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Universal Pre-K: What We Know, What We Need by Valora Washington

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Universal Pre-K: What We Know, What We Need by Valora Washington | FEATURE Universal Pre-K: What We Know, What We Need By Valora Washington s the value of early childhood education becomes more 29 percent of the nation’s four-year-olds and about 5 percent of evident and more widely accepted, a growing number three-year-olds are currently enrolled in state-funded pre-K. of states and cities in the United States have invested In Virginia, the Virginia Preschool Initiative (VPI), es- Ain public pre-kindergarten. Today, 42 states and the District of tablished in 1995, is serving about 18,250 children who would Columbia are serving about 1.4 million children, according to otherwise lack access to pre-K. However, while VPI enrollment the National Institute for Early Education Research (NIEER). is steadily increasing, it still only reaches 18 percent of the state’s That is a promising development, but let’s also consider a four-year-olds. That percentage may increase in 2017, according sobering reality: Even at the present rate of progress, NIEER says to NIEER, as new eligibility requirements go into effect, includ- it will take “decades to serve just 50 percent of four-year-olds in ing eligibility for all families at 200 percent or below the poverty iStock state-funded pre-K programs.” Unfortunately, nationwide access line. to free pre-K remains only a dream for too many families: Only The National Association for the Education of Young by Photo Þ www.veanea.org | FEBRUARY 2017 17 FEATURE | Children (NAEYC) defines pre-K as “a distinct group of Keeping in mind that we view these standards as prelimi- programs designed specifically to make sure that preschool- nary benchmarks, I suggest that the most promising figure here ers are ready for kindergarten and will be succeeding in is the very high degree of specialized training required for pre-K school by third grade,” and specifies three key characteris- teachers. Because early childhood education includes the period tics: (1) high program standards, (2) serve four-year-olds, from birth to third grade, it would be very tempting to transfer and sometimes also three-year-olds, and (3) focus on a promising second-grade teacher to a pre-K setting. But the school readiness. requirements of that setting are different than those of a successful As encouraging as it is to see more children attending second-grade classroom. The pre-K setting calls for age-appropri- pre-K and more teachers preparing to lead pre-K, there are ate emphasis on a safe and healthy learning environment; on the still some key questions about the quality standards of full physical, cognitive, and social well-being of the child; and on pre-K settings. Meaningful universal pre-K presumes that learning opportunities uniquely suited for very young learners. there should also be universal minimum standards for Professional preparation to work with young children re- learning. NIEER measures the nation’s pre-K programs quires specialized competencies, knowledge and skill. As a time- against the following ten minimum standards, emphasizing tested expression of these competencies, the CDA uses national, that these are not measures of excellence but rather minimal federal and state-based early childhood experts and its own exper- competencies: tise to regularly update its training materials and credentialing 1. Comprehensive early learning standards at the state or requirements. As a result, national organizations such as NIEER jurisdictional level and NAEYC promote the CDA as the “best first step” for those working with our very youngest students. 2. A bachelor’s degree for lead pre-K teachers Among the CDA competencies that teachers use to create 3. Specialized early childhood training for lead pre-K a successful learning environment for three- or four-year-olds, a teachers very strong knowledge of child development is also a must. 4. A Child Development Associate (CDA®) credential, Some of what teachers should know about preschoolers includes administered by the Council for Professional the children’s: Recognition, for assistant pre-K teachers • Physical capacity and motor skills, including the ability to 5. Participation by teachers in a substantial number of spot and address developmental delays; hours of professional development • Communications skills and capacity to learn about safety and 6. Maximum class size of 20 or fewer incorporate safety skills into their activities; 7. Staff-to-child ratio of 1:10 or less • Pre-literacy and pre-numeracy skills, which teachers can 8. Children receive screening, referral and support address and advance (again including the ability to spot and services for vision, hearing, dental, health and other address developmental delays); and, support areas 9. Children are provided meals and/or snacks • Social and empathic skills, which are such a focal point for 10. Systems hold individual classrooms accountable and learning and development at these ages. monitor to ensure quality standards are being met This knowledge can also assist a teacher with daily practical In 2015, NIEER found only seven states in full compli- knowledge, such as ordering and arranging supplies, preparing ance with these 10 standards; with teacher qualifications the pre-K setting with different learning areas and social spaces, often among the greatest areas of vulnerability. Although and planning indoor and outdoor learning among other factors. It programs are hiring teachers with specialized training, only also helps to know how these skills and developmental milestones about 60 percent require lead teachers to have a bachelor’s overlap and reinforce one another to aid in a child’s current and degree, and only about 37 percent require assistant teach- future success in school. ers to hold a CDA credential, although that percentage has For example, a focus on children’s emergent literacy supports risen significantly from 24 percent in 2002. and is also supported by their development in a pre-K setting. 18 VIRGINIA JOURNAL OF EDUCATION | FEATURE Particularly for dual language learners, the acts of speaking know color but not shapes can help. The teachers get help with and listening in conversation can simultaneously sharpen their clean-up for the next day. Win-win! ear for vowel and consonant sounds, aid in grammar and syn- The New York Example tax proficiency, and teach thoughtful listening and exchange. Make-believe and unstructured play also offer chances to New York City’s brand-new Pre-K for All initiative offers insight apply conversation skills to the problems and rewards of social into the big lift needed to offer free, universal all-day pre-kinder- life, offering students the opportunity to “use their words” to garten. Before the program, 58,000 children attended pre-kin- share, take turns and even to experience and resolve conflicts. dergarten in the city, about 20,000 of them in full-day programs. These activities help children lengthen their attention spans; Within two years, the program has achieved high enrollment learn how their words can persuade, inform or resolve con- across every community, with the highest participation among flict; and connect language with the self-regulation and coping low-income families. skills needed for getting along in the world. Getting it off the ground came with a range of challenges. Hands-on play is another vital element in emergent New York City had to address professional requirements in literacy and numeracy hiring and assessing development during lead teachers, assistant this development stage. Far from “just playing” all day, teachers and para- Far from “just playing” professionals; clarify all day, students in suc- students in successful pre-K standards for on-site cessful pre-K programs support for leaders and are actually learning programs are actually doing teachers; plan resources; by doing all day. From and coordinate guid- all day. ance from 100 instruc- gardening to blocks to [ ] coloring to painting, tional coordinators and many eye-to-hand types 125 social workers. of play build valuable pathways to the pattern recognition, The program also called for significant investments in new inquiry skills, and composition abilities children will need for spaces, programming and oversight across more than a dozen city language arts, math, advanced arts and science. agencies. In the first year of expansion, New York City opened The pre-K classroom should be organized, inviting, new sites, recruited and developed new teachers, conducted and rich in reading and numeracy cues without being overly rigorous multi-agency quality and safety inspections, and reached controlling. NAEYC’s guidelines for pre-K literacy encourage out extensively to families to encourage enrollment. These early “rich teacher talk” that models listening and offers students wins demonstrate that, in New York, pre-K is gaining traction and new words and understandings through conversation, and improving each year. integrated, content-focused activities that enable children What We Know We Need to practice their oral, critical thinking and emergent writing It may seem obvious, but all the expenditures, equipment and abilities. theories in the world can only be helpful to preschoolers in the In addition, we at the Council for Professional Recogni- hands of qualified teachers. As someone who has advocated for tion also emphasize that the classroom environment itself is an the needs of young children under age five for all of my career, I’m instructor through CDA candidate preparation. For example, encouraged by the progress being made so far.n simply by labeling objects in the room with words and shapes, a teacher can prepare their children to “learn on the go.” Let’s say all the chairs are labeled “chair” and a different color shape Washington, PhD, is CEO of the Council for Professional for each table. As chairs are used all day long, they change Recognition, which oversees the Child Development Associate position.
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