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The “Pre” School Dilemma:
Does Daycare or Public 4-K Offer Better Early Learning Education
For Children Entering Public Kindergarten?
Hannah Majewski
SLIS 705
Fall 2014
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Introduction
In today’s society, there are multi-faceted programs available to prepare children for
kindergarten. There is the typical center based care (CBC or daycare) where children, usually
from 6 weeks to age 5, go on a day-to-day basis for supervision while, usually, either both
parents or the main caregivers are working or are unable to provide such supervision during the
day. In a quality CBC environment, there is usually structure and a certified curriculum (cf.: the
National Association for the Education of Young Children) for the children to begin their
learning process. However, not all teachers in a CBC environment are state certified preschool
teachers.
Now becoming more prevalent are the 4-kindergarten programs offered through
many public school systems. While the programs offered through the school also have structure
and a certified curriculum, the teachers must be college educated and state certified in preschool
education.
Both programs offer an early learning environment and childcare supervision.
However, does a specific type of childcare setting provide an advance in a child’s academic
performance?
Problem
The Common Core state standards are currently providing a catalyst for kindergarten
through 12th grade education and classroom guidelines. Yet, the learning experiences that a child
receives prior to entering kindergarten set the tone for the rest of the child’s learning. According
to the Chrisanne Gayl at the Center for Public Education (2008, p.1), “There is strong evidence
that young children who participate in high-quality pre-k programs enter school more ready to
learn than their peers.” In addition, the US Department of Health and Human Services (2014)
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states that “Research consistently finds that high-quality early care and education (ECE)
programs promote children’s school readiness and other positive outcomes.” The problem that
arises is the determination of in which type of high quality pre-k program parents should enroll
their children: a non-state supported daycare (private) or a state funded 4-K program.
Objective and Goal
The objective of this research is to compare the quality of preschool education and the
readiness for kindergarten based on children who attended a non-state funded CBC versus those
children who attended a state school-supported 4-k program. The goal is to provide some
information for parents/child caregivers to make the best decision for placement for their child’s
pre education environment.
Literature Review
Teacher Training
Teacher Training and Ratio of students to teacher play an important part in the education
and learning process. Several reviews have indicated that “The effects of good teaching have
been closely studied over the past decade…good teaching is…the most important input in the
education production that contributes to better outputs, i.e. improved student achievement.”
(Portas, 2005, p. 12) Teachers should be qualified to teach and, according to the Center for
Public Education (CPE) (2007), many states are requiring highly trained teachers with
documented expertise in early childhood education. The CPE in 2008 stated that many pre-k
studies show the effectiveness of programs with BA-certified teachers. In 2013, the National
Institute of Early Education Research (NIEER) reported South Carolina’s state pre-k teacher
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benchmark requirement to be a Bachelor’s degree for a public school teacher and an Associate’s
degree for a non-public school setting.
Curriculum
During the past 30 years, the concept of ‘childcare’ has shifted from one of mostly playbased to more academic. “Teachers and parents assume that a major outcome of preschool
includes increased readiness of children for kindergarten in social/emotional and academic
aspects.” (Hatcher, Nuner, Paulsel, 2012) Studies indicate that early learning curricula need to
incorporate a variety of social and emotional development activities while also introducing
literacies of various types including reading and math. However, does the curriculum address
cultural needs, special needs, and offer specialized training for individual children while also
promoting the basics of learning?
Common Core Standards Initiative (2010) emphasizes that
play-based learning is not part of new national standards for kindergarten. (Hatcher et al., 2012)
However, participants in their study believed that social interaction occurs in the context of play
and is therefore essential to social readiness.
In addition, these participants indicated that
preschool goals should be consistent with those of kindergarten. Therefore, the findings suggest
that parents and teachers are viewing preschool experiences as ‘preparatory’ programs with no
links to formal schooling. (Hatcher et al., 2012)
Full day versus half day
The amount of time a child spends in learning influences what a child will learn. Studies
debate the relative efficacy of full day versus half day child care programs; however, most
studies do indicate that full day programs “…provide a relaxed, unhurried school day with more
time for a variety of experiences…” (Colley, 2005) In addition, parental work demands are
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creating the need for more full day childcare options, including state supported 4-k programs,
where the cost would be minimal (due to tax dollars supporting the program) compared to a
privately based child care facility. In addition, does the number of hours in a childcare facility
classroom differ from the number of hours in a 4k classroom? In other words, if the teacher’s
qualifications and curriculum were the same for a childcare center and a state supported 4-k
program, it is assume that there would not be a difference in the learning outcomes when a child
enters kindergarten. However, does the learning environment play an important role in learning
outcomes? Portas (2005) research finds that children who attend some pre-school performed
better in kindergarten and first grade compared to children who attended no preschool. In
addition, the CPE’s study indicates that children from a full day pre-k scored higher in problem
solving, picture vocabulary and had a higher achievement at the end of first grade.
Methodology
Data will be collected through a two year study on children who are attending either a
CBC facility or a state supported 4-k program. There will be no emphasis on gender, race,
religion or family income. I will attempt to follow these two sets of children as they move from
either their child care facility or the 4-k program to the 5-k program at the state-supported school
level in an attempt to determine which pre-kindergarten program provides better preparation for
5-k. I will select approximately 25 students from a CBC and 25 students from a 4-k program
who will be attending kindergarten in the same school district, preferably the same school.
I will start collecting data in August when most children are moved up to the next age
level at child care centers and when 4-k would start in a public school. I will study the
curriculum of both learning environments, determine the education level of the teachers, note the
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ratio of the number of teachers to children, and how long the school day lasts in each
environment.
In studying the curriculum, I will need to compare the curriculum standards of the CBC
to the 4-k program in public school to determine if both curricula are similar in preparation
readiness for kindergarten. If not, I will need to determine which curriculum the CBC uses (ie:
the National Association of the Education of Young Children), how it compares to the public 4-k
program and then which one is more aligned with the kindergarten curriculum. In other words,
which environment is more academically-based and what standards are being used to teach the
children, and are those standards preparing students for taught at the 5-k level.
Next, I will survey the teachers face-to-face in each environment to determine education
level, years of experience, and observe their overall interaction with the children. For my own
information, I want to observe the manner in how the teachers speak to the students, how the
teachers help the students learn, and how the teachers verbally communicate the information to
the students. For example, is the information they present clearly communicated to the students,
or do I see frustration of students not comprehending what the teacher is saying. I will want to
observe if teachers maintain control of their classroom and students. I will observe the teacher’s
tone of voice to determine if it comes across as friendly or harsh. Finally I will observe if
teachers provide individual assistance to those children who may need additional assistance.
Lastly, I will compare the number of hours a day a child receives learning.
I will then ask the students to perform basic kindergarten skills such as writing their name
properly (first letter is capital, rest are lower case), identifying colors, counting ability, letter
recognition, correctly writing their letters. Knowing that a major purpose of ‘pre’ school is
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kindergarten readiness, this information will give me a baseline to follow as the children advance
and learn throughout the year. This will take place during the year prior to children entering a
state-supported kindergarten program.
I will follow the same children as they enter kindergarten and the school tests their
preparedness. In South Carolina, a new Proviso requires a readiness assessment focused on early
language and literacy development to be administered to all students entering a
publicly funded prekindergarten or public kindergarten by the 45th day. While I may not be
allowed to observe the actual testing procedure, I would like to review the test results of the
children and compare the testing score difference in those children who attended at CBC versus
those who attended a 4-k program. I could then compare the baseline taken in the beginning of
the experiment and determine which ‘pre’ school foundation better prepared them for
kindergarten. During the kindergarten year, I will continually observe the progress of the
children to determine if there is a difference in the learning ability in those children who attended
a CBC or 4-k program.
Surveys
Sample survey questions for teachers:
CBC/4-k Teachers*:
1- Circle the highest level of education received:
Associates Degree
Bachelors Degree
Masters Degree
Masters +30
PhD
Other:____________
2 – Which type of setting do you teach? (circle one)
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Child-Based Center or state supported 4-k program
3- How long have you been teaching in your current position? ______________
4- What curriculum do you use?
National Association of Education of Young Children (NAEYC)
Montessori
State Education Directed
Other:_______________
5- How long per day do you spend on academically-based teaching?
<1 hour
1-3 hours
3-5 hours
>5 hours
I will place my findings into a bar graph first showing the number of teachers with a BA
or AA degree and the students who attend full or half day either at a CBC or 4-k program.
Graph #1 – CBC versus 4-k Findings (numbers are hypothetical based on research findings)
120
100
80
60
40
CBC
20
4-k
0
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Graph #2 CBC versus 4-k, half days versus full days, Common Core Curriculum verses
independent curriculum (numbers are hypothetical based on research findings)
100
90
80
70
60
50
40
30
20
10
0
Test score
cc - Common Core
Half day Half Day Full day Full day 4- Half day Full day
CBC
4k
CBC
k
CBC - CC CBC CC
Data Interpretation
What I will be observing based on test scores of children randomly chosen:
1 – How children who were placed in different learning environments prior to kindergarten differ
in their cognitive ability in reading and math at kindergarten entry.
2 – How children who were placed in different learning environments prior to kindergarten differ
in their reading and letter recognition/writing ability at kindergarten entry.
3 – How children who were placed in different ‘pre’ kindergarten settings differ in the progress
they make in reading and math ability during the kindergarten year.
4 – Can a relationship be established between children attending a CBC or a state supported 4-k
program the year before starting kindergarten and the reading and math ability of children at the
start of kindergarten, as well as their improvement in reading and math during kindergarten.
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Based on the data provided, parents/caregivers could determine which learning environment is
better suited for their children. In addition, if proven that 4-k programs provide a better learning
environment for kindergarteners, then it can benefit education associations who want the state to
provide funding for state-supported 4-k education. However, the CBC’s would protest based on
the fact that they would lose money on those 4-year-old children who would no longer attend a
CBC. In that case, the CBC could be provided some type of grant to provide a 4-k ‘learning
center’ that would also allow ‘after school’ care. The data shows the reality that some ‘pre’
school education is necessary for success in kindergarten using state-certified teachers who will
teach the curriculum used by the state Board of Education.
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References:
Colley, S. (2005). Toward the seamless day integrating early childhood
programs. Education Canada, volume 45. Retrieved from http://www.ceaace.ca/sites/default/files/EdCan-2005-v45-n2-Colley.pdf
Gayl, C. (2008). The Research on Pre-K. Retrieved September 23, 2014, from
http://www.centerforpubliceducation.org/Main-Menu/Pre-kindergarten/Pre-kindergarten
Hatcher, B., Nuner, J., Paulsel, J. (2012). Kindergarten readiness and preschools:
teachers’ and parents’ beliefs within and across programs. Early Childhood Research &
Practice, volume 14. Retrieved from http://ecrp.uiuc.edu/v14n2/hatcher.html
O'Brien, E., & Dervarics, C. (2007, March 1). Pre-kindergarten: What the research
shows. Retrieved September 29, 2014, from www.centerforpubliceducation.org/Main-Menu/Prekindergarten/Pre-kindergarten-What-the-research-shows.html
Portas, C. A. (2005) Early childhood care: Choices and implications for kindergarten
achievement (Unpublished doctoral dissertation). The Robert F. Wagner Graduate School of
Public Service, New York University.
National Institute for Early Education Research. (2013). The State of Preschool 2013:
State Profiles [Data file]. Retrieved from
http://nieer.org/sites/nieer/files/South%20Carolina_2013.pdf
The Short- and Long-Term Impacts of Large Public Early Care and Education Programs.
(2014, March). Retrieved September 2, 2014, from
http://aspe.hhs.gov/hsp/14/longTermImpact/rb_longTermImpact.pdf
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