Universal Means a Kid Can Go if They Want To by J.M. Holland

Recently I heard Checker Finn compare the national pre-k system to the higher education structure in a panel discussion on universal preschool. His comment brought something new to the table -- kids! It was great to see them at the forefront of the discussion (rather than Finn's usual ideology).

It's an interesting concept that really made me think twice about how I understand the phrase "universal pre-k." Higher eduction is made up of a system of public, private, technical, and community colleges. It is subsidized by the state, but not provided exclusively by the state. It is beneficial to the community and the state, but still a burden on the tax payer. Not everyone goes to college. It can actually be better for some people, interested in trades or technical professions, not to go to college.

While many parents hope their child will pursue a college degree, sometimes it's not a good fit. Policymakers would never consider forcing people to go to college, just like most would never consider forcing a child to go to pre-k. Many kids go to college and don't get much out of it. Some attend and find their life calling there, hit the job market ready, only to be disappointed by the reality of the economy. Even though there's not a universal measure for college outcomes, it's safe to say that all college students get something out of their experience. We don't question the validity of going - it's part of our national education system and has provided the driving force of our economy for a long time. But the truth is, every kid who attends pre-k gets something out of that experience, too.

As it stands, I consider us to have a college-for-all system. It is not perfect and may not be entirely equitable, but technology and the Internet are changing that. There are college students all over the country who attend universities all over the world through online and face-to-face classes. 

 
Similarly, there are pre-kindergarten programs based in other states that operate all over the country. The effectiveness of these programs varies greatly from one community -- or even one center to another. But the best of the pre-k classrooms seem to be those that are either entirely private and expensive or entirely public and focused on outcomes. So how do we get all children access to these kinds of preschools?

Maybe we could get to a national pre-k system if we broaden our definition of what universal means. In the college system, universal means a kid can go if they want to. They may need to get loans and pay them back, find grants, or go to community college for a couple of years, but most of the time, if you want to go, you can. It isn't the same way with pre-k. In states with targeted pre-k programs, your child can go if your family is poor and the government will pay, or, if you can afford private pre-k. What about a community college option for pre-k? What if we had a system where kids could go and the government would pay for some of the costs?

I guess what I'm saying is, we know pre-k works. The question is not whether we should or shouldn't make it available to all kids, but how can we make it available to all kids. How many different models of effective pre-k systems are there? Have we found them all yet?

How hard can it be? by Jennifer Rosenbaum

I find that people outside of education often take for granted the tremendous thought and planning that goes into teaching.  First, teachers have to figure out what to teach carefully reviewing curriculum guides and state standards.  Then, they have to figure out how to teach.  They need to break down those broad skills and concepts into manageable, bite-size chunks of information that are meaningful and developmentally appropriate for their students, and then, figure out exactly how to present that information in a way that will help their children learn.  In addition to all of this, teachers are responsible for designing assessments that accurately measure their students' progress. Through the data gathered in those assessments, they are able to adjust their lesson plans and cater instruction to meet the needs of each individual student. 

 

Not such a simple process when you step back and think about it, right?  It takes time, effort, and most importantly, reflection, to lead students to academic success.  This summer, I am excited to work with a group of new Teach For America corps members as they begin this journey into teaching.  I will be coaching them as they develop the foundational knowledge, skills, and mindsets that will enable them to plan, execute, reflect, and problem-solve in their classrooms, and ultimately ensure the success of their students. I am eager to see how much they can learn over the course of our five weeks together, and how they are ultimately able to apply that knowledge to their classrooms this summer and in the fall.  More updates about this journey are sure to come!

Kindergarten Readiness by J.M. Holland

 What does it mean to be ready for kindergarten? As a country, we have been trying to define this JELLO-like area of understanding children for a long time. The big question is: Can you be ready for big school if you have never dipped your toe in the water before? It is a good question, especially for parents who are trying to decide if their child is ready to be away from mom and dad for the first time. One of the benefits of preschool is the social competence acquired through daily practice of "school" skills that are necessary before the content of the Kindergarten year can be taught.

Even with Kindergarten still being optional in some states, all states offer kindergarten if only for a half day. Currently, 98% of children attend kindergarten, so even though attendance isn't required, it is the reality. It used to be that kindergarten was the first time you were introduced to "book learning"--now we begin introducing books as young as eight months with fabric books, flap books, and books you can suck on. Some studies suggest that Kindergarten readiness can be linked to the the language experiences in the home. Other studies say that math skills are stronger predictors. And finally, teachers consider social/emotional development the most important factor in a student's success. All of this research won't help parents know what knowledge and skills they need to work with their kids on over the summer.

Countdown to Kindergarten portrays a kid frightened of going to kindergarten because she doesn't know how to tie her shoes. She thinks that you have to know how to tie your shoes before you go to Kindergarten and the teacher won't help you learn.

Unrealistic expectations can fuel kids' and parents' fears about going to school. From a teacher's perspective here are three concepts that would be helpful for your child to know before going to school:

1. Know their first name. This may sound funny, but some children think their name is the nickname they are called at home. When they come to school and the teacher tries to interact with them, the teacher uses their "official" name. John won't even look at the teacher if they have only been called "Johnny" or even "Jack" or "Junior." Of course it would help if you tell the teacher your child's nickname, but part of the teacher's job is to get your child to write his or her name correctly. If Mia knows her real name instead of just her nickname, Me-Me, she is half way to the goal.

2. Begin the feedback loop. Hopefully you have already done this but, if you haven't, here it is:
Adult: Asks question
Child: Responds
Adult: Responds to response and asks probing question
Child: Responds to adult question

This feedback loop is the key to the learning process. Everyone has busy lives but it is important to set aside just a few minutes a day to have a long drawn out conversation with your kid about something they are interested in.

3. Help your child apply understanding of positional words, like front/back, next to, in/out, and behind. These words are some of the most commonly used words in classrooms because teachers must use them to orchestrate learning activities. Children are asked to stand behind their friend, put crayons in or on a desk, and to put the scissors next to the crayons.

Are these skills pre-requisites? No. Will these skills guarantee your child's success in Kindergarten? No. I had a student this year who came to school thinking his name was Mo-Mo and left knowing how to read. However, knowing these foundational skills will make your child's Kindergarten year a much less frustrating experience for themselves and their teacher. What do you do now? Have fun learning about the Disney fairies, transformers, or the Wiggles. You will be glad you did even before school starts.

Transitioning to Next Year by Jennifer Rosenbaum

I always find that saying goodbye to my students at the end of the year is bittersweet.  While it is exciting to see how much they've grown and learned throughout the year, it is also sad to say goodbye to our classroom community.  We become our own little family throughout the school year, and it is difficult to leave that behind!

 

Fortunately, next year, most of my students will be together in the same pre-k class.  They will be surrounded by familiar faces on the first day of school, and will continue to develop and solidify their friendships with familiar peers.  Additionally, I have had the opportunity to collaborate with their future teacher.  We discussed all of my goals and plans from the year, what my students learned in relation to those goals, and what types of goals would be ambitious and feasible for them to achieve in their second year of pre-k. 

 

Armed with this information, their new teacher will be better able to plan her classroom to meet the individual needs of each student.  She will be able to build on what they have already learned, and continue to foster their social/emotional, physical, cognitive, and language development. 

 

So while I am sad to say goodbye to my students, I am reassured to know that they will be in a a supportive classroom tailored to their needs as individuals and a group. I can hardly wait to see what they will accomplish during the upcoming school year!

Book Review: Good Morning, Children by Libby

Guest blogger Libby Doggett, Deputy Director of the Pew Center on the States, reviews "Good Morning, Children" by Sophia E. Pappas

Many people watch 3- and 4-year-olds at home or at school and dismiss what they are doing as "just play." The same folks wrongly believe that anyone can teach young children. Sophia Pappas's book, "Good Morning, Children," aptly addresses – and counters – these two, common myths about educating young children.

Pappas's book brings to life how, in a high-quality pre-kindergarten classroom, children learn through play; and how that learning is enhanced by a qualified teacher who cares deeply about his/her children and what they learn. A Phi Beta Kappa graduate of Georgetown University, She learned that controlling a classroom required more than just smarts, persistence and compassion.  Her book explains, through compelling anecdotes, how she learned to use her attributes to master her classroom.

One of my favorite stories is that of Aniyah, who, when challenged to find a solution for a small fish being eaten by a large fish (in Leo Lionni's classic, Swimmy), suggests that the small fish drive a water car out of the ocean away from the big fish.  Aniyah is so excited about her suggestion that she even writes "wtr car" on the solutions list without guidance.  But, this learning victory happens only after many months of effort by the teacher and Aniyah's mother helping the child learn to control her formerly disruptive behavior.

In this valuable book, the Pappas repeatedly describes the link between a child's social-emotional and cognitive development, and how that development in one area enhances the other. For example, Aniyah's improvements to her behavior facilitated her intellectual growth. As her disruptive outbursts subsided, she was better able to actively engage in discussions during story time and interact positively with other children in the learning centers. Pre-k is not just about learning the letters of the alphabet, learning to count and learning to write your name. It is about learning to share, take turns, work with a new adult, interact with other children and direct one’s own learning. 

This book is wonderful for anyone interested in early education. For the policy maker, it gives substance to the importance of a well-qualified teacher, a strong curriculum, able school leadership and small class sizes and ratios. It also points us in new directions: the importance of having strong mentorship programs for all new teachers; better tools for measuring children’s growth and development; and, more creative ways to engage families in their child’s learning.

For directors and administrators, this book will contribute to your vision of excellence and your efforts to eliminate educational inequality. It offers new ideas for supporting your staff's efforts to help students realize their potential.

For new teachers, the book reaffirms the importance and challenge of your chosen field and assures you that, if you are persistent, you too can succeed. The author's stories show her eagerness to accept mentorship; willingness to reflect honestly on her practice; progress in learning effective classroom management skills; ability to explore innovative learning approaches with individual children; and, her determination to focus on positive communication with parents. These stories contain a formula for your own success.

And, for former teachers like me, the book is simultaneously a walk down memory lane and a reminder of how much the field of early education has matured. For most of my students, my first-grade classroom was their first experience away from home and I was expected to teach children their letters, letter sounds and how to read in a short nine months. Today, many children have ample time to learn those important foundational skills, and with teachers like Sophia, they can enter kindergarten prepared and excited about learning.