ERIC ED375470: Early Childhood Education: Increasing the Role of Local School Boards.

7 Pages·1994·0.24 MB·English

by  ERIC

DOCUMENT RESUME
ED 375 470
EA 026 166
AUTHOR
Vuic, Jason C.
Early Childhood Education: Increasing the Role of
TITLE
Local School Boards.
National School Boards Association, Alexandria,
INSTITUTION
VA.
PUB DATE
94
NOTE
7p.
PUB TYPE
Journal Articles, (080)
JOURNAL CIT
Updating School Board Policies; v25 n3 p1-5 1994
EDRS PRICE
MFO1 /PCO1 Plus Postage.
DESCRIPTORS
*Board of Education Policy; *Board of Education Role;
*Boards of Education; *Early Childhood Education;
Elementary Secondary Education; Immigrants;
*Kindergarten; Limited English Speaking; Strategic
Planning
ABSTRACT
Throughout the last decade, momentum has been
building for the development of early education programs that can
provide tremendous advantages for all children. This article pertains
to the school board's role in early childhood education. It outlines
steps to help school boards develop early childhood education
programs at the local level. It describes the board's role in
community-school planning, developmentally appropriate education,
parental involvement and support, collaboration to provide
comprehensive and integrated services, school staff, assessment, and
prevention. (LMI)
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Reproductions supplied by EDRS are the best that can be made
from the original document.
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Updating
FIZABoard
Volume 25/Numb& 3
A component of the National Education Policy Network of the National School Boards Association provided
1994
to NSBA Nationai Affiliates and NEPN subscribers
Early Childhood Education:
Increasing the Role of Local School Boards
by Jason C Vuic
U S DEPARTMENT Of EDUCATION
011,e of Educational Rataerch and Improrrement
EDUCATIONAL RESOURCES INFORMATION
CENTER (ERIC)
G/hre
document has been recoOduted at
tror the person or orgenteatton
e. veld
.79na
ng
O
Manor changes have been made to improve
reoroduchon clualey
Po.nts of new or opoNonsslaldinlAtdocu
went do nol necessanly reprsonl official
OE 01 posrlron or policy
"PERMISSION TO REPRODUCE THIS
MATERIAL HAS BEEN GRANTED BY
TO THE EDUCATIONAL RESOURCES
INFORMATION CENTER (ERIC)"
2
BES1 COPY AVAILABLE
tg
Updatin
Policies
Volume 25/Number 3
mponent of the National Education Policy Network of the National School Boards Association pnwided
1994
to NSBA National Affiliates and NEPN subscribers
Early Childhood Education:
Increasing the Role of Local School Boards
C Vuic
by Jason
ness to teachers, and the positive atti-
In addition to cost-effectiveness,
Tis education forms the common mind:
tudes toward schooling that may carry
the broadening of child care opportu-
just as the twig is be,Il. the tree's inclined.
over to later grades.
nities will increase community sup-
Alexander Pope
Children are more likely to succeed
port for public education. According
first encounter with school
if 'their
to the U.S. Department of Education's
This well-known passage underlies
takes place in a pressure free environ-
National Household Education Surrey
one of the most important concepts in
ment, where the focus rests primarily
(1993), the number of hours children
modern educational philosophy: early
spend in early childhood education
on physical, cognitive, social, and emo-
childhood education.
programs is directly related to the
tional development (SREB, Readiness
Throughout the last decade, mo-
For School: The Early Childhood Chal-
mentum has been building for the
employment status of their mothers.
is this sort of atmo-
As nearly 60 percent of American
lenge, 1992).
It
development of early education pro-
sphere that can also foster the in-
mothers with children ages three to
grams that can provide tremendous
creased parental involvement that may
five work outside the home, current
advantages for all children. A strong
be critical to a child's academic suc-
and growing body of evidence indi-
pre-kindergarten programs lasting only
cess and a partnership between home
a half clay are woefully inadequate and
cates that successful programs during
and school that tends to last as the
fail to meet the needs of children
the pre-school and early school years
student grows older.
(Current Population Re/torts, series
lead to higher levels of success in later
Early childhood programs can also
If early education pro-
life, as well as providing deterrents to
P1)20-469).
produce long term benefits for em-
grams are expanded, hardships cur-
many of the problems facing today's
ployers and communities.
Business
rently presented by relative and non-
schools high absenteeism and drop-
people continue to tell educators that
relative home-based care will be alle-
out rates,' violent beha6or, teenage
viated, as most parents would wel-
many students lack the necessary skills
pregnancy, drug and alcohol abuse
for employment in today's job market.
come full-clay child care with the ben-
and the unemployability of students.
leading to expanded expenditures for
efits of a high-quality educational pro-
training and/or welfare services in
gram.
Why Should School Districts
continued on page 2
support of an unprepared workforce.
Take on Early Childhood
Research reveals that when an ef-
Inside Updating...
Programs?
fective pre-school program is provided
The inherent rationale for responsive.
for at-risk children, the damaging ef-
The Kindergarten
high-quality early education programs
fects of poverty diminish and, eventu- p. 6
Experience
is that they will enable schools to
ally. are replaced by lower levels of
Trends
P. 8
educate students who are at risk of
grade retention, special education re-
Immigrant Education
failing, both in the classroom and in ferrals, pregnancy, crime and social
A good early childhood educa:
services (John R. Burrueta-Clement,
p. 12
life.
Tips 'n Techniques
Schweinhart, et
al.,
tion program gives children enthusi-
Lawrence J.
Working with the State
Legislature
asm for learning, a greater responsive-
(,'hanged Lives: The Ell'ects (f the Perry
Preschool Program on You ths 'Through
p. 14
Advocacy in Action
As a long-term solu-
Age 19, 1984).
Jason C. Vuic is a recent graduate
p.16
Policy Adviser
tion, early childhood education can be
of Wake Forest University, and a policy
Planning for Change
intern for the National Education
both cost-effective and morally expe-
Policy Network.
dient for society as a whole.
3
2/1 pdating/Vol. 25. A43
Early Child Education
unity with respect tol)rovision of
Perhaps the most important contri-
front page 1
these services, that is, conduct a
bution that the school district can
thorough needs assessment.
make, in addition to the academic
There is a great deal to he gained
program, is provision of a healthy
Iron; early childhood education pro-
Along with the benefits we gain
learning environment. The school
grams, not the least of which is in-
from the diversity of our unique
as a healthy and safe place for
creased support for public education
American society come a variety of
students and staff means more than
from parents and community mem-
attitudes, values and beliefs. Each
a well-maintained building. That is
bers who see results,
But starting an
school board will have to deter-
important, of course, not only for
effective program requires a consider-
mine what its community wants
physical health and safety but for
able amount of energy from all those
and needs front its education pro-
the subliminal message sent by a
involved, particularly school board
grams. and what the school com-
clean and well-kept facility: We
members. The following steps. taken
munity can do to meet those needs.
care.about you and your surround-
from NS13A's publication Ready to
The success of any program. in-
ings.
Learn: Early Cbildbood Eauccn jolt and
cluding early childhood education.
Um Public Scbools ( 1991), provide a
will be affected by its relevance to
Beyond the building site, a healthy
brief outline for what school boards
school is one that is emotionally
issues Of importance in the com-
need to do at the local level to create
munity and its Sensitivity r0 the
and psychologically healthy, a place
arid maintain workable early chil(1-
opinions and cultural, linguistic
in which everyone can he accepted
hood education programs.
backgrounds of its citizens. as a good person. \\ 'here positive
The actions identified in the next
behaviors are rewarded and nega-
few sections Nvill not apply in every
in the needs
tive behaviors are fairly punished,
Establish priorities
situation. They are. however, sugges-
where people like each other and
that ate not being met effectively.
tions to help school boards get started
like what they are doing.
Discuss who can do what. identify-
An
in the process of &veto': ing their own
ing community resources and td-
emot knit' Ilv and physically healthy
pre-kindergarten programs. Each lo-
ditional funding sources.
school staff that feels good about
Even
cal school district will want to adapt
itself will he reflected in students
school syStems lacking the funds
and develop situation-appropriate strat-
who also feel good and in im-
to offer a full range of pre-school
egies as the process uni(AcIs.
proved performance on everyone's
education child care can serve as a
referral agency for groups that do.
pan.
The School Board's Role at
Community advice and involve-
the Community Level
Develop a coordinated action plan.
ment are integral to the district's
An important role for !aalay's school
Integrating all the education and
ability to respond to the demands
board is to build bridges between the
service elements of an early child-
placed upon it to serve the whole
schools and those community groups
hoix.1 Program should be the func-
The sharing of' ideas and
child.
that have an interest in providing for
tion of a central person with good
coordination of resources increase
children and families. 'Through the
organizational and leadership skills.
the potential for developing effec-
establishment of community-wide
A coordinator should have suffi-
tive programs and. simultaneously.
planning councils, school hoards
cient time and knowledge to carry
enhance the visibility and viability
should:
out all the tasks required to de-
of those groups represented on the'
velop and implement an effective,
planning committee. thereby mak-
Specify die array of services that
comprehensive program.
These
till lr
ing them more effectiye in
young children and their families
responsibilities include:
own arenas.
should receive and assess (he corn-
supervising, all aspects of the
earl childhood education pro-
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3
Updaling/Vol. 25, Ab.3/3
Early Child Education
Review the need for additional
kindergarten and kindergarten in-
from page 2
resources required to support de-
structional programs.
organizing meetings to share
velopmentally appropriate early
program information with
It may he advisable to make sonic
childhood education, e.g., more
parents and other community
changes so that there is a gradual
money for teacher salaries
be-
members and to seek their
transition in instructional methods.
cause or fewer children perteacher.
involvement;
Transition activities are more likely
Some questions you may want to
to he found in -schools with estab-
ask are:
writing grant proposals for
lished prekindergarten programs, a
supporting funding; and
high level of poverty among fami-
Are there qualified early child-
developing and maintaining
lies served, and a high degree of
hood educators currently on
an ongoing evaluation plan.
administrative and board support
the district staff? How many
teachers and/or other staff
(refer to Mary E. Logue and John M.
Communicate the need for staying
Love, "Making the Transition to
members will need training?
power.
Because the first results
Who can provide the inservice Kindergarten." Principal, May 1992,
could take 16-18 years, it is impor-
pp. 10-12.)
training?
tant to assume a long-term commit-
ment. While individual members
What programs Or activities,
Assign leadership responsibility for
may change, the advisory/plan-
both in school and commu-
the early childhood program to an
ning group should have a perma-
nity-wide, are currently
administrator with training in child
in
nent function, one that goes be-
place that will support the
development and early childhood
yond the initial organizing and
curriculum and teaching. Provide
early childhood program?
implementation of an early child-
authority for this leader to imple-
What local and state techni-
ment district policy and support
hood education program. Revising
cal assistance support and
and maintaining the program to
implementation efforts of teachers,
resources are available? Wharf
meet the students and community's
principles, and parents.
funds are available, locally
changing needs will he an on-
and from state and federal
Encourage each school to educate
going responsibility.
From private
sources?
parents on developmentally appro-
sources? Who can develop
priate practice and on the school's
If. having worked through this pro-
funding proposals if they are
philosophy on early childhood edu-
cess, the school hoard decides to pro-
needed?
cation.
vide a pre-kindergarten program (or in
the event a program has been man-
What can we do now? What
Parental Involvement and
dated), then it should proceed to the
can we do later?
What are
Family Education/Support
next phase
development and imple-
some alternatives for provid-
To build a strong component of parent
mentation.
ing education programs and
involvement and family education. sup-
services that the school dis-
port, school hoards should:
Developmentally
trict cannot afford?
Appropriate Education
Elle( RI rage the development of par-
Have we considered curricu-
School hoards should take the follow-
ent education programs, support
lum content and instruction
ing steps with respect to ensuring
groups. and other activities to en-
for students with special
developmentally appropriate educa-
hance parenting skills, enjoyment
needs, including English-as-
tion for prekindergarten children.
of parenting. and involvement in
a-Second-La nguage and
children's education.
Develop a statement of philoso-
handicapped students?
phy, objectives. and principles for
Include parents in the community -
early childhood programs to pro-
What can the school district
wide planning council. school com-
do to assist other organiza-
vide an overall framework for spe-
mittees and other forums that elicit
cific policies in curriculum, materi-
tions that provide services and
their input and contribute to self
education, reinforcing the
als, staffing and staff development.
confidence and empowerment.
assessment, and teacher evalua-
need k K cooperation and con-
tion. This step is perhaps the most
sistent messages from all parts
Inform parents as to the
ayailahiliiv
decisive element in the develop-
of the community?
and quality of commor ay programs.
ment and achievement of any edu-
other groups in
Cooperate witl
cation program
the school
Re-evaluate the K-3 program for
making routine home visits to build
developmental appropriateness
board's so pponing goals and poli-
and continuity, and coordinate pre-
cies.
continued on page 4
5
4/ (Padang/Vol 25, 'Nn.
Early Childhood Education
Develop coordination
ion and referral
Paying Attention to the
from page 3
procedures vilth local health and
School Staff
social service agencies to increase
closer links with families and to
Numerous issues concerning teachers
knowledge and access to services.
a commitment to their
foster
and other staff members require hoard
children's education. Forming an
attention. School hoards will want to
Oiler to have schools as the focal
alliance with health and social ser-
consider:
point for health and social services.
vice agencies can establish work-
Supporting the it nprovement and
able systems for sharing informa-
Participate in federal and state food
expansion of early childhood
tion about children and families in
programs and in efforts to expand
preservice training at colleges and
need of help.
the availability of these services.
universities, and encourage the
Develop long-term monitoring
Provide time for school staff to
hiring of teachers with early child-
techniques to assess the effect of
work with relevant service agency
hood preservice and credentials.
family programs on drop-out rates.
personnel and families.
Curriculum
should
include
attendance, retention, student self-
coursework on child development,
esteem, and other important out-
as well as a supervised teaching
comes.
practicum with 3-5 year olds.
Integrated Services in
Lee County, FL
Collaboration to Provide
Supporting a national accredita-
Comprehensive and
tion standard for preschool and
The Preschool Interagency
Integrated Services
child programs. so as to have more
Coordinating Council of Ft.
consistent licensing criteria from
To promote the provision or compre-'
Myers, Florida is an innovative
state to state.
hensive and integrated services to
combination of the Preschool
young children and their families.
Consortium (serving primarily
Providing ongoing inservice train-
school boards need to collaborate with
handicapped children) and the
ing for teachers. administrators. and
others in the community in the follow-
Interagency Council on Early
others who work with prekinder-
ing ways:
Childhood Services ccmcerned
As part of the
garten children.
mostly with at-risk youth). The
training program. teachers can ben-
Participate actively in community
council is designed to maxi-
efit from observing g(s)dearly child-
bod.es along with
coordinating
II
mize the effectiveness of com-
I
hood programs and from a mentor
other agencies providing support
munity resources on behalf of
approach in which they get feed-
services to children and families. if
itt-risk preschool children and
back from an experienced educa-
there is no such group, take the
their families. The council plans.
tor.
initiative in forming one.
coordinates. implements and
evaluates specialized services
Facilitating recruitment to the field
' \'ork with the existing early child-
1(5' preschool children. while
(clearly childhood editcation t e.g..
hood programs in the community
informing members of the com-
future teacher programs, credit for
when planning new public school
munity about the available ser-
involvement).
initiatives. Take care not to take
ices. The program is located in
any action that undermines other
Lee County schools, health
Setting a standard for ma ximurn
community early childhood pro-
housing deVelOp-
class size and staff child ratio in all
MCMS, human resource facili-
grams.
programs.
ties. private health provider of-
If assessment of col ninunitv needs
fices. clients' homes, and local
Establishing joint staff development
indicates a need for lull-day child
agencies serving pre-school age
sessions with members from other
care, work w ith other key agencies
children. Sponsors include the
programs within the community.
to set up before- and after'- school
School Board of Lee County,
child care in the schools.
service prOviders. social service
Encouraging participation of
agencies. parents. and early
prekindergarten program staff in
Encourage funding for local child
childhin id specialists. For more
transition activities such as work-
care resource and referral agen-
informat ion contad
shops, while fostering ommuni-
cies, while collaborating with them
cation between kindergarten and
to increase effectiveness.
school Hoard of Lee (
nutty
pre-kindergarten teachers al-x cut
ntral Ave.
students and curriculum.
Encourage innovative family sup-
%Ivey., FL 339(I1
11
port services with linkages to the
813-33-4-1303
g., coordinated
public silo )(cis
confirmed on page 5
Case management.
Updating/Vol 2.5, No.3/5
Early Childhood Education
front page 4
Assessment
live way. Prevention is always more
teachers, how parents and the schoal
community are reacting to the pro-
effective and requires fewer resources
Determining how effective the district's
gram, and how well
it seems to be
and less effort, in the long run, than
early childhood education program is
meeting its objectives. In early child-
will he a factor of the program goals
later intervention and treatment.
hood education programs, it
is par-
Preschool programs allow long-
established by the school board early
in the planning. What will he mea-
range effects to take place.
ticularly important to explore innova-
They
tive developmentally-oriented means
provide the structure for dealing with
sured in terms of knowledge gains and
of assessing young children's
specific learning, health or behavior
behavior changes will depend on what
the board and advisory committee
problems as they arise. They set the
progress.
framework within which attention can
Your board may want to discourage
have identified as the desired, achiev-
be focused on those issues deemed
able results of the program.
use of standardized tests for screening,
tracking or promotion of preschool
School boards will want to assess
critical and on many lifelong attitudes
students, particularly as the sole mea-
and behaviors that can he affected at
their programs to see if they are really
young ages.
sure of assessment, and encourage use
working and to learn w'lat changes are
of multiple assessment n- -asures, in-
required to meet ongoing and/or un-
Early childhood education programs
In this time of
cluding teacher and parent observa-
deal with the whole child (the intellec-
anticipated needs.
tion. tual. social, physical and emotional
increased attention to accountability,
beings), provide knowledge and skills
no program can he sustained without
At the end of the day
young students need to achieve aca-
a review of its impact.
demic success and enhance young
Regular evaluation includes look-
Early education can provide a means
children's opportunities for happy,
for anticipating and addressing learn-
ing at whether materials used are inter-
esting and relevant to students and
productive lives.
ing and behavioral issues in a preven-
Publications on Early Childhood Education
'Early Childhood Education: information on Costs and Services at High-Quality Centers,
U.S. General Accounting
Office, 1989.
Policy Perspectives: Excellence in Early Childhood Educat ion, U.S.
Department of Education, Office of Educ2tional
Research and Improvement, 1990.
Ready to Learn: A Mandate for the Nation,
Carnegie Foundation for the Advancement of Teaching, 1991.
Right From the Start: The Report of the NASBE Task Force on Early Childhood Education,
National Association of
State Boards of Education, 1988.
Organitations That Can Help
ERIC Clearinghouse on Elementary and Early Childhood Education (ERIC/EECE)
University of Illinois
805 West Pennsylvania Avenue
Urbana, IL 61801
The National Association for the Education of Young Children (NAEYC)
1834 Connecticut Avenue, NW
Washington, D.C. 20009
[phone]
High/Scope Educational Research Foundation
600 North River Street
Ypsilanti, MI 48198-2898
[phone]
National Black Child Development Institute (NBCDI)
1463 Rhode Island Avenue, NW
Washington, D.C. 20005
[phone]
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