Page 6 - Microsoft Word - School Readiness and Parenting Outcomes from ECE-Full Report.doc

SCHOOL READINESS SKILLS AND PARENTING SKILLS ACQUIRED IN CCRC’S PROGRAMS
Early Education and Parenting Programs
Educational disparities start before kindergarten—low-income children are found disproportionately in less formal, less enriched settings, which have been found to yield lower school readiness and lower achievement throughout the school years.i Even within center-based ECE, low-income children are twice as likely as others to be in low-quality settings.ii
The results of the Early Childhood Longitudinal Study (ECLS-K) indicate that, among entering kindergartners:iii
• Eighteen percent cannot demonstrate familiarity with the conventions of print: they do not know that English print is read from left to right and from top to bottom or where a story ends.
• Thirty-four percent cannot identify letters of the alphabet by name: they are not yet at the first level of reading proficiency.
• Forty-two percent cannot count 20 objects, read more difficult single-digit numerals, and judge the relative lengths of several rod-like objects; however, most of these pupils (36 percent of all children) can count 10 objects and read easier numerals.
• Six percent cannot count 10 objects and identify simple numerals and shapes: they are not yet at the first level of mathematics proficiency.
These statistics look even grimmer for children who are considered “at risk.” Several family background characteristics have repeatedly been found to be associated with poor educational outcomes among school-aged children, such as low achievement test scores, grade repetition, suspension or expulsion, and dropping out of high school. These risk factors include having parents who have not completed high school,iv coming from a low-income or welfare-dependent family,v living in a single-parent family, vi, vii, viii, ix and having parents who speak a language other than English in the home.x, xi
Children from families who have multiple risks seem to be most in danger of achievement difficulties. The greater the number of risk factors, the lower the vocabulary and mathematics test scoresxii and the lower the verbal IQ and social adjustment.xiii Additionally, direct relationships exist between cumulative risk and the chances of grade repetition or school suspensionxiv and lower readiness skills upon kindergarten entry.xv
Given the increasing focus on the need for school readiness, particularly for those considered “at risk” it has become apparent that support and intervention is needed for the community, schools, parents, and the children. In a recent study, it was found that parenting skills and preschool attendance predicted school readiness.xvi There are many activities that parents undertake with young children that have a positive effect on their development and promote school readiness and these include reading with children, teaching them songs and nursery rhymes, playing with letters and numbers, and creating regular opportunities for them to play with their friends at home.xvii Parents can provide such experiences regardless of their educational or occupational levels: what parents do with their children is more important than their educational and occupational background. These activities create a positive home learning environment, which research shows leads to positive outcomes throughout elementary school.xviii These are the very activities that are promoted in our school readiness programs through PAT, Mommy & Me, Enrichment, FCCHEN, and Head Start. Studies showing positive effects of home learning environment regardless of parent backgroundxix is
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