Pre-Kindergarten (also called Pre-K or PK ) is a classroom pre-school program for children under the age of five in English Country, Canada and Turkey (when kindergarten started). This can be delivered through preschool or in the year of admission in primary school. Pre-Kindergarten plays an important role in early childhood education. They have been in the US since 1922, usually run by private organizations. The US Start Head program, the first federally funded pre-Kindergarten program, was established in 1967. This effort is to prepare children (especially disadvantaged children) to succeed in school.
Video Pre-kindergarten
Terminology
The term "pre-kindergarten" is often used interchangeably with the concept of "childcare" and "parenting"; However, other early childhood settings focus their goals on substitution care for children while their parental/legal guardians are absent compared to pre-K focus on skills development. They can involve academic training, or they can engage in socializing activities only.
Pre-kindergartens, though, distinguish themselves by equally focusing on development (1) children's social development, (2) physical development, (3) emotional development, and (4) cognitive development. They usually follow a set of teaching standards that the organization creates in forming the curriculum and instructional activities/targets. The term "preschool" more precisely approximates the name "pre-kindergarten", as both focus on harvesting four areas of child development in the same fashion directed at the subject. The term "preschool" often refers to schools owned and operated as private schools or parishes. Pre-Kindergarten refers to school classes that function in public schools under the supervision of a public school administrator and funded entirely by the state or federally allocated funds, and personal donations.
Most school districts describe Pre-TK as "an early learning program to prepare children for risky identified kindergartens." The children's garden provides learning for children aged 4 years on or before September 1. Preschool provides learning to children aged 3 years on or before September 1. Most programs are 3 hours but extended days are offered at some schools.
"K-2" is often (and controversial) used interchangeably with "pre-kindergarten". Although early childhood education experts criticized the use of the term as a way to rationalize the use of a kindergarten model and teach preschool skills in pre-kindergarten classes, district public schools continue to include terms as a way to integrate pre-kindergartens into enclosures. accountability under the Act No Child Disadvantaged.
Maps Pre-kindergarten
Qualification
To be eligible for free pre-kindergarten in some countries, children should generally:
- 4 years (some districts offer programs for 3-year-olds) on or before September 1 and meet one of the following criteria:
- Limited English Language Skill. (This refers to the United States alone.In Canada and other countries, free pre-kindergarten programs may not be available to parents or may have different criteria for admission.)
- Economically Disadvantaged. Eligible students as economically disadvantaged should meet federal eligibility guidelines. To be eligible families must have income below about 175% of the Federal Annual Poverty Guidelines (U.S.A.).
- Homeless.
- Children of parents in the military or injured or killed while actively serving in the military. The proper identification or documentation of the Department of Defense should be provided.
- In or have been in the state conservatory. Appropriate documentation from the Family Department and the Protection Service must be provided.
"Pre-Kindergarten" may have different meanings in other countries. In India, this is also known as Nursery in Kindergartens like Applekids.
Program
In 2013 Alabama, Michigan, Minnesota, and the city of San Antonio enact or expand the Pre-K program. In New York City, the new mayor, Bill de Blasio, was chosen based on a Pre-K pledge for all the townspeople. A poll conducted in July for an early nonprofit education advocate found that 60 percent of Republicans are registered and 84 percent Democrats support the expansion of public preschool by raising the federal tobacco tax.
Funding for Pre-K has proven to be a major obstacle to creating and expanding the program. This problem yields many approaches. Some governors target existing budgets. San Antonio increases sales taxes, while Virginia and Maine see gambling. In Oregon, currently 20% of children have access to publicly funded Pre-K in any form, and the 2016 campaign is working to fund fully Pre-K up to 12 education, for all children whose parents want them to have the Pre option - K.
A 2012 review by the National Institute for Early Education Research at Rutgers University identifies Oklahoma, Georgia, and West Virginia as one of the leaders in the quality of public programs and a small proportion of registered children. Florida has the highest registration in 2012 - nearly four fifths of all four-year-olds. About 84 percent are in private, religious, or family centers. The state preschool program did not go well on quality measures. Other countries with more than 50 percent enrollment include Wisconsin, Iowa, Texas and Vermont.
Florida was one of the first states to establish a free prekindergarten. The program offers an initial jump for young people in their education. This program is open to all 4 and 5 year olds who live in Florida and have birthdays before September 1st in the current school year. Voluntary Pre-Kindergarten gives each child the opportunity to perform better in school and in the future. Strong emphasis is placed on smaller literacy skills, accountability, and class size. These high-quality programs help children to become powerful readers and improve their social and developmental skills.
There are several different programs that can be chosen by parents. They differentiate in class size, learning hours, and teacher credentials. The Florida VPK program also offers special instructions for children with special needs. The benefits of VPK programs include better behavior, preparation for Kindergarten, and love of promoted learning for children. Home-studying children's skills are enhanced by Voluntary Pre-Kindergarten.
Impact
A 2018 study in the Journal of Public Economics was found in Italy that pre-kindergarten "increases the participation of mothers in the labor market and reduces unemployed reservation wages, thereby increasing their chances of finding employment" but "not affecting children's cognitive development, regardless of their family background. "
Pre-Kindergarten gives every child a chance to perform better in school and in the future. Strong emphasis is placed on smaller literacy skills, accountability, and class size. These programs help children become powerful readers and improve their social and developmental skills.
There are several different programs that can be chosen by parents. They differentiate in class size, learning hours, and teacher credentials. Certain programs also offer special instructions for children with special needs. The benefits of VPK programs include better behavior, preparation for Kindergarten, and love of promoted learning for children. The skills of home-studying children are enhanced by placement in Pre-Kindergarten.
Immigrant children
The US Census Bureau estimates that the population born overseas in the United States will be 19% of the US population by 2060 (up from 13% in 2014). The children of immigrant families face special challenges.
Cultural values ​​and childcare options
Immigrant children represent the fastest growing US population. Asians and Latinos are the two largest racial groups. Like all families, immigrants have a choice when pursuing parenting options. Cultural differences influence the choice of parenting, such as attitudes toward early academic development. These differences help explain the differences in childcare selection. Compared to the Latino immigrant group, Asians are more likely than Latins to enroll their children in pre-kindergarten programs due to the inclusion of academics. Pre-academic focus, school readiness is important for Asian parents. Latino immigrant parents have instead generally preferred more informal parenting options, such as parental care, relative or non-relative at home. This is due in part to the notion that academic skills are taught through formal instruction after children enter primary school. While Latino families appreciate the acquisition of academic skills, the choice of home parenting is a reflection of the importance of cultural and linguistic values ​​and traditional family dynamics. Parents with limited English skills are more likely to choose parenting or at home rather than pre-kindergarten programs.
Obstacle
According to information from the Revenue and Participation Program Survey (SIPP) and the National Institute of Child Health and Human Development (NICHD), low-income immigrant families tend to use central child-based care, such as pre-kindergartens, rather than non-immigrant children. While some Latin families prefer childcare at home, many reports wish to enroll their children in pre-kindergarten programs. Interviews with immigrant mothers reveal general motivations for finding pre-Kindergarten placement for their children, including mothers' jobs, opportunities for learning English and social and emotional development. Obstacles facing immigrant mothers reported include high costs, long waiting lists, the need to provide documentation (especially for illegal aliens and those without English language skills) and lack of information on eligibility for subsidized programs. On average, immigrants tend to experience higher levels of poverty due to low wages, less education and lack of English language proficiency.
Benefits
While all children will benefit from pre-Kindergarten and Early Childhood education, immigrant children, especially those from lower socioeconomic homes, are the luckiest. Studies show that first and second generation immigrants lag behind non-immigrant family children in cognitive and linguistic skills. The Pre-K focus on cognitive, social, emotional and physical development will address these skills and reduce inequalities in school readiness between children of immigrant and non-immigrant families. Educators should be sensitive to the sensitivity of immigrant groups in relation to the acquisition of English versus their native language. Pre-K can help children build either or both of these skills. For most US students, English fluency is essential.
See also
- Balwadi
- TK jungle
- Pre-school playgroup - the kind of related establishments found in the United Kingdom
- Preschool
References
External links
- Childcare & amp; Early Education Research Connection
Source of the article : Wikipedia
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