A Discussion
About Universal Preschool
Dear
TNLI MetLife Fellows:
We are delighted to announce that our February TNLI national
listserv conversation will be moderated by Fellow Denise Snyder
from one of our newest affiliates—the State of Delaware!
As usual, we are sending you the topic and reading information
(including a digital link to the article) so that you can prepare
in advance for this discussion beginning February 1st and running
through the duration of the month. Please find this information
below:
FEBRUARY— Delaware.
Moderator: MetLife Fellow Denise Snyder
“The Universal vs. Targeted Debate: Should the United States
Have Preschool for All?” By W. Steven Barnett, Kirsty Brown,
and Rima Shore, NIEER Policy Brief (Issue 6, April 2004). This
article is available online at the following link: http://nieer.org/resources/policybriefs/6.pdf
Many thanks to Denise and Delaware for volunteering to moderate
our February discussion. We look forward to an exciting conversation!
Ellen and Peter
National HQ
January 20, 2005 |
Happy
February! Hope everyone is staying warm and dry. Here in Southern
Delaware we are digging out from back to back snowstorms and
finally getting back to a normal school routine. The topic for
discussion this month is Universal Preschool. I have given the
article to the preschool and kindergarten teachers at my school
and we have already had some interesting discussions. I am looking
forward to moderating the discussions of the TNLI fellows as
well. Here are some questions to consider as you read this month's
article...
1. Throughout the article the term truly high quality preschool
programs is used. How would a truly high quality preschool program
be determined?
2. Would colleges be brought on board to train truly qualified
preschool teachers and paraprofessionals?
3. Would the public, families and parents be considered part
of the preschool curriculum and be expected to be involved and
be an active participant in the preschool experience?
4. If Universal Preschool is voluntary and a parent opts not
to participate and their child is weak in kindergarten will
there be a plan for intervention?
5. What are the major issues that would deter a district from
opting for Universal Preschool?
Once again, the article can be found at: http://nieer.org/resources/policybriefs/6.pdf
Denise Snyder
State of Delaware
February 1, 2005
|
| Gung
Hay Fot Choy!
Hey Denise and All!
Hope you are staying warm in Delaware! It's been nice and
warm in California of late, but I am still so glad I got central
air/heating last summer! hee hee...
Anyway, every time I try to access the article,
my new, school laptop crashes! I did get a chance to skim
over it at school and since early childhood education is near
and dear to my heart, I would like to try to tackle some of
your questions.
1. Throughout the article the term truly high quality preschool
programs is used. How would a truly high quality preschool
program be determined?
For me, I would look towards the NAEYC for
guidelines in defining a high quality preschool program. What
our government may define as “high quality early education,”
may not be how some of us in the field would define it. What
I am afraid of is that people not in education, (see commercials
in CA with businessman Eli Broad and others) will begin to
make demands on what should be "taught" in preschool.
It was (is?) beginning to happen here in Los Angeles.
Preschool teachers were beginning to be trained
in how to support the mandated reading program that kindergarten
teachers were using. The rush to get students into the academic
framework of the K-5 program was becoming the focus of the
preschool program instead of focusing on developing the whole
child. Yes, we want young children to succeed in school, but
does that mean to "pre-teach" kindergarten skills?
Preschool should be a time for students to develop their social
skills and learn how to interact with others. It should be
a time to wonder/question and make discoveries about the world
around them. They should be exposed to great read alouds,
sing songs, dance, play, and develop a love of learning. Okay,
can you tell that I am a little bitter about what may happen
to the 3-4 year olds I used to love teaching and learning
with in college? Don't get me started on what is happening
to kindergarten!
2. Would colleges be brought on board to train truly qualified
preschool teachers and paraprofessionals?
I definitely think that higher education should
be contacted to help develop high quality preschool programs
and train teachers and paraprofessionals. I also think that
experienced, accomplished preschool teachers should also take
part in the conversation. Once again, we tend to forget to
talk to the experts and we need to have teacher voice in the
development of any program that directly affects them.
In an ideal world, the families/parents of
preschool student would be expected to be involved and actively
participate in the preschool experience, but in reality would
this be too much to ask for? What would it look like? Would
parents be expected to volunteer regularly in the classroom?
Would students be excluded from universal preschool if their
parents were unable to participate in the program? I would
love for all parents (K-12) to be involved. What type of participation
can/should be expected from parents? Maybe "recommended/mandatory"
training would be more doable?
4. If Universal Preschool is voluntary and a parent opts not
to participate and their child is weak in kindergarten, will
there be a plan for intervention?
Isn't this the same question in Kindergarten?
In California, kindergarten is not mandatory, so when students
enter my first grade classroom without any previous schooling,
they can be behind, yet our intervention program starts in
second grade.
I am not sure if I have added anything new
to this discussion, except for more questions. I do believe
in preschool for all. I just want to make sure that we don't
lose sight of what is best of children.
Happy Wednesday,
Jane Fung
Los Angeles
February 9, 2005
|
| I
agree with Jane that, if universal preschool comes to pass,
it should be educators and people knowledgeable in child development
who provide the framework for what “high quality” is and would
look like in practice. In one of my favorite books, Transformational
Curriculum, the authors state that you can teach monkeys to
ride tricycles, but why would and should you? That’s how I feel
about skill/drill instructional approaches in preschool and
kindergarten. Young children are eager to please and some would
probably be able to spout back just about anything poured into
their heads. But!!!! These early schooling years should be full
of joy and wonder and investigating and discovering, not sitting
on a rug for hours and hours saying /duh/, /duh/ and being trained/
indoctrinated into the wonderful world of standardized testing.
I recommend taking a look at the Developmentally Appropriate
guidelines published by NAEYC. That would be a good place to
begin the discussion of what a preschool program should look
like. Happy Lunar New Year to those who are celebrating today.
Gail Ritchie
Former preschool and kindergarten teacher, currently teaching
first grade
Fairfax County, VA
February 9, 2005
|
| Hi
guys
For me the debate about targeted vs. universal
preschool is ultimately about equity. It would be lovely if
states could offer truly universal preschool for all 4-year-olds,
but the reality is that they don’t. Many states don’t even
yet offer universal all day kindergarten. (In NY, kindergarten
isn’t even mandated.)
When there is a limited amount of funding
and space for state sponsored preschool programs, I believe
that they must be targeted. My children got the benefits of
a quality preschool program because I can afford to pay for
an accredited (by NAEYC) program. Shouldn’t families who can’t
afford it have the same access? Shouldn’t poor children get
the same advantages that my children have? I think it’s unconscionable
that middle class parents don’t put aside their feelings of
entitlement and see that by targeting our poorest and most
needy children, we help all children.
I also want to echo Jane and Gail in terms
of how scary it is that people who don’t know anything about
early education are determining what "quality" means
and making wacky decisions about what we should be doing.
Developmental appropriateness is being cast aside for the
perceived benefits of pushing curricula down for the sake
of test scores. In kindergarten in NYC, most classrooms no
longer have blocks or dramatic play or sand tables. Movement
means moving from instruction at the tables to instruction
on the rug and back again. Nationally, the powers that be
want to turn Head Start into a reading program and institute
standardized testing. Head Start IS a reading program, just
the way it is!!!
The last thing (I promise) that angers me
about how the conversation about preschool is framed is the
notion of school readiness. When I taught pre-k (in a targeted
program) all of my kids came in ready to learn. It was my
job to be ready to accept them at whatever level they came
in and teach them from there. We are dismally failing at making
schools ready to teach all young children.
Judi Fenton
New York City
February 11, 2005
|
| Greetings
All!
Thank you all for the ongoing discussion surrounding
Universal Preschool. The majority of our discussion has been
concerning the types and appropriateness of activities for
a young child. Who is best qualified to make the decisions
about what these programs should look like? This question
has surfaced again and again among those of us here in Delaware
and I have also heard it in other discussions among TNLI fellows,
as well. Here is something to think about as we continue this
discussion...
How can we, as TNLI fellows, as we work through
our own agencies and affiliates shape the construction of
these programs and ensure that the programs that are implemented
are appropriate and remain so for all those concerned? What
effect can we have to make these universal programs truly
universal? I look forward to hearing your thoughts on these
issues.
Denise Snyder
State of Delaware
February 12. 2005
|
Political
scientists, especially those who study public policy, have given
some thought to the question of whether one should fashion social
welfare programs as universal or targeted entitlements. Before
Bush's recent crusade against Social Security, the general consensus
was that a program fashioned as a universal entitlement had
a much broader base of political support, and was thus less
vulnerable to attack from the Republican Social Darwinists,
than targeted programs. Thus, the difference between how AFDC
[Aid to Families with Dependent Children, commonly known as
'Welfare'] and Social Security are perceived, or the difference
between how Medicaid and Medicare are perceived. One can't imagine,
for example, an attack on a Social Security recipient of the
same sort that Ronald Reagan launched against "welfare
queens." Even now, as Bush begins his attack on Social
Security, note that he is making an argument that the system
won't be viable forty years from now -- not that
Social Security recipients aren't deserving. This is important
because one way to make Social Security economically viable
for all time would be to "means test" it, so only
those folks who really needed it would receive it. But that
might also be its undoing because it would lose the broad base
of support.
So oddly enough, a universal day care program
may be what is politically required to ensure that poor and
working class folks get it.
Leo Casey
New York City
February 13, 2005
|
| A
universal daycare program may be needed, but at the same time
that is giving parents another reason to relinquish their rights
as parents over to the school district. The more schools give
to families, the more they take and the less they do. (I come
from a very low socio-economic population with very poor involvement.)
I agree that the kids need it, but parents need to be educated
as to why this is available and that it is a privilege.
Christina James
State of Delaware
February 14, 2005
|
| Middle
and upper class parents don't view high quality preschool as
a "privilege." I know that as a middle class parent,
I view it as a necessity so that my children will have a loving
environment to be in while I work. I want for them to gain the
academic and social advantages that being with great teachers
and their peers offer.
Understanding deeply that children of lower
socio-economic status need these advantages as much, if not
more, than my own children do, I don't think that parents
of lower socio-economic status should view quality preschool
as a "privilege," either. Whether we can pay for
it or not, it is really a necessity in this world. Actually,
this is even more of a necessity for those who must work to
survive, and I have seen my pre-K program enable many poor
parents to do so.
Educating those parents (of all socio-economic
strata) who don't understand how valuable a quality preschool
education can be for their children (and what quality looks
like) is definitely important. We should also be educating
middle and upper class parents about how a little bit of compassion
for those less fortunate than we could serve to make our world
a much better place.
Judi Fenton
New York City
February 14, 2005
|
O.k.,
now I have to respond. You've sent two emails with which I agree.
A lot of your voice is both informed and to the point. I appreciate
it.
Thanks,
Anne McCarthy
San Francisco
February 25, 2005
|
As
Feb. draws to a close, I would like to say I agree we should
have pre-school for all, however, the program should be determined
by knowledgeable educators. A "high quality" program
has to be age appropriate with opportunities for children to
explore on their own and learn through interaction with one
another. Children need experiences to base their understanding
of the world around them. These experiences will build their
higher order level of thinking skills as they problem solve
through their relationships. At 4 years old they don't need
a program to prepare them for the standardized tests they will
be expected to take when they're 9 years old.
I agree that equity is an issue, but it is an on-going issue
for all of public education in the whole country. Leveling the
playing field for a free and equitable education for all children
has been argued and fought for in the courts for a number of
years with baby steps of success because of the interpretations
of the laws within each level of the judicial system. For every
step forward, we take three steps back. It's disheartening,
but we should not be discouraged as in the case of New York
City and the Campaign for Fiscal Equity lawsuit.
I disagree with the insinuation that middle class parents are
an unconscionable group and that they should pay for a pre-k
program. Being labeled "middle class" doesn't mean
we are all financially equal in status. In reality, usually
both parents are working full time and after taxes, bills, child
care, and saving a little for that yearly quality family vacation
for four, there's very little left. The middle class is hardest
hit, especially in New York, and fast disappearing. It is not
their lack of compassion that's felt, but their frustration
at trying to survive and stay afloat.
Parents do need to be educated on what quality education should
look like. Then we can team up and work with organizations and
politicians to bring about the improvement of educational programs.
Together we would be generating a broader base of support to
ensure that implemented programs are appropriate, high quality,
and universal.
Shirley Chinn
New York City
February 25, 2005 |
| What
if we try to educate the parents of disadvantaged children about
what it is they can do at home to prepare their children for
kindergarten? Their children are at home possibly because a
high quality preschool is either too expensive or they didn't
make the cut of a federally funded program. Most parents (of
any socioeconomic level) don't know what qualities or skills
kindergarten teachers look for in each September. Parents care
about their children and may be grateful to receive such information.
Sherlynn Aurelio
State of Delaware
February 25, 2005
|
Shirley,
Thanks for the input. I agree with you totally. There has been
and will continue to be much discussion about this issue in
the coming months. Pre-school and Kindergarten education is
the foundation for the education of each student. As teachers
and parents we are in a position to make an impact on the system
and that is what we have an obligation to do. Voices of those
who understand that sitting at a table and chairs is not age
appropriate for a 4 or even a 5 year old, but interacting with
peers and playing in appropriate ways are what is necessary
to insure success later on tests that are required. We all must
crawl before we can walk. Trying to walk before we are ready
just doesn't work. Thanks again.
Denise Snyder
Sate of Delaware
February 26, 2005
|
| Great
idea about instructing parents, but how would you do that?
Maria Lazarini
New York City
February 26, 2005
|
| How
about workshops for parents available through the Parent Association
in each school?
Carmen Vargas
New York City
February 27, 2005
|
That
is what another fellow and my action research addresses. Hopefully
you'll hear from us later! :-)
Sponsoring parent workshops is a great idea. I've sent home
flyers for parent workshops in the past, but the same involved
parents came. What might work is a personal invitation to the
parents you really want to reach and include a spaghetti dinner.
I think I'll try this approach next time.
Sherlynn Aurelio
State of Delaware
February 27, 2005
|
| Another
suggestion re: parent workshops or involving parents at school:
offer the presentations/workshops, etc. immediately after school.
At least for the families I work with this is the best time
for them to participate. With my families (low income and immigrants),
It is primarily moms who are involved in the educational arena.
They don't drive, they have young children at home and they
walk everywhere. A nighttime meeting, especially in the fall
and the winter, is not going to get many people: it is too cold,
too dark and in many cases, too dangerous to walk to school
and home at night. Our school has after school child care, so
the moms can leave their children there and participate in the
meeting. Having the meetings only in the evenings is fine for
working parents, or for those who drive, but since that doesn't
describe my moms, the after school times are best (and they
are already at school to pick up their kids). I actually offer
the sessions twice, both after school and early evening; I always
have many more participants in the afternoon.
Margie Rogasner
Chicago
February 27, 2005
|
| Thank
you for your suggestion, that's a great idea and something to
consider especially in our urban neighborhood schools.
Sherlynn Aurelio
State of Delaware
February 27, 2005
|
Hi
again,
Have you heard about all these parents paying tutors to teach
their 3 and 4 year olds to read and write before they go to
Pre-K? What happened to Pre-K being the place were children
learn to play (yes, play) together, learn how to share and socialize
through hands on activities? Are we going crazy or is it just
me?
Maria Lazarini
New York City
February 27, 2005 |
It's
not just you. Some parents are obsessed with status and schools.
Their kids
must get into the best preschool, the best kindergarten, etc.
so they will be able
to get into Harvard or Stanford. It is rather like the Japanese
cram schools, and
leads to burn out on the part of the kids.
Helen Gieske
State of Delaware
February 27, 2005
|
Maria,
I am tutoring 4 and 5 year olds now! Parents are paying me,
and you know, the children are doing it and loving it! FYI,
my reading license from the state says- Birth to 6! I believe
in exposing children to anything that can benefit them down
the line.
Look at it like this, Children are playing these electronic
games and are using computers on their own. It takes some literacy
skills in order for them to master those things. Literacy is
all around us and so why not equip them with some other strategies
that will benefit them in school? Now, I am all about playing
but, the children in my kindergarten class love to work, read
and write, and they love coming to school. It is all about a
challenge!
Aneesha Jacko
New York City
February 27, 2005
|
| It
seems like the parent training should come in prenatal classes
and maybe preschool. The real problem is there are not many
resources/ways to reach parents for the important years in-between.
Aneesha, good response and argument—and I
agree with you on the video games; if they can learn PlayStation
games, they can learn to read a few words...
Richard Gadsby
New York City
February 28, 2005
|
|
