building blocks for starting school the right way
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Building Blocks for Starting School the Right Way. Ilene S. Schwartz College of Education [email protected]. Every national report on education and every set of educational goals includes as #1 helping children begin kindergarten ready to learn. - PowerPoint PPT PresentationTRANSCRIPT
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Building Blocks for Starting School the Right Way
Ilene S. SchwartzCollege of Education
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Every national report on education and every set of
educational goals includes as #1 helping children begin
kindergarten ready to learn
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All children start kindergarten ready to learn
The challenge is insure that the kindergartens (and every other
grade) are ready to teach to diverse learners
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So let’s reframe the question
• What skills and behaviors are related to children being more successful in school?
• What can we do before children begin school to help them acquire these skills and behaviors?
• What can we do when they are in school to facilitate success?
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In other words, what can we do to help children achieve meaningful outcomes that
lead to an improved quality of life for them and their families
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The most valued Kindergarten readiness skills
• Physically healthy, well rested, and well nourished
• Able to communicate wants, needs and thoughts effectively
• Enthusiastic about approaching new activities
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Physically healthy, well rested, and well nourished
• Health insurance and medical homes for all children
• Insure that all children have enough to eat everyday
• Address the issue of homelessness and substandard housing for all citizens, but especially our youngest and most vulnerable citizens
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-0.55-0.47
-0.22 -0.17
0.25 0.27
0.69 0.7
-1
-0.8
-0.6
-0.4
-0.2
0
0.2
0.4
0.6
0.8
1
Math Achievement Reading Achievement
Standard Deviation Units (SD)
LowLow MiddleHigh MiddleHigh
SES Differences: Effect sizes (compared to middle class)
From Early Childhood Longitudinal Study-Kindergarten Cohort (ECLS-K)
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Able to communicate wants, needs and thoughts effectively,
• Learning to communicate effectively starts early and has life-long effects
• All children communicate• For some children we need to provide
explicit instruction in how and when to communicate
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Words per hour to the child (ages 10-36 months)
• Professional class parents directed more than 3 times as many words per hour to their children than did welfare recipients 0
500
1000
1500
2000
2500
Professional
WorkingclassWelfare
From “Meaningful Differences”; Hart & Risely
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Vocabulary Size at Age 3
0
200
400
600
800
1000
1200
ProfessionalsWorking ClassWelfare
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Perry Preschool Study
• High/Scope foundation
• Michigan, mid 60’s• Two years of
preschool and weekly home visits
• Children followed through age 27
71
29
54
7
0
10
20
30
40
50
60
70
80
HS or GED Earn >$2K/mo
PreschoolControl
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Perry: Arrested 5 or More Times Before Age 40
0% 10% 20% 30% 40% 50% 60%
No programgroup
Programgroup
Source: High/Scope Educational Research Foundation
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Abecedarian Study• Craig Ramey & Frances
Campbell, et al.• North Carolina, 1970s• Full-day, full-year program
beginning at about 3 months• Remarkable, long-lasting
impact
93.5
87.7
80
82
84
86
88
90
92
94
96
98
100
Program
Control
Reading Scores at age 21
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Abecedarian: Educational and Health Effects
0% 10% 20% 30% 40% 50% 60% 70% 80%
Attended a Four-Year College
Non-Smoker atAge 21
Didn't Repeat aGrade
No-program group Program group
Source: Carolina Abecedarian Study
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Enthusiastic about approaching new activities.
• Student failure is instructional failure• All students and families need to belong
and be successful• Intensive programs are necessary to
address complex problems• Individualization is key
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Skills
Membership Relationships
Community of PracticeParticipation in valued routines, rituals and activities
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Key Points for EC Programs
• Starting early• Providing intensive services• Being comprehensive• Ensuring quality• Focusing on relationships
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Is my child ready for kindergarten?
Let’s examine the following questions…
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Does my child:
• have strong self-management skills?• work independently?• make his/her own choices without
teacher or parent interaction?• show willingness to try something new ,
is not apprehensive about new situations after a short adjustment period?
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• wait his/her turn in a group situation in play, during snacks, sharing materials?
• interact well with other children on an equal footing?
• negotiate most of his/her own social problems fairly successfully?
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• express his/herself well to communicate what he/she does and does not understand?
• have strong self-confidence and self-esteem?
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Project SLIDE
• Fostering smoother within-classroom transitions
• Providing opportunities for practicing independent work
• Facilitating active engagement during group instruction
• Teaching children how to self-assess
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Was it effective?
• Were less likely to need special education services when they reached first grade
• Received higher ratings on positive social and classroom behaviors from their teachers in the year following intervention
• Scored higher on academic readiness tests than a comparison group
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Points for Action
• Target children who are at-risk, but make available for all children.
• Identify important outcomes for students and use effective instructional strategies to teach them
• Make sure that the program fits -- fits the child, family, and community
• Remember, all children are children first