Send the link below via email or IMCopy
Present to your audienceStart remote presentation
- Invited audience members will follow you as you navigate and present
- People invited to a presentation do not need a Prezi account
- This link expires 10 minutes after you close the presentation
- A maximum of 30 users can follow your presentation
- Learn more about this feature in our knowledge base article
Transcript of SCHOOL READINESS
School readiness means that each child enters school ready to engage in and benefit from early learning experiences that best promote the child's success.
Knowing the first 5 years of life is a critical foundation with the amount of brain growth occuring, early education dramatically effects children's early learning and life long development.
What preschool programs do to help children prepare to enter kindergarten.
What children should know and and be able to do when entering kindergarten.
What do teacher's expect?
What is school readiness?
Language-rich and responsive communication between adults and children;
Positive and appropriate reinforcement of skills and behavior;
Extensive rehearsal of old and new cognitive, academic, and developmental skills;
Guidance in social skills and facilitation of positive interactions between peers and adults;
Structured and informal activities that encourage children to reflect, predict, question, and hypothesize;
Availability of numerous materials, resources, and toys that focus on language and literacy;
Activities that encourage the involvement of children’s families and caretakers; and
Incorporation of adequate nutrition and habits that will support good health.
In 1989, President Bush and the state governors established some
goals for education in America. Goal number one, "by the year 2000, all children in America will start school ready to learn. "
As a response to President Bush's statement:
In July 1990, the National Education Goals Panel (NEGP)—comprised of a bipartisan group of federal and state officials—was established to assess and report on state and national progress toward achieving school readiness.
Federally Funded Programs:
Early Childhood Initiative
Race to the Top
Early Head Start
Many children who are born into poverty struggle to make ends meet as adults, failing to earn enough to achieve middle-class status.
Nearly two out of three children born into the bottom fifth of the income distribution remain in the bottom two-fifths of the income distribution as adults .
Often, lack of economic success can be traced back to failure to complete college or even high school, which in turn stems from academic and behavioral struggles during grade school.
Children born to parents with moderate or higher incomes are much more likely to enter school ready to learn
Three-fourths (75 percent) of these children are ready for school at age five.
In other words, there is a 27 percentage point gap in school readiness between poor children and those from moderate or higher income families.
Teachers report 10-11% of children argue or fought with others or angered easily, while 77% formed relationships.
Single parents were more likely to report behavioral problems , such as fighting, arguing, and getting angry.
Parents with partners, those with higher education, and those who had not received public assistance were more likely to have kindergartners with pro-social behaviors, such as forming friendships.
45% of parents reported reading with their child every day, but this value decreased to 36% if mothers had less than a high school education, 38% if English was not the primary language spoken at home, 35% for black non-hispanic children, and 39% for hispanic children.
As children entered kindergarten for the first time, 2/3 recognized their letters, and 29% recognized beginning sounds, 94% recognized single numerals and shapes and could count to 10, and 58% could count beyond 10 and sequence patterns.
Kindergartner's performance on math, reading, and general knowledge items increased with the level of their mother's education and was higher for 2 parent families.
Administration for children and families. (2013). Head start. Retrieved from
Colorado parent and child foundation. (2013). Retrieved from http://www.cpcfonline.org/
Colorado.gov. (2013). School Readiness indicators domain 1. Retrieved from
The Gaurdian. (2013). Singing to children may help development of language skills. Retrieved from http://www.guardian.co.uk/lifeandstyle/2011/may/08/singing-children-development-language-skills
HIPPY. (2013). Retrieved from http://www.hippyusa.org
What are we doing about it?
Does poverty growing up affect success?
According to the American Federation of Teachers- high-quality preschool programs are characterized by the following practices:
Where are we as a country?
So, Where are we now?
Does parental income affect a child's success?
Social & Emotional Status
Where do parents begin?
Don't know where to begin....
Education begins at birth
First and most important teacher
Create positive self esteem
Develop natural learners
Social and emotional development
Communication and language development
Approaches to learning
Content knowledge in literacy, mathematics, and science
Physical well-being and motor development
Encourage exploration of peoples similarities and differences
Consistent rules and routines
Teach social norms
All children learn differently
Provide interesting and fun materials
Gradually increase complexity
Learning the Alphabet
Explore the natural world
Teach shapes and numbers
Embrace the wonder of the world
Encourage questions and investigation
Expect the use and utilization of all the senses
Model good nutrition, safety, and personal hygiene
Promote care of self and surrounding environment
School readiness domain's
Social and Emotional
Communication and Language
Child health care services play a key role in the early identification of developmental, behavioral, social, environmental and biological conditions that affect children's ability to learn.
We can act as the first responder! For many young children the primary health practitioner is the only professional who sees them and is in a position to identify early childhood developmental concerns.
Approaches to learning
What is the role Nurse Practitioner's
play in school readiness?
Content Knowledge in literacy
Content knowledge in mathematics
Content knowledge in science
Physical well being
and motor development
Child Physical Health and Development
All Vision problems detected and corrected optimally
All hearing problems detected and managed
Management plans in place for all chronic health problems
Immunization complete for age
All congenital anomalies/birth defects detected
All lead poisoning detected
All children free from exposure to tobacco smoke
Good nutritional habits and no obesity; attained appropriate growth and good health
All dental cares treated
Live and travel in physically safe environments
Child Emotional Social & Cognitive Development
All developmental delays recognized and treated
Child has good self esteem
Child recognizes relationship between letters and sounds
Child has adaptive skills and positive social behaviors with peers and adults
Family Capacity and Functioning
Parents knowledgeable about child's physical health status and needs
Warning signs of child abuse and neglected detected
Parents feel valued and supported as their child's primary caregiver and function in partnership with the child health care provider
Maternal depression, family violence and family substance abuse detected and referral initiated
Parents understand and are able to fully use well child health care services
Parent read regularly to child
Parents knowledgeable and skilled ot anticipate and meet a child's developmental needs
Parents have access to consistent sources of emotional support
Parent linked to all appropriate community services
Ensuring Children Have Comprehensive Health Coverage
Child health insurance coverage is necessary to ensure that children receive comprehensive, primary care services
SCHIP-- States Child Health Insurance Program
In Colorado we have CHP+ which is Child Health Plan Plus
Medicaid and SCHIP
In a 2009 article Colorado ranked 44th among state for the percentage of uninsured children living at or below 200% of federal poverty level
At the end of 2007 approximately 180,000 Colorado children were without a usual source of care or medical home, even though they were eligible for or enrolled in Medicare or Child Health Plan Plus.
100,000 of our estimated 180,000 uninsured children were eligible for but NOT enrolled in Medicaid or the Child Health Plan Plus
Medicaid and SCHIP are the largest insurers of young children, particularly children from low income families and those with special needs who are most at risk for starting behind their peer a the kindergarten entry.
Early Periodic Screening, Diagnosis, and Treatment
EPSDT requires state Medicaid to reimburse for both identifying and then providing all "medically necessary" services for children for their healthy development, including services that go beyond what otherwise are including in sate Medicaid coverage plans
State Child Health Insurance Program
Work closely with Medicaid and a number of states use SCHIP funding to expand their Medicaid programs and provide EPSDT benefits under SCHIP
Establish separate billing codes for developmental screenings
Provide adequate reimbursement for EPSDT visits and ensure that health care providers deliver comprehensive care
Provide reimbursement for care coordination services that go beyond identifying biological and medical issues to identifying and responding to social determinants of health
Include parental depression screening and referral for care as a billable part of well child care
Include primary care practitioners in oral health screenings and preventive oral health care for young children
Practitioners and policymakers can play a variety of roles to help link services and supports across early learning, health and human service sectors and forge innovative partnerships to support the healthy development of all children
Language and Reading
state their names, home addresses and telephone numbers
identify some labels and signs (like McDonald's or stop sign)
know some letters and make letter-sound matches
understand that writing carries a message
enjoy listening to and talking about story books
ask and answer questions related to the story
"read" familiar books alone, often by memory, using picture cues
understand that we read English from left to right, top to bottom
speak clearly and understandably
Social and Emotional Skills
follow classroom routine
play cooperatively with others
label and express feelings and emotions
try new activities willingly
stand up for themselves but know that bullying and violence are wrong
wait fairly patiently for a turn or to speak
take care of personal needs such as toilet, hand washing, clothing
pay attention to a story or activity for ten minutes
General Knowledge and Motor Skills
identify body parts, such as head, toe, elbow
draw a vertical and horizontal line
cut paper with blunt scissors, hold a pencil correctly
copy letters and shapes, such as circles and squares
understand the ideas of numbers, days of the week
follow basic safety rules, such as looking both ways before crossing the street
group items according to form, color and use
have some understanding of how the world works (grandpa is older that a child; an umbrella is used when it rains)
know basic colors and numbers up to twenty