By Tommye Hutto
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| Preschoolers Samantha Vivian, Kemberly Chavez and Daniela Montano get caught up in the story being read by their teacher at Mecca State Preschool in Coachella. Once looked upon as child’s play, preschool education is now serious business. |
"High-quality universal preschool offers an opportunity for all students to reach their potential,” says CTA President Barbara E. Kerr.
“It isn’t just baby-sitting young children, nor is it pushing them into a curriculum that they’re not ready for,” says Yale Wishnick, manager of CTA’s Institute for Teaching (IFT). “With certificated teachers, low class sizes, and a myriad of approaches to providing age-appropriate activities, research indicates that students who attend preschool will continue to benefit from the experience into high school and beyond.”
The nonprofit foundation has recently completed a program to increase teacher awareness of the ability of universal preschool to help close the achievement gap for kindergarten, elementary and high school students.
With grant money from the David and Lucile Packard Foundation and funding from CTA, IFT held a series of briefings by teleconference last spring to inform teachers of the lasting effects of preschool education and the importance of getting parents involved. [Neither the grant nor the nonprofit foundation is tied to any specific legislation or initiatives.] More than 300 teachers, parents, preschool educators and interested community members participated through the California Research and Education Network (CalREN), which provides “any time, any place” professional development and research support.
The briefings resulted in a series of 12 focus groups, assembled to determine what teachers and other education community members believe about the benefits and drawbacks of universal preschool as well as to ascertain the most effective way of disseminating information regarding universal preschool.
Once the focus groups were completed, IFT used that information to develop and present a series of School-Community Engagement Summits around the state. The summits involved participants in setting up the means to assist schools and students within their own communities and concluded with an invitation to get other school employees involved in the effort.
IFT also involved numerous CTA chapters and local leaders, department and regional staff within CTA, as well as other education-related organizations like the California School Boards Association, the California State PTA, the San Diego Chamber of Commerce, and Preschool California. While participants voiced some concern about how a universal preschool would be implemented and what curriculum would evolve, the majority agreed on its importance, and discussed several approaches to achieving lasting results for all students.
“Altogether, IFT was able to provide outreach activities that reached thousands of teachers and community members,” says CTA Board member Paula Caplinger, who serves on the IFT Board.
“Those involved in early childhood and elementary education are well aware of what a high-quality preschool can do to level the playing field for students,” she adds. “But teachers in high schools were less aware of its benefits, especially for students who have fewer economic advantages. We believe that now they are beginning to understand. IFT’s goal is to continue to seek opportunities to assist teachers and schools in providing information that will enable all children to reap the full benefits of education.”