ML 4.0 Transitional//EN">
Note: Postings on today's topic that appeared on the Web site by 8:00 PM
Pacific time are included in this summary.
The draft Plan suggests ways to get all infants and toddlers ready
for school: in brief, health and developmental screenings, better
coordination of services for families who need or request them, and
voluntary formal preschool for three- and four-year-olds. In what ways
will implementing these recommendations help students become ready to
make the most of their schooling? Will this increase students'
achievement in later years? How can the early identification of children
with disabilities and special needs be sufficiently coordinated with
later school learning support programs to make a difference? Should
preschool be made available to all families who desire it? Should
kindergarten be required for all children?
- Before establishing a mandatory or universal preschool program, the
standards must be clear. Participants comments centered on a safe
environment with nurturing caregivers; a play based, sensory
environment; hands-on active learning, art, music, and movement;
children's developmental needs as the basis; safe and healthy. Parental
buy-in and transition to primary school were also deemed important considerations.
- It was recommended that the state sponsor low-income children in
existing private high quality preschools at full tuition cost.
- In response to a question about how the budget for preschool support
fits with the rest of the Plan and funding, it was noted that creating
an education system is expensive and expensive changes must be phased
in. Research indicates that dollars invested in early education pay
dividends later for both students and taxpayers. While we should reduce
new costs with some savings and efficiencies, in all likelihood we will
need additional funds. Money invested smartly early in developing each
child's innate instinct for learning will prove to save many times that
in remediation later.
- All areas that remain in the final Plan are part of a comprehensive
strategy to achieve the education outcomes for California students.
Preschool is a vital component of the strategy. The Joint Committee
recognizes that significant additional investment will be required. The
legislature is likely to apply several rules of thumb such as phasing
activities in, incentives to business, and more when budgeting funds.
- One participant noted that the biggest obstacle to effective education
is economic and social stratification, particularly racism. If we are to
have an impact on these realities with education, the education itself,
its organization and financing must be consciously addressed to diminish
such racism and stratification.
- Research points out that children who do best in school have more than
basic ability or aptitude: they have good health care, are
well-nourished, and have a support system that fosters learning from the
early years forward. We also know from research that early intervention
and prevention head off problems before they become resistant to
treatment.
- Identifying children with special needs must include children with
outstanding health or developmental issues. While these children may not
require special education services, a broader screening is important to
insure proper coordination with health, mental health and other
community services.
- Another aspect of screening preschool children is the importance of
ongoing observation, conferring with parents, and contacting the
family's school district. It was noted that advocating for children in
the private sector would be easier if the concerns were met sooner and
the public school preschool assessment team offered more serious consideration.
- Several participants raised concerns about State encroachment on the
rights of families to raise their children. These concerns were
countered by assurances that the Plan is very clear about supporting
families so they can fulfill their parental responsibilities. Where
services are called for, they are available for voluntary usage.
- Participants objected to mandatory "education" from birth through
pre-K and/or kindergarten
To make the most of programs for pre-school-aged children and their
families, the draft Master Plan suggests various ways to align or
coordinate the early education and K-12 sectors. System issues related
to these suggestions include: Early childhood education professionals
and K-3 educators may have different ideas regarding student performance
and developmentally appropriate expectations. How can we create a shared
understanding? What do a "standards-based curriculum" and "assessment"
mean in school readiness programs? What needs to be done regarding
current members of the early care and education workforce who are not
credentialed or certified, when higher standards go into effect? Much of
California's wealth of expertise in the field of early childhood
education is outside the traditional public school arena. Under the
proposed governance structure, how can we ensure that early childhood
development programs continue to benefit from this expertise?
- To successfully align early education with the K-12 system, we need to
align understanding and philosophies with a child development foundation
of training and education for pre-service teachers. Institutions of
higher learning need to focus on the research, body of knowledge and
experience of professionals to bring the two systems together.
- We need to restructure the certification and compensation system to
include teachers of children, birth through university. This would
create a tiered system that would position teachers by education and experience.
- There should be a set standard of required reading of all pre-service
teachers. We should consider extending time a pre-service teacher takes
to complete teaching credential certification.
- One participant noted the need to partner Preschool Standards with
Kindergarten entry expectations. Developing and revising Preschool
Standards can be accomplished by working with Early Literacy
specialists, kindergarten teachers, elementary administrators,
educational technology specialists, special education teachers, parents,
and community members.
- Curriculum and Performance Standards that include all developmental
components--cognitive, social-emotional, language, physical--help
prepare children for kindergarten.
- It was noted that the CTC issues elementary teaching credentials with
preschool authorization. This should mean there is consideration for
educating children before formal school entry during.
- The Plan should be seen as a bridge between the child care, education,
and health communities.
- A question was raised about how to balance "developmentally
appropriate" and "standards-based curriculum". One implies a continuum
of learning that children move along at their own pace of growth and
maturation, and the other implies that during a given year, children
will learn specific content.
- We need to do a better job of linking preschool to the K-12 programs.
Both preschool and elementary educators need more information on the
developmental continuum of acquiring academic skills. Staff in all grade
levels need to be aware of how and what children are learning.
- We ought to assure healthy parenting education and quality school
readiness preparation within quality child care and preschool programs
available to every child no later than four years of age.
- The "individualized plan for each child" should include children's
transitions from early education to Kindergarten and throughout their
education in K-12.
- The Plan needs to guarantee access for infants and toddlers to child
care and early learning services.
- School readiness should incorporate family readiness.
While this summary contains the highlights from the many ideas that were
offered, far more comprehensive information may be found in the
discussion archives.
We highly recommend that you read the original postings to discover the
full richness of the discussion. We suggest you chose the Thread viewing option.
Background summaries, daily topics, questions and background information are available from the
Agenda
page.
Tuesday, June 11 will focus on Facilities and Finance.
I welcome your comments on the summaries.
Sally Hedman
Reporter