Sunday, March 23, 2014

Is Universal Pre-K Really the Answer?

In October of 2013, The New York Times published an article entitled “Language Gap Study Bolsters the Push for Pre-K.” The study cited a large inequity in the vocabulary of 2-year-olds from higher versus lower socioeconomic status groups. Subsequently, the study indicated that universal pre-k for all preschool-aged students in New York City could help to close the gap (as cited in Hymowitz, 2013).

Incidentally, Bill de Blasio, the recently elected governor of New York ran his campaign with the promise of implementing universal pre-k for all children in the state. Since all families cannot afford private preschool in New York, which can run upwards of $20,000 in New York City, de Blasio promised to find a way to fund affordable or free preschool for all children in the state (Hymowitz, 2013).

However, a contrary article in The New York Times the following week entitled “Universal Pre-K Won’t Solve Vocabulary Gap (Or Inequality)” stated that pre-k for disadvantaged kids has been shown to bolster math and reading scores; however, it is usually a temporary fix. In fact, Hymowitz (2013) asserted that these gains normally “fade-out” by third grade. Hymowitz suggested that unsupportive home environments are usually not able to support the gains made by the preschools.

Hymowitz (2013) stated that supporters of universal pre-school have been able to prove that children’s “soft skills” are often strengthened through early education and they are able to develop a stronger sense of self, which in turn helps them to stay out of trouble later in life. However, Hymowitz is again doubtful of these findings, citing that there were very few studies, which included a small sample size of students that were able to substantiate these claims.

Although many remain hopeful that more equality in the access to preschool education can help to level the playing field for disadvantaged children later in life, Hymowitz remains doubtful, citing that the home and the family plays a much more significant role in determining long-term success of children, academically and socially.

 References 

Hymowitz, K. (2013). Universal pre-k won’t solve vocabulary gap (or inequality). The New York Times. Retrieved from: ideas.times.org

Saturday, March 22, 2014

Reconstructionism in Pre-K Education

According to Ozmon (2012) many educators see themselves as reconstructionists.  In fact, reconstructionists might argue that in order to stay up-to-date with current educational trends, teachers should seek to view education as being in a constant state of change.  Educators who seek to preserve society or maintain the current state with very little change could prove to be detrimental to the future of our society as a whole.

Obviously that is a very dramatic interpretation of reconstructionism in education; however, it can be argued that in order to personalize education for each student, as educators are asked to do, teachers must adopt a sense of reconstructionism within their classrooms, viewing each child’s situation as an opportunity to make that child’s life better.  In fact, many would argue that education’s purpose is to create change, and that unfortunately, in today’s society, education in utilized merely to maintain status quo, not to perpetuate change.

According to Barnett (2013) President Obama’s most recent State of the Union address identified the dire need for stabilizing access to quality pre-k education in the United States.  Barnett cited that “It is well established that the first five years are a time of rapid development that is especially sensitive to a child’s experiences” (p. 3).  Therefore, the need to reform and identify ways to provide information and access to all children, especially disadvantaged children, is key in this reform effort.  

When examining the state of pre-K education in the United States, the previous reconstructionist argument that education tends to maintain status-quo seems to be very valid.  Currently, parents who are “in-the-know” or have the financial capabilities are able to provide adequate pre-k opportunities for their children.  However, parents who struggle financially, or do not have equal access to information, may or may not provide publicly (state of federally) funded pre-k opportunities such as “Head Start” to their children.  While this and other programs provide wonderful opportunities for disadvantaged families, many families are not able to take advantage of them due to lack of knowledge of their existence, or inability to transport their children to and from the program.  This creates a system of inequality within pre-k education in our country that is in dire need of change.  

Reconstructionists would argue that this is an area in need of social justice, and educators and policy makers should dedicate themselves to reforming efforts in order to emancipate the underprivileged to provide equal access and opportunity to pre-k education opportunities.  The reconstructionist viewpoint emphasizes the fact that there may not be a specific endpoint in mind; however, the fact that change is necessary is obvious and key to the reform effort.

Therefore, due to the obvious evidence that a strong pre-k educational environment predicts future success in school, as well as the evidence that the current system is not working to ensure that all children receive these opportunities, reconstructionists would argue that it is the duty of educators and policy makes to be socially and politically aware.  Additionally, reconstructionists would argue that in order to influence our country’s future, school and governmental leaders must maintain current in the programs being developed by President Obama’s “Strong Start for America’s Children Act”.  Maintaining political activism and continually searching for social justice for ALL children, will ultimately lead to a better educational system and future for all.

References

Ozmon, H. A. (2012). Philosophical foundations of education (9th ed.). Boston: Pearson.

Barnett, W. S. (2013). Expanding access to quality pre-k is sound public policy. National Institute for Early Education Research, 1-18.