SCOTT: GOOD MORNING AND WELCOME TO ETHICAL PERSPECTIVES ON THE NEWS.  MY NAME IS SCOTT SAMUELSON,  I’M A PROFESSOR OF PHILOSOPHY AT KIRKWOOD COMMUNITY COLLEGE IN IOWA CITY.  THERE HAVE BEEN A GROWING NUMBER OF VOICES IN OPPOSITION TO THE NOW INFAMOUS NO CHILD LEFT BEHIND BUT AT THE SAME TIME OFTEN THE SAME VOICES ARE CALLING FOR SOMETHING THAT’S SUPPOSED TO BE CALLED NO TODDLER LEFT BEHIND.  THERE’S A NEW MOVEMENT ACROSS THE COUNTRY TOWARD UNIVERSAL PRE KINDERGARTEN AND A KIND OF RENEWED INTEREST IN EARLY CHILDHOOD EDUCATION.  BILLS HAVE BEEN SIGNED IN OKLAHOMA, TENNESSEE, FLORIDA, CALIFORNIA, GEORGIA AND ILLINOIS AND IOWA SEEMS TO HAVE SOME INTEREST.  THERE’S BEEN A 2 BILLION DOLLAR INCREASE IN GOVERNMENT SPENDING ON PRE SCHOOL OVER THE PAST 2 YEARS.  SEVERAL OF THE DEMOCRATIC CANDIDATES FOR PRESIDENT HAVE SPOKEN OUT ON BEHALF OF UNIVERSAL ACCESS FOR PRESCHOOL BUT IT HAS SUPPORT IN A LOT OF RED STATES AS WELL.  BEN BERNAKE HAS SPOKEN OUT FOR IT, SO HAVE CERTAIN POLICE CHIEFS TO SAY NOTHING OF SCHOLARS LIKE DAVID KIRP WHO IN HIS NEW BOOK THE SANDBOX INVESTMENT ARGUES THAT WE COULD GET AS MUCH AS A 15 TO 1 RETURN ON OUR INVESTMENT IN UNIVERSAL PRE KINDERGARTEN.  WHAT IS UNIVERSAL PRE KINDERGARTEN?  IS IT A CURE ALL FOR SOCIAL ILLS LIKE CRIME AND UNEMPLOYMENT, MARRIAGE INSTABILITY OR IS THIS PIE IN THE SKY?  SHOULD KIDS BE GOING TO YET MORE SCHOOL OR SHOULD THEY BE HOME WITH A PARENT OR IS THAT EVEN A REALISTIC EXPECTATION ANYMORE?  WHAT SHOULD OUR INVESTMENT IN EARLY CHILDHOOD EDUCATION BE?  WE HAVE 3 PANELISTS DEVOTED TO EARLY CHILDHOOD EDUCATION TO DISCUSS THESE AND OTHER QUESTIONS WITH US.  TO MY LEFT, NANCY MERRYMAN, PROFESSOR OF EARLY CHILDHOOD EDUCATION AT MT MERCY COLLEGE.  THANKS FOR BEING ON.  CHRIS EVANS-SCHWARTZ, CO DIRECTOR OF FOCUS AT ST PAULS UNITED METHODIST CHURCH, THANK YOU FOR BEING ON.  AND JOHNNA HAGGERTY, MANAGER OF KIRKWOOD KIDS, THANKS FOR BEING ON.  LET’S START WITH JUST THIS IDEA OF UNIVERSAL ACCESS PRESCHOOL AND MAYBE NANCY WE’LL START WITH YOU.  WHAT DOES THAT MEAN, WHAT IS THAT, WHAT ARE WE GETTING INTO HERE?

 

NANCY: WELL IN IOWA IT MEANS VOLUNTARY SO PARENTS HAVE THE CHOICE.  CURRENTLY IT’S ALSO GRANT BASED SO IT’S NOT AS IF IT’S AVAILABLE TO EVERYBODY AT THIS TIME WHO MIGHT WANT IT.  IT’S A PLAN IN THE MAKING AND I LIKE IT BECAUSE IT SAYS THAT ALL CHILDREN DESERVE THE RIGHT TO QUALITY EARLY EDUCATION NUMBER ONE.  NUMBER TWO IT SAYS THAT THE PUBLIC HAS A RESPONSIBILITY TO ASSIST IN SUPPORTING FAMILIES IN FORMING GOOD CITIZENS AND THAT BEGINS EARLY AND I LIKE IT BECAUSE IT ALSO HAS A POSSIBILITY OF HELPING COMMUNITIES BRING TOGETHER STRONG COALITIONS OF PUBLIC AND PRIVATE SCHOOLS AND COMMUNITY, BUSINESSES, SMALL BUSINESSES THAT CURRENTLY ARE PROVIDING CHILD CARE TO FORM COALITIONS AROUND THE ISSUE OF EARLY CHILDHOOD EDUCATION. 

 

SCOTT: AND IT’S WORTH EMPHASIZING TOO CAUSE I THINK WHEN I WAS FIRST LOOKING INTO THIS, WHEN YOU FIRST HEAR UNIVERSAL PRE KINDERGARTEN I THINK EVERYONES COMPULSORARY FOR EVERYONE TO GO TO, THAT’S THE IDEA AND THAT’S NOT IT ALL LIKE YOU’RE SAYING, IF YOU WANT TO YOU CAN, YOU CERTAINLY AREN’T GOING TO BE COMPELLED TO BUT THEN THE PROBLEM IS HOW DO YOU GET IT TO ALL THE PEOPLE WHO DO WANT IT WHICH TURNS OUT TO BE QUITE A NUMBER.  WELL, CHRIS MAYBE LETS GO TO YOU, SO WHAT DO YOU SEE AS THE PAYOFFS AND MAYBE EVEN THE DOWNSIDES OF A MOVEMENT TOWARD UNIVERSAL ACCESS PRE SCHOOL?

 

CHRIS: WELL WE KNOW THAT A CHILDS BRAIN DEVELOPS THE MOST DURING THE FIRST 5 YEARS OF LIFE.  THAT’S PART, WE’VE KNOWN THAT QUITE A WHILE IN THE FIELD BUT THERE’S NEW BRAIN RESEARCH THAT SHOWS THAT ESPECIALLY THOSE FIRST 3 YEARS ARE ABSOLUTELY CRITICAL BUT CERTAINLY THE FIRST 5 YEARS AND WITH NO CHILD BEHIND WE’RE REALLY ADDRESSING A LOT OF ISSUES THAT ARE HAPPENING DOWN THE ROAD WHEREAS IF WE HAD THE OPPORTUNITY TO EDUCATE CHILDREN EARLIER AND TO WORK WITH FAMILIES AND HELP THEM TO KNOW HOW THEY CAN ENCOURAGE THEIR CHILDREN TO BE THE BEST THAT THEY CAN BE, WE’RE AHEAD OF THE GAME IF WE GET TO THOSE KIDS PRIOR TO THEIR ENTRY INTO THE PUBLIC SCHOOL SYSTEM.

 

SCOTT: RIGHT.  SO YOU THINK THERE’S GOING TO BE BIG EDUCATIONAL PAYOFFS, YOU THINK DOWN THE ROAD.  ARE THERE ANY OTHER PAYOFFS YOU THINK, LIKE SOME PEOPLE HAVE MADE CLAIMS, PRETTY EXTRAVAGANT CLAIMS FOR MARRIAGE STABILITY IS BETTER, CRIME RATES GO DOWN ETC ETC.  DO YOU THINK THERE’S SOMETHING TO THAT?

 

CHRIS: WELL THE RESEARCH DOES SHOW THAT.  THERE’S AN OLD PRE SCHOOL PROJECT, STUDY THAT SHOWS THERE’S A GREAT RETURN IN TERMS OF DELINQUENCY DECLINES AND ALL OF THOSE SOCIAL ISSUES BUT SOMETIMES WHAT’S FORGOTTEN IS THAT THAT PRESCHOOL EXPERIENCE MUST BE OF HIGH QUALITY.  IF IT’S NOT OF HIGH QUALITY THEN WE DON’T NECESSARILY SEE THOSE RESULTS.  IT’S VERY CRITICAL THAT AS WE DESIGN THE SYSTEM THAT WE’RE ADDRESSING THE QUALITY ISSUES.

 

SCOTT: RIGHT AND WE NEED TO GET TO THAT REAL SOON.  LET’S GET JOHNNA IN HERE AND I GUESS ONE THING AGAIN, A LOT OF PEOPLE THINK WHEN THEY FIRST HEAR THIS IS SHOULDN’T KIDS BE AT HOME WITH THEIR MOM WITH THEIR DAD, WITH THEIR GRANDPARENTS OR SOMETHING.  DO WE REALLY NEED MORE SCHOOL FOR KIDS, IS THAT THE SOLUTION, WHAT DO YOU THINK JOHNNA, IS THAT A LEGITIMATE ARGUMENT?

 

JOHNNA: THE PROGRAM THAT THEY’RE BRINGING IN HERE TO IOWA IS TEN HOURS A WEEK, TWELVE HOURS A WEEK IS WHAT’S REQUIRED.  CHILDREN ARE STILL GOING TO SPEND THE BULK OF THEIR TIME IF THEY’RE AT HOME WITH THEIR FAMILIES BUT I THINK WHAT WE SEE IN IOWA IS MANY OF THE CHILDREN NOT ALL OF THEM BUT MANY OF THEM ARE ALREADY IN SOME KIND OF CARE.  WE WANT TO MAKE SURE THAT THAT IS QUALITY THAT CHRIS IS TALKING ABOUT.  I THINK IT DOESN’T MEAN THAT THEY HAVE TO BE THERE BUT IT’S A QUALITY BASED PROGRAM THAT WE WANT OUR CHILDREN TO HAVE ACCESS TO. 

 

SCOTT: IF THE PARENT SO DESIRE.

 

JOHNNA: IF THE PARENTS SO DECIDE.  AND SO FOR ME THAT’S THE IMPORTANT PIECE, THE QUALITY.  IF PARENTS DECIDE TO HAVE THEM IN CARE SOMEWHERE ELSE OR IF THEY DECIDE TO HAVE THEM AT HOME BOTH OF THOSE OPTIONS ARE WONDERFUL. 

 

SCOTT: RIGHT.  IT SEEMS LIKE QUALITY INVOLVES A CERTAIN KIND OF FINANCIAL INVESTMENT ON THE PART OF THE STATE.  THE WAY THAT I UNDERSTAND IT THAT FLORIDA HAS MOVED TO UNIVERSAL ACCESS PRE SCHOOL AND THEY’VE KIND OF DONE IT ON THE CHEAP, I’M NOT SO SURE THAT THEY PAYOFFS HAVE BEEN THE KINDS OF THINGS THEY’RE LOOKING FOR.  SO I GUESS THE FIRST QUESTION IS, SO WHAT DOES A QUALITY, YOU MENTIONED THIS QUALITY, WHAT IS A QUALITY PRE SCHOOL EDUCATION?  IS IT A KIND OF, I MEAN ONE THING I THINK OF IS ARE THEY GOING TO BE DRILLED IN MATHEMATICS AND LANGUAGE OR WHAT DOES IT MEAN TO HAVE A QUALITY PRESCHOOL?   MAYBE NANCY, WE CAN START WITH YOU.

 

NANCY: WELL, JOHNNA AND CHRIS WERE TALKING WHILE WE WERE WAITING TO TAPE AND IT’S THE RELATIONSHIPS.  IT’S THE STABILITY OF A RELATIONSHIP WITH A NURTURING ADULT IN THE CONTEXT OF A COMMUNITY OF LIVING, PEOPLE LIVING TOGETHER AND LEARNING TOGETHER.  THAT CAN BE A PEER GROUP, THAT CAN BE A FAMILY.  THE IMPORTANT THING IS IT’S NOT A QUALITY RELATIONSHIP JUST IN PRE SCHOOL FOR 12 HOURS A DAY.  IT’S QUALITY INTERACTIONS IN MULTIPLE SETTINGS AT HOME, AT FAITH ACTIVITIES, AT COMMUNITY ACTIVITIES, AT CARE IF THE PARENTS ARE WORKING OUTSIDE OF THE HOME SO IT’S MULTIPLE SETTINGS.  THIS IS WHY THAT COMMUNITY COMING TOGETHER TO SAY WE AREN’T JUST PLOPPING KIDS SOME PLACE FOR TEN HOURS AND FILLING THEM WITH MATH FACTS, THAT’S NOT AT ALL WHAT WE’RE ABOUT.  WE’RE CREATING MULTIPLE SETTINGS FOR CHILDREN TO LEARN HOW YOUNG CHILDREN LEARN BEST AND THAT STARTS WITH A GOOD RELATIONSHIP WITH A TRAINED PERSON.  THE RESEARCH DOES SAY TRAINED CAREGIVERS ARE BETTER.

 

SCOTT: SO PEOPLE WITH EARLY CHILDHOOD DEGREES.

 

NANCY: SPECIFICALLY EARLY CHILDHOOD, THAT’S WHAT RESEARCH SAYS, IF YOU’RE GOING TO WORK WITH YOUNG CHILDREN, BE TRAINED TO WORK WITH YOUNG CHILDREN.  IF YOU’RE GOING TO WORK WITH SENIOR HIGH STUDENTS, BE TRAINED TO WORK WITH SENIOR HIGH STUDENTS.

 

SCOTT: SO PART OF THIS IF I’M UNDERSTANDING YOUR POINT, PART OF IT IS THAT THEY’RE MAKING MULTIPLE KINDS OF RELATIONSHIPS.  SO FOR INSTANCE THIS MIGHT EVEN BE PREFERABLE TO HAVING THE PARENT CHILD RELATIONSHIP FOR 5 YEARS, THIS IS YOU HAVE THE PARENT CHILD RELATIONSHIP, YOU HAVE A RELATIONSHIP WITH TEACHER, WITH OTHER KIDS, WITH MAYBE OTHER MEMBERS OF THE COMMUNITY, IS THAT

 

NANCY: NO, I’M NOT SAYING A SERIES OF RELATIONSHIPS, I’M SAYING WHEREVER THE PARENTS PUT THE CHILD THERE NEEDS TO BE A GOOD STABLE RELATIONSHIP WITH THE CAREGIVER AND THAT WHEREVER THE CHILD IS THERE NEEDS TO BE ACTIVE LEARNING GOING ON.  THAT CAN HAPPEN IN A HOME, IT CAN HAPPEN IN A FAMILY CHILDCARE OR CHILD DEVELOPMENT HOME.  IT CAN HAPPEN IN A DAY CARE CENTER.  IT CAN HAPPEN IN SUNDAY SCHOOL OR CHURCH SCHOOL.  IT CAN HAPPEN IN MANY PLACES. 

 

SCOTT: SO SAME QUESTION CHRIS, WHAT’S A QUALITY PRE SCHOOL EDUCATION INVOLVE?

 

CHRIS: WELL IF YOU, THERE ARE SOME GUIDELINES THAT WE CAN USE IN THE PROFESSION THAT HELP US DEFINE QUALITY AND ONE THAT WE’VE USED IN MY PROGRAM THAT’S REQUIRED BY THIS BY THE GRANT THAT I OPERATE UNDER IS THAT OUR PROGRAM IS ACCREDITED.   THAT’S THE HIGHEST STANDARD THAT’S AVAILABLE IN TERMS OF A DEFINITION OF QUALITY THAT’S RESEARCH BASED.  THIS ACCREDITATION SYSTEM HAS BEEN RECENTLY RE INVENTED SO IT’S A DEFINITION OF WHAT QUALITY IS.  INTERACTION BETWEEN STAFF AND CHILDREN IN NUMBER ONE AND THAT’S ABSOLUTELY CRITICAL TO LOOK AT THAT AND SEE HOW THAT INTERACTION HAPPENS BUT IT’S A SYSTEM THAT’S DESIGNED TO INCREASE QUALITY AND STUDIES HAVE SHOWN THAT HERE IN THE MIDWEST OUR QUALITY OF CARE FOR WHERE CHILDREN ARE DURING THE DAY IN OUT OF HOME PLACEMENT IS VERY POOR.  IT IS NOT OF HIGH QUALITY GENERALLY.  WE USE THESE STANDARDS TO HELP US TO KNOW HOW TO CREATE THOSE SETTINGS THAT ARE BEST FOR CHILDREN.  WE ALSO HAVE A PROGRAM THAT IS SPONSORED BY A DEPARTMENT OF UNITED WAY LOCALLY THAT ADDRESSES QUALITY THROUGH THE ECKERS ENVIRONMENTAL RATING SCALE, THE INFANTILE RATING SCALE.  WE HAVE SOME TOOLS PROFESSIONALLY THAT HELP US TO FIND WHAT QUALITY.

 

SCOTT: AND WHAT DO THOSE LOOK AT?  WHAT ARE THEY, WHAT SORTS OF THINGS ARE THEY MEASURING?

 

CHRIS: THEY LOOK AT THE RATIO OF THE ADULTS TO CHILDREN BASED ON THE AGE OF THE CHILD.  THEY LOOK AT WHAT YOU HAVE IN THE ENVIRONMENT FOR LEARNING PURPOSES.  THEY LOOK AT WHETHER YOU ARE INVOLVED WITH THE FAMILIES AND INCLUDE THE FAMILIES WITH THINGS ABOUT THE CHILD AND THE PROGRAM OR WHETHER YOUR COMMUNICATION, IS, THERE ARE PLANS FOR COMMUNICATION WITH FAMILIES.  IT LOOKS AT HEALTH AND SAFETY ISSUES.  IT LOOKS AT THE CURRICULUM AND WHETHER THE CURRICULUM IS A RESEARCH BASED CURRICULUM THAT PROMOTES THE OPTIMUM BRAIN DEVELOPMENT FOR CHILDREN.  ALL OF THOSE FACTORS ARE A PART OF THE ACCREDITATION OF PROCESS, STAFF DEVELOPMENT, WHETHER YOUR STAFF DOES HAVE THAT HIGH LEVEL OF TRAINING, EVEN THE TEACHER ASSOCIATES NOW ARE REQUIRED TO HAVE EDUCATION.  A MINIMUM STANDARD BY LICENSING IN THE STATE IS THAT PEOPLE WORKING WITH YOUNG CHILDREN MUST HAVE A HIGH SCHOOL DIPLOMA, THAT’S THE BASE LINE BUT THEN THE HIGHER LEVEL NOW IS THAT THEY MUST HAVE TWO YEARS OF COLLEGE WORK IN EARLY CHILDHOOD.

 

SCOTT: AND LET’S TALK TOO ABOUT CURRICULUM, MAYBE JOHNNA YOU CAN, WHAT’S THE CURRICULUM LIKE, WHAT’S A GOOD QUALITY CURRICULUM FOR PRESCHOOL, WHAT’S THAT MEAN?  MOST PEOPLE THINK OF CURRICULUM BEING A READING WRITING AND ARITHMETIC, SO WHAT IS PRE SCHOOL CURRICULUM WHEN IT’S DONE WELL?

 

JOHNNA: PRE SCHOOL CURRICULUM WHEN IT’S DONE WELL HAS TO BE HANDS ON.  CHILDREN LEARN THROUGH THE MANIPULATION OF MATERIALS AND THE INTERACTION WITH THOSE MATERIALS AND WITH OTHER CHILDREN.  DRILLING LIKE YOU’RE TALKING ABOUT, THAT’S ROTE MEMORY.  WHAT HAPPENS IS THEY MIGHT BE ABLE TO GIVE IT BACK TO YOU BUT THEY CAN’T TAKE IT AND GENERALIZE IT IN ANY WAY BEYOND WHAT GIVING IT BACK TO YOU.  WE WANT A CURRICULUM THAT ALLOWS THEM TO BE HANDS ON WITH THEIR MATERIALS.  THERE ARE SEVERAL OUT THERE THAT THE STATE AND OTHER, THE ACCREDITATION BODIES DEEM AS APPROPRIATE FOR PRE SCHOOL CHILDREN AND THERE ARE DIFFERENCES IN THEM.  BASED ON THE DIFFERENCES IN PROGRAMS, NOT EVERY PROGRAM HAS THE SAME PHILOSOPHY.  SOME OF THEM SPEAK TO DIFFERENT PHILOSOPHIES BUT IT’S SOMETHING THAT’S BASED ON THE CHILDRENS INTERESTS. 

 

SCOTT: SO IT GROWS OUT OF THE CHILDRENS INTERESTS.

 

JOHNNA: MOST DEFINITELY.  CHILDREN ARE ALWAYS MORE ENGAGED IF THEY ARE WORKING WITH SOMETHING THAT THEY WANT TO KNOW ABOUT.  JUST LIKE ME, IF I WANT TO KNOW ABOUT SOMETHING I’LL SPEND MORE TIME

 

HOW THOSE TEACHERS INTERACT WITH THOSE CHILDREN, DO THEY GIVE THEM THE ANSWERS OR DO THEY ALLOW THEM TO TRY AND PROBLEM SOLVE AND FIGURE THEM OUT ON THEIR OWN.

 

SCOTT: SO THE CURRICULUM IN A WAY IS LEARNING TO LEARN.

 

IN ADDITION TO THE PROGRAM STANDARDS AND I THINK IT’S IMPORTANT TO DISTINGUISH BETWEEN PROGRAM STANDARDS WHICH ASSESS THE ENVIRONMENT THAT SETS THE STAGE.  IOWA ALSO HAS IOWA EARLY LEARNING STANDARDS AND WHAT THESE DO IS DESCRIBE WHAT CHILDREN AT PARTICULAR PRE SCHOOL AGES SHOULD BE ABLE TO DO AND SHOULD BE ABLE TO LEARN AND I THINK IT’S INTERESTING THAT ONE SECTION OF THOSE ACTUALLY USES WORDS LIKE CURIOSITY AND PERSISTENCE.  THERE IS A MATH AND SCIENCE PART, THERE IS AN EARLY LITERACY PART BUT THERE’S ALSO THESE OTHER PARTS AND A GOOD CURRICULUM SPEAKS TO THE WHOLE CHILD BECAUSE WE KNOW THAT CHILDREN WHO DO NOT HAVE SOCIAL AND EMOTIONAL WELL BEING CAN NOT BE GOOD LEARNERS.  WE WANT TO BE VERY CAREFUL I THINK WHEN WE SAY PRE KINDERGARTEN AND PEOPLE TALK ABOUT READY FOR SCHOOL AND EARLY LEARNING THAT WE AS EARLY EDUCATORS DO NOT ALLOW PEOPLE TO THINK ABOUT THAT JUST AS EARLY READING AND EARLY MATH.  IT’S VERY IMPORTANT THAT WE CONVEY THAT SCHOOL READINESS HAS A MUCH BROADER IMPLICATION.

 

SCOTT: RIGHT.  ONE MORE QUESTION ON THE CURRICULUM ISSUE.  DOES IT INVOLVE THE ARTS AND ALL, MUSIC?  ARE THOSE NECESSARILY PART OF THE CURRICULUM, ARE THEY

 

THEY SHOULD BE, THEY’RE VITAL.

 

ALL OF THOSE ARE EARLY WAYS OF REPRESENTING WHAT CHILDREN KNOW.  IF YOU’RE IN FOURTH GRADE YOU COULD WRITE A REPORT LET US SAY BUT IN THE EARLY YEARS WHAT CHILDREN, HOW THEY LEARN AND REPRESENTING WHAT THEY KNOW IS OFTEN IN THE FORM OF MUSIC OR ART OR STORY TELLING OR DRAMATIZATIONS, WE CALL IT DRAMATIC PLAY BUT.  IT’S VERY IMPORTANT THAT THOSE PIECES BE EVIDENT IN THE CLASSROOM.

 

ONE OF OUR, OUR FOUR YEAR OLD GROUP RIGHT NOW HAS BEEN WORKING ON A PROJECT OF BABIES.  MANY OF THE FAMILIES ARE HAVING CHILDREN SO THAT WAS A HUGE INTEREST FOR THEM AND IN REPRESENTING THEIR WORK, SEVERAL OF THE CHILDREN GOT TOGETHER AND WROTE A SONG ABOUT BABIES.  JUST AS NANCY WAS SAYING, IT’S IMPORTANT, IT’S VITAL, HOW CHILDREN TELL US WHAT THEY KNOW IN A DIFFERENT WAY THAN OLDER CHILDREN DO.

 

SCOTT: GET TO THE KIND OF ETHICS OF THIS I SUPPOSE, ONE ARGUMENT I’M HEARING FOR WHY EARLY PRE SCHOOL IS IMPORTANT IS IT’S A KIND OF INVESTMENT IN OUR FUTURE.  ANOTHER ARGUMENT I HEAR I GUESS I COULD THINK OF IT AS THE EQUITY ARGUMENT WHICH SAYS THAT I THINK IT’S AROUND 80% OF THE CHILDREN SPEND SOME AMOUNT OF TIME IN EITHER DAY CARE OR PRE SCHOOL, PRESUMABLY THOSE IN THE UPPER INCOME ARE CHOOSING PRE SCHOOL AT A FAIRLY HIGH RATE AND PRESUMABLY GOOD PRE SCHOOLS INSOFAR AS THEY CAN GET IN AND PAY FOR THEM BUT THEN THAT’S LEAVING BEHIND PEOPLE WHO DON’T HAVE THOSE KINDS OF MEANS AND SO IN THIS SENSE SOCIETY HAS A DUTY TO EDUCATE THOSE CHILDREN OR AT LEAST GIVE THEM SOMETHING LIKE AN EQUAL OPPORTUNITY IN A WAY THAT WE GIVE KIDS EQUAL OPPORTUNITIES IN FIRST GRADE AND SECOND GRADE FOR QUALITY EDUCATION.  MAYBE CHRIS EVEN SPEAKS TO THIS CAUSE I KNOW THAT YOU WORK WITH LOWER INCOME FAMILIES.

 

CHRIS: WELL WE KNOW THAT THERE’S AN ACHIEVEMENT GAP IN OUR ELEMENTARY SCHOOLS AND OUR MIDDLE SCHOOLS AND HIGH SCHOOLS.  I MEAN THERE’S A DEFINITE ACHIEVEMENT GAP THAT WE’RE ATTEMPTING TO ADDRESS.  ONE WAY IS THROUGH EARLY CHILDHOOD EDUCATION TO PARTICULARLY BUILD A LANGUAGE BASE.  WE FIND THAT CHILDREN FROM LOWER INCOME HOMES OFTEN HAVE A MORE LIMITED VOCABULARY.  THEY HAVEN’T HEARD AS MANY WORDS AS CHILDREN FROM HIGHER INCOME HOMES AND THERE’S BEEN SOME STUDIES ON THIS THAT SHOW THAT IT’S VERY DISCREPANT.  CHILDREN FROM HIGHER INCOME HOMES HEAR THOUSANDS OF WORDS MORE THAN CHILDREN FROM LOWER INCOME HOMES.

 

SCOTT: I’VE HEARD IN SOME CASES THREE MILLION MORE WORDS.

 

CHRIS: IT’S ASTOUNDING AND IF YOU LOOK AT WHAT MANY CHILDREN ARE DOING THAT AREN’T IN A QUALITY SETTING IT’S TELEVISION WATCHING, TELEVISION VIEWING AND INTERESTINGLY WHEN MY CHILDREN WERE YOUNG THEY WATCHED SESAME STREET AND SOME OF THE PBS PROGRAMS BUT NOW WITH OUR CHANGING WORLD OF MEDIA MANY CHILDREN ARE WATCHING VIDEOS OVER AND OVER AND THEY’RE NOT ALWAYS LEARNING VIDEOS.  THEY’RE CHUCKY AND ALL KINDS OF HORRIFIC VIDEOS THAT DON’T REALLY ENHANCE THEIR LEARNING BUT THE CHILDREN IN THE GROUP ONE OF MY GROUPS I WAS ASKING THEM ABOUT THE SESAME STREET CHARACTERS AND NONE OF THEM KNEW WHO BIG BIRD WAS.  THEY DON’T WATCH SESAME STREET AND THOSE PROGRAMS ARE DESIGNED TO REACH CHILDREN LIKE I’M TEACHING BUT THEY’RE NOT REACHING THEM AND WE REALLY NEED TO ADDRESS LANGUAGE, I MEAN LANGUAGE IS ONE OF THE BIG KEYS TO SUCCESS AND READING AND WE REALLY SPEND A LOT OF TIME IN MY PROGRAM IN BUILDING LANGUAGE.

 

I THINK ANOTHER PIECE CHRIS ARE THOSE SOCIAL SKILLS. 

 

YES, ABSOLUTELY.

 

BEING PART OF A GROUP.  HOW DO I FUNCTION AS PART OF A GROUP?  HOW DO I INTERACT WITH OTHER CHILDREN?  HOW DO I APPROPRIATELY GET SOMETHING FROM SOMEONE ELSE IF I WANT IT.  HOW DO I ASK THE TEACHER FOR SOMETHING.  SO, THOSE SKILLS ARE EQUALLY AS IMPORTANT BECAUSE WHEN THEY GET THEIR SPIRIT THEY HAVE THEIR SPIRIT THEN THEY ARE READY TO GO BUT IF THEY HAVE TO LEARN THOSE SKILLS WHEN THEY GET TO KINDERGARTEN, THEY REALLY ARE TRYING TO LEARN THAT WHEN THEY SHOULD BE WORKING ON OTHER SKILLS.  I AGREE, LANGUAGE IS VERY IMPORTANT BUT I THINK OUR SOCIAL SKILLS ARE ALSO HIGH ON THE LIST.

 

I’VE ASKED SOME KINDERGARTEN TEACHERS, DESCRIBE YOUR IDEAL CHILD COMING INTO KINDERGARTEN.  WHAT DO YOU REALLY WANT IN TERMS OF THAT CHILD BEING PREPARED AND INTERESTINGLY THEY DON’T SAY THAT THEY KNOW THE ALPHABET OR THAT THEY CAN COUNT TO 20 BUT WHAT THEY WANT IS A CHILD THAT CAN LISTEN AND SIT DOWN IN A GROUP AND GET ALONG WITH OTHER KIDS AND IT DEFINITELY DOES ADDRESS THOSE SOCIAL SKILLS SO THAT’S VERY IMPORTANT REASON TO HAVE CHILDREN IN PROGRAMS THAT REALLY DO TAKE ACCOUNT OF THOSE THINGS.

 

I THINK IT’S IMPORTANT TOO TO REMEMBER THAT TO NOT OVERSELL WHAT EARLY CHILDHOOD EDUCATION CAN DO.  THE RESEARCH THAT WAS DONE STARTING BACK IN THE 60'S, THERE WERE 3 VERY PROMINENT STUDIES THAT ARE CONTINUALLY USED AND ARE THE BASIS FOR A LOT OF THIS ECONOMIC ANALYSIS DOES SHOW A DRAMATIC RETURN ON INVESTMENT FOR A TARGETED POPULATION.  WHAT WE’RE TALKING ABOUT WITH UNIVERSAL PRE SCHOOL IS PRE SCHOOL VOLUNTARILY AVAILABLE FOR EVERYBODY AND ONE CAN’T EXPECT ALTHOUGH THERE’S EVIDENCE THAT THERE’S POSITIVE GROWTH FOR MIDDLE CLASS KIDS WE CAN’T EXPECT THE SAME ECONOMIC KINDS OF RETURN WHEN WE’RE DEALING WITH THE ENTIRE POPULATION AND NOW THE ECONOMISTS ARE STARTING TO BREAK THAT APART AS WELL AND THEY’RE STARTING TO BREAK APART WHAT’S THE RETURN FOR INDIVIDUALS, WHAT’S THE RETURN FOR SOCIETY.  BUT I WANT TO COMMENT ON THE TV PIECE.  PARENTS HAVE A ROLE TO PLAY AND THE ROLE THEY HAVE TO PLAY IS MAKING SURE THAT KIDS GET GOOD FOOD, ENOUGH SLEEP AND DON’T WATCH TOO MUCH TV.  ALL THREE OF THOSE THINGS ARE JUST COMING UP AGAIN AND AGAIN AND AGAIN AS SIGNIFICANT IN GETTING CHILDREN OFF TO A GOOD START.  YOU CAN’T LEARN IF YOU AREN’T HEALTHY EITHER. 

 

SCOTT: RIGHT.  WELL, ONE KIND OF CONSERVATIVE ARGUMENT AGAINST THIS I SUPPOSE WOULD BE THE GOVERNMENT SHOULDN’T GET INVOLVED IN THIS, IS THIS GOING TO MESS THINGS UP AND ONE COULD EVEN BRING UP I SUPPOSE NO CHILD LEFT BEHIND AND SAY LOOK, THERE’S A LOT OF VOICES THAT HAVE BEEN CRITICIZING NO CHILD LEFT BEHIND SAYING THAT THE GOVERNMENT IN INTERVENING MORE IN PUBLIC EDUCATION, IT HASN’T PRODUCED THE RESULTS WE WANTED, IT’S JUST KIND OF HAMSTRUNG TEACHERS SO THE GOVERNMENT GETS INVOLVED IN EARLY CHILDHOOD EDUCATION, SAY ANYTHING IT’S GOING TO TAKE YOU GUYS VERY BEAUTIFUL PRE SCHOOLS AND YOU KNOW, FILL YOU WITH ALL SORTS OF UNNECESSARY REQUIREMENTS.  DO WE HAVE A REASON TO BELIEVE THAT’S NOT GOING TO HAPPEN, DO WE THINK THAT THE GOVERNMENT CAN MAKE A SIGNIFICANT INVESTMENT HERE THAT’S WORKS, THAT ENHANCES THE EDUCATION OF YOUNG CHILDREN?  WE ONLY HAVE A FEW MINUTES LEFT SO WE HAVE TO

 

WE ARE THE GOVERNMENT, WE ARE THE PEOPLE THAT CAN ELECT PEOPLE THAT UNDERSTAND WHAT WE’RE TALKING ABOUT AND CAN REALLY ASSURE, WE HAVE WORKED WITH SOME MARVELOUS PEOPLE AT THE STATE LEVEL IN THE STATE DEPARTMENT OF EDUCATION THAT HAVE DESIGNED THESE PROGRAMS TO BE APPROPRIATE FOR YOUNG CHILDREN.  THERE IS, I THINK IN IOWA WE’RE VERY FORTUNATE IN TERMS OF THE INSIGHT THAT OUR LEADERS HAVE HAD AT THE STATE LEVEL AND OUR GOVERNORS FRANKLY AND GOVERNOR VILSAK DID SOME TOURING OF EUROPEAN COUNTRIES AND WANTED TO BRING BACK SOME OF THE WONDERFUL THINGS HE SAW THERE IN TERMS OF CARE FOR CHILDREN, CARE FOR YOUNG CHILDREN. 

 

I THINK THERE’S A GOOD CHANCE THAT WE’RE GOING TO GET THE RESULTS WE WANT BUT MAYBE NOT AS QUICKLY AS WE’D LIKE.  IT’S A SLOW PROCESS.  SOME OF THE STATES JUST WENT IN AND MASSIVELY STARTED PROGRAMS EVERYWHERE.  IOWA’S LOOKING AT IT A LITTLE DIFFERENT WAY AND SO IT’S GRANT FUNDED FOR THE FIRST YEAR AND AFTER THAT IT’S FUNDED BASED ON ATTENDANCE, JUST LIKE YOU ARE IN KINDERGARTEN.  SO THE SCHOOL DISTRICT GETS THE MONEY AND THAT GOES OUT TO THE CENTERS SO I THINK THERE’S GOING TO BE BUMPS IN THE ROAD.  I DON’T THINK IT’S GOING TO BE SMOOTH SAILING BUT I THINK THAT THEY HAVE A GOOD PLAN, IT’S A REASONABLE PLAN.  I BELIEVE IT’S IMPORTANT.  DO I THINK WE HAVE ALL THE ANSWERS, NO.  BUT I THINK WE’RE ON THE RIGHT ROAD. 

 

WE’RE BUILDING A GOOD SYSTEM BECAUSE ALL IT’S REALLY MANDATED THAT ALL THE PLAYERS COME TO THE TABLE AND PARTICULARLY IN CEDAR RAPIDS AND LINN COUNTY, WE ALREADY HAVE A STRONG COALITION OF PEOPLE AROUND THE AREA OF EARLY CHILDHOOD EDUCATION, GOOD ADVOCATES, KNOWLEDGEABLE PEOPLE SO

 

SCOTT: REAL QUICKLY, WE ONLY HAVE A FEW SECONDS LEFT HERE BUT WHAT SHOULD WE BE STARTING.  IDEALLY IF WE COULD OFFER UNIVERSAL ACCESS PRE SCHOOL, DOES THAT MEAN 3 YEAR OLD AND ON UP, DOES THAT MEAN EVEN YOUNGER, WHEN SHOULD WE START, JOHNNA, WHAT DO YOU THINK?

 

JOHNNA: WHAT I THINK IS WE DON’T WANT TO FORGET THE YOUNG TODDLERS AND THE INFANTS AND THE 3 YEAR OLDS BUT THAT’S A DIFFERENT TYPE OF SYSTEM.  YOU DON’T WANT THEM IN SCHOOL DISTRICT TYPE OF SYSTEMS BUT WE NEED TO MAKE SURE THAT MONEY IS AVAILABLE FOR THE QUALITY THERE.  IF WE LOSE THAT THEN WE’RE GOING IN THE WRONG DIRECTION.

SCOTT: SO 3 ON UP?

 

JOHNNA: 3 OR 4 I GUESS.

 

THE DESIGN STATEWIDE IS TO START WITH THE 4'S AND THEN MOVE TO THE 3'S.  I THINK THAT MAKES SOME SENSE.

 

SCOTT: OK.  WELL, I’M AFRAID WE’RE OUT OF TIME AND I’D LIKE TO THANK YOU ALL FOR A REALLY INTERESTING CONVERSATION.  THERE ARE FEW ISSUES I THINK MORE IMPORTANT THAN HOW WE TEND TO OUR YOUNG.  I DON’T KNOW ABOUT YOU BUT THIS ISSUE JUST KIND OF SNEAKED UP ON ME AND YET IT’S THE KIND OF ISSUE I THINK WE SHOULD BE THINKING PRETTY HARD ABOUT SO I HOPE YOU CARRY ON THE CONVERSATION WE STARTED HERE IN YOUR HOMES AND COMMUNITIES AND THANK YOU AND WE’LL SEE YOU NEXT TIME ON ETHICAL PERSPECTIVES ON THE NEWS.  THANK YOU ONE MORE TIME.