD policies and programs in Indonesia based on two World Bank tools: the ECD module of the Systems Approach for Better Education Results (SABER) and a guide on essential interventions for investing in young children. Results from the application of both tools to Indonesia are used to suggest a number of policy options for consideration. |
| funding for early childhood education: Serving Infants United States. Office of Child Development, 1971 |
| funding for early childhood education: Federal Education Funding United States Government Accountability Office, 2018-01-11 Federal Education Funding: Overview of K-12 and Early Childhood Education Programs |
| funding for early childhood education: Rise to the Challenge Jeff C. Marshall, 2019-07-22 Do you sense that some students have mentally checked out of your classroom? Look closely and you'll probably find that these students are bored by lessons that they view as unchallenging and uninteresting. In this follow-up to The Highly Effective Teacher: 7 Classroom-Tested Practices That Foster Student Success, Jeff Marshall provides teachers with a blueprint for introducing more rigor to the classroom by - Reorienting themselves and their students toward active learning—and establishing the habits that allow it to flourish; - Creating a classroom culture where students aren't afraid to take risks—and where they grow as learners because of it; - Planning the same lesson at different levels of challenge for different levels of development—and designing assessments that gauge student progress fairly without sacrificing expectations; and - Implementing inquiry-based activities that push students beyond their comfort zones—and that result in well-rounded learners with stronger character and sharper thinking skills. Leveraging the latest research in the field as well as years of hard-won classroom experience, this book offers practical strategies, replicable examples, and thoughtful reflection exercises for educators to use as they work to help students embrace the mystery, complexity, and power of challenge. |
| funding for early childhood education: Child Care and Early Childhood Education Policy M. Therese Gnezda, Shelley Smith, 1989 This book discusses state child care and early childhood education policies, particularly their relationship to the economy. It provides a framework for policymakers who are deliberating child care and early childhood education policies; outlines the range of recent state legislation; describes initiatives of Massachusetts and Washington; and suggests ways of integrating child care and early childhood education policy approaches on the state level. State child care policies have been implemented for the purposes of reducing the cost of child care; contributing to the expansion, accessibility, and quality of child care; and providing support to parents in education and training programs. State funding of early childhood education has grown considerably over the past decade. But in most cases, state implementation of early childhood education programs is limited in scope and takes the form of half-day programs. State early childhood education programs seldom provide comprehensive services. Recently enacted state legislation illustrates an emerging trend toward expanded services. State policymakers are considering potential benefits of expanding child care and early childhood education policies under a comprehensive approach to a state's economy. Two tables provide state-by-state information on regulation of child care centers and family day care. Citations number 88. (RH) |
| funding for early childhood education: Child Care for Low-income Families Deborah Phillips, 1995 |
| funding for early childhood education: Winning Grants Stephanie K. Gerding, Pamela H. MacKellar, 2016-11-08 Written by two librarians who are experts in grantsmanship, this all-in-one toolkit for winning grants is a must-have for library directors, grant writers, board members, consultants, and anyone else involved in planning library programs and services. |
| funding for early childhood education: The Early Childhood Care and Education Workforce National Research Council, Institute of Medicine, Board on Children, Youth, and Families, Committee on Early Childhood Care and Education Workforce: A Workshop, 2012-02-10 Early childhood care and education (ECCE) settings offer an opportunity to provide children with a solid beginning in all areas of their development. The quality and efficacy of these settings depend largely on the individuals within the ECCE workforce. Policy makers need a complete picture of ECCE teachers and caregivers in order to tackle the persistent challenges facing this workforce. The IOM and the National Research Council hosted a workshop to describe the ECCE workforce and outline its parameters. Speakers explored issues in defining and describing the workforce, the marketplace of ECCE, the effects of the workforce on children, the contextual factors that shape the workforce, and opportunities for strengthening ECCE as a profession. |
| funding for early childhood education: The Promise of Pre-K National Center for Research on Early Childhood Education. Leadership Symposium, 2009 High quality pre-K that really improves children's outcomes; that's the goal early childhood professional will work toward with this groundbreaking text, the first volume in the NEW National Center for Research on Early Childhood Education (NCRECE) series. Combining the most current knowlege of top researchers, policy makers, and federal and state officials, this book examines where pre-K is today and inspires decision-makers with concrete examples fo successful programs. Wotj tjos om=depth examination of the latest research and practice readers will be better prepared to: make a compelling argument for supportign high-quality pre-K; address the complex challenges of expanding pre-K; understand the pros and cons of different types of pre-K programs; and make informed decisions about the most important issues in program development. To find out what's already working in pre-K program development, readers will get an inside look at five successful state-level prgrams in New York, Maryland, Louisiana, Georgia, and North Carolina. throug detailed analyses of each programs characteristics, these extended case examples give decision-makers a template for effective, child-centered early education. An essential resource for policy makers, researchers, and teach educators, this important volume will help early childhood professionals make progress toward their ultimate goal: pre-k that responds to children's changing needs, helps close the achievemetn gap, and ensures school readiness. |
| funding for early childhood education: Women with Low Incomes United States. Women's Bureau, 1977 |
| funding for early childhood education: Assessing the Child Care and Development Block Grant United States. Congress. House. Committee on Education and the Workforce. Subcommittee on 21st Century Competitiveness, 2002 |
| funding for early childhood education: Guidelines for Early Learning in Child Care Home Settings John McLean, Tom Cole, 2010 |
| funding for early childhood education: Advancing Equity and Embracing Diversity in Early Childhood Education: Elevating Voices and Actions Iliana Alanís, 2021-06-29 Examines systemic issues contributing to inequities in early childhood, with ways faculty, teachers, administrators, and policymakers can work to disrupt them. |
| funding for early childhood education: Inclusion Works! Faye Ong, 2009 |
| funding for early childhood education: Creative Curriculum Teaching Strategies, Gryphon House, Delmar Thomson Learning, 1988-01-01 The Creative Curriculum comes alive! This videotape-winner of the 1989 Silver Apple Award at the National Educational Film and Video Festival-demonstrates how teachers set the stage for learning by creating a dynamic well-organized environment. It shows children involved in seven of the interest areas in the The Creative Curriculum and explains how they learn in each area. Everyone conducts in-service training workshops for staff and parents or who teaches early childhood education courses will find the video an indispensable tool for explainin appropriate practice. |
| funding for early childhood education: The Pre-K Debates Edward Zigler, Walter S. Gilliam, W. Steven Barnett, 2011 Targeted or universal pre-K? Direct instruction or learning through play? These and other debates are heating up as more and more young children across the country gain access to pre-K programs. Now there's a single volume that spotlights today's most urgent pre-K debates, explores each one from all sides, and paves the way for sound, educated decision-making. Edited by a founder of Head Start and two other highly respected experts, this forward-thinking book gathers a who's who of more than 40 leading thinkers in early childhood education for a rigorous examination of the most-debated pre-K issues. In a clear and compelling point-counterpoint format, this book gives current and future decision-makers multifaceted perspectives on critical questions; Should pre-K be targeted or universal; what kind of teacher preparation should be required? When should pre-K services be provided and for how long? Whee should pre-K be provided? What should the primary focus of instruction be? Should pre-K be structured around direct instruction or learning through play? How can we ensure quality and accountability in pre-K programs? Readers will also get a helpful synthesis of the major themes of the pre-k debate, investigate lesson learned from model programs in 2 states, and identify ke issues for future research and debate, including polices for English Lanaguage learners and children with special needs. |
| funding for early childhood education: Troubling Practice Victoria Carrington, Jane Mitchell, Shaun Rawolle, Agli Zavros, Bob Lingard, Jan Connelly, Ann Webster-Wright, Takae Ichimoto, Juliet Choo, Levan Lim, Peter Renshaw, Hyun-Sook Park, Shelley Lee, Ayako Suzuki, Radha Iyer, Yongbing Lui, Lorraine Marneweck, Joy Hardy, Min Chen, Karen Hollands, Janelle Pollard, Roger Duke, Allan Luke, 2002 |
| funding for early childhood education: Investing in Our Children's Care Helen Blank, 1993 |
| funding for early childhood education: Achieving Kindergarten Readiness for All Our Children J. B. Pritzker, Jeffrey Bradach, Katherine Kaufmann, 2015-10-10 |
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