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Pandemic COVID-19 is over concept.","credit":"lithiumcloud/iStock","description":null,"imgSizes":{"medium":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2020/08/iStock-1246112694-800x481.jpg","width":800,"height":481,"mimeType":"image/jpeg"},"large":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2020/08/iStock-1246112694-1020x614.jpg","width":1020,"height":614,"mimeType":"image/jpeg"},"thumbnail":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2020/08/iStock-1246112694-160x96.jpg","width":160,"height":96,"mimeType":"image/jpeg"},"medium_large":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2020/08/iStock-1246112694-768x462.jpg","width":768,"height":462,"mimeType":"image/jpeg"},"1536x1536":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2020/08/iStock-1246112694-1536x924.jpg","width":1536,"height":924,"mimeType":"image/jpeg"},"2048x2048":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2020/08/iStock-1246112694-2048x1232.jpg","width":2048,"height":1232,"mimeType":"image/jpeg"},"post-thumbnail":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2020/08/iStock-1246112694-672x372.jpg","width":672,"height":372,"mimeType":"image/jpeg"},"twentyfourteen-full-width":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2020/08/iStock-1246112694-1038x576.jpg","width":1038,"height":576,"mimeType":"image/jpeg"},"full-width":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2020/08/iStock-1246112694-1920x1155.jpg","width":1920,"height":1155,"mimeType":"image/jpeg"},"kqedFullSize":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2020/08/iStock-1246112694-e1596394366471.jpg","width":1920,"height":1155}},"fetchFailed":false,"isLoading":false}},"audioPlayerReducer":{"postId":"stream_live"},"authorsReducer":{"byline_mindshift_61681":{"type":"authors","id":"byline_mindshift_61681","meta":{"override":true},"slug":"byline_mindshift_61681","name":"Cara Goodwin, \u003ca href=\"https://www.parentingtranslator.com/\" target=\"blank\">The Parenting Translator\u003c/a>","isLoading":false},"byline_mindshift_61200":{"type":"authors","id":"byline_mindshift_61200","meta":{"override":true},"slug":"byline_mindshift_61200","name":"Jill Barshay, \u003ca href=\"https://hechingerreport.org/\" target=\"_blank\">The Hechinger Report\u003c/a>","isLoading":false},"byline_mindshift_59165":{"type":"authors","id":"byline_mindshift_59165","meta":{"override":true},"slug":"byline_mindshift_59165","name":"Adrian Florida and Hiba Ahmad","isLoading":false},"byline_mindshift_58202":{"type":"authors","id":"byline_mindshift_58202","meta":{"override":true},"slug":"byline_mindshift_58202","name":"Clare Lombardo","isLoading":false},"byline_mindshift_57546":{"type":"authors","id":"byline_mindshift_57546","meta":{"override":true},"slug":"byline_mindshift_57546","name":"\u003ca href=\"https://hechingerreport.org/\">Kate Rix, The Hechinger Report\u003c/a>","isLoading":false},"byline_mindshift_56872":{"type":"authors","id":"byline_mindshift_56872","meta":{"override":true},"slug":"byline_mindshift_56872","name":"\u003ca href=\"https://hechingerreport.org/\">Lillian Mongeau, The Hechinger Report\u003c/a>","isLoading":false},"byline_mindshift_56320":{"type":"authors","id":"byline_mindshift_56320","meta":{"override":true},"slug":"byline_mindshift_56320","name":"Suzanne Bouffard","isLoading":false},"kdnewhouse":{"type":"authors","id":"11487","meta":{"index":"authors_1591205172","id":"11487","found":true},"name":"Kara Newhouse","firstName":"Kara","lastName":"Newhouse","slug":"kdnewhouse","email":"knewhouse@kqed.org","display_author_email":false,"staff_mastheads":["news"],"title":"MindShift Editor","bio":null,"avatar":"https://secure.gravatar.com/avatar/3dceed6fb271527113abfa9a8e9df34e?s=600&d=blank&r=g","twitter":null,"facebook":null,"instagram":null,"linkedin":null,"sites":[{"site":"","roles":["editor"]},{"site":"mindshift","roles":["editor"]}],"headData":{"title":"Kara Newhouse | KQED","description":"MindShift Editor","ogImgSrc":"https://secure.gravatar.com/avatar/3dceed6fb271527113abfa9a8e9df34e?s=600&d=blank&r=g","twImgSrc":"https://secure.gravatar.com/avatar/3dceed6fb271527113abfa9a8e9df34e?s=600&d=blank&r=g"},"isLoading":false,"link":"/author/kdnewhouse"},"csmith":{"type":"authors","id":"11603","meta":{"index":"authors_1591205172","id":"11603","found":true},"name":"Caroline Smith","firstName":"Caroline","lastName":"Smith","slug":"csmith","email":"csmith@kqed.org","display_author_email":true,"staff_mastheads":["news"],"title":"Producer, Forum","bio":"Caroline Smith is a producer for \u003cem>Forum\u003c/em>. 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From the Bay Area, Smith graduated with a B.A. in Rhetoric from UC Berkeley and is an alumnus of \u003cem>The Daily Californian.\u003c/em>","avatar":"https://secure.gravatar.com/avatar/36b81e5f708f5bf91084149f95da8754?s=600&d=blank&r=g","twitter":null,"facebook":null,"instagram":null,"linkedin":null,"sites":[{"site":"news","roles":["author"]},{"site":"mindshift","roles":["editor"]},{"site":"forum","roles":["editor"]},{"site":"perspectives","roles":["editor"]}],"headData":{"title":"Caroline Smith | KQED","description":"Producer, Forum","ogImgSrc":"https://secure.gravatar.com/avatar/36b81e5f708f5bf91084149f95da8754?s=600&d=blank&r=g","twImgSrc":"https://secure.gravatar.com/avatar/36b81e5f708f5bf91084149f95da8754?s=600&d=blank&r=g"},"isLoading":false,"link":"/author/csmith"}},"breakingNewsReducer":{},"campaignFinanceReducer":{},"firebase":{"requesting":{},"requested":{},"timestamps":{},"data":{},"ordered":{},"auth":{"isLoaded":false,"isEmpty":true},"authError":null,"profile":{"isLoaded":false,"isEmpty":true},"listeners":{"byId":{},"allIds":[]},"isInitializing":false,"errors":[]},"navBarReducer":{"navBarId":"home","fullView":true,"showPlayer":false},"navMenuReducer":{"menus":[{"key":"menu1","items":[{"name":"News","link":"/","type":"title"},{"name":"Politics","link":"/politics"},{"name":"Science","link":"/science"},{"name":"Education","link":"/educationnews"},{"name":"Housing","link":"/housing"},{"name":"Immigration","link":"/immigration"},{"name":"Criminal Justice","link":"/criminaljustice"},{"name":"Silicon Valley","link":"/siliconvalley"},{"name":"Forum","link":"/forum"},{"name":"The California Report","link":"/californiareport"}]},{"key":"menu2","items":[{"name":"Arts & Culture","link":"/arts","type":"title"},{"name":"Critics’ Picks","link":"/thedolist"},{"name":"Cultural Commentary","link":"/artscommentary"},{"name":"Food & Drink","link":"/food"},{"name":"Bay Area Hip-Hop","link":"/bayareahiphop"},{"name":"Rebel Girls","link":"/rebelgirls"},{"name":"Arts Video","link":"/artsvideos"}]},{"key":"menu3","items":[{"name":"Podcasts","link":"/podcasts","type":"title"},{"name":"Bay Curious","link":"/podcasts/baycurious"},{"name":"Rightnowish","link":"/podcasts/rightnowish"},{"name":"The Bay","link":"/podcasts/thebay"},{"name":"On Our Watch","link":"/podcasts/onourwatch"},{"name":"Mindshift","link":"/podcasts/mindshift"},{"name":"Consider This","link":"/podcasts/considerthis"},{"name":"Political Breakdown","link":"/podcasts/politicalbreakdown"}]},{"key":"menu4","items":[{"name":"Live Radio","link":"/radio","type":"title"},{"name":"TV","link":"/tv","type":"title"},{"name":"Events","link":"/events","type":"title"},{"name":"For Educators","link":"/education","type":"title"},{"name":"Support KQED","link":"/support","type":"title"},{"name":"About","link":"/about","type":"title"},{"name":"Help Center","link":"https://kqed-helpcenter.kqed.org/s","type":"title"}]}]},"pagesReducer":{},"postsReducer":{"stream_live":{"type":"live","id":"stream_live","audioUrl":"https://streams.kqed.org/kqedradio","title":"Live Stream","excerpt":"Live Stream information currently unavailable.","link":"/radio","featImg":"","label":{"name":"KQED Live","link":"/"}},"stream_kqedNewscast":{"type":"posts","id":"stream_kqedNewscast","audioUrl":"https://www.kqed.org/.stream/anon/radio/RDnews/newscast.mp3?_=1","title":"KQED Newscast","featImg":"","label":{"name":"88.5 FM","link":"/"}},"mindshift_61681":{"type":"posts","id":"mindshift_61681","meta":{"index":"posts_1591205157","site":"mindshift","id":"61681","score":null,"sort":[1684934999000]},"guestAuthors":[],"slug":"does-delaying-kindergarten-benefit-children-academically-and-socially","title":"Does delaying kindergarten benefit children academically and socially?","publishDate":1684934999,"format":"standard","headTitle":"Does delaying kindergarten benefit children academically and socially? | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cem>A version of this post was \u003ca href=\"https://parentingtranslator.substack.com/p/redshirting-should-your-child-delay\" target=\"_blank\" rel=\"noopener\">originally published\u003c/a> by Parenting Translator. Sign up for \u003ca href=\"https://parentingtranslator.substack.com/\" target=\"_blank\" rel=\"noopener\">the newsletter\u003c/a> and follow Parenting Translator \u003ca href=\"https://www.instagram.com/parentingtranslator/\" target=\"_blank\" rel=\"noopener\">on Instagram\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Redshirting” or choosing to delay kindergarten for a year is a popular topic for parents of young children at this time of year. Increased awareness of redshirting may have roots in Malcolm Gladwell’s bestselling book \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Outliers, \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">published in 2008. In the book, Gladwell points to data on the birthdays of Canadian Hockey League players to argue that being relatively older than peers provides an advantage, and he extends this argument to children’s success in school. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At the same time that ideas from \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Outliers \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">have circulated, kindergarten has become \u003c/span>\u003ca href=\"https://www.chalkbeat.org/2019/1/24/21106584/kindergarten-classes-are-getting-more-academic-new-research-says-the-kids-are-all-right\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">increasingly academic\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and rigorous. For parents of children born near the kindergarten cutoff date, the pressure to redshirt feels intense. My oldest child has a late August birthday, which is right around the cutoff date for her school. However, it seemed like all of the children with summer birthdays (and even April/May birthdays) were waiting an additional year to start kindergarten. Granted, she would have entered kindergarten in 2020, and the possibility of remote learning caused many parents to delay school entry that year. Yet in talking to school administrators and teachers and other parents about this decision, the message I heard over and over again was that the choice was obvious. It seemed that everyone I talked to had wholeheartedly accepted that delaying kindergarten was the best choice for all children. \u003c/span>\u003c/p>\n\u003ch3>\u003cb>The research on redshirting\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">So does research actually find that redshirting will provide an academic and/or social advantage for children? The answer may be more complicated than you think.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Research on redshirting suggests that it is associated with a \u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/pii/S0885200616300795\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">small academic advantage\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (that is, higher academic test scores), and test scores seem to increase \u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/pii/S0272775705000117?casa_token=jkdnhUgcJOgAAAAA:id9bg37cBYG50j6qE3c8HNAIEHXj9CBC7byLiWiJRuJtSizu-NdzHu7HV-ZkUwq-2qsdqnZy\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">at a greater rate in first and second grade.\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> However, this effect may \u003c/span>\u003ca href=\"https://www.igi-global.com/chapter/early-school-outcomes-for-children-who-delay-kindergarten-entry/262416\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">begin to fade\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> as early as the end of first grade. This research is all correlational, meaning we do not know whether it is redshirting that causes these advantages or if it is simply associated with advantages. The parents that choose to redshirt their children are often different from the parents who do not — most notably \u003c/span>\u003ca href=\"https://journals.sagepub.com/doi/10.3102/0162373713482764\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">they are often the families that can afford to make this choice\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Some research studies eliminate the problem of parent choice by looking at the impact of age for children within the same grade, such as comparing students with summer birthdays to students in the same grade with fall birthdays. \u003c/span>\u003ca href=\"https://www.tandfonline.com/doi/abs/10.3200/JOER.99.4.212-217\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> finds that students who are relatively older than other children in their grade score higher on math and science tests and, although these differences decrease over the years, they are still present to some extent in eighth grade. Other research finds that children who are relatively older show \u003c/span>\u003ca href=\"https://www.nber.org/system/files/working_papers/w21610/w21610.pdf\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">less hyperactivity and inattention\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"http://www2.ne.su.se/paper/wp13_07.pdf\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">greater educational attainment\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (translation: getting farther in school). However, the impact on educational attainment is greatly reduced when schools do not engage in early tracking (translation: sending children to different schools based on academic abilities in elementary school). Research also shows that children who are older than their classmates are \u003c/span>\u003ca href=\"https://psycnet.apa.org/record/2009-04640-022\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">more likely to be in gifted education and less likely to be in special education\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. These positive impacts seem to extend to high school and beyond. Children who are older than their classmates are also \u003c/span>\u003ca href=\"https://www.aeaweb.org/articles?id=10.1257/app.20140323\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">less likely to drop out of high school, less likely to commit a felony\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and less likely to experience a \u003c/span>\u003ca href=\"https://www.nber.org/system/files/working_papers/w13969/w13969.pdf\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">teenage pregnancy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Children that are older than their classmates are also \u003c/span>\u003ca href=\"https://psycnet.apa.org/record/2009-04640-022\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">more likely to attend a four-year college than younger students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Yet, it is important to note that this line of research only involves associations. Further research is needed in order to conclude that redshirting actually causes any of these positive outcomes. \u003c/span>\u003c/p>\n\u003ch3>\u003cb>When might parents want to avoid redshirting? \u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Are there any situations in which parents might want to avoid redshirting? Research suggests that when your child has an identified disability, a suspected disability or even if you are just concerned that they may need some extra help in school, delaying school entry may be associated with \u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/pii/S0885200616300795\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">worse academic performance\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, because it would delay access to free essential services through the public school system, such as speech therapy and learning support. This short delay may have a big\u003c/span> \u003cspan style=\"font-weight: 400\">impact as \u003c/span>\u003ca href=\"https://srcd.onlinelibrary.wiley.com/doi/abs/10.1111/j.1467-8624.1994.tb00777.x\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> finds that services before age 5 are more effective in improving a child’s long-term outcome than services after age 5. Research also finds a \u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S0361476X15000442\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">negative impact of redshirting for children with more severe ADHD\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and no impact for \u003c/span>\u003ca href=\"https://files.eric.ed.gov/fulltext/EJ865608.pdf\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">children with learning disabilities\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003ch3>\u003cb>Is redshirting more important for boys than girls? \u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">In any discussion of redshirting, it is commonly assumed that boys in particular benefit from redshirting. Is there any research to back this up? \u003c/span>\u003ca href=\"https://www.brookings.edu/wp-content/uploads/2016/06/0319_school_disadvantage_isaacs.pdf\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> does find that girls are more likely to be behaviorally ready for kindergarten than boys. \u003c/span>\u003ca href=\"https://direct.mit.edu/edfp/article/11/3/225/10250/First-in-the-Class-Age-and-the-Education\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> also suggests that boys may not do as well as girls with having higher-achieving classmates. Not surprisingly, boys are \u003c/span>\u003ca href=\"https://journals.sagepub.com/doi/10.3102/0162373713482764\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">more likely to be redshirted\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> than girls.\u003c/span>\u003c/p>\n\u003ch3>\u003cb>Does this research also apply to repeating a grade or holding children back?\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Interestingly, outcomes for children who repeat a grade or are “held back” are very different from those who are redshirted. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://nces.ed.gov/programs/digest/d17/tables/dt17_225.90.asp?referer=raceindicators\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">One million students are held back\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> each year in the United States. This practice particularly impacts ethnic minorities, \u003c/span>\u003ca href=\"https://nces.ed.gov/programs/raceindicators/indicator_rda.asp\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">with retention rates of 2.7% for Black students and 1.9% for Hispanic students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, compared to 1.7% for white students. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A \u003c/span>\u003ca href=\"https://www.researchgate.net/publication/279888141_Meta-analysis_of_Grade_Retention_Research_Implications_for_Practice_in_the_21st_Century\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">large body of research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> has indicated that \u003c/span>\u003ca href=\"https://psycnet.apa.org/record/2006-23116-002\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">holding a child back in school\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is associated with \u003c/span>\u003ca href=\"https://www.researchgate.net/publication/233229828_Grade_Retention_of_Students_During_Grades_K-8_Predicts_Reading_Achievement_and_Progress_During_Secondary_Schooling\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">poorer academic outcomes\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and little social-emotional benefit. While some studies have found \u003c/span>\u003ca href=\"https://psycnet.apa.org/record/2010-02314-011\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">short-term social and academic benefits\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of grade retention, \u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S004727271730097X\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">many of these effects fade after a few years\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.nber.org/papers/w13514\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Grade retention is also associated\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> with \u003c/span>\u003ca href=\"https://psycnet.apa.org/record/2002-13996-008\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">an increased likelihood of dropping out of high school\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://journals.sagepub.com/doi/abs/10.3102/0162373709354334?journalCode=epaa\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">a decreased likelihood of finishing college\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Retained students are also \u003c/span>\u003ca href=\"https://psycnet.apa.org/record/2007-13838-002\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">more likely to be aggressive in adolescence\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003ca href=\"https://journals.sagepub.com/doi/abs/10.3102/0162373709354334?journalCode=epaa\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Grade retention after third grade\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> seems to have a more detrimental effect, perhaps because it has a greater impact on self-esteem as children get older.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As with the research on redshirting, these studies only found associations between grade retention and these negative impacts, not causation. Regardless, it is important to discuss this research with redshirting because some parents assume that they can push their child ahead to kindergarten and then repeat a later grade if they are struggling. Yet, research suggests that the cons of this approach may outweigh any potential pros. In addition, \u003c/span>\u003ca href=\"https://www.researchgate.net/publication/232540499_Age_Appropriateness_and_Motivation_Engagement_and_Performance_in_High_School_Effects_of_Age_Within_Cohort_Grade_Retention_and_Delayed_School_Entry\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">redshirting reduces the risk for grade retention\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, suggesting that this may be another benefit for redshirting. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Based on this research, most clinicians and educators advise parents to avoid holding children back in a grade unless there is no other option. If your child’s school is pushing for it, present them with the research and see if you can discuss other possible options. \u003c/span>\u003c/p>\n\u003ch3>\u003cb>But is it fair?\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">For most families, delaying kindergarten means paying for full-time child care or delaying a stay-at-home parent from re-entering the workforce for an additional year. This is simply not an option for most families. Redshirting as a practice may also increase the ever-widening gap between students from high-income and low-income families, as only high-income families may be able to afford this option when wanting to give their child an advantage. Yet there is also \u003c/span>\u003ca href=\"https://www.nber.org/papers/w13663\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> showing that having older classmates may actually improve the performance of younger classmates, suggesting that the practice of redshirting is at least not harmful to students who do not make this choice. \u003c/span>\u003c/p>\n\u003ch3>\u003cb>How do you know whether your child is ready for kindergarten? \u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">The following may help you to decide whether your child is actually ready for kindergarten: \u003c/span>\u003c/p>\n\u003col>\n\u003cli style=\"font-weight: 400\">\u003cb>Consider not only their academic skills but also their social-emotional and self-regulation skills.\u003c/b> \u003ca href=\"https://ajph.aphapublications.org/doi/full/10.2105/AJPH.2015.302630\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Social skills when entering kindergarten\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> have been found to be related to success as an adult, including the likelihood of graduating college and gaining employment. \u003c/span>\u003ca href=\"https://www.frontiersin.org/articles/10.3389/feduc.2019.00127/full\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">More advanced self-regulation skills allow children to “catch up”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> even if they start behind their peers academically. \u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S0885200614001045\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Self-regulation is also associated with improved academic performance \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Consult with your child’s preschool teacher or director if possible.\u003c/b>\u003cspan style=\"font-weight: 400\"> Your child’s teacher should have a good idea of how their skills compare to their peers and whether they have the classroom engagement skills necessary for kindergarten. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Speak with your child’s pediatrician.\u003c/b>\u003cspan style=\"font-weight: 400\"> Your child’s pediatrician can give you their expert opinion as to whether your child is developmentally and physically ready for kindergarten. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Visit both possible classroom settings\u003c/b>\u003cspan style=\"font-weight: 400\">. Gain a better understanding of the expectations that will be placed on your child in kindergarten versus the expectations in preschool. Try to determine which setting best fits your child’s current ability level. \u003c/span>\u003c/li>\n\u003c/ol>\n\u003ch3>\u003cb>Overall translation\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Delaying kindergarten for a year may provide a small advantage to children. However, if you suspect your child has special needs or a disability, you may want to avoid redshirting and start school as soon as possible to get them the services they need. Once students enter K-12 schooling, parents may want to avoid holding their children back since the negative impacts may outweigh the positive. Parents may also want to consider that redshirting could increase the ever-widening gap between low-income and high-income children. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Most importantly, parents should consider their own individual child in this decision. Does your child seem to gravitate more to younger or older children? Does your child tend to compare themselves to their peers and get upset when they fall behind? Does your child seem to benefit from older role models around or do they seem to benefit from serving in a “leader” role for younger children? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Parents may also want to consider the school environment. Is the school more academic or play-based? Do they require children to sit for longer periods of time or are there movement breaks? Is redshirting typical for children around the cutoff date in this school system? Does the school compare children to others or use a tracking system for gifted education? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Sometimes this choice does not involve any of the academic advantages discussed above. In August, I will give birth to my third child with a summer birthday and currently I am planning to redshirt all three of these children (a choice I feel very privileged to have). What is really driving my decision is not the academic benefits but the opportunity to have another year with my children in my home. Whatever choice parents make they should feel confident in doing what feels right for their individual child and family.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ci>Cara Goodwin, PhD, is a licensed psychologist, a mother of three and the founder of \u003ca href=\"https://parentingtranslator.substack.com/p/redshirting-should-your-child-delay\" target=\"_blank\" rel=\"noopener\">Parenting Translator\u003c/a>, a nonprofit newsletter that turns scientific research into information that is accurate, relevant and useful for parents.\u003c/i>\u003c/p>\n\n","blocks":[],"excerpt":"The Parenting Translator breaks down the research behind delaying kindergarten and how to know if your child is ready for kindergarten.","status":"publish","parent":0,"modified":1688826325,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":24,"wordCount":1857},"headData":{"title":"Does delaying kindergarten benefit children academically and socially? | KQED","description":"The Parenting Translator breaks down the research behind delaying kindergarten and how to know if your child is ready for kindergarten.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"The Parenting Translator breaks down the research behind delaying kindergarten and how to know if your child is ready for kindergarten."},"nprByline":"Cara Goodwin, \u003ca href=\"https://www.parentingtranslator.com/\" target=\"blank\">The Parenting Translator\u003c/a>","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/61681/does-delaying-kindergarten-benefit-children-academically-and-socially","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>A version of this post was \u003ca href=\"https://parentingtranslator.substack.com/p/redshirting-should-your-child-delay\" target=\"_blank\" rel=\"noopener\">originally published\u003c/a> by Parenting Translator. Sign up for \u003ca href=\"https://parentingtranslator.substack.com/\" target=\"_blank\" rel=\"noopener\">the newsletter\u003c/a> and follow Parenting Translator \u003ca href=\"https://www.instagram.com/parentingtranslator/\" target=\"_blank\" rel=\"noopener\">on Instagram\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Redshirting” or choosing to delay kindergarten for a year is a popular topic for parents of young children at this time of year. Increased awareness of redshirting may have roots in Malcolm Gladwell’s bestselling book \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Outliers, \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">published in 2008. In the book, Gladwell points to data on the birthdays of Canadian Hockey League players to argue that being relatively older than peers provides an advantage, and he extends this argument to children’s success in school. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At the same time that ideas from \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Outliers \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">have circulated, kindergarten has become \u003c/span>\u003ca href=\"https://www.chalkbeat.org/2019/1/24/21106584/kindergarten-classes-are-getting-more-academic-new-research-says-the-kids-are-all-right\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">increasingly academic\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and rigorous. For parents of children born near the kindergarten cutoff date, the pressure to redshirt feels intense. My oldest child has a late August birthday, which is right around the cutoff date for her school. However, it seemed like all of the children with summer birthdays (and even April/May birthdays) were waiting an additional year to start kindergarten. Granted, she would have entered kindergarten in 2020, and the possibility of remote learning caused many parents to delay school entry that year. Yet in talking to school administrators and teachers and other parents about this decision, the message I heard over and over again was that the choice was obvious. It seemed that everyone I talked to had wholeheartedly accepted that delaying kindergarten was the best choice for all children. \u003c/span>\u003c/p>\n\u003ch3>\u003cb>The research on redshirting\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">So does research actually find that redshirting will provide an academic and/or social advantage for children? The answer may be more complicated than you think.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Research on redshirting suggests that it is associated with a \u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/pii/S0885200616300795\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">small academic advantage\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (that is, higher academic test scores), and test scores seem to increase \u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/pii/S0272775705000117?casa_token=jkdnhUgcJOgAAAAA:id9bg37cBYG50j6qE3c8HNAIEHXj9CBC7byLiWiJRuJtSizu-NdzHu7HV-ZkUwq-2qsdqnZy\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">at a greater rate in first and second grade.\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> However, this effect may \u003c/span>\u003ca href=\"https://www.igi-global.com/chapter/early-school-outcomes-for-children-who-delay-kindergarten-entry/262416\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">begin to fade\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> as early as the end of first grade. This research is all correlational, meaning we do not know whether it is redshirting that causes these advantages or if it is simply associated with advantages. The parents that choose to redshirt their children are often different from the parents who do not — most notably \u003c/span>\u003ca href=\"https://journals.sagepub.com/doi/10.3102/0162373713482764\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">they are often the families that can afford to make this choice\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Some research studies eliminate the problem of parent choice by looking at the impact of age for children within the same grade, such as comparing students with summer birthdays to students in the same grade with fall birthdays. \u003c/span>\u003ca href=\"https://www.tandfonline.com/doi/abs/10.3200/JOER.99.4.212-217\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> finds that students who are relatively older than other children in their grade score higher on math and science tests and, although these differences decrease over the years, they are still present to some extent in eighth grade. Other research finds that children who are relatively older show \u003c/span>\u003ca href=\"https://www.nber.org/system/files/working_papers/w21610/w21610.pdf\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">less hyperactivity and inattention\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"http://www2.ne.su.se/paper/wp13_07.pdf\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">greater educational attainment\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (translation: getting farther in school). However, the impact on educational attainment is greatly reduced when schools do not engage in early tracking (translation: sending children to different schools based on academic abilities in elementary school). Research also shows that children who are older than their classmates are \u003c/span>\u003ca href=\"https://psycnet.apa.org/record/2009-04640-022\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">more likely to be in gifted education and less likely to be in special education\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. These positive impacts seem to extend to high school and beyond. Children who are older than their classmates are also \u003c/span>\u003ca href=\"https://www.aeaweb.org/articles?id=10.1257/app.20140323\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">less likely to drop out of high school, less likely to commit a felony\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and less likely to experience a \u003c/span>\u003ca href=\"https://www.nber.org/system/files/working_papers/w13969/w13969.pdf\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">teenage pregnancy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Children that are older than their classmates are also \u003c/span>\u003ca href=\"https://psycnet.apa.org/record/2009-04640-022\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">more likely to attend a four-year college than younger students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Yet, it is important to note that this line of research only involves associations. Further research is needed in order to conclude that redshirting actually causes any of these positive outcomes. \u003c/span>\u003c/p>\n\u003ch3>\u003cb>When might parents want to avoid redshirting? \u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Are there any situations in which parents might want to avoid redshirting? Research suggests that when your child has an identified disability, a suspected disability or even if you are just concerned that they may need some extra help in school, delaying school entry may be associated with \u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/pii/S0885200616300795\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">worse academic performance\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, because it would delay access to free essential services through the public school system, such as speech therapy and learning support. This short delay may have a big\u003c/span> \u003cspan style=\"font-weight: 400\">impact as \u003c/span>\u003ca href=\"https://srcd.onlinelibrary.wiley.com/doi/abs/10.1111/j.1467-8624.1994.tb00777.x\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> finds that services before age 5 are more effective in improving a child’s long-term outcome than services after age 5. Research also finds a \u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S0361476X15000442\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">negative impact of redshirting for children with more severe ADHD\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and no impact for \u003c/span>\u003ca href=\"https://files.eric.ed.gov/fulltext/EJ865608.pdf\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">children with learning disabilities\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003ch3>\u003cb>Is redshirting more important for boys than girls? \u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">In any discussion of redshirting, it is commonly assumed that boys in particular benefit from redshirting. Is there any research to back this up? \u003c/span>\u003ca href=\"https://www.brookings.edu/wp-content/uploads/2016/06/0319_school_disadvantage_isaacs.pdf\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> does find that girls are more likely to be behaviorally ready for kindergarten than boys. \u003c/span>\u003ca href=\"https://direct.mit.edu/edfp/article/11/3/225/10250/First-in-the-Class-Age-and-the-Education\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> also suggests that boys may not do as well as girls with having higher-achieving classmates. Not surprisingly, boys are \u003c/span>\u003ca href=\"https://journals.sagepub.com/doi/10.3102/0162373713482764\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">more likely to be redshirted\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> than girls.\u003c/span>\u003c/p>\n\u003ch3>\u003cb>Does this research also apply to repeating a grade or holding children back?\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Interestingly, outcomes for children who repeat a grade or are “held back” are very different from those who are redshirted. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://nces.ed.gov/programs/digest/d17/tables/dt17_225.90.asp?referer=raceindicators\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">One million students are held back\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> each year in the United States. This practice particularly impacts ethnic minorities, \u003c/span>\u003ca href=\"https://nces.ed.gov/programs/raceindicators/indicator_rda.asp\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">with retention rates of 2.7% for Black students and 1.9% for Hispanic students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, compared to 1.7% for white students. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A \u003c/span>\u003ca href=\"https://www.researchgate.net/publication/279888141_Meta-analysis_of_Grade_Retention_Research_Implications_for_Practice_in_the_21st_Century\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">large body of research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> has indicated that \u003c/span>\u003ca href=\"https://psycnet.apa.org/record/2006-23116-002\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">holding a child back in school\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is associated with \u003c/span>\u003ca href=\"https://www.researchgate.net/publication/233229828_Grade_Retention_of_Students_During_Grades_K-8_Predicts_Reading_Achievement_and_Progress_During_Secondary_Schooling\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">poorer academic outcomes\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and little social-emotional benefit. While some studies have found \u003c/span>\u003ca href=\"https://psycnet.apa.org/record/2010-02314-011\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">short-term social and academic benefits\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of grade retention, \u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S004727271730097X\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">many of these effects fade after a few years\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.nber.org/papers/w13514\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Grade retention is also associated\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> with \u003c/span>\u003ca href=\"https://psycnet.apa.org/record/2002-13996-008\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">an increased likelihood of dropping out of high school\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://journals.sagepub.com/doi/abs/10.3102/0162373709354334?journalCode=epaa\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">a decreased likelihood of finishing college\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Retained students are also \u003c/span>\u003ca href=\"https://psycnet.apa.org/record/2007-13838-002\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">more likely to be aggressive in adolescence\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003ca href=\"https://journals.sagepub.com/doi/abs/10.3102/0162373709354334?journalCode=epaa\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Grade retention after third grade\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> seems to have a more detrimental effect, perhaps because it has a greater impact on self-esteem as children get older.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As with the research on redshirting, these studies only found associations between grade retention and these negative impacts, not causation. Regardless, it is important to discuss this research with redshirting because some parents assume that they can push their child ahead to kindergarten and then repeat a later grade if they are struggling. Yet, research suggests that the cons of this approach may outweigh any potential pros. In addition, \u003c/span>\u003ca href=\"https://www.researchgate.net/publication/232540499_Age_Appropriateness_and_Motivation_Engagement_and_Performance_in_High_School_Effects_of_Age_Within_Cohort_Grade_Retention_and_Delayed_School_Entry\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">redshirting reduces the risk for grade retention\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, suggesting that this may be another benefit for redshirting. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Based on this research, most clinicians and educators advise parents to avoid holding children back in a grade unless there is no other option. If your child’s school is pushing for it, present them with the research and see if you can discuss other possible options. \u003c/span>\u003c/p>\n\u003ch3>\u003cb>But is it fair?\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">For most families, delaying kindergarten means paying for full-time child care or delaying a stay-at-home parent from re-entering the workforce for an additional year. This is simply not an option for most families. Redshirting as a practice may also increase the ever-widening gap between students from high-income and low-income families, as only high-income families may be able to afford this option when wanting to give their child an advantage. Yet there is also \u003c/span>\u003ca href=\"https://www.nber.org/papers/w13663\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> showing that having older classmates may actually improve the performance of younger classmates, suggesting that the practice of redshirting is at least not harmful to students who do not make this choice. \u003c/span>\u003c/p>\n\u003ch3>\u003cb>How do you know whether your child is ready for kindergarten? \u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">The following may help you to decide whether your child is actually ready for kindergarten: \u003c/span>\u003c/p>\n\u003col>\n\u003cli style=\"font-weight: 400\">\u003cb>Consider not only their academic skills but also their social-emotional and self-regulation skills.\u003c/b> \u003ca href=\"https://ajph.aphapublications.org/doi/full/10.2105/AJPH.2015.302630\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Social skills when entering kindergarten\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> have been found to be related to success as an adult, including the likelihood of graduating college and gaining employment. \u003c/span>\u003ca href=\"https://www.frontiersin.org/articles/10.3389/feduc.2019.00127/full\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">More advanced self-regulation skills allow children to “catch up”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> even if they start behind their peers academically. \u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S0885200614001045\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Self-regulation is also associated with improved academic performance \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Consult with your child’s preschool teacher or director if possible.\u003c/b>\u003cspan style=\"font-weight: 400\"> Your child’s teacher should have a good idea of how their skills compare to their peers and whether they have the classroom engagement skills necessary for kindergarten. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Speak with your child’s pediatrician.\u003c/b>\u003cspan style=\"font-weight: 400\"> Your child’s pediatrician can give you their expert opinion as to whether your child is developmentally and physically ready for kindergarten. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Visit both possible classroom settings\u003c/b>\u003cspan style=\"font-weight: 400\">. Gain a better understanding of the expectations that will be placed on your child in kindergarten versus the expectations in preschool. Try to determine which setting best fits your child’s current ability level. \u003c/span>\u003c/li>\n\u003c/ol>\n\u003ch3>\u003cb>Overall translation\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Delaying kindergarten for a year may provide a small advantage to children. However, if you suspect your child has special needs or a disability, you may want to avoid redshirting and start school as soon as possible to get them the services they need. Once students enter K-12 schooling, parents may want to avoid holding their children back since the negative impacts may outweigh the positive. Parents may also want to consider that redshirting could increase the ever-widening gap between low-income and high-income children. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Most importantly, parents should consider their own individual child in this decision. Does your child seem to gravitate more to younger or older children? Does your child tend to compare themselves to their peers and get upset when they fall behind? Does your child seem to benefit from older role models around or do they seem to benefit from serving in a “leader” role for younger children? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Parents may also want to consider the school environment. Is the school more academic or play-based? Do they require children to sit for longer periods of time or are there movement breaks? Is redshirting typical for children around the cutoff date in this school system? Does the school compare children to others or use a tracking system for gifted education? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Sometimes this choice does not involve any of the academic advantages discussed above. In August, I will give birth to my third child with a summer birthday and currently I am planning to redshirt all three of these children (a choice I feel very privileged to have). What is really driving my decision is not the academic benefits but the opportunity to have another year with my children in my home. Whatever choice parents make they should feel confident in doing what feels right for their individual child and family.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ci>Cara Goodwin, PhD, is a licensed psychologist, a mother of three and the founder of \u003ca href=\"https://parentingtranslator.substack.com/p/redshirting-should-your-child-delay\" target=\"_blank\" rel=\"noopener\">Parenting Translator\u003c/a>, a nonprofit newsletter that turns scientific research into information that is accurate, relevant and useful for parents.\u003c/i>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/61681/does-delaying-kindergarten-benefit-children-academically-and-socially","authors":["byline_mindshift_61681"],"categories":["mindshift_21504","mindshift_21385"],"tags":["mindshift_20720","mindshift_21634","mindshift_790","mindshift_20568","mindshift_21706","mindshift_290","mindshift_21115"],"featImg":"mindshift_61682","label":"mindshift"},"mindshift_61200":{"type":"posts","id":"mindshift_61200","meta":{"index":"posts_1591205157","site":"mindshift","id":"61200","score":null,"sort":[1678701653000]},"guestAuthors":[],"slug":"short-burst-phonics-tutoring-shows-promise-with-kindergarteners","title":"“Short-burst\" phonics tutoring shows promise with kindergarteners","publishDate":1678701653,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">Education researchers have been urging schools to invest their $120 billion in federal pandemic recovery funds in tutoring. What researchers have in mind is an extremely intensive type of tutoring, often called “high dosage” tutoring, which takes place daily or almost every day. It has produced remarkable results for students\u003c/span>\u003ca href=\"https://www.nber.org/papers/w27476\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\"> in almost 100 studies\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, but these programs are difficult for schools to launch and operate. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">They involve hiring and training tutors and coming up with tailored lesson plans for each child. Outside organizations can help provide tutors and lessons, but schools still need to overhaul schedules to make time for tutoring, find physical space where tutors can meet with students, and safely allow a stream of adults to flow in and out of school buildings all day long. Tutoring programs with research evidence behind them are also expensive, at least $1,000 per student. Some exceed $4,000. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One organization has designed a different tutoring model, which gives very short one-to-one tutoring sessions to young children who are just learning to read. The nonprofit organization, Chapter One (formerly Innovations for Learning), calls it “short-burst” tutoring. It involves far fewer tutors, less disruption to school schedules and no extra space beyond a desk in the back of a classroom. The price tag, paid by school districts, is less than $500 per student. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The \u003c/span>\u003ca href=\"https://studentsupportaccelerator.org/sites/default/files/Scalable%20Approach%20to%20High-Impact%20Tutoring.pdf\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">first-year results\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of a four-year study of 800 Florida children conducted by a Stanford University research organization are promising. Half the children in 49 kindergarten classrooms were randomly selected to receive Chapter One’s tutoring program during the 2021-22 school year. Almost three-quarters of the students were Black and more than half were low-income – two groups who are \u003c/span>\u003ca href=\"https://www.nber.org/system/files/working_papers/w21509/w21509.pdf\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">more likely to be held back\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in third grade because of reading difficulties. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To keep younger children on track, the Broward County school district, where the study took place, wanted all kindergarteners to be able to sound out simple three-letter words by the end of the year and be able to distinguish similar words such as hit, hot and hut. After one year of this short burst tutoring, more than double the number of kindergarteners hit this milestone: 68 percent versus 32 percent of the children who didn’t receive the tutoring in the same classrooms. Tutored students also scored much higher on a test of oral reading fluency. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“These results are big,” said Susanna Loeb, a Stanford professor of education who was a member of the research team and heads the National Student Support Accelerator, a Stanford research organization that studies tutoring and released \u003c/span>\u003cspan style=\"font-weight: 400\">this study\u003c/span>\u003cspan style=\"font-weight: 400\"> in February 2023. “What’s so exciting about this study is it shows that you can get a lot of the benefits of high impact tutoring – relationship-based, individualized instruction with really strong instructional materials – at a cost that is doable for most districts in the long run.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Loeb said the reading gains in this study were at least as large as what has been produced by more expensive tutoring programs. But it remains to be seen whether these short-term benefits will endure, and whether kids without tutoring will eventually catch up. Researchers especially want to learn if these tutored children will become proficient readers at the end of third grade, a crucial marker in academic development. By one measure, \u003c/span>\u003ca href=\"https://amplify.com/wp-content/uploads/2022/12/mCLASS_MOY_Report_2023-FINAL.pdf\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">a third of U.S. third graders are currently far behind grade level\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in reading and in need of intensive remediation. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The 400 children who received the short-burst tutoring in kindergarten in this study are continuing to receive tutoring in first grade during the current 2022-23 academic year. Researchers are tracking all 800 children, with and without tutoring, for an additional two years through third grade.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Loeb cautioned that this short-burst model would be unlikely to work with middle or high school students. It might be that short bursts of one-to-one help are particularly suited to the littlest learners.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We realized at that young age that their attention span runs out somewhere around six or seven minutes if you’re really doing things intensively with them,” said Seth Weinberger, the founder of Chapter One. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Weinberger stumbled into tutoring after a foray into educational video games. He was originally a lawyer representing video game makers, and collaborated with academics to develop phonics games to teach reading. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“After about 20 years of honing these computer games, we came to the conclusion that computer games by themselves are just not going to be enough,” said Weinberger. “You really need some combination of computer-assisted instruction and actual real live humans in order to make it work for the kids.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Weinberger’s tutoring-and-gaming model works like this: A tutor sits at a desk in the back of the classroom during the normal English Language Arts (ELA) period. One child works with a tutor for a short period of time, typically five to seven minutes, rejoins his classmates and another child rotates in. Children work with the same tutor each time, but a single tutor can cycle through eight or more students an hour this way. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Though it might seem distracting to have an audible tutoring session in the same classroom, kindergarten classes are often a hubbub of noise as children work with classmates at different activity stations. Tutoring can be another noisy station, but I imagine that it can also be a distraction when the teacher is reading a picture book aloud. Weinberger considers it a strength of his program that kids are not pulled out of the classroom for tutoring so that they are not missing much instruction from their main teacher. In disadvantaged schools, children are frequently pulled out of classes for extra services, which is also disruptive.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Technology plays a big role. Behind the scenes, Chapter One’s computers are keeping track of every child’s progress and guiding the tutors on how to personalize instruction. The tutor’s screen indicates which student to work with next and what skills that student needs to work on. It also suggests phonics lessons and activities that the tutor can use during the session. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The computer guidance takes the usual guesswork and judgment calls out of reading instruction, and that has enabled well-trained laypeople to serve as tutors as well as experienced, certified teachers. (The Stanford team is currently studying whether certified teachers are producing much larger reading improvements for children, but those results are not out yet. In the current study I am writing about here, both laypeople and certified teachers served as tutors.)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Chapter One’s technology also determines how much tutoring each child should get each day and how many times a week. Dosage ranges from a two-minute session every two weeks to as much as 15 minutes a day. More typical is five to seven minutes three to five times a week. Children in the middle who are making good progress get the most. Children at the very top and the very bottom get the least. (Children who are not making progress may have a learning disability and need a different intervention.)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Technology is also used to reinforce the tutoring with independent practice time on tablets. Chapter One recommends that every child spend 15 minutes a day playing phonics games that are synced to the tutoring instruction and change as the student progresses. The researchers did not yet have data on how much time children actually spent playing these educational games and how important this independent practice time is in driving the results.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A \u003c/span>\u003ca href=\"https://ies.ed.gov/schoolsurvey/spp/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">federal survey of principals\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> estimates that half of U.S. students are behind grade level, far higher than before the pandemic, when a third were behind. But it’s really hard to expand high-dosage tutoring programs rapidly to serve the millions of children who need it. Most of the effective programs are rather small, reaching only a tiny fraction of the students who need help. What’s heartening about this Chapter One study is that the organization is already tutoring 25,000 students in U.S. schools (plus 1,000 students in Canada and the United Kingdom). Now we have a well-designed study – as close as you get in education to the kinds of tests that we do on vaccines and pharmaceuticals – showing that it is effective. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s not that it has the potential to scale,” said Stanford’s Loeb. “Already 10,000 kids are receiving it in this one district, so we know that it’s actually possible.” \u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-trial-finds-cheaper-quicker-way-to-tutor-young-kids-in-reading/\" target=\"_blank\" rel=\"noopener\">\u003ci>\u003cspan style=\"font-weight: 400\">alternatives to high-dosage tutoring\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> was written by Jill Barshay and produced by \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/span>\u003c/i>\u003ca href=\"http://hechingerreport.us2.list-manage1.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\" target=\"_blank\" rel=\"noopener\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger newsletter\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\n","blocks":[],"excerpt":"\"Short-burst\" tutoring costs less and requires fewer tutors, less space and less schedule disruption than high-dosage tutoring. It may be particularly suited to the littlest learners.","status":"publish","parent":0,"modified":1678505438,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":23,"wordCount":1512},"headData":{"title":"“Short-burst\" phonics tutoring shows promise with kindergarteners | KQED","description":""Short-burst" tutoring costs less and requires fewer tutors, less space and less schedule disruption than high-dosage tutoring.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"nprByline":"Jill Barshay, \u003ca href=\"https://hechingerreport.org/\" target=\"_blank\">The Hechinger Report\u003c/a>","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/61200/short-burst-phonics-tutoring-shows-promise-with-kindergarteners","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Education researchers have been urging schools to invest their $120 billion in federal pandemic recovery funds in tutoring. What researchers have in mind is an extremely intensive type of tutoring, often called “high dosage” tutoring, which takes place daily or almost every day. It has produced remarkable results for students\u003c/span>\u003ca href=\"https://www.nber.org/papers/w27476\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\"> in almost 100 studies\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, but these programs are difficult for schools to launch and operate. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">They involve hiring and training tutors and coming up with tailored lesson plans for each child. Outside organizations can help provide tutors and lessons, but schools still need to overhaul schedules to make time for tutoring, find physical space where tutors can meet with students, and safely allow a stream of adults to flow in and out of school buildings all day long. Tutoring programs with research evidence behind them are also expensive, at least $1,000 per student. Some exceed $4,000. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One organization has designed a different tutoring model, which gives very short one-to-one tutoring sessions to young children who are just learning to read. The nonprofit organization, Chapter One (formerly Innovations for Learning), calls it “short-burst” tutoring. It involves far fewer tutors, less disruption to school schedules and no extra space beyond a desk in the back of a classroom. The price tag, paid by school districts, is less than $500 per student. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The \u003c/span>\u003ca href=\"https://studentsupportaccelerator.org/sites/default/files/Scalable%20Approach%20to%20High-Impact%20Tutoring.pdf\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">first-year results\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of a four-year study of 800 Florida children conducted by a Stanford University research organization are promising. Half the children in 49 kindergarten classrooms were randomly selected to receive Chapter One’s tutoring program during the 2021-22 school year. Almost three-quarters of the students were Black and more than half were low-income – two groups who are \u003c/span>\u003ca href=\"https://www.nber.org/system/files/working_papers/w21509/w21509.pdf\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">more likely to be held back\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in third grade because of reading difficulties. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To keep younger children on track, the Broward County school district, where the study took place, wanted all kindergarteners to be able to sound out simple three-letter words by the end of the year and be able to distinguish similar words such as hit, hot and hut. After one year of this short burst tutoring, more than double the number of kindergarteners hit this milestone: 68 percent versus 32 percent of the children who didn’t receive the tutoring in the same classrooms. Tutored students also scored much higher on a test of oral reading fluency. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“These results are big,” said Susanna Loeb, a Stanford professor of education who was a member of the research team and heads the National Student Support Accelerator, a Stanford research organization that studies tutoring and released \u003c/span>\u003cspan style=\"font-weight: 400\">this study\u003c/span>\u003cspan style=\"font-weight: 400\"> in February 2023. “What’s so exciting about this study is it shows that you can get a lot of the benefits of high impact tutoring – relationship-based, individualized instruction with really strong instructional materials – at a cost that is doable for most districts in the long run.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Loeb said the reading gains in this study were at least as large as what has been produced by more expensive tutoring programs. But it remains to be seen whether these short-term benefits will endure, and whether kids without tutoring will eventually catch up. Researchers especially want to learn if these tutored children will become proficient readers at the end of third grade, a crucial marker in academic development. By one measure, \u003c/span>\u003ca href=\"https://amplify.com/wp-content/uploads/2022/12/mCLASS_MOY_Report_2023-FINAL.pdf\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">a third of U.S. third graders are currently far behind grade level\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in reading and in need of intensive remediation. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The 400 children who received the short-burst tutoring in kindergarten in this study are continuing to receive tutoring in first grade during the current 2022-23 academic year. Researchers are tracking all 800 children, with and without tutoring, for an additional two years through third grade.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Loeb cautioned that this short-burst model would be unlikely to work with middle or high school students. It might be that short bursts of one-to-one help are particularly suited to the littlest learners.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We realized at that young age that their attention span runs out somewhere around six or seven minutes if you’re really doing things intensively with them,” said Seth Weinberger, the founder of Chapter One. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Weinberger stumbled into tutoring after a foray into educational video games. He was originally a lawyer representing video game makers, and collaborated with academics to develop phonics games to teach reading. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“After about 20 years of honing these computer games, we came to the conclusion that computer games by themselves are just not going to be enough,” said Weinberger. “You really need some combination of computer-assisted instruction and actual real live humans in order to make it work for the kids.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Weinberger’s tutoring-and-gaming model works like this: A tutor sits at a desk in the back of the classroom during the normal English Language Arts (ELA) period. One child works with a tutor for a short period of time, typically five to seven minutes, rejoins his classmates and another child rotates in. Children work with the same tutor each time, but a single tutor can cycle through eight or more students an hour this way. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Though it might seem distracting to have an audible tutoring session in the same classroom, kindergarten classes are often a hubbub of noise as children work with classmates at different activity stations. Tutoring can be another noisy station, but I imagine that it can also be a distraction when the teacher is reading a picture book aloud. Weinberger considers it a strength of his program that kids are not pulled out of the classroom for tutoring so that they are not missing much instruction from their main teacher. In disadvantaged schools, children are frequently pulled out of classes for extra services, which is also disruptive.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Technology plays a big role. Behind the scenes, Chapter One’s computers are keeping track of every child’s progress and guiding the tutors on how to personalize instruction. The tutor’s screen indicates which student to work with next and what skills that student needs to work on. It also suggests phonics lessons and activities that the tutor can use during the session. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The computer guidance takes the usual guesswork and judgment calls out of reading instruction, and that has enabled well-trained laypeople to serve as tutors as well as experienced, certified teachers. (The Stanford team is currently studying whether certified teachers are producing much larger reading improvements for children, but those results are not out yet. In the current study I am writing about here, both laypeople and certified teachers served as tutors.)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Chapter One’s technology also determines how much tutoring each child should get each day and how many times a week. Dosage ranges from a two-minute session every two weeks to as much as 15 minutes a day. More typical is five to seven minutes three to five times a week. Children in the middle who are making good progress get the most. Children at the very top and the very bottom get the least. (Children who are not making progress may have a learning disability and need a different intervention.)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Technology is also used to reinforce the tutoring with independent practice time on tablets. Chapter One recommends that every child spend 15 minutes a day playing phonics games that are synced to the tutoring instruction and change as the student progresses. The researchers did not yet have data on how much time children actually spent playing these educational games and how important this independent practice time is in driving the results.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A \u003c/span>\u003ca href=\"https://ies.ed.gov/schoolsurvey/spp/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">federal survey of principals\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> estimates that half of U.S. students are behind grade level, far higher than before the pandemic, when a third were behind. But it’s really hard to expand high-dosage tutoring programs rapidly to serve the millions of children who need it. Most of the effective programs are rather small, reaching only a tiny fraction of the students who need help. What’s heartening about this Chapter One study is that the organization is already tutoring 25,000 students in U.S. schools (plus 1,000 students in Canada and the United Kingdom). Now we have a well-designed study – as close as you get in education to the kinds of tests that we do on vaccines and pharmaceuticals – showing that it is effective. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s not that it has the potential to scale,” said Stanford’s Loeb. “Already 10,000 kids are receiving it in this one district, so we know that it’s actually possible.” \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-trial-finds-cheaper-quicker-way-to-tutor-young-kids-in-reading/\" target=\"_blank\" rel=\"noopener\">\u003ci>\u003cspan style=\"font-weight: 400\">alternatives to high-dosage tutoring\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> was written by Jill Barshay and produced by \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/span>\u003c/i>\u003ca href=\"http://hechingerreport.us2.list-manage1.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\" target=\"_blank\" rel=\"noopener\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger newsletter\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/61200/short-burst-phonics-tutoring-shows-promise-with-kindergarteners","authors":["byline_mindshift_61200"],"categories":["mindshift_21504"],"tags":["mindshift_21343","mindshift_790","mindshift_21539","mindshift_21413"],"featImg":"mindshift_61204","label":"mindshift"},"mindshift_59165":{"type":"posts","id":"mindshift_59165","meta":{"index":"posts_1591205157","site":"mindshift","id":"59165","score":null,"sort":[1646642184000]},"guestAuthors":[],"slug":"need-a-pep-talk-from-kindergartners-a-new-hotline-gives-you-options-for-joy","title":"Need a pep talk from kindergartners? A new hotline gives you options for joy","publishDate":1646642184,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cdiv class=\"storyMajorUpdateDate\">\u003cstrong>Updated March 6, 2022 at 5:34 PM ET\u003c/strong>\u003c/div>\n\u003cp>Amid a crush of heavy news from around the world, who couldn't use some sage advice right now?\u003c/p>\n\u003cp>Call a new hotline, and you'll get just that — encouraging words from a resilient group of kindergartners.\u003c/p>\n\u003cp>Kids' voices will prompt you with a menu of options:\u003c/p>\n\u003cp>\u003cem>If you're feeling mad, frustrated or nervous, press 1. If you need words of encouragement and life advice, press 2. If you need a pep talk from kindergartners, press 3. If you need to hear kids laughing with delight, press 4. For encouragement in Spanish, press 5.\u003c/em>\u003c/p>\n\u003cp>Pressing 3 leads to a chorus of kids sounding off a series of uplifting mantras:\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"Be grateful for yourself,\" offers one student.\u003c/p>\n\u003cp>\"If you're feeling up high and unbalanced, think of groundhogs,\" another chimes in.\u003c/p>\n\u003cp>\"Bro, you're looking great.\"\u003c/p>\n\u003cp>Peptoc, as the free hotline is called, is a project from the students of West Side Elementary, a small school in the town of Healdsburg, Calif.\u003c/p>\n\u003cp>It was put together with the help of teachers Jessica Martin and Asherah Weiss. Martin, who teaches the arts program at the school, says she was inspired by her students' positive attitudes, despite all they've been through — the pandemic, wildfires in the region and just the everyday challenges of being a kid.\u003c/p>\n\u003cp>\"I thought, you know, with this world being as it is, we all really needed to hear from them — their extraordinary advice and their continual joy,\" she said.\u003c/p>\n\u003cfigure id=\"attachment_59168\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-59168\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/03/peptoc4-64a6daa84383ba35c09d938934c1fd4cdaa3becc-scaled-e1646641980623.jpg\" alt=\"\" width=\"1920\" height=\"1440\">\u003cfigcaption class=\"wp-caption-text\">August Pochan, a West Side Elementary 1st grader, hangs a poster with encouraging words on a phone pole for the Peptoc project. \u003ccite>(Jessica Martin)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Martin said she spoke with her class about the idea of art as a kind of social practice, a conversation to contribute to the world — and something we can all learn from.\u003c/p>\n\u003cp>\"Their creativity and resourcefulness is something that we need to emulate, because that level of joy and love and imagination is what's going to save us in the end,\" she said.\u003c/p>\n\u003cp>Martin says she hopes the hotline will give callers a little respite from whatever it is they're going through, which — judging from the thousands of calls the hotline gets each day — is quite a lot.\u003c/p>\n\u003cp>Two days after launching the hotline on Feb. 26, she said they were up to 700 callers per hour.\u003c/p>\n\u003cfigure id=\"attachment_59166\" class=\"wp-caption alignnone\" style=\"max-width: 1924px\">\u003cimg class=\"size-full wp-image-59166\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/03/peptoc3_custom-4b2cc887f590b78676dedf235bcf769b0cdcd896-scaled.jpg\" alt=\"An array of inspirational posters\" width=\"1924\" height=\"2560\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/03/peptoc3_custom-4b2cc887f590b78676dedf235bcf769b0cdcd896-scaled.jpg 1924w, https://ww2.kqed.org/app/uploads/sites/23/2022/03/peptoc3_custom-4b2cc887f590b78676dedf235bcf769b0cdcd896-800x1064.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/03/peptoc3_custom-4b2cc887f590b78676dedf235bcf769b0cdcd896-1020x1357.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/03/peptoc3_custom-4b2cc887f590b78676dedf235bcf769b0cdcd896-160x213.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/03/peptoc3_custom-4b2cc887f590b78676dedf235bcf769b0cdcd896-768x1022.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/03/peptoc3_custom-4b2cc887f590b78676dedf235bcf769b0cdcd896-1155x1536.jpg 1155w, https://ww2.kqed.org/app/uploads/sites/23/2022/03/peptoc3_custom-4b2cc887f590b78676dedf235bcf769b0cdcd896-1539x2048.jpg 1539w, https://ww2.kqed.org/app/uploads/sites/23/2022/03/peptoc3_custom-4b2cc887f590b78676dedf235bcf769b0cdcd896-1920x2554.jpg 1920w\" sizes=\"(max-width: 1924px) 100vw, 1924px\">\u003cfigcaption class=\"wp-caption-text\">An installation of the inspirational posters at a youth art exhibit at Healdsburg Center for the Arts in California. \u003ccite>(Jessica Martin)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\"That this went viral is really testament that we all still have a lot of healing to do,\" she said. \"And you know, with the current situation in Ukraine and all of the other terrors and sadness that we all carry, it's really important that we continue to hold this light.\"\u003c/p>\n\u003cp>She said it's also a testament to fostering the arts in schools, noting that West Side doesn't have much of an arts program after a massive budget cut this year.\u003c/p>\n\u003cp>So the next time you need a little boost, dial Peptoc at 707-998-8410.\u003c/p>\n\u003cp>To help support the program's hotline fees, you can \u003ca href=\"http://www.westsideusd.org/\">click here to donate\u003c/a>. Martin said that any surplus funds will go toward the school's enrichment programs.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Hiba Ahmad and Hadeel Al-Shalchi produced and edited this story for broadcast. Emma Bowman produced the story for the web.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2022 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Press+3+for+a+pep+talk+from+kindergartners.+A+new+hotline+gives+you+options+for+joy&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"What started as an art project at a California elementary school has gone viral. The free hotline offers wise advice and encouraging messages from kids to anyone who calls.","status":"publish","parent":0,"modified":1646642303,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":22,"wordCount":583},"headData":{"title":"Need a pep talk from kindergartners? A new hotline gives you options for joy - MindShift","description":"What started as an art project at a California elementary school has gone viral. The free hotline offers wise advice and encouraging messages from kids to anyone who calls.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"59165 https://ww2.kqed.org/mindshift/?p=59165","disqusUrl":"https://ww2.kqed.org/mindshift/2022/03/07/need-a-pep-talk-from-kindergartners-a-new-hotline-gives-you-options-for-joy/","disqusTitle":"Need a pep talk from kindergartners? A new hotline gives you options for joy","nprByline":"Adrian Florida and Hiba Ahmad","nprImageAgency":"Jessica Martin","nprStoryId":"1084800784","nprApiLink":"http://api.npr.org/query?id=1084800784&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/2022/03/06/1084800784/peptoc-hotline-kindergarteners?ft=nprml&f=1084800784","nprRetrievedStory":"1","nprPubDate":"Sun, 06 Mar 2022 17:48:00 -0500","nprStoryDate":"Sun, 06 Mar 2022 08:41:59 -0500","nprLastModifiedDate":"Sun, 06 Mar 2022 17:48:48 -0500","nprAudio":"https://ondemand.npr.org/anon.npr-mp3/npr/wesun/2022/03/20220306_wesun_good_news_hotline.mp3?orgId=1&topicId=1003&d=170&p=10&story=1084800784&ft=nprml&f=1084800784","nprAudioM3u":"http://api.npr.org/m3u/11084800785-af5493.m3u?orgId=1&topicId=1003&d=170&p=10&story=1084800784&ft=nprml&f=1084800784","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","path":"/mindshift/59165/need-a-pep-talk-from-kindergartners-a-new-hotline-gives-you-options-for-joy","audioUrl":"https://ondemand.npr.org/anon.npr-mp3/npr/wesun/2022/03/20220306_wesun_good_news_hotline.mp3?orgId=1&topicId=1003&d=170&p=10&story=1084800784&ft=nprml&f=1084800784","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cdiv class=\"storyMajorUpdateDate\">\u003cstrong>Updated March 6, 2022 at 5:34 PM ET\u003c/strong>\u003c/div>\n\u003cp>Amid a crush of heavy news from around the world, who couldn't use some sage advice right now?\u003c/p>\n\u003cp>Call a new hotline, and you'll get just that — encouraging words from a resilient group of kindergartners.\u003c/p>\n\u003cp>Kids' voices will prompt you with a menu of options:\u003c/p>\n\u003cp>\u003cem>If you're feeling mad, frustrated or nervous, press 1. If you need words of encouragement and life advice, press 2. If you need a pep talk from kindergartners, press 3. If you need to hear kids laughing with delight, press 4. For encouragement in Spanish, press 5.\u003c/em>\u003c/p>\n\u003cp>Pressing 3 leads to a chorus of kids sounding off a series of uplifting mantras:\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"Be grateful for yourself,\" offers one student.\u003c/p>\n\u003cp>\"If you're feeling up high and unbalanced, think of groundhogs,\" another chimes in.\u003c/p>\n\u003cp>\"Bro, you're looking great.\"\u003c/p>\n\u003cp>Peptoc, as the free hotline is called, is a project from the students of West Side Elementary, a small school in the town of Healdsburg, Calif.\u003c/p>\n\u003cp>It was put together with the help of teachers Jessica Martin and Asherah Weiss. Martin, who teaches the arts program at the school, says she was inspired by her students' positive attitudes, despite all they've been through — the pandemic, wildfires in the region and just the everyday challenges of being a kid.\u003c/p>\n\u003cp>\"I thought, you know, with this world being as it is, we all really needed to hear from them — their extraordinary advice and their continual joy,\" she said.\u003c/p>\n\u003cfigure id=\"attachment_59168\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-59168\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/03/peptoc4-64a6daa84383ba35c09d938934c1fd4cdaa3becc-scaled-e1646641980623.jpg\" alt=\"\" width=\"1920\" height=\"1440\">\u003cfigcaption class=\"wp-caption-text\">August Pochan, a West Side Elementary 1st grader, hangs a poster with encouraging words on a phone pole for the Peptoc project. \u003ccite>(Jessica Martin)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Martin said she spoke with her class about the idea of art as a kind of social practice, a conversation to contribute to the world — and something we can all learn from.\u003c/p>\n\u003cp>\"Their creativity and resourcefulness is something that we need to emulate, because that level of joy and love and imagination is what's going to save us in the end,\" she said.\u003c/p>\n\u003cp>Martin says she hopes the hotline will give callers a little respite from whatever it is they're going through, which — judging from the thousands of calls the hotline gets each day — is quite a lot.\u003c/p>\n\u003cp>Two days after launching the hotline on Feb. 26, she said they were up to 700 callers per hour.\u003c/p>\n\u003cfigure id=\"attachment_59166\" class=\"wp-caption alignnone\" style=\"max-width: 1924px\">\u003cimg class=\"size-full wp-image-59166\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/03/peptoc3_custom-4b2cc887f590b78676dedf235bcf769b0cdcd896-scaled.jpg\" alt=\"An array of inspirational posters\" width=\"1924\" height=\"2560\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/03/peptoc3_custom-4b2cc887f590b78676dedf235bcf769b0cdcd896-scaled.jpg 1924w, https://ww2.kqed.org/app/uploads/sites/23/2022/03/peptoc3_custom-4b2cc887f590b78676dedf235bcf769b0cdcd896-800x1064.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/03/peptoc3_custom-4b2cc887f590b78676dedf235bcf769b0cdcd896-1020x1357.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/03/peptoc3_custom-4b2cc887f590b78676dedf235bcf769b0cdcd896-160x213.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/03/peptoc3_custom-4b2cc887f590b78676dedf235bcf769b0cdcd896-768x1022.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/03/peptoc3_custom-4b2cc887f590b78676dedf235bcf769b0cdcd896-1155x1536.jpg 1155w, https://ww2.kqed.org/app/uploads/sites/23/2022/03/peptoc3_custom-4b2cc887f590b78676dedf235bcf769b0cdcd896-1539x2048.jpg 1539w, https://ww2.kqed.org/app/uploads/sites/23/2022/03/peptoc3_custom-4b2cc887f590b78676dedf235bcf769b0cdcd896-1920x2554.jpg 1920w\" sizes=\"(max-width: 1924px) 100vw, 1924px\">\u003cfigcaption class=\"wp-caption-text\">An installation of the inspirational posters at a youth art exhibit at Healdsburg Center for the Arts in California. \u003ccite>(Jessica Martin)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\"That this went viral is really testament that we all still have a lot of healing to do,\" she said. \"And you know, with the current situation in Ukraine and all of the other terrors and sadness that we all carry, it's really important that we continue to hold this light.\"\u003c/p>\n\u003cp>She said it's also a testament to fostering the arts in schools, noting that West Side doesn't have much of an arts program after a massive budget cut this year.\u003c/p>\n\u003cp>So the next time you need a little boost, dial Peptoc at 707-998-8410.\u003c/p>\n\u003cp>To help support the program's hotline fees, you can \u003ca href=\"http://www.westsideusd.org/\">click here to donate\u003c/a>. Martin said that any surplus funds will go toward the school's enrichment programs.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Hiba Ahmad and Hadeel Al-Shalchi produced and edited this story for broadcast. Emma Bowman produced the story for the web.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2022 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Press+3+for+a+pep+talk+from+kindergartners.+A+new+hotline+gives+you+options+for+joy&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/59165/need-a-pep-talk-from-kindergartners-a-new-hotline-gives-you-options-for-joy","authors":["byline_mindshift_59165"],"categories":["mindshift_21280"],"tags":["mindshift_21324","mindshift_790","mindshift_21106","mindshift_20865"],"featImg":"mindshift_59167","label":"mindshift"},"mindshift_58202":{"type":"posts","id":"mindshift_58202","meta":{"index":"posts_1591205157","site":"mindshift","id":"58202","score":null,"sort":[1627399765000]},"guestAuthors":[],"slug":"kindergarten-enrollment-fell-last-year-now-schools-wonder-how-many-kids-are-coming","title":"Kindergarten Enrollment Fell Last Year. Now Schools Wonder How Many Kids Are Coming","publishDate":1627399765,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Elia Garrison was already considering holding her son Dominic back from starting kindergarten before the pandemic hit in 2020.\u003c/p>\n\u003cp>Coronavirus, she says, cemented that choice.\u003c/p>\n\u003cp>Dominic is the fifth of six children, and Garrison, a blogger in Perkasie, Pa., watched how tumultuous classes were for her older ones when the pandemic started. \"I didn't want Dominic to have that experience with kindergarten, because kindergarten is such an important year for them,\" she says.\u003c/p>\n\u003cp>On top of that, Dominic already had a speech delay. \"If they had to wear masks, would his speech be even more delayed?\" she wondered. Learning online might present other issues, too.\u003c/p>\n\u003cp>So she enrolled him in a local pre-K, where she says he's spent the year learning his colors and numbers and playing with kids his age. He'll start kindergarten at the end of August.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Garrison's family is one of many around the country who kept their kids out of school last year.\u003c/p>\n\u003cp>Public school enrollment dipped across the board, \u003ca href=\"https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2021122REV\">preliminary federal data \u003c/a>shows, and the youngest grades saw the largest changes. Kindergarten enrollment fell 9%, and pre-K enrollment fell 22%.\u003c/p>\n\u003cp>Now, schools are preparing for a year of unknowns: Should they brace for a surge if those students show up in large numbers? \"Are we expecting those kids to return this fall? And if so, what is that going to do to this next cohort?\" asks Beth Tarasawa, executive vice president of research at the education nonprofit NWEA.\u003c/p>\n\u003cp>It's not exactly clear where all those students went: Some would-be kindergarteners, such as Dominic, stayed in pre-K. Others were home-schooled. (\u003ca href=\"https://www.census.gov/library/stories/2021/03/homeschooling-on-the-rise-during-covid-19-pandemic.html#:~:text=By%20fall%2C%2011.1%25%20of%20households,30%2DOct.&text=That%20change%20represents%20an%20increase,compared%20to%20the%20prior%20year\">According to census data\u003c/a>, home-schooling doubled in popularity between the start of the pandemic and fall 2020.) Some children went to private school, and lots of kids didn't have much structured learning at all.\u003c/p>\n\u003cp>Early data suggests that in many places, the reasoning behind these choices depended on the resources available to families. In multiple states, for example, \u003ca href=\"https://edpolicy.umich.edu/files/EPI-UI-Covid%20Synthesis%20Brief%20June%202021.pdf\">preschool enrollment drops were highest\u003c/a> among families with lower incomes.\u003c/p>\n\u003cp>And so, as they ramp up for the coming school year, districts are watching out for a possible boost in enrollment, but many say it's too soon to tell if that will happen. In Portland, Ore., for example, where numbers dipped last year, officials say early enrollment is higher than average, though the actual numbers won't be available until the fall. In Indianapolis, officials report preliminary numbers aren't significantly higher than a normal school year.\u003c/p>\n\u003cp>The same goes for Nashville, Tenn., where Brittany Larsen is a kindergarten teacher. She says kids always enter kindergarten with a range of skills. Experts predict that this year, that range will be even wider. (In the states where kindergarten isn't mandatory, Tarasawa notes, these patterns could play out in first grade, too.)\u003c/p>\n\u003cp>Asking students to write their own name, Larsen says, can be a litmus test for the experience they're bringing to school. \"That tells me their fine motor [skills], that tells me their letter ID recognition. ... Sometimes you ask them to write their name and they write their whole name or they write a sentence, or they draw themselves,\" she says.\u003c/p>\n\u003cp>She and her colleagues are also planning to focus heavily on social-emotional learning after such a turbulent year.\u003c/p>\n\u003cp>She's picked out books to help her 5- and 6-year-olds sort out the complicated feelings they might have about coming to school. Students didn't get much read-aloud time last year, but it's important, she says, to teach them how to sit on the carpet, how to be good listeners and how to start making connections with literature.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Larsen says she noticed that when her students finally came to school in person last year, that they lacked some of the social skills they might have picked up in a normal school year: \"We had to focus a lot more on those soft skills ... like communicating with their peers, tattling vs. telling, how to advocate for yourself, how to stand up for yourself.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2021 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Kindergarten+Enrollment+Fell+Last+Year.+Now+Schools+Wonder+How+Many+Kids+Are+Coming&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"It's too soon to say if schools will see a surge, but they do know that kindergartners are entering their first year of school with a wide range of experience. ","status":"publish","parent":0,"modified":1627399765,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":18,"wordCount":696},"headData":{"title":"Kindergarten Enrollment Fell Last Year. Now Schools Wonder How Many Kids Are Coming - MindShift","description":"It's too soon to say if schools will see a surge, but they do know that kindergartners are entering their first year of school with a wide range of experience. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"58202 https://ww2.kqed.org/mindshift/?p=58202","disqusUrl":"https://ww2.kqed.org/mindshift/2021/07/27/kindergarten-enrollment-fell-last-year-now-schools-wonder-how-many-kids-are-coming/","disqusTitle":"Kindergarten Enrollment Fell Last Year. Now Schools Wonder How Many Kids Are Coming","nprImageCredit":"Juanmonino","nprByline":"Clare Lombardo","nprImageAgency":"Getty Images","nprStoryId":"1017879933","nprApiLink":"http://api.npr.org/query?id=1017879933&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/2021/07/26/1017879933/kindergarten-enrollment-numbers-back-to-school?ft=nprml&f=1017879933","nprRetrievedStory":"1","nprPubDate":"Tue, 27 Jul 2021 07:02:00 -0400","nprStoryDate":"Mon, 26 Jul 2021 15:31:00 -0400","nprLastModifiedDate":"Mon, 26 Jul 2021 17:06:18 -0400","nprAudio":"https://ondemand.npr.org/anon.npr-mp3/npr/atc/2021/07/20210726_atc_kindergarten_enrollment_fell_last_year_now_schools_wonder_how_many_kids_are_coming.mp3?orgId=1&topicId=1013&d=228&p=2&story=1017879933&ft=nprml&f=1017879933","nprAudioM3u":"http://api.npr.org/m3u/11020866566-eb8f22.m3u?orgId=1&topicId=1013&d=228&p=2&story=1017879933&ft=nprml&f=1017879933","path":"/mindshift/58202/kindergarten-enrollment-fell-last-year-now-schools-wonder-how-many-kids-are-coming","audioUrl":"https://ondemand.npr.org/anon.npr-mp3/npr/atc/2021/07/20210726_atc_kindergarten_enrollment_fell_last_year_now_schools_wonder_how_many_kids_are_coming.mp3?orgId=1&topicId=1013&d=228&p=2&story=1017879933&ft=nprml&f=1017879933","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Elia Garrison was already considering holding her son Dominic back from starting kindergarten before the pandemic hit in 2020.\u003c/p>\n\u003cp>Coronavirus, she says, cemented that choice.\u003c/p>\n\u003cp>Dominic is the fifth of six children, and Garrison, a blogger in Perkasie, Pa., watched how tumultuous classes were for her older ones when the pandemic started. \"I didn't want Dominic to have that experience with kindergarten, because kindergarten is such an important year for them,\" she says.\u003c/p>\n\u003cp>On top of that, Dominic already had a speech delay. \"If they had to wear masks, would his speech be even more delayed?\" she wondered. Learning online might present other issues, too.\u003c/p>\n\u003cp>So she enrolled him in a local pre-K, where she says he's spent the year learning his colors and numbers and playing with kids his age. He'll start kindergarten at the end of August.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Garrison's family is one of many around the country who kept their kids out of school last year.\u003c/p>\n\u003cp>Public school enrollment dipped across the board, \u003ca href=\"https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2021122REV\">preliminary federal data \u003c/a>shows, and the youngest grades saw the largest changes. Kindergarten enrollment fell 9%, and pre-K enrollment fell 22%.\u003c/p>\n\u003cp>Now, schools are preparing for a year of unknowns: Should they brace for a surge if those students show up in large numbers? \"Are we expecting those kids to return this fall? And if so, what is that going to do to this next cohort?\" asks Beth Tarasawa, executive vice president of research at the education nonprofit NWEA.\u003c/p>\n\u003cp>It's not exactly clear where all those students went: Some would-be kindergarteners, such as Dominic, stayed in pre-K. Others were home-schooled. (\u003ca href=\"https://www.census.gov/library/stories/2021/03/homeschooling-on-the-rise-during-covid-19-pandemic.html#:~:text=By%20fall%2C%2011.1%25%20of%20households,30%2DOct.&text=That%20change%20represents%20an%20increase,compared%20to%20the%20prior%20year\">According to census data\u003c/a>, home-schooling doubled in popularity between the start of the pandemic and fall 2020.) Some children went to private school, and lots of kids didn't have much structured learning at all.\u003c/p>\n\u003cp>Early data suggests that in many places, the reasoning behind these choices depended on the resources available to families. In multiple states, for example, \u003ca href=\"https://edpolicy.umich.edu/files/EPI-UI-Covid%20Synthesis%20Brief%20June%202021.pdf\">preschool enrollment drops were highest\u003c/a> among families with lower incomes.\u003c/p>\n\u003cp>And so, as they ramp up for the coming school year, districts are watching out for a possible boost in enrollment, but many say it's too soon to tell if that will happen. In Portland, Ore., for example, where numbers dipped last year, officials say early enrollment is higher than average, though the actual numbers won't be available until the fall. In Indianapolis, officials report preliminary numbers aren't significantly higher than a normal school year.\u003c/p>\n\u003cp>The same goes for Nashville, Tenn., where Brittany Larsen is a kindergarten teacher. She says kids always enter kindergarten with a range of skills. Experts predict that this year, that range will be even wider. (In the states where kindergarten isn't mandatory, Tarasawa notes, these patterns could play out in first grade, too.)\u003c/p>\n\u003cp>Asking students to write their own name, Larsen says, can be a litmus test for the experience they're bringing to school. \"That tells me their fine motor [skills], that tells me their letter ID recognition. ... Sometimes you ask them to write their name and they write their whole name or they write a sentence, or they draw themselves,\" she says.\u003c/p>\n\u003cp>She and her colleagues are also planning to focus heavily on social-emotional learning after such a turbulent year.\u003c/p>\n\u003cp>She's picked out books to help her 5- and 6-year-olds sort out the complicated feelings they might have about coming to school. Students didn't get much read-aloud time last year, but it's important, she says, to teach them how to sit on the carpet, how to be good listeners and how to start making connections with literature.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Larsen says she noticed that when her students finally came to school in person last year, that they lacked some of the social skills they might have picked up in a normal school year: \"We had to focus a lot more on those soft skills ... like communicating with their peers, tattling vs. telling, how to advocate for yourself, how to stand up for yourself.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2021 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Kindergarten+Enrollment+Fell+Last+Year.+Now+Schools+Wonder+How+Many+Kids+Are+Coming&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/58202/kindergarten-enrollment-fell-last-year-now-schools-wonder-how-many-kids-are-coming","authors":["byline_mindshift_58202"],"categories":["mindshift_21345"],"tags":["mindshift_21344","mindshift_21343","mindshift_790"],"featImg":"mindshift_58203","label":"mindshift"},"mindshift_57898":{"type":"posts","id":"mindshift_57898","meta":{"index":"posts_1591205157","site":"mindshift","id":"57898","score":null,"sort":[1621845884000]},"guestAuthors":[],"slug":"lessons-in-online-kindergarten-why-responsive-teaching-matters-in-any-setting","title":"Lessons in Online Kindergarten: Why Responsive Teaching Matters in Any Setting","publishDate":1621845884,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">Any other school year, kindergartener Maily Ngo would have showed off her new sneakers as soon as she stepped into the classroom at STEAM@Stipe School in San Jose, California. Instead, on a Friday in February — one day after they arrived by mail — the glittery lavender Skechers stayed off screen and unannounced nearly all morning.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">They made no appearances as Maily counted by tens while dabbing as part of a class warm-up. They stayed out of the spotlight as a curly-haired classmate, Gianna, shared a digital poster of her favorite things. (Puppies and kittens topped the list.) And they remained tucked from view as the crew of 5- and 6-year-olds practiced addition with mini teddy bears.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Then, 41 minutes into the virtual school day, the teacher signaled an approaching break. Maily unmuted her mic.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Um, Mr. Enna?” she said softly. Only her eyes and straight-across black bangs showed in the frame.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Yes, Maily?”\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Um, I have new shoes.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“What?” asked the teacher, a smile tugging at the corners of his mouth.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I really have new shoes.”\u003c/span>\u003c/p>\n\u003cp>\u003cimg class=\"alignnone size-full wp-image-57900\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/05/Maily-shoes001.jpg\" alt=\"\" width=\"1280\" height=\"720\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/05/Maily-shoes001.jpg 1280w, https://ww2.kqed.org/app/uploads/sites/23/2021/05/Maily-shoes001-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/05/Maily-shoes001-1020x574.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2021/05/Maily-shoes001-160x90.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/05/Maily-shoes001-768x432.jpg 768w\" sizes=\"(max-width: 1280px) 100vw, 1280px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Maily’s head bobbed out of view like a duck diving for insects. Her voice dipped, too, as she narrated from below. “I’ve been wearing them for the whole class, and they’re really pretty.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Bobbing back up, Maily held the shoes aloft in all their pink-laces-and-velcro-strapped glory.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“WOW! Beautifuuuul!” exclaimed Gianna, pressing her face toward her screen. Syncopated admiration rang out as other classmates unmuted themselves to chime in.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Next time I go to class without COVID, you’re gonna see me wear them,” said Maily. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Oh, deal,” said Mr. Enna. “Post-COVID, K?”\u003c/span>\u003c/p>\n\u003cp>\u003cimg class=\"alignnone size-full wp-image-57899\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/05/Maily-shoes003.jpg\" alt=\"\" width=\"1280\" height=\"720\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/05/Maily-shoes003.jpg 1280w, https://ww2.kqed.org/app/uploads/sites/23/2021/05/Maily-shoes003-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/05/Maily-shoes003-1020x574.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2021/05/Maily-shoes003-160x90.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/05/Maily-shoes003-768x432.jpg 768w\" sizes=\"(max-width: 1280px) 100vw, 1280px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At the time, neither Maily nor her peers had ever set foot inside Mr. Enna’s classroom. Like thousands of other young learners, they were part of an unplanned pandemic experiment: kindergarten in the cloud.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At the start of the year, the prospect of this unusual entrée into elementary education prompted much anxiety among \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56872/what-kindergarten-struggles-could-mean-for-a-childs-later-years\">\u003cspan style=\"font-weight: 400\">parents\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.edutopia.org/article/why-teaching-kindergarten-online-so-very-very-hard\">\u003cspan style=\"font-weight: 400\">teachers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> nationwide. But while the \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56872/what-kindergarten-struggles-could-mean-for-a-childs-later-years\">\u003cspan style=\"font-weight: 400\">long-term effects\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of pandemic learning remain to be seen, Mr. Enna and several parents have been pleasantly surprised at how well virtual kindergarten has gone.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Melissa Eichenberger said her daughter, Gianna Servedio, \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57480/as-many-parents-fret-over-remote-learning-some-find-their-kids-are-thriving\">\u003cspan style=\"font-weight: 400\">has thrived\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. The six-year-old is reading on grade level, can count by tens and generally loves to learn. “It's just been crazy how much she’s getting out of it for looking at a computer screen,” Eichenberger said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Not that it’s all been smooth sailing. Among the challenges, parents described Google Meet glitches, kids getting distracted by toys and limited social interactions with peers. But Tayo Enna, who has taught kindergarten for 16 years, said he approached \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/distance-learning\">\u003cspan style=\"font-weight: 400\">distance learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> with a \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/maker-space\">\u003cspan style=\"font-weight: 400\">maker mindset\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “I looked at this Google Meet as, here's my tool. How can I make this work? How can I make this fun for the kids?” he said. “Because if I could motivate kids and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/student-engagement\">\u003cspan style=\"font-weight: 400\">keep them engaged\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, then I can teach them the content, teach them the curriculum and they'll learn.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Whether online or in-person, that mindset is fundamental, according to Jennifer LoCasale-Crouch, an education researcher at University of Virginia. Beliefs are one of three key elements she studies related to how adults \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/early-childhood-education\">\u003cspan style=\"font-weight: 400\">support young children’s academic and social development\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The second key element? The skills to enact supportive beliefs, including: observing what children think and do, planning based on those observations and reflecting on what worked and what didn’t. It takes adjustment, but LoCasale-Crouch said that applying those skills to a virtual setting is pretty straightforward. The bigger challenge, however, might be in adapting the third key element of supportive teaching: responsive behaviors.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Being responsive in person may mean you’re getting closer to a child,” she said. “You might get down to their level so they can see and feel you. That's harder obviously to do virtually, but you're still able to do things like call somebody's name, give them a little smile, a little joke.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Humor and levity played a big role in Mr. Enna’s virtual classroom this year. He often held staring contests with kids, poked fun at himself or gave facetious advice.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Make sure no one cuts their hair. That’s how I’m bald. I messed up on an art activity once,” he quipped one morning as his students cut out paper snowmen. “Just kidding, Emily. It really didn’t happen that way.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Kidding or not, Mr. Enna called out students’ names frequently throughout each lesson — praising effort, reengaging distracted pupils and asking questions to lock in learning.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Oh, Calypso, looks like you’re doing a nice job cutting.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Kien, where are your flapping wings?”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“How many bears do you have in all now, Gabriel? Can you count that in Spanish, too?”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Those techniques, as well as the jokes, were built on something basic: getting to know the kids he saw on screen every day. Enna said he usually learns about his students during recess conversations and small interactions throughout the day. This year, with fewer one-on-one opportunities, he took a new tack. Instead of jumping into instructional content immediately, he devoted the first and last few minutes of every virtual class to non-academic conversations on topics such as favorite foods, movies or weekend plans.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Every kid wants to share that, even if it’s a small thing,” he said.\u003c/span>\u003c/p>\n\u003cp>\u003cimg class=\"alignnone size-full wp-image-57903\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/05/Emily-Anaya001.jpg\" alt=\"\" width=\"1280\" height=\"720\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/05/Emily-Anaya001.jpg 1280w, https://ww2.kqed.org/app/uploads/sites/23/2021/05/Emily-Anaya001-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/05/Emily-Anaya001-1020x574.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2021/05/Emily-Anaya001-160x90.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/05/Emily-Anaya001-768x432.jpg 768w\" sizes=\"(max-width: 1280px) 100vw, 1280px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">So when Maily showed off her new shoes at the end of a lesson in February, it wasn’t an accident. Early in the year, kids would unmute themselves to share such things in the middle of a lesson, Mr. Enna said. But as they grew accustomed to the routine, he no longer had to monitor microphones as closely.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The entire class met for two 45-minute sessions four mornings per week. Mr. Enna held small group reading lessons in the afternoons on a rotation. Wednesdays were mostly asynchronous activities. With less instructional time than a regular year, Enna acknowledged some subjects got shortchanged. Students only had one live writing exercise per day, instead of two or three, for example. Still, he felt that if he tried to cram everything in rather than devoting time to relationships, he’d lose the true engagement needed for learning.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">LoCasale-Crouch affirmed that instinct. “In a crisis, the first thing we need to do is \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55595/staying-in-touch-why-kids-need-teachers-during-coronavirus-school-closings\">\u003cspan style=\"font-weight: 400\">connect\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Fatime Brown said that Mr. Enna’s curiosity about his students made an impact on her son, Jace Duncan. Before kindergarten, Jace was selective about who he spoke with, Brown said. Not so in Mr. Enna’s virtual classroom. The teacher quickly picked up on Jace’s love of math and science. He shared Neil deGrasse Tyson videos with Jace and quizzed the six-year-old on geography.\u003c/span>\u003c/p>\n\u003cp>\u003cimg class=\"alignnone size-full wp-image-57904\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/05/Jace-Duncan005.jpg\" alt=\"\" width=\"1280\" height=\"720\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/05/Jace-Duncan005.jpg 1280w, https://ww2.kqed.org/app/uploads/sites/23/2021/05/Jace-Duncan005-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/05/Jace-Duncan005-1020x574.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2021/05/Jace-Duncan005-160x90.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/05/Jace-Duncan005-768x432.jpg 768w\" sizes=\"(max-width: 1280px) 100vw, 1280px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Jace, do you want to share your knowledge of the world right now?” Mr. Enna asked at the end of one class.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Yeah! Yeah! Yeah yeah yeah.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“OK, tell us something about Denmark.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Greenland is an autonomous territory of the country of Denmark,” Jace said from his kitchen table. In the background, his mom put away breakfast dishes.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The ability for the whole class to witness these kinds of exchanges could be a positive effect of virtual learning, according to LoCasale-Crouch. In person, such conversations might happen individually. Online, “students might be getting more examples of relationships and supports by seeing it and hearing it that they wouldn't necessarily have in the classroom itself.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Whether talking about gains or losses, it’s too soon to know the long-term effects of the pandemic on early learning, LoCasale-Crouch said. Outcomes depend greatly on the \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57099/5-things-weve-learned-about-virtual-school-during-the-pandemic\">\u003cspan style=\"font-weight: 400\">school and family context\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Kindergarten enrollment was down nationally this year, and families opted for \u003c/span>\u003ca href=\"https://hechingerreport.org/where-have-all-the-kindergartners-gone/\">\u003cspan style=\"font-weight: 400\">a wide mix of alternatives\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Teachers, too, were working under differing degrees of \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56836/how-teachers-are-leaning-on-each-other-to-stay-resilient-during-covid-19\">\u003cspan style=\"font-weight: 400\">support\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> or \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57716/we-need-to-be-nurtured-too-many-teachers-say-theyre-reaching-a-breaking-point\">\u003cspan style=\"font-weight: 400\">stress\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For several parents of Mr. Enna’s students, the main gap they saw in their children’s virtual kindergarten experience was the inability to interact in the same space with peers. They were glad for a chance to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57639/after-a-year-of-remote-classes-teachers-are-meeting-students-for-the-first-time\">\u003cspan style=\"font-weight: 400\">test the water\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in the final weeks of school. Late this spring, as Santa Clara County’s coronavirus case rate and positivity rate \u003c/span>\u003ca href=\"https://covid19.sccgov.org/public-health-orders\">\u003cspan style=\"font-weight: 400\">fell\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, families at STEAM\u003c/span>\u003cspan style=\"font-weight: 400\">@Stipe School, were given the \u003c/span>\u003ca href=\"https://stipe.ogsd.net/apps/news/article/1405201\">\u003cspan style=\"font-weight: 400\">option\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to send their children to school two days per week.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Back in February, a few minutes after Maily first displayed her sparkly Skechers to the class, she showed them off again. This time they were on her feet. Pointing her camera downward, Maily repeated her promise that her classmates and teacher would see them in-person eventually. “If you see me literally wearing (them), you're going to be amazed,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“That will be quite the day,” said Mr. Enna.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At last, that day has arrived.\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"Despite so many difficulties reported with distance learning, some teachers and kindergarten students connected, learned and developed important skills online.","status":"publish","parent":0,"modified":1621845884,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":48,"wordCount":1574},"headData":{"title":"Lessons in Online Kindergarten: Why Responsive Teaching Matters in Any Setting - MindShift","description":"Despite so many difficulties reported with distance learning, some teachers and kindergarten students connected, learned and developed important skills online.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"57898 https://ww2.kqed.org/mindshift/?p=57898","disqusUrl":"https://ww2.kqed.org/mindshift/2021/05/24/lessons-in-online-kindergarten-why-responsive-teaching-matters-in-any-setting/","disqusTitle":"Lessons in Online Kindergarten: Why Responsive Teaching Matters in Any Setting","path":"/mindshift/57898/lessons-in-online-kindergarten-why-responsive-teaching-matters-in-any-setting","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Any other school year, kindergartener Maily Ngo would have showed off her new sneakers as soon as she stepped into the classroom at STEAM@Stipe School in San Jose, California. Instead, on a Friday in February — one day after they arrived by mail — the glittery lavender Skechers stayed off screen and unannounced nearly all morning.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">They made no appearances as Maily counted by tens while dabbing as part of a class warm-up. They stayed out of the spotlight as a curly-haired classmate, Gianna, shared a digital poster of her favorite things. (Puppies and kittens topped the list.) And they remained tucked from view as the crew of 5- and 6-year-olds practiced addition with mini teddy bears.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Then, 41 minutes into the virtual school day, the teacher signaled an approaching break. Maily unmuted her mic.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Um, Mr. Enna?” she said softly. Only her eyes and straight-across black bangs showed in the frame.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Yes, Maily?”\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Um, I have new shoes.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“What?” asked the teacher, a smile tugging at the corners of his mouth.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I really have new shoes.”\u003c/span>\u003c/p>\n\u003cp>\u003cimg class=\"alignnone size-full wp-image-57900\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/05/Maily-shoes001.jpg\" alt=\"\" width=\"1280\" height=\"720\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/05/Maily-shoes001.jpg 1280w, https://ww2.kqed.org/app/uploads/sites/23/2021/05/Maily-shoes001-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/05/Maily-shoes001-1020x574.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2021/05/Maily-shoes001-160x90.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/05/Maily-shoes001-768x432.jpg 768w\" sizes=\"(max-width: 1280px) 100vw, 1280px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Maily’s head bobbed out of view like a duck diving for insects. Her voice dipped, too, as she narrated from below. “I’ve been wearing them for the whole class, and they’re really pretty.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Bobbing back up, Maily held the shoes aloft in all their pink-laces-and-velcro-strapped glory.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“WOW! Beautifuuuul!” exclaimed Gianna, pressing her face toward her screen. Syncopated admiration rang out as other classmates unmuted themselves to chime in.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Next time I go to class without COVID, you’re gonna see me wear them,” said Maily. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Oh, deal,” said Mr. Enna. “Post-COVID, K?”\u003c/span>\u003c/p>\n\u003cp>\u003cimg class=\"alignnone size-full wp-image-57899\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/05/Maily-shoes003.jpg\" alt=\"\" width=\"1280\" height=\"720\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/05/Maily-shoes003.jpg 1280w, https://ww2.kqed.org/app/uploads/sites/23/2021/05/Maily-shoes003-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/05/Maily-shoes003-1020x574.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2021/05/Maily-shoes003-160x90.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/05/Maily-shoes003-768x432.jpg 768w\" sizes=\"(max-width: 1280px) 100vw, 1280px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At the time, neither Maily nor her peers had ever set foot inside Mr. Enna’s classroom. Like thousands of other young learners, they were part of an unplanned pandemic experiment: kindergarten in the cloud.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At the start of the year, the prospect of this unusual entrée into elementary education prompted much anxiety among \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56872/what-kindergarten-struggles-could-mean-for-a-childs-later-years\">\u003cspan style=\"font-weight: 400\">parents\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.edutopia.org/article/why-teaching-kindergarten-online-so-very-very-hard\">\u003cspan style=\"font-weight: 400\">teachers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> nationwide. But while the \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56872/what-kindergarten-struggles-could-mean-for-a-childs-later-years\">\u003cspan style=\"font-weight: 400\">long-term effects\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of pandemic learning remain to be seen, Mr. Enna and several parents have been pleasantly surprised at how well virtual kindergarten has gone.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Melissa Eichenberger said her daughter, Gianna Servedio, \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57480/as-many-parents-fret-over-remote-learning-some-find-their-kids-are-thriving\">\u003cspan style=\"font-weight: 400\">has thrived\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. The six-year-old is reading on grade level, can count by tens and generally loves to learn. “It's just been crazy how much she’s getting out of it for looking at a computer screen,” Eichenberger said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Not that it’s all been smooth sailing. Among the challenges, parents described Google Meet glitches, kids getting distracted by toys and limited social interactions with peers. But Tayo Enna, who has taught kindergarten for 16 years, said he approached \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/distance-learning\">\u003cspan style=\"font-weight: 400\">distance learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> with a \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/maker-space\">\u003cspan style=\"font-weight: 400\">maker mindset\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “I looked at this Google Meet as, here's my tool. How can I make this work? How can I make this fun for the kids?” he said. “Because if I could motivate kids and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/student-engagement\">\u003cspan style=\"font-weight: 400\">keep them engaged\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, then I can teach them the content, teach them the curriculum and they'll learn.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Whether online or in-person, that mindset is fundamental, according to Jennifer LoCasale-Crouch, an education researcher at University of Virginia. Beliefs are one of three key elements she studies related to how adults \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/early-childhood-education\">\u003cspan style=\"font-weight: 400\">support young children’s academic and social development\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The second key element? The skills to enact supportive beliefs, including: observing what children think and do, planning based on those observations and reflecting on what worked and what didn’t. It takes adjustment, but LoCasale-Crouch said that applying those skills to a virtual setting is pretty straightforward. The bigger challenge, however, might be in adapting the third key element of supportive teaching: responsive behaviors.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Being responsive in person may mean you’re getting closer to a child,” she said. “You might get down to their level so they can see and feel you. That's harder obviously to do virtually, but you're still able to do things like call somebody's name, give them a little smile, a little joke.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Humor and levity played a big role in Mr. Enna’s virtual classroom this year. He often held staring contests with kids, poked fun at himself or gave facetious advice.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Make sure no one cuts their hair. That’s how I’m bald. I messed up on an art activity once,” he quipped one morning as his students cut out paper snowmen. “Just kidding, Emily. It really didn’t happen that way.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Kidding or not, Mr. Enna called out students’ names frequently throughout each lesson — praising effort, reengaging distracted pupils and asking questions to lock in learning.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Oh, Calypso, looks like you’re doing a nice job cutting.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Kien, where are your flapping wings?”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“How many bears do you have in all now, Gabriel? Can you count that in Spanish, too?”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Those techniques, as well as the jokes, were built on something basic: getting to know the kids he saw on screen every day. Enna said he usually learns about his students during recess conversations and small interactions throughout the day. This year, with fewer one-on-one opportunities, he took a new tack. Instead of jumping into instructional content immediately, he devoted the first and last few minutes of every virtual class to non-academic conversations on topics such as favorite foods, movies or weekend plans.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Every kid wants to share that, even if it’s a small thing,” he said.\u003c/span>\u003c/p>\n\u003cp>\u003cimg class=\"alignnone size-full wp-image-57903\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/05/Emily-Anaya001.jpg\" alt=\"\" width=\"1280\" height=\"720\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/05/Emily-Anaya001.jpg 1280w, https://ww2.kqed.org/app/uploads/sites/23/2021/05/Emily-Anaya001-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/05/Emily-Anaya001-1020x574.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2021/05/Emily-Anaya001-160x90.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/05/Emily-Anaya001-768x432.jpg 768w\" sizes=\"(max-width: 1280px) 100vw, 1280px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">So when Maily showed off her new shoes at the end of a lesson in February, it wasn’t an accident. Early in the year, kids would unmute themselves to share such things in the middle of a lesson, Mr. Enna said. But as they grew accustomed to the routine, he no longer had to monitor microphones as closely.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The entire class met for two 45-minute sessions four mornings per week. Mr. Enna held small group reading lessons in the afternoons on a rotation. Wednesdays were mostly asynchronous activities. With less instructional time than a regular year, Enna acknowledged some subjects got shortchanged. Students only had one live writing exercise per day, instead of two or three, for example. Still, he felt that if he tried to cram everything in rather than devoting time to relationships, he’d lose the true engagement needed for learning.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">LoCasale-Crouch affirmed that instinct. “In a crisis, the first thing we need to do is \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55595/staying-in-touch-why-kids-need-teachers-during-coronavirus-school-closings\">\u003cspan style=\"font-weight: 400\">connect\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Fatime Brown said that Mr. Enna’s curiosity about his students made an impact on her son, Jace Duncan. Before kindergarten, Jace was selective about who he spoke with, Brown said. Not so in Mr. Enna’s virtual classroom. The teacher quickly picked up on Jace’s love of math and science. He shared Neil deGrasse Tyson videos with Jace and quizzed the six-year-old on geography.\u003c/span>\u003c/p>\n\u003cp>\u003cimg class=\"alignnone size-full wp-image-57904\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/05/Jace-Duncan005.jpg\" alt=\"\" width=\"1280\" height=\"720\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/05/Jace-Duncan005.jpg 1280w, https://ww2.kqed.org/app/uploads/sites/23/2021/05/Jace-Duncan005-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/05/Jace-Duncan005-1020x574.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2021/05/Jace-Duncan005-160x90.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/05/Jace-Duncan005-768x432.jpg 768w\" sizes=\"(max-width: 1280px) 100vw, 1280px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Jace, do you want to share your knowledge of the world right now?” Mr. Enna asked at the end of one class.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Yeah! Yeah! Yeah yeah yeah.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“OK, tell us something about Denmark.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Greenland is an autonomous territory of the country of Denmark,” Jace said from his kitchen table. In the background, his mom put away breakfast dishes.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The ability for the whole class to witness these kinds of exchanges could be a positive effect of virtual learning, according to LoCasale-Crouch. In person, such conversations might happen individually. Online, “students might be getting more examples of relationships and supports by seeing it and hearing it that they wouldn't necessarily have in the classroom itself.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Whether talking about gains or losses, it’s too soon to know the long-term effects of the pandemic on early learning, LoCasale-Crouch said. Outcomes depend greatly on the \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57099/5-things-weve-learned-about-virtual-school-during-the-pandemic\">\u003cspan style=\"font-weight: 400\">school and family context\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Kindergarten enrollment was down nationally this year, and families opted for \u003c/span>\u003ca href=\"https://hechingerreport.org/where-have-all-the-kindergartners-gone/\">\u003cspan style=\"font-weight: 400\">a wide mix of alternatives\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Teachers, too, were working under differing degrees of \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56836/how-teachers-are-leaning-on-each-other-to-stay-resilient-during-covid-19\">\u003cspan style=\"font-weight: 400\">support\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> or \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57716/we-need-to-be-nurtured-too-many-teachers-say-theyre-reaching-a-breaking-point\">\u003cspan style=\"font-weight: 400\">stress\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For several parents of Mr. Enna’s students, the main gap they saw in their children’s virtual kindergarten experience was the inability to interact in the same space with peers. They were glad for a chance to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57639/after-a-year-of-remote-classes-teachers-are-meeting-students-for-the-first-time\">\u003cspan style=\"font-weight: 400\">test the water\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in the final weeks of school. Late this spring, as Santa Clara County’s coronavirus case rate and positivity rate \u003c/span>\u003ca href=\"https://covid19.sccgov.org/public-health-orders\">\u003cspan style=\"font-weight: 400\">fell\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, families at STEAM\u003c/span>\u003cspan style=\"font-weight: 400\">@Stipe School, were given the \u003c/span>\u003ca href=\"https://stipe.ogsd.net/apps/news/article/1405201\">\u003cspan style=\"font-weight: 400\">option\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to send their children to school two days per week.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Back in February, a few minutes after Maily first displayed her sparkly Skechers to the class, she showed them off again. This time they were on her feet. Pointing her camera downward, Maily repeated her promise that her classmates and teacher would see them in-person eventually. “If you see me literally wearing (them), you're going to be amazed,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“That will be quite the day,” said Mr. Enna.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At last, that day has arrived.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/57898/lessons-in-online-kindergarten-why-responsive-teaching-matters-in-any-setting","authors":["11487"],"categories":["mindshift_193"],"tags":["mindshift_358","mindshift_790","mindshift_21347","mindshift_21435"],"featImg":"mindshift_57901","label":"mindshift"},"mindshift_57780":{"type":"posts","id":"mindshift_57780","meta":{"index":"posts_1591205157","site":"mindshift","id":"57780","score":null,"sort":[1621238961000]},"guestAuthors":[],"slug":"when-learning-how-to-write-starts-virtually-heres-whats-helpful-to-know","title":"When Learning How to Write Starts Virtually, Here’s What’s Helpful to Know","publishDate":1621238961,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">This school year, kindergarteners learned how to turn on and off their web cameras and mute buttons alongside spelling and reading fundamentals. Separated by distance and screens, kindergarten teachers soon faced the additional challenge of teaching their 5- and 6-year-old students to write on pieces of paper that instructors couldn’t directly see. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">So kindergarten teacher Lynn Marie Glick began having her students tilt their computer screens, pointing cameras down to their work, so she could watch as they label drawings of stuffed animals, pets or family members with letters formed by colored pencils, markers and crayons. She pinned the screens of students on Zoom who wanted to share their work with their class.\u003c/span>\u003c/p>\n\u003cp>\u003cimg class=\"alignnone size-full wp-image-57792\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/05/Glick-1.png\" alt=\"\" width=\"703\" height=\"392\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/05/Glick-1.png 703w, https://ww2.kqed.org/app/uploads/sites/23/2021/05/Glick-1-160x89.png 160w\" sizes=\"(max-width: 703px) 100vw, 703px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When it was time to submit their assignments, her students uploaded photos of handwritten work to the online platform \u003c/span>\u003ca href=\"https://web.seesaw.me/\">\u003cspan style=\"font-weight: 400\">Seesaw\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Sometimes, they would use the platform to type the class “snap words”: high-frequency words they learned to recognize “at a snap,” like \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">the\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">at\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">with\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">. They also had the option to use Seesaw’s draw feature to write words with their mouse or trackpad — though Glick said that work tended to be less legible.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“That's a totally separate skill, right?” said Glick of trying to handwrite on a device. “If you've got to put your finger on a mouse or your mouse trackpad and then you have to try to manipulate your finger around to draw something, there's that disconnect between the mouse pad and the mouse and the computer. Whereas when you're writing with a paper and pencil, I think the connection is much closer.”\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The act of physically writing builds fine motor skills, which is important for future academic success. Early development of motor skills – as utilized in motor coordination, executive function and visuospatial skills – are necessary for future academic achievement, according to a 2016 \u003c/span>\u003ca href=\"https://srcd.onlinelibrary.wiley.com/doi/abs/10.1111/cdep.12168\">\u003cspan style=\"font-weight: 400\">report\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To help kids who don’t get this kind of practice at home, early grade curriculum should structure activities purposefully aimed at developing motor skills, along with executive function, socio-emotional skills and general knowledge, which is what kids use to make sense of the world. That’s according to one of the paper’s authors, \u003ca href=\"https://education.virginia.edu/faculty-research/centers-labs-projects/research-labs/foundations-cognition-and-learning-lab\">David Grissmer\u003c/a>, a research professor at the University of Virginia.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“These are the four kind of building-block skills that are needed for kids to do well in school,\" said Grissmer. \"If they develop these skills during early childhood and have a good developmental path for these skills by the time they start school, they are much more likely to do better in school.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Courtney Miller’s son is in kindergarten at Glen Cove Elementary in Vallejo, California. His school provided a touchscreen device for class assignments, which eased his online navigation and reduced some of the initial technical challenges he faced on a traditional laptop. While he typically used a pencil and paper during class, he would use the touchscreen to complete homework, including assignments that involve tracing letters on screen, though the tracing assignments can glitch. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“When you're doing spelling and you're tracing words on a touchscreen, sometimes it can get a little finicky and it doesn't work,” said Miller. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In her virtual kindergarten classroom, Glick helped her students remember each letter by telling a story about how to write it.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“‘B’ is made with a dive-down letter. So you dive down,” Glick said as she deepened her voice. “Then you swim up and then over. That kind of language helps imprint the formation of the letter in their brains.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This was Glick’s sixth year of teaching kindergarten. Compared with previous years, her students’ mastery of writing their letters seemed to take more time — a potential effect of both decreased instruction time and the missing in-person assistance and observation of a classroom. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It's really hard to see how the kids are actually forming the letters and how they're holding their pencils,” Glick said. “I'm imagining that the first grade teachers will be having a lot of interesting console grips.” \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Supporting Parents is Supporting Kids\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">During in-person instruction, Vikram Nahal would directly correct \u003c/span>\u003ca href=\"https://www.lwtears.com/blog/how-to-hold-pencil-grip\">\u003cspan style=\"font-weight: 400\">console grips\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in his role as a Resource Specialist Program (RSP) teacher in Northern California. He could provide grip tools for pencils or guide students’ hands with his own. During virtual education, he relied on reference materials and parent assistance \u003c/span>\u003ca href=\"https://www.latimes.com/california/story/2020-10-13/covid-19-tutor-demand-cant-afford-one\">\u003cspan style=\"font-weight: 400\">when available\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to demonstrate grips, steer hands and inform him when additional resources were needed — all to ensure his students’ mastery of literacy building blocks.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And due to virtual learning, many students gained technological skills that they might not have otherwise gleaned. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“They’ve got to be computer literate. It's a literacy issue for me,” Nahal said, noting that access to technology is an equity concern.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At Miller's school, the technical support and distance learning workshops help parents with technology. Glen Cove Elementary teachers offer daily office hours and Vallejo City Unified School District offers a weekly parent hour for tech-related advice and questions.\u003c/span>\u003c/p>\n\u003ch2>Writing Means Reading and Listening\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Vera Ahiyya, a kindergarten teacher in Brooklyn, New York, learned through educators on social media that many publishing houses relaxed their permission requirements for \u003ca href=\"https://www.kqed.org/mindshift/55694/how-online-book-read-alouds-can-help-students-literacy-and-connection-during-social-distancing\">online recording\u003c/a>\u003ca href=\"https://www.kqed.org/mindshift/55694/how-online-book-read-alouds-can-help-students-literacy-and-connection-during-social-distancing\">s\u003c/a> of children’s books during the pandemic. In spring 2020, Ahiyya and her colleagues took turns uploading videos of themselves reading children’s books to their school’s web drive. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Ahiyya could also attach questions relating to certain time stamps. \u003c/span>\u003cspan style=\"font-weight: 400\">These pre-recorded videos provided narration uninterrupted with their frames displaying well-lit, close-up pages. Students could take their time, pause and rewatch videos, something that they couldn’t do, or couldn’t do as easily, during read-alouds in person. \u003c/span>\u003cspan style=\"font-weight: 400\">Parents told her they appreciated the online library provided by the collected videos.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It can be a great way for students who might have processing delays, who might have visual or auditory processing needs. They can get a second chance, a second go at experiencing the book,” said Ahiyya. “Online, they can kind of stop and take their time and really enjoy the book for what it is as they need it to be.”\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.researchgate.net/publication/5373247_Reading_aloud_to_children_The_evidence\">\u003cspan style=\"font-weight: 400\">Multiple\u003c/span>\u003c/a> \u003ca href=\"http://reading.uoregon.edu/big_ideas/pa/pa_what.php\">\u003cspan style=\"font-weight: 400\">studies\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> have found that the act of reading to young kids is beneficial for early language and literacy skills development. Some \u003c/span>\u003ca href=\"https://www.worldcat.org/title/overcoming-dyslexia-a-new-and-complete-science-based-program-for-reading-problems-at-any-level/oclc/827481539\">\u003cspan style=\"font-weight: 400\">research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> indicates that children with stronger reading abilities also possessed strong phonological processing.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Strong readers tend to be more able to listen to and manipulate phonemes – the individual units of sound – and that further improves reading skills, which in turn strengthens phonological processing in a cyclical process.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And \u003c/span>\u003ca href=\"https://edsource.org/2015/study-says-reading-aloud-to-children-more-than-talking-builds-literacy/82045\">\u003cspan style=\"font-weight: 400\">reading aloud\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to children is more effective than casual conversation when it comes to developing \u003c/span>\u003ca href=\"https://journals.sagepub.com/doi/full/10.1177/1086296X15627528\">\u003cspan style=\"font-weight: 400\">vocabularies\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Words that aren’t among the 5,000 most common English words are two to three times more likely than caretaker-child conversations to appear in picture books, meaning that books are more likely to have words children might not hear in their daily lives. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Despite having made progress online, when Ahiyya’s class moved back to in-person learning, she decided she wanted to decrease technology use and move back to analogue learning. She emphasized tactile and creative activities they couldn’t do, or couldn’t do as easily, during virtual learning. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We also wanted to give them time to create and build mobility in their fingers, in their hands, in a way that they hadn't been able to do when they were learning remotely,” Ahiyya said.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>MindShift is part of KQED, a non-profit NPR and PBS member station in San Francisco, CA. The text of this specific article is available to republish for noncommercial purposes under a Creative Commons \u003ca href=\"https://creativecommons.org/licenses/by-nc-nd/4.0/\">CC BY-NC-ND 4.0\u003c/a> license, thanks to support from the William and Flora Hewlett Foundation.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"During remote learning, teachers were unable to see some of the visual cues that indicate a child's progress learning writing. So they got tech savvy and creative. ","status":"publish","parent":0,"modified":1664480384,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":29,"wordCount":1363},"headData":{"title":"When Learning How to Write Starts Virtually, Here’s What’s Helpful to Know - MindShift","description":"During remote learning, teachers were unable to see some of the visual cues that indicate a child's progress learning writing. So they got tech savvy and creative. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"57780 https://ww2.kqed.org/mindshift/?p=57780","disqusUrl":"https://ww2.kqed.org/mindshift/2021/05/17/when-learning-how-to-write-starts-virtually-heres-whats-helpful-to-know/","disqusTitle":"When Learning How to Write Starts Virtually, Here’s What’s Helpful to Know","excludeFromSiteSearch":"Include","path":"/mindshift/57780/when-learning-how-to-write-starts-virtually-heres-whats-helpful-to-know","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">This school year, kindergarteners learned how to turn on and off their web cameras and mute buttons alongside spelling and reading fundamentals. Separated by distance and screens, kindergarten teachers soon faced the additional challenge of teaching their 5- and 6-year-old students to write on pieces of paper that instructors couldn’t directly see. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">So kindergarten teacher Lynn Marie Glick began having her students tilt their computer screens, pointing cameras down to their work, so she could watch as they label drawings of stuffed animals, pets or family members with letters formed by colored pencils, markers and crayons. She pinned the screens of students on Zoom who wanted to share their work with their class.\u003c/span>\u003c/p>\n\u003cp>\u003cimg class=\"alignnone size-full wp-image-57792\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/05/Glick-1.png\" alt=\"\" width=\"703\" height=\"392\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/05/Glick-1.png 703w, https://ww2.kqed.org/app/uploads/sites/23/2021/05/Glick-1-160x89.png 160w\" sizes=\"(max-width: 703px) 100vw, 703px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When it was time to submit their assignments, her students uploaded photos of handwritten work to the online platform \u003c/span>\u003ca href=\"https://web.seesaw.me/\">\u003cspan style=\"font-weight: 400\">Seesaw\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Sometimes, they would use the platform to type the class “snap words”: high-frequency words they learned to recognize “at a snap,” like \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">the\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">at\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">with\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">. They also had the option to use Seesaw’s draw feature to write words with their mouse or trackpad — though Glick said that work tended to be less legible.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“That's a totally separate skill, right?” said Glick of trying to handwrite on a device. “If you've got to put your finger on a mouse or your mouse trackpad and then you have to try to manipulate your finger around to draw something, there's that disconnect between the mouse pad and the mouse and the computer. Whereas when you're writing with a paper and pencil, I think the connection is much closer.”\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The act of physically writing builds fine motor skills, which is important for future academic success. Early development of motor skills – as utilized in motor coordination, executive function and visuospatial skills – are necessary for future academic achievement, according to a 2016 \u003c/span>\u003ca href=\"https://srcd.onlinelibrary.wiley.com/doi/abs/10.1111/cdep.12168\">\u003cspan style=\"font-weight: 400\">report\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To help kids who don’t get this kind of practice at home, early grade curriculum should structure activities purposefully aimed at developing motor skills, along with executive function, socio-emotional skills and general knowledge, which is what kids use to make sense of the world. That’s according to one of the paper’s authors, \u003ca href=\"https://education.virginia.edu/faculty-research/centers-labs-projects/research-labs/foundations-cognition-and-learning-lab\">David Grissmer\u003c/a>, a research professor at the University of Virginia.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“These are the four kind of building-block skills that are needed for kids to do well in school,\" said Grissmer. \"If they develop these skills during early childhood and have a good developmental path for these skills by the time they start school, they are much more likely to do better in school.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Courtney Miller’s son is in kindergarten at Glen Cove Elementary in Vallejo, California. His school provided a touchscreen device for class assignments, which eased his online navigation and reduced some of the initial technical challenges he faced on a traditional laptop. While he typically used a pencil and paper during class, he would use the touchscreen to complete homework, including assignments that involve tracing letters on screen, though the tracing assignments can glitch. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“When you're doing spelling and you're tracing words on a touchscreen, sometimes it can get a little finicky and it doesn't work,” said Miller. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In her virtual kindergarten classroom, Glick helped her students remember each letter by telling a story about how to write it.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“‘B’ is made with a dive-down letter. So you dive down,” Glick said as she deepened her voice. “Then you swim up and then over. That kind of language helps imprint the formation of the letter in their brains.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This was Glick’s sixth year of teaching kindergarten. Compared with previous years, her students’ mastery of writing their letters seemed to take more time — a potential effect of both decreased instruction time and the missing in-person assistance and observation of a classroom. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It's really hard to see how the kids are actually forming the letters and how they're holding their pencils,” Glick said. “I'm imagining that the first grade teachers will be having a lot of interesting console grips.” \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Supporting Parents is Supporting Kids\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">During in-person instruction, Vikram Nahal would directly correct \u003c/span>\u003ca href=\"https://www.lwtears.com/blog/how-to-hold-pencil-grip\">\u003cspan style=\"font-weight: 400\">console grips\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in his role as a Resource Specialist Program (RSP) teacher in Northern California. He could provide grip tools for pencils or guide students’ hands with his own. During virtual education, he relied on reference materials and parent assistance \u003c/span>\u003ca href=\"https://www.latimes.com/california/story/2020-10-13/covid-19-tutor-demand-cant-afford-one\">\u003cspan style=\"font-weight: 400\">when available\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to demonstrate grips, steer hands and inform him when additional resources were needed — all to ensure his students’ mastery of literacy building blocks.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And due to virtual learning, many students gained technological skills that they might not have otherwise gleaned. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“They’ve got to be computer literate. It's a literacy issue for me,” Nahal said, noting that access to technology is an equity concern.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At Miller's school, the technical support and distance learning workshops help parents with technology. Glen Cove Elementary teachers offer daily office hours and Vallejo City Unified School District offers a weekly parent hour for tech-related advice and questions.\u003c/span>\u003c/p>\n\u003ch2>Writing Means Reading and Listening\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Vera Ahiyya, a kindergarten teacher in Brooklyn, New York, learned through educators on social media that many publishing houses relaxed their permission requirements for \u003ca href=\"https://www.kqed.org/mindshift/55694/how-online-book-read-alouds-can-help-students-literacy-and-connection-during-social-distancing\">online recording\u003c/a>\u003ca href=\"https://www.kqed.org/mindshift/55694/how-online-book-read-alouds-can-help-students-literacy-and-connection-during-social-distancing\">s\u003c/a> of children’s books during the pandemic. In spring 2020, Ahiyya and her colleagues took turns uploading videos of themselves reading children’s books to their school’s web drive. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Ahiyya could also attach questions relating to certain time stamps. \u003c/span>\u003cspan style=\"font-weight: 400\">These pre-recorded videos provided narration uninterrupted with their frames displaying well-lit, close-up pages. Students could take their time, pause and rewatch videos, something that they couldn’t do, or couldn’t do as easily, during read-alouds in person. \u003c/span>\u003cspan style=\"font-weight: 400\">Parents told her they appreciated the online library provided by the collected videos.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It can be a great way for students who might have processing delays, who might have visual or auditory processing needs. They can get a second chance, a second go at experiencing the book,” said Ahiyya. “Online, they can kind of stop and take their time and really enjoy the book for what it is as they need it to be.”\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.researchgate.net/publication/5373247_Reading_aloud_to_children_The_evidence\">\u003cspan style=\"font-weight: 400\">Multiple\u003c/span>\u003c/a> \u003ca href=\"http://reading.uoregon.edu/big_ideas/pa/pa_what.php\">\u003cspan style=\"font-weight: 400\">studies\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> have found that the act of reading to young kids is beneficial for early language and literacy skills development. Some \u003c/span>\u003ca href=\"https://www.worldcat.org/title/overcoming-dyslexia-a-new-and-complete-science-based-program-for-reading-problems-at-any-level/oclc/827481539\">\u003cspan style=\"font-weight: 400\">research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> indicates that children with stronger reading abilities also possessed strong phonological processing.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Strong readers tend to be more able to listen to and manipulate phonemes – the individual units of sound – and that further improves reading skills, which in turn strengthens phonological processing in a cyclical process.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And \u003c/span>\u003ca href=\"https://edsource.org/2015/study-says-reading-aloud-to-children-more-than-talking-builds-literacy/82045\">\u003cspan style=\"font-weight: 400\">reading aloud\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to children is more effective than casual conversation when it comes to developing \u003c/span>\u003ca href=\"https://journals.sagepub.com/doi/full/10.1177/1086296X15627528\">\u003cspan style=\"font-weight: 400\">vocabularies\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Words that aren’t among the 5,000 most common English words are two to three times more likely than caretaker-child conversations to appear in picture books, meaning that books are more likely to have words children might not hear in their daily lives. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Despite having made progress online, when Ahiyya’s class moved back to in-person learning, she decided she wanted to decrease technology use and move back to analogue learning. She emphasized tactile and creative activities they couldn’t do, or couldn’t do as easily, during virtual learning. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We also wanted to give them time to create and build mobility in their fingers, in their hands, in a way that they hadn't been able to do when they were learning remotely,” Ahiyya said.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>MindShift is part of KQED, a non-profit NPR and PBS member station in San Francisco, CA. The text of this specific article is available to republish for noncommercial purposes under a Creative Commons \u003ca href=\"https://creativecommons.org/licenses/by-nc-nd/4.0/\">CC BY-NC-ND 4.0\u003c/a> license, thanks to support from the William and Flora Hewlett Foundation.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/57780/when-learning-how-to-write-starts-virtually-heres-whats-helpful-to-know","authors":["11603"],"categories":["mindshift_193"],"tags":["mindshift_918","mindshift_358","mindshift_20637","mindshift_790","mindshift_21359","mindshift_851"],"featImg":"mindshift_57873","label":"mindshift"},"mindshift_57546":{"type":"posts","id":"mindshift_57546","meta":{"index":"posts_1591205157","site":"mindshift","id":"57546","score":null,"sort":[1615966852000]},"guestAuthors":[],"slug":"what-does-decreased-school-enrollment-mean-for-kindergarteners","title":"What Does Decreased School Enrollment Mean for Kindergarteners?","publishDate":1615966852,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cem>This story about kindergarten enrollment was produced by \u003c/em>\u003ca href=\"http://hechingerreport.org/\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/em>\u003ca href=\"http://hechingerreport.us2.list-manage1.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\">\u003cem>Hechinger newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cp>Five years old and already knowing her letters and basic subtraction, Annika Dunlap sat down in late August for her first day of kindergarten. Her mom helped her log in. Ninety minutes later, kindergarten was over for Annika. For good.\u003c/p>\n\u003cp>“We decided, this is not for a 5-year-old,” said her mom, Nahoko Dunlap, 39. “The teacher was great, and I was really hoping she would love her teacher, but asking a 5-year-old to sit in front of a computer for 90 minutes wasn’t ideal.”\u003c/p>\n\u003cp>After that one morning session, Dunlap, a scientist who grew up in Japan, withdrew Annika from kindergarten at her local public elementary school in Fremont, California. She and her husband, who works as a software engineer, felt that Annika’s social experience was more important than any academic progress she might make in remote kindergarten.\u003c/p>\n\u003cp>“In person, you are learning from each other, but when it comes to virtual school, you’re not having conversations, so I didn’t see many positives of virtual learning,” Dunlap said. “She learned to mute and unmute.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Today Annika attends the Little Mud Puddles Learning Center, a private preschool, with her 3-year-old brother. Her mom works with her on phonics and reading in the evenings, and hopes she will be ready for first grade this fall. The tuition at Little Mud Puddles is $1,400 a month per child, which is typical for the Bay Area, but the Dunlaps get a discount for sending two children and pay $2,660 every month. It’s a stretch, as Nahoko Dunlap is working only part time while attending college to make a career change.\u003c/p>\n\u003cp>“Kindergarten didn’t seem too critical,” she said. “It’s not mandatory in California, and that made us feel that she’s better off in person.”\u003c/p>\n\u003cp>Last fall, parents of 5-year-olds across the country went through the same calculation. Kindergarten, a foundational grade for young children, is typically the first year of elementary school, even in the \u003ca href=\"https://www.ecs.org/kindergarten-policies/#:~:text=Nineteen%20states%20and%20the%20District,either%20full%20or%20half%20day.\">31 states\u003c/a> where it isn’t required. But faced with the substitution of online kindergarten or, where school is offered in person, the risk that bigger school settings pose of contracting the coronavirus, a widespread number of parents chose something else, even if it meant paying for it.\u003c/p>\n\u003cp>In the absence of official national data, independent analyses have tried to quantify this year’s shift away from kindergarten. According to \u003ca href=\"https://www.npr.org/2020/10/09/920316481/enrollment-is-dropping-in-public-schools-around-the-country\">reporting by NPR\u003c/a>, kindergarten enrollment in districts across the country dropped by an average of 16 percent. \u003ca href=\"https://www.chalkbeat.org/2020/12/22/22193775/states-public-school-enrollment-decline-covid\">Another analysis\u003c/a> shows that this drop accounts for nearly a third of the total reduction in public school enrollment across 33 states. The decline might be greater among white families, which presumably have more resources for alternatives. In Oregon, for example, many more white families kept their children out of kindergarten than Black or Latino families there, according to reporting by The Oregonian, the state's largest newspaper.\u003c/p>\n\u003cp>\u003cimg class=\"alignnone size-full wp-image-57549\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/03/Drop-in-Kinder-Enrollment-graphic.png\" alt=\"\" width=\"876\" height=\"914\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/03/Drop-in-Kinder-Enrollment-graphic.png 876w, https://ww2.kqed.org/app/uploads/sites/23/2021/03/Drop-in-Kinder-Enrollment-graphic-800x835.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/03/Drop-in-Kinder-Enrollment-graphic-160x167.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/03/Drop-in-Kinder-Enrollment-graphic-768x801.png 768w\" sizes=\"(max-width: 876px) 100vw, 876px\">\u003c/p>\n\u003cp>School districts and early childhood experts that are tracking the opting out of kindergarten report that some 5-year-olds are attending impromptu kindergarten classes offered by private preschools, while others are enrolled in online charter or for-profit schools. Some well-to-do families hire tutors — sometimes paying a teacher’s salary — to work alongside a child who is attending remote kindergarten. Other families are skipping the school year entirely.\u003c/p>\n\u003cp>The haphazard array of alternatives has early education leaders worried. While any kindergarten class reflects a variety of school readiness, kindergarten and first grade teachers will likely encounter a wider preparedness gap this fall. More children may be off track, not just academically but also emotionally and even physically, exacerbating inequities along class and racial lines.\u003c/p>\n\u003cp>“This does not balance out in favor of lower-income families,” said Steven Barnett, senior co-director of the National Institute for Early Education Research (NIEER) at Rutgers University. “It’s a problem across the board for a whole cohort of kids, but the consequences are going to be the greatest for the most disadvantaged.”\u003c/p>\n\u003cp>Specifics about who isn’t attending kindergarten are spotty and mostly anecdotal. Some districts followed up with families to ask why they didn’t enroll their 5-year-olds and what their plans were, but even then the picture lacked detail. When officials at Harrison School District 2, which serves some of the poorest neighborhoods in Colorado Springs, Colorado, queried families that had not enrolled for kindergarten, most reported choosing one of four alternatives: home schooling, private or parochial school, charter school or skipping kindergarten altogether.\u003c/p>\n\u003cp>“I am very concerned for this group of kids,” said Wendy Birhanzel, the district’s superintendent. “We will have to watch this cohort even through their senior year. They will be starting with a gap.”\u003c/p>\n\u003cp>Kindergarten enrollment in Harrison is down about 10 percent this year, and about 60 percent of the “missing” children are Hispanic English learners. This concerns Birhanzel because preschool enrollment is also down in the community, so some children who register in the fall may never have been in school at all. The district is open for in-person instruction with an option for remote.\u003c/p>\n\u003cp>Students who are learning English “need as much time in front of a teacher as they can get,” she said. “It’s a grave concern that this is just one more year for them of not being exposed to English.”\u003c/p>\n\u003cp>Just five years ago, the district was celebrating having narrowed the proficiency gaps between white, Black and Latino students and bringing test scores in all subjects closer together by revamping curriculum, focusing on different learning styles and eliminating barriers to AP classes. This year may set that progress back.\u003c/p>\n\u003cp>“Any time you talk about achievement gaps, and you have a group of students not coming to school, there’s concern,” Birhanzel said. “Once that gap is created, it’s so much harder to close. We’re going to have to put extra resources through the grades, so this cohort can graduate on time.”\u003c/p>\n\u003cp>In normal years, Harrison District 2 offers a summer program for kids entering third grade through high school. This year, that program will include incoming kindergartners and rising first graders. Assuming the coronavirus is under control, kids will build academic skills, do music and physical education and take field trips (pandemic restrictions permitting). The district will also administer diagnostic testing before school starts to make grade placement and support decisions, reduce class sizes and teach in small groups to address gaps.\u003c/p>\n\u003cp>Kindergarten-age children who aren’t enrolled in school this year are missing out on crucial academic instruction, Birhanzel said, “and that’s not even talking about the social learning — listening to the teacher, making friends.”\u003c/p>\n\u003cp>School attendance isn’t critical just for academic progress. Many families rely on their schools for counseling services, after-school programs, health clinics and physical safety. In addition, the physical education and meals that children get at school play a key role in addressing childhood obesity.\u003c/p>\n\u003cp>“All of the weight gain problems turn out to be in the summer,” NIEER’s Barnett said. “It turns out there is a poorer diet and less activity in the summer.”\u003c/p>\n\u003cp>Affluent parents can pay for an extra year of preschool or a tutor, while many nonmedical frontline jobs pay lower wages, leaving lower-income families with fewer options to support kids in distance learning.\u003c/p>\n\u003cp>But in some cities, local organizations responded early in the pandemic and established free or low-cost centers where children could get support while attending remote school.\u003c/p>\n\u003cp>In Wilmington, Delaware, the city partnered with local school districts and United Way to operate 26 learning pods where children receive a Chromebook and can attend all day for free.\u003c/p>\n\u003cp>“This isn’t a Boys and Girls Club,” said Michelle Taylor, president and CEO of United Way of Delaware. “Parents have to work. If my kid is at home, how do I know they’re in their class? This is as much about ensuring kids have a safe, caring environment to excel as it is getting the supports in place.”\u003c/p>\n\u003cp>About 700 Delaware children attend these pods, which are located in high-need neighborhoods. In order to keep their spots, students have to commit to attend 85 percent of the time and to get 85 percent of their schoolwork done while they are there. Paraprofessional teachers, who work for the school district and live in the pods’ neighborhoods, work with groups of 10 children.\u003c/p>\n\u003cp>“We’re working to make sure the [achievement] gap doesn’t get any wider,” Taylor said. “Over the summer, we are hoping we can focus on catch-up, on closing the gap.”\u003c/p>\n\u003cp>Even when there is an adult present to help a young child with remote school, some children simply cannot focus for the amount of time required.\u003c/p>\n\u003cp>“It’s a very, very steep learning curve for these kids,” said Debra Zweben, child development specialist at Children’s Village, a nonprofit education center in Philadelphia. “Young children cannot have a personal connection to a teacher through a screen. It’s not realistic. So much of kindergarten is the relationship to the teacher in person.”\u003c/p>\n\u003cp>Grouped in age-based pods and wearing headsets, children attend their remote school classes from computers in Children’s Village’s building in the Center City neighborhood. An in-person teacher helps them sign in and get used to Zoom or Google Classroom. There are breaks for lunch, snacks and some outdoor play, but kids spend most of the day on their own, on a computer.\u003c/p>\n\u003cp>“Ethan didn’t want to wear the headsets, and we got three different kinds,” said Ann Voong, 40, whose son attended remote kindergarten at Children’s Village for about three months. “He would just get up and do what he wanted. I can’t just strap him down to his seat.”\u003c/p>\n\u003cp>Voong adjusted her schedule at work, in the human resources department of a home health agency, and kept Ethan at home in the mornings so she could help him with remote kindergarten. Then she’d drop him off at Children’s Village in the afternoon and go to work, but that didn’t go well either.\u003c/p>\n\u003cp>“I would sit with him from 8 to 12 and then drop him off after lunch, but he got drained from it. He would be so tired from the day,” she said. “I want him to enjoy school. I want him to like it. If I take out a book, I want him to be excited about it. He used to be excited about it.”\u003c/p>\n\u003cp>Ethan, who is 5, is still at Children’s Village, but in a preschool classroom. Voong withdrew him from kindergarten, giving up a spot at an in-demand public school that she had secured by getting in line at 5 a.m. on registration day. Now she is waiting to hear if he has a spot in kindergarten at that same school this fall.\u003c/p>\n\u003cp>“I just want him to be happy,” she said. “We’ve taken so many things away from him [during the pandemic], like sports and playing at the playground. When he was in kindergarten he would look at me and say, ‘Why are you making me do this?’”\u003c/p>\n\u003cfigure id=\"attachment_57548\" class=\"wp-caption alignnone\" style=\"max-width: 480px\">\u003cimg class=\"size-full wp-image-57548\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/03/Liz-Willen-Rix-WhitherKindergarteners-2.jpg\" alt=\"\" width=\"480\" height=\"639\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/03/Liz-Willen-Rix-WhitherKindergarteners-2.jpg 480w, https://ww2.kqed.org/app/uploads/sites/23/2021/03/Liz-Willen-Rix-WhitherKindergarteners-2-160x213.jpg 160w\" sizes=\"(max-width: 480px) 100vw, 480px\">\u003cfigcaption class=\"wp-caption-text\">Ethan Voong, 5, colors with his mom, Ann Voong, 40. Ethan struggled with online kindergarten so much that his parents withdrew him from his popular Philadelphia public school. They hope to enroll him in kindergarten again in fall 2021. \u003ccite>(Ann Voong)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Assessing children for grade-level readiness and building necessary supports may be the best tools that districts have to address potential gaps. In Yakima, Washington, the West Valley School District saw a 20 percent drop in expected kindergarten enrollment last fall. Elementary schools in the district are open for face-to-face instruction. Like Harrison School District 2, the West Valley district is now planning a summer program for all grades, followed by assessments and conversations with parents to discuss the best grade assignment and any necessary supports.\u003c/p>\n\u003cp>“We want to be proactive in placement rather than having children go into first grade, have struggles, and then have to move them back,” said Peter Finch, assistant superintendent for learning and teaching. About 40 percent of West Valley students are Hispanic, and 42 percent qualify for free or reduced-price lunch.\u003c/p>\n\u003cp>But Finch isn’t worried about an achievement gap, at least not in the primary grades, even with so many children not attending kindergarten. West Valley’s “personalized learning” approach translates state standards into badges that children earn at their own pace. Classrooms are also amply staffed, with student teachers from a local college assisting the lead teacher.\u003c/p>\n\u003cp>“You walk into classrooms, and there will be five adults working with five small groups,” he said. “We have a station rotation model. Students learn at their own pace. When they’re ready to show what they know, we do an assessment and they get the badge.”\u003c/p>\n\u003cp>Kim Noyes, principal of Centennial Elementary in Colorado Springs’ Harrison School District 2, is also optimistic that individualized instruction with robust support will be enough to support children who come to school after missing the crucial kindergarten year.\u003c/p>\n\u003cp>“A lot of families are doing what they can at home,” she said. But she does expect to see more readiness gaps. In addition to diagnostic testing, Noyes said her teachers will tap into the district’s curriculum and resource department to identify specific supports. “Even in the first grade, we are going to be maximizing group learning and smaller class sizes to help fill holes. It’s a tricky time right now, but I think we’re well equipped, and our resources can be focused.”\u003c/p>\n\u003cp>Not everyone agrees that assessing children before making a grade assignment will lead to the best outcomes. Many experts worry that tests don’t capture a child’s capacity to learn quickly and catch up.\u003c/p>\n\u003cp>“I would be careful about assessment,” said Rhian Alvin, CEO of the National Association for the Education of Young Children. “We have a long, nasty history of assessing children to sort and characterize.”\u003c/p>\n\u003cp>There will be a gap between parents who have been able to provide recreational and learning opportunities despite the pandemic and those who have not, Alvin predicted. And catching up those left behind will be expensive, too, she said.\u003c/p>\n\u003cp>To start, teachers will need professional development and ongoing coaching so they can help kids make up for lost learning time.\u003c/p>\n\u003cp>“Teachers will have to watch and be sure they don’t become frustrated about the outcome of the pandemic, and take it out on the students,” said Bweikia Steen, associate professor of education at George Mason University. “It’s not their fault what’s happened over this past year.”\u003c/p>\n\u003cp>If a child is behind academically or socially, it isn’t necessarily because the parents weren’t engaged, Steen said. Many parents are working hard to make ends meet, which may leave less or very little time for reading with their kids. Teachers may need training to understand individual family circumstances, she said, so they can provide thoughtful support. She is optimistic that quality instruction can meet the needs of children who have missed a year of school.\u003c/p>\n\u003cp>“If we go into the fall the same way we go into any new year, thinking, ‘I’m going to have a range of students who have a range of experiences, and it’s my job to meet each individual child’s needs,’ it’ll be fine,” Steen said. “Will it be easy? No. But I’m not saying it’s going to be doomsday.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This story about kindergarten enrollment was produced by \u003c/em>\u003ca href=\"http://hechingerreport.org/\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/em>\u003ca href=\"http://hechingerreport.us2.list-manage1.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\">\u003cem>Hechinger newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"Kindergarten enrollment is down nationally, and the haphazard mix of alternatives has experts worried about who will be ready for first grade in fall 2021","status":"publish","parent":0,"modified":1615967685,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":53,"wordCount":2820},"headData":{"title":"What Does Decreased School Enrollment Mean for Kindergarteners? - MindShift","description":"Kindergarten enrollment is down nationally, and the haphazard mix of alternatives has experts worried about who will be ready for first grade in fall 2021.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"57546 https://ww2.kqed.org/mindshift/?p=57546","disqusUrl":"https://ww2.kqed.org/mindshift/2021/03/17/what-does-decreased-school-enrollment-mean-for-kindergarteners/","disqusTitle":"What Does Decreased School Enrollment Mean for Kindergarteners?","nprByline":"\u003ca href=\"https://hechingerreport.org/\">Kate Rix, The Hechinger Report\u003c/a>","path":"/mindshift/57546/what-does-decreased-school-enrollment-mean-for-kindergarteners","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>This story about kindergarten enrollment was produced by \u003c/em>\u003ca href=\"http://hechingerreport.org/\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/em>\u003ca href=\"http://hechingerreport.us2.list-manage1.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\">\u003cem>Hechinger newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cp>Five years old and already knowing her letters and basic subtraction, Annika Dunlap sat down in late August for her first day of kindergarten. Her mom helped her log in. Ninety minutes later, kindergarten was over for Annika. For good.\u003c/p>\n\u003cp>“We decided, this is not for a 5-year-old,” said her mom, Nahoko Dunlap, 39. “The teacher was great, and I was really hoping she would love her teacher, but asking a 5-year-old to sit in front of a computer for 90 minutes wasn’t ideal.”\u003c/p>\n\u003cp>After that one morning session, Dunlap, a scientist who grew up in Japan, withdrew Annika from kindergarten at her local public elementary school in Fremont, California. She and her husband, who works as a software engineer, felt that Annika’s social experience was more important than any academic progress she might make in remote kindergarten.\u003c/p>\n\u003cp>“In person, you are learning from each other, but when it comes to virtual school, you’re not having conversations, so I didn’t see many positives of virtual learning,” Dunlap said. “She learned to mute and unmute.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Today Annika attends the Little Mud Puddles Learning Center, a private preschool, with her 3-year-old brother. Her mom works with her on phonics and reading in the evenings, and hopes she will be ready for first grade this fall. The tuition at Little Mud Puddles is $1,400 a month per child, which is typical for the Bay Area, but the Dunlaps get a discount for sending two children and pay $2,660 every month. It’s a stretch, as Nahoko Dunlap is working only part time while attending college to make a career change.\u003c/p>\n\u003cp>“Kindergarten didn’t seem too critical,” she said. “It’s not mandatory in California, and that made us feel that she’s better off in person.”\u003c/p>\n\u003cp>Last fall, parents of 5-year-olds across the country went through the same calculation. Kindergarten, a foundational grade for young children, is typically the first year of elementary school, even in the \u003ca href=\"https://www.ecs.org/kindergarten-policies/#:~:text=Nineteen%20states%20and%20the%20District,either%20full%20or%20half%20day.\">31 states\u003c/a> where it isn’t required. But faced with the substitution of online kindergarten or, where school is offered in person, the risk that bigger school settings pose of contracting the coronavirus, a widespread number of parents chose something else, even if it meant paying for it.\u003c/p>\n\u003cp>In the absence of official national data, independent analyses have tried to quantify this year’s shift away from kindergarten. According to \u003ca href=\"https://www.npr.org/2020/10/09/920316481/enrollment-is-dropping-in-public-schools-around-the-country\">reporting by NPR\u003c/a>, kindergarten enrollment in districts across the country dropped by an average of 16 percent. \u003ca href=\"https://www.chalkbeat.org/2020/12/22/22193775/states-public-school-enrollment-decline-covid\">Another analysis\u003c/a> shows that this drop accounts for nearly a third of the total reduction in public school enrollment across 33 states. The decline might be greater among white families, which presumably have more resources for alternatives. In Oregon, for example, many more white families kept their children out of kindergarten than Black or Latino families there, according to reporting by The Oregonian, the state's largest newspaper.\u003c/p>\n\u003cp>\u003cimg class=\"alignnone size-full wp-image-57549\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/03/Drop-in-Kinder-Enrollment-graphic.png\" alt=\"\" width=\"876\" height=\"914\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/03/Drop-in-Kinder-Enrollment-graphic.png 876w, https://ww2.kqed.org/app/uploads/sites/23/2021/03/Drop-in-Kinder-Enrollment-graphic-800x835.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/03/Drop-in-Kinder-Enrollment-graphic-160x167.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/03/Drop-in-Kinder-Enrollment-graphic-768x801.png 768w\" sizes=\"(max-width: 876px) 100vw, 876px\">\u003c/p>\n\u003cp>School districts and early childhood experts that are tracking the opting out of kindergarten report that some 5-year-olds are attending impromptu kindergarten classes offered by private preschools, while others are enrolled in online charter or for-profit schools. Some well-to-do families hire tutors — sometimes paying a teacher’s salary — to work alongside a child who is attending remote kindergarten. Other families are skipping the school year entirely.\u003c/p>\n\u003cp>The haphazard array of alternatives has early education leaders worried. While any kindergarten class reflects a variety of school readiness, kindergarten and first grade teachers will likely encounter a wider preparedness gap this fall. More children may be off track, not just academically but also emotionally and even physically, exacerbating inequities along class and racial lines.\u003c/p>\n\u003cp>“This does not balance out in favor of lower-income families,” said Steven Barnett, senior co-director of the National Institute for Early Education Research (NIEER) at Rutgers University. “It’s a problem across the board for a whole cohort of kids, but the consequences are going to be the greatest for the most disadvantaged.”\u003c/p>\n\u003cp>Specifics about who isn’t attending kindergarten are spotty and mostly anecdotal. Some districts followed up with families to ask why they didn’t enroll their 5-year-olds and what their plans were, but even then the picture lacked detail. When officials at Harrison School District 2, which serves some of the poorest neighborhoods in Colorado Springs, Colorado, queried families that had not enrolled for kindergarten, most reported choosing one of four alternatives: home schooling, private or parochial school, charter school or skipping kindergarten altogether.\u003c/p>\n\u003cp>“I am very concerned for this group of kids,” said Wendy Birhanzel, the district’s superintendent. “We will have to watch this cohort even through their senior year. They will be starting with a gap.”\u003c/p>\n\u003cp>Kindergarten enrollment in Harrison is down about 10 percent this year, and about 60 percent of the “missing” children are Hispanic English learners. This concerns Birhanzel because preschool enrollment is also down in the community, so some children who register in the fall may never have been in school at all. The district is open for in-person instruction with an option for remote.\u003c/p>\n\u003cp>Students who are learning English “need as much time in front of a teacher as they can get,” she said. “It’s a grave concern that this is just one more year for them of not being exposed to English.”\u003c/p>\n\u003cp>Just five years ago, the district was celebrating having narrowed the proficiency gaps between white, Black and Latino students and bringing test scores in all subjects closer together by revamping curriculum, focusing on different learning styles and eliminating barriers to AP classes. This year may set that progress back.\u003c/p>\n\u003cp>“Any time you talk about achievement gaps, and you have a group of students not coming to school, there’s concern,” Birhanzel said. “Once that gap is created, it’s so much harder to close. We’re going to have to put extra resources through the grades, so this cohort can graduate on time.”\u003c/p>\n\u003cp>In normal years, Harrison District 2 offers a summer program for kids entering third grade through high school. This year, that program will include incoming kindergartners and rising first graders. Assuming the coronavirus is under control, kids will build academic skills, do music and physical education and take field trips (pandemic restrictions permitting). The district will also administer diagnostic testing before school starts to make grade placement and support decisions, reduce class sizes and teach in small groups to address gaps.\u003c/p>\n\u003cp>Kindergarten-age children who aren’t enrolled in school this year are missing out on crucial academic instruction, Birhanzel said, “and that’s not even talking about the social learning — listening to the teacher, making friends.”\u003c/p>\n\u003cp>School attendance isn’t critical just for academic progress. Many families rely on their schools for counseling services, after-school programs, health clinics and physical safety. In addition, the physical education and meals that children get at school play a key role in addressing childhood obesity.\u003c/p>\n\u003cp>“All of the weight gain problems turn out to be in the summer,” NIEER’s Barnett said. “It turns out there is a poorer diet and less activity in the summer.”\u003c/p>\n\u003cp>Affluent parents can pay for an extra year of preschool or a tutor, while many nonmedical frontline jobs pay lower wages, leaving lower-income families with fewer options to support kids in distance learning.\u003c/p>\n\u003cp>But in some cities, local organizations responded early in the pandemic and established free or low-cost centers where children could get support while attending remote school.\u003c/p>\n\u003cp>In Wilmington, Delaware, the city partnered with local school districts and United Way to operate 26 learning pods where children receive a Chromebook and can attend all day for free.\u003c/p>\n\u003cp>“This isn’t a Boys and Girls Club,” said Michelle Taylor, president and CEO of United Way of Delaware. “Parents have to work. If my kid is at home, how do I know they’re in their class? This is as much about ensuring kids have a safe, caring environment to excel as it is getting the supports in place.”\u003c/p>\n\u003cp>About 700 Delaware children attend these pods, which are located in high-need neighborhoods. In order to keep their spots, students have to commit to attend 85 percent of the time and to get 85 percent of their schoolwork done while they are there. Paraprofessional teachers, who work for the school district and live in the pods’ neighborhoods, work with groups of 10 children.\u003c/p>\n\u003cp>“We’re working to make sure the [achievement] gap doesn’t get any wider,” Taylor said. “Over the summer, we are hoping we can focus on catch-up, on closing the gap.”\u003c/p>\n\u003cp>Even when there is an adult present to help a young child with remote school, some children simply cannot focus for the amount of time required.\u003c/p>\n\u003cp>“It’s a very, very steep learning curve for these kids,” said Debra Zweben, child development specialist at Children’s Village, a nonprofit education center in Philadelphia. “Young children cannot have a personal connection to a teacher through a screen. It’s not realistic. So much of kindergarten is the relationship to the teacher in person.”\u003c/p>\n\u003cp>Grouped in age-based pods and wearing headsets, children attend their remote school classes from computers in Children’s Village’s building in the Center City neighborhood. An in-person teacher helps them sign in and get used to Zoom or Google Classroom. There are breaks for lunch, snacks and some outdoor play, but kids spend most of the day on their own, on a computer.\u003c/p>\n\u003cp>“Ethan didn’t want to wear the headsets, and we got three different kinds,” said Ann Voong, 40, whose son attended remote kindergarten at Children’s Village for about three months. “He would just get up and do what he wanted. I can’t just strap him down to his seat.”\u003c/p>\n\u003cp>Voong adjusted her schedule at work, in the human resources department of a home health agency, and kept Ethan at home in the mornings so she could help him with remote kindergarten. Then she’d drop him off at Children’s Village in the afternoon and go to work, but that didn’t go well either.\u003c/p>\n\u003cp>“I would sit with him from 8 to 12 and then drop him off after lunch, but he got drained from it. He would be so tired from the day,” she said. “I want him to enjoy school. I want him to like it. If I take out a book, I want him to be excited about it. He used to be excited about it.”\u003c/p>\n\u003cp>Ethan, who is 5, is still at Children’s Village, but in a preschool classroom. Voong withdrew him from kindergarten, giving up a spot at an in-demand public school that she had secured by getting in line at 5 a.m. on registration day. Now she is waiting to hear if he has a spot in kindergarten at that same school this fall.\u003c/p>\n\u003cp>“I just want him to be happy,” she said. “We’ve taken so many things away from him [during the pandemic], like sports and playing at the playground. When he was in kindergarten he would look at me and say, ‘Why are you making me do this?’”\u003c/p>\n\u003cfigure id=\"attachment_57548\" class=\"wp-caption alignnone\" style=\"max-width: 480px\">\u003cimg class=\"size-full wp-image-57548\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/03/Liz-Willen-Rix-WhitherKindergarteners-2.jpg\" alt=\"\" width=\"480\" height=\"639\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/03/Liz-Willen-Rix-WhitherKindergarteners-2.jpg 480w, https://ww2.kqed.org/app/uploads/sites/23/2021/03/Liz-Willen-Rix-WhitherKindergarteners-2-160x213.jpg 160w\" sizes=\"(max-width: 480px) 100vw, 480px\">\u003cfigcaption class=\"wp-caption-text\">Ethan Voong, 5, colors with his mom, Ann Voong, 40. Ethan struggled with online kindergarten so much that his parents withdrew him from his popular Philadelphia public school. They hope to enroll him in kindergarten again in fall 2021. \u003ccite>(Ann Voong)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Assessing children for grade-level readiness and building necessary supports may be the best tools that districts have to address potential gaps. In Yakima, Washington, the West Valley School District saw a 20 percent drop in expected kindergarten enrollment last fall. Elementary schools in the district are open for face-to-face instruction. Like Harrison School District 2, the West Valley district is now planning a summer program for all grades, followed by assessments and conversations with parents to discuss the best grade assignment and any necessary supports.\u003c/p>\n\u003cp>“We want to be proactive in placement rather than having children go into first grade, have struggles, and then have to move them back,” said Peter Finch, assistant superintendent for learning and teaching. About 40 percent of West Valley students are Hispanic, and 42 percent qualify for free or reduced-price lunch.\u003c/p>\n\u003cp>But Finch isn’t worried about an achievement gap, at least not in the primary grades, even with so many children not attending kindergarten. West Valley’s “personalized learning” approach translates state standards into badges that children earn at their own pace. Classrooms are also amply staffed, with student teachers from a local college assisting the lead teacher.\u003c/p>\n\u003cp>“You walk into classrooms, and there will be five adults working with five small groups,” he said. “We have a station rotation model. Students learn at their own pace. When they’re ready to show what they know, we do an assessment and they get the badge.”\u003c/p>\n\u003cp>Kim Noyes, principal of Centennial Elementary in Colorado Springs’ Harrison School District 2, is also optimistic that individualized instruction with robust support will be enough to support children who come to school after missing the crucial kindergarten year.\u003c/p>\n\u003cp>“A lot of families are doing what they can at home,” she said. But she does expect to see more readiness gaps. In addition to diagnostic testing, Noyes said her teachers will tap into the district’s curriculum and resource department to identify specific supports. “Even in the first grade, we are going to be maximizing group learning and smaller class sizes to help fill holes. It’s a tricky time right now, but I think we’re well equipped, and our resources can be focused.”\u003c/p>\n\u003cp>Not everyone agrees that assessing children before making a grade assignment will lead to the best outcomes. Many experts worry that tests don’t capture a child’s capacity to learn quickly and catch up.\u003c/p>\n\u003cp>“I would be careful about assessment,” said Rhian Alvin, CEO of the National Association for the Education of Young Children. “We have a long, nasty history of assessing children to sort and characterize.”\u003c/p>\n\u003cp>There will be a gap between parents who have been able to provide recreational and learning opportunities despite the pandemic and those who have not, Alvin predicted. And catching up those left behind will be expensive, too, she said.\u003c/p>\n\u003cp>To start, teachers will need professional development and ongoing coaching so they can help kids make up for lost learning time.\u003c/p>\n\u003cp>“Teachers will have to watch and be sure they don’t become frustrated about the outcome of the pandemic, and take it out on the students,” said Bweikia Steen, associate professor of education at George Mason University. “It’s not their fault what’s happened over this past year.”\u003c/p>\n\u003cp>If a child is behind academically or socially, it isn’t necessarily because the parents weren’t engaged, Steen said. Many parents are working hard to make ends meet, which may leave less or very little time for reading with their kids. Teachers may need training to understand individual family circumstances, she said, so they can provide thoughtful support. She is optimistic that quality instruction can meet the needs of children who have missed a year of school.\u003c/p>\n\u003cp>“If we go into the fall the same way we go into any new year, thinking, ‘I’m going to have a range of students who have a range of experiences, and it’s my job to meet each individual child’s needs,’ it’ll be fine,” Steen said. “Will it be easy? No. But I’m not saying it’s going to be doomsday.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>This story about kindergarten enrollment was produced by \u003c/em>\u003ca href=\"http://hechingerreport.org/\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/em>\u003ca href=\"http://hechingerreport.us2.list-manage1.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\">\u003cem>Hechinger newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/57546/what-does-decreased-school-enrollment-mean-for-kindergarteners","authors":["byline_mindshift_57546"],"categories":["mindshift_21358"],"tags":["mindshift_358","mindshift_20720","mindshift_790","mindshift_21347","mindshift_21359"],"featImg":"mindshift_57547","label":"mindshift"},"mindshift_56872":{"type":"posts","id":"mindshift_56872","meta":{"index":"posts_1591205157","site":"mindshift","id":"56872","score":null,"sort":[1603784496000]},"guestAuthors":[],"slug":"what-kindergarten-struggles-could-mean-for-a-childs-later-years","title":"What Kindergarten Struggles Could Mean for a Child’s Later Years","publishDate":1603784496,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cem>This story about online kindergarten was produced by \u003c/em>\u003ca href=\"http://hechingerreport.org/\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/em>\u003ca href=\"http://hechingerreport.us2.list-manage1.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\">\u003cem>Hechinger newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cp>In Greenbrier County, West Virginia, Jennifer Holley began the year teaching nine 5-year-olds in person and 14 online. Her first online kindergarten class was a bit of a mess, she said. Only three children were correctly logged in, while her email and the school’s phone were flooded with requests for technical help from the frantic parents and grandparents of the other kids.\u003c/p>\n\u003cp>“One child was talking away and answering my questions,” Holley said. “The only problem was I couldn’t hear him. It’s very frustrating. I don’t think all of these children are going to get what they need and that frightens me.”\u003c/p>\n\u003cp>Parents are equally overwhelmed, according to email interviews with more than two dozen kindergarten families.\u003c/p>\n\u003cp>“She can't do anything independently,” said Suzanne Parker Miller, 40, of her 5-year-old daughter, Salem. “Not reading yet or knowing how to use a computer or mouse or knowing how to use a keyboard — everything takes longer and requires my help. It has been difficult to manage and — five weeks in — still feels unsustainable.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Miller, who is a pastor and children’s advocate in Raleigh, North Carolina, said \u003ca href=\"https://goodfaithmedia.org/no-playing-politics-with-our-kids-health/\">her family was straining\u003c/a> under the intensity of what she had looked forward to as a seminal year in her child’s life.\u003c/p>\n\u003cp>“I find the grief about the lost semester of school to virtual learning (the social interactions and experiences I can't replicate at home) comes in waves and at unexpected times,” Miller said in her email.\u003c/p>\n\u003cp>Kindergarten is designed for young children, who learn best by doing. And while pre-literacy and math skills are covered, building block towers, playing make-believe and mastering the playground equipment are also key elements of this critical grade.\u003c/p>\n\u003cp>“I don’t want to pit one grade against another,” said Laura Bornfreund, the director of early and elementary education policy at New America, a progressive think tank. “But the foundational knowledge, the skills to be able to learn and do well in school later are so important. Kindergarten matters a lot.”\u003c/p>\n\u003cfigure id=\"attachment_56888\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-56888\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/10/Lillian-Mongeau-Kindergarten-Sadie-Kenzler-scaled-e1603781315997.jpg\" alt=\"\" width=\"1920\" height=\"1440\">\u003cfigcaption class=\"wp-caption-text\">“As a mom and teacher, I have also been realizing more than ever how BIG schools are in kid's lives for childcare, food, mental health care, safety, and so much more.” Sadie Kenzler, whose daughter is attending virtual kindergarten. Portland, Oregon. \u003ccite>(Sadie Kenzler)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Approximately \u003ca href=\"https://nces.ed.gov/programs/digest/d19/tables/dt19_203.10.asp\">3.7 million 5-year-olds\u003c/a> were expected to enroll in kindergarten this fall. In pandemic times, most of them — \u003ca href=\"https://info.burbio.com/press/\">62 percent by one estimate\u003c/a> — were slated to start the school year sitting at home in front of a computer.\u003c/p>\n\u003cp>Asked what 5-year-olds stand to lose if their entire kindergarten experience is moved online, Bornfreund was concise: “All of it.”\u003c/p>\n\u003cp>And children who already have the least stand to lose the most. Research has shown that \u003ca href=\"https://hechingerreport.org/sending-your-boy-to-preschool-is-great-for-your-grandson-new-research-shows/\">high-quality early education benefits children\u003c/a>, especially children from low-income families, through to their adulthood. A strong start can improve academic achievement, financial independence, even heart health. For the most vulnerable students, missing kindergarten could become a permanent handicap.\u003c/p>\n\u003cp>As consensus grows that \u003ca href=\"https://www.npr.org/2020/10/16/924396576/what-health-data-says-about-safely-reopening-schools\">schools are not the superspreaders\u003c/a> of the virus they were initially feared to be, many districts are working to bring their youngest students back to school. However, students of color were the least likely to return to school in person this fall. A September \u003ca href=\"https://www.chalkbeat.org/2020/9/11/21431146/hispanic-and-black-students-more-likely-than-white-students-to-start-the-school-year-online\">survey of 677 school districts\u003c/a> found that 79 percent of Hispanic students, 75 percent of Black students and 51 percent of white students wouldn’t have the option of in-person learning in September, according the survey by the news service AP and Chalkbeat, a nonprofit news organization focused on education.\u003c/p>\n\u003cp>(Schools district plans are changing so rapidly that it is impossible to pin down concrete numbers that can be counted on for the whole year, so snapshots like those provided by surveys offer the best information we have at the moment.)\u003c/p>\n\u003cp>If missing kindergarten “could happen equitably it doesn’t seem like a tragedy to me, but the fact is that kids’ experiences are just going to be incredibly unequal,” said Mimi Engel, an associate professor of education at the University of Colorado, Boulder, who studies how children learn in kindergarten.\u003c/p>\n\u003cp>Nobody is prepared for this, Engel said, including teachers.\u003c/p>\n\u003cp>“We already have something that’s ‘good online kindergarten’ called Sesame Street,” said Engel. “That’s quality programming originally targeted to low-income kids. You’d want something as engaging as that. And to expect a teacher to create that is unreasonable.”\u003c/p>\n\u003cp>What life looks like for 5-year-olds this year will vary immensely depending on where they live, who they live with and whether their schools are offering instruction online or in person. What is certain is that many, if not most, of this year’s kindergartners will enter first grade knowing less than they would have learned in a typical year. And the variation between what different kids know will have grown.\u003c/p>\n\u003cp>“We can’t just ignore going into first grade that kids didn’t have kindergarten,” said Bornfreund. “Without the recognition that this year was just a loss, that’s going to be to the detriment of kids.”\u003c/p>\n\u003cfigure id=\"attachment_56890\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-56890\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/10/Lillian-Mongeau-Kindergarten-Kisha-Young-2-e1603781348934.jpg\" alt=\"\" width=\"1920\" height=\"1440\">\u003cfigcaption class=\"wp-caption-text\">Kariyana Young, 6, attends school virtually from her bedroom in Port Orchard, Washington. \u003ccite>(Kisha Young )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>In West Virginia, kindergarten teacher Holley said she feels better about the experience of her in-person students. By early October, two of her online kindergarten students were attending in person and she expected more to follow. Nationally, more than a third of children (about 38 percent) were attending school in person either a few days a week or every day at the start of the school year. Anecdotally, it’s going better than expected.\u003c/p>\n\u003cp>“The kids are handling it remarkably well,” Holley said of her students, two thirds of whom come from families living in poverty. “I think a lot of us thought, ‘Oh the kids will never wear masks.’ They are doing just fine.”\u003c/p>\n\u003cp>Holley said the staff at Rupert Elementary School in Crawley, West Virginia, where she teaches, has pulled together and she’s never felt more supported. She thinks they are doing everything they can to keep in-person learning safe. That doesn’t mean she isn’t terrified sometimes.\u003c/p>\n\u003cp>“My biggest fear is that a child will get the virus, transmit it to their caregiver and then the caregiver will die and the child will have no one,” she said. “Children need to be in school; it’s the most important thing. And it’s a pandemic. This is not going to be a normal year.”\u003c/p>\n\u003cp>Safety concerns plague parents too. And yet, of the many families interviewed for this story, those with kids in school were the happiest.\u003c/p>\n\u003cp>Vivian Olsen, 5, goes to school four days a week in Eagle, Colorado. She thinks of her masks “like an accessory,” said her mom, Robin Olsen, 47, who works remotely for a Dallas-based investment firm. More importantly to Olsen, Vivian comes home each day proclaiming it to have been “the best day of my life.”\u003c/p>\n\u003cp>“We are so grateful for our teachers and educators for showing up EVERY day for our children,” said Olsen by email. “Most of them are parents too — it must be a lot to juggle and I am humbled by their courage.”\u003c/p>\n\u003cp>Adding to the juggling act, some districts are frequently switching schedules. In State College, Pennsylvania, parents are getting a notice each Friday about whether they will have in-person school or virtual school.\u003c/p>\n\u003cp>“It was the first time in almost six months I received a solid block of time to work that was quiet and without interruptions or distractions,” said Tiffany Mathews, 44, of her twins’ first week of kindergarten in State College. Then the Covid-19 infection rate in the area jumped and school moved online.\u003c/p>\n\u003cp>“Their teacher is great and very helpful,” said Mathews, who works as a program coordinator for science education outreach at Penn State. “However, trying to work with kindergarteners going to school at home is chaotic and productivity for my work has hit a wall (again). Not sure how this is going to be sustainable for nine months.”\u003c/p>\n\u003cfigure id=\"attachment_56886\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-56886\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/10/Lillian-Mongeau-Kindergarten-Nicol-Russell-scaled.jpeg\" alt=\"\" width=\"1920\" height=\"2560\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/10/Lillian-Mongeau-Kindergarten-Nicol-Russell-scaled.jpeg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2020/10/Lillian-Mongeau-Kindergarten-Nicol-Russell-800x1067.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/10/Lillian-Mongeau-Kindergarten-Nicol-Russell-1020x1360.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2020/10/Lillian-Mongeau-Kindergarten-Nicol-Russell-160x213.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/10/Lillian-Mongeau-Kindergarten-Nicol-Russell-768x1024.jpeg 768w, https://ww2.kqed.org/app/uploads/sites/23/2020/10/Lillian-Mongeau-Kindergarten-Nicol-Russell-1152x1536.jpeg 1152w, https://ww2.kqed.org/app/uploads/sites/23/2020/10/Lillian-Mongeau-Kindergarten-Nicol-Russell-1536x2048.jpeg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">“I know my daughter deserves better than a six-hour day on Zoom with 25 other children. I know her teacher deserves better. And I feel powerless to help make it better. I feel defeated.” Nicol Russell on her daughter Makena’s experience with virtual kindergarten. Phoenix, Arizona. \u003ccite>( Nicol Russell)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>For many teachers and parents, however, the risks of in-person school simply feel too high.\u003c/p>\n\u003cp>Jennifer Callahan of Redmond, Oregon has taught kindergarten for 25 years. Her husband’s fragile health made her think she might have to quit her job this fall if teaching in person was her only option. He’s had two recent surgeries and she didn’t feel safe going into a classroom every day and then possibly bringing the virus home.\u003c/p>\n\u003cp>Instead, she volunteered to be her district’s kindergarten teacher for the students who opted to go online all year. Her 42 students come from all eight district elementary schools, she said, representing both the high- and low-income areas of her small city in central Oregon. Their families have chosen the online option, often because of health conditions in their own homes, and signed a contract designating an adult who will supervise learning at home.\u003c/p>\n\u003cp>She said it’s a relief to feel that none of the adults involved expect perfection from each other. “They have asked for grace as well as said they would provide grace on my part,” she said of the parents, grandparents, older siblings and babysitters she’ll be working with all year long. “It was comforting to find out that they wanted that flexibility as well as being willing to provide it.”\u003c/p>\n\u003cp>Callahan has come up with dozens of ways to make online kindergarten work. Kids show they can identify letters by finding them on the keyboard and typing them into the chat box. Callahan leads “brain breaks” mid-lesson so kids stand up and move for a minute. To get to know their classmates, she has kids run to find certain items in their house and then hold them up in front of the camera. There’s crazy hat day, guest speaker day, pet show-and-tell day. She’s hooked her document camera up to her video feed so that kids can see her writing, and a colleague created digital versions of their social-emotional teaching materials. She introduced estimation by explaining to kids that she now keeps chickens — a pandemic hobby — and asks them to estimate the number of eggs in a basket she holds up for them. She hopes to take any student who wants to come on a socially-distanced snowshoe adventure this winter.\u003c/p>\n\u003cp>Callahan said that to preserve her optimism she had to stop paying attention to negative comments about online kindergarten, which can seem ubiquitous on her social media. “We didn’t choose this,” she said. “And we have to find a way to make it work.”\u003c/p>\n\u003cp>Many public school families have already given up trying to make it work and are simply opting out. Firm national figures are not yet available, but\u003ca href=\"https://medium.com/rapid-ec-project\"> a research team based at the University of Oregon\u003c/a> estimates that as many as 600,000 fewer children than expected have enrolled in public kindergarten this fall. If that’s accurate, it would be about a 17 percent decline in kindergarten enrollment. According to the surveys the team conducted, nearly half (47 percent) of parents reported that they could not manage having their child in kindergarten along with their other responsibilities.\u003c/p>\n\u003cp>The trend is widespread. In Los Angeles, \u003ca href=\"https://www.latimes.com/california/story/2020-09-01/lausd-kingergarten-enrollment-drop-online-learning?_amp=true&__twitter_impression=true\">6,000 fewer kindergarteners showed up for school\u003c/a> this fall, a 14 percent drop from fall 2019. \u003ca href=\"https://www.seattletimes.com/education-lab/washington-state-kindergarten-enrollment-drops-14-amid-pandemic-where-are-the-children/\">Washington state saw a 14 percent drop\u003c/a> in kindergarten enrollment as well. In Philadelphia, \u003ca href=\"https://philadelphia.chalkbeat.org/2020/9/15/21439026/principal-leader-says-hite-is-pausing-mass-teacher-transfer-based-on-enrollment\">kindergarten enrollment was down 25 percent\u003c/a>.\u003c/p>\n\u003cp>Michelle Blanchet, 35, a teacher training consultant and mom to a kindergartner and a first grader, has decided to homeschool her kids, at least until the family moves to Switzerland in February. Though they currently live in Leesburg, Virginia, Blanchet’s husband and children are Swiss. The Blanchets had already planned to move, but “the political climate and mismanagement of the pandemic have definitely created more of a sense of urgency,” Blanchet said.\u003c/p>\n\u003cp>In the meantime, Blanchet said she picks a theme each week and makes the lessons age-appropriate so that both of her children are learning at their current levels.\u003c/p>\n\u003cp>“Honestly, I think it takes me a fraction of the time it would to sit with my children and do distance learning (and I think hands on learning is much higher quality),” Blanchet said in an email.\u003c/p>\n\u003cfigure id=\"attachment_56885\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-56885\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/10/Lillian-Mongeau-Kindergarten-Juan-Vazquez-e1603781440929.jpg\" alt=\"\" width=\"1920\" height=\"1440\">\u003cfigcaption class=\"wp-caption-text\">Aaron Vazquez, 5, in his “classroom” on his first day of virtual kindergarten in Ft. Worth, Texas. \u003ccite>(Juan Vazquez )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Some parents who would have used the public schools have enrolled their children in private schools or decided to pay special child care centers to supervise their kids using online public school programs.\u003c/p>\n\u003cp>Teddy Brown, 5, lives a five-minute walk from his local elementary school in Columbia, South Carolina. His parents bought the house precisely because of that short walk, said his mom, Jessica Brown. And yet, this year Teddy started kindergarten at his Catholic parish’s private school. Brown, an economics professor at the University of South Carolina, knows her family is lucky to be able to afford this option. She also thinks it didn’t have to be this way.\u003c/p>\n\u003cp>“I feel a bit abandoned and betrayed by the public schools,” Brown said in an email. “If it’s safe for daycares to be open and caring for 4- and 5-year-olds, then I think they could have at least tried to open kindergarten. Instead, they’re treating it like an all or nothing decision. Either the entire school system is open or it’s closed. We need to do better for our youngest kids.”\u003c/p>\n\u003cp>It remains to be seen whether families like the Browns will return to public schools when they reopen, whenever that may be.\u003c/p>\n\u003cfigure id=\"attachment_56884\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-56884\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/10/Lillian-Mongeau-Kindergarten-Jessica-Hedrich-Brown-scaled-e1603781255498.jpeg\" alt=\"\" width=\"1920\" height=\"2560\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/10/Lillian-Mongeau-Kindergarten-Jessica-Hedrich-Brown-scaled-e1603781255498.jpeg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2020/10/Lillian-Mongeau-Kindergarten-Jessica-Hedrich-Brown-scaled-e1603781255498-800x1067.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/10/Lillian-Mongeau-Kindergarten-Jessica-Hedrich-Brown-scaled-e1603781255498-1020x1360.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2020/10/Lillian-Mongeau-Kindergarten-Jessica-Hedrich-Brown-scaled-e1603781255498-160x213.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/10/Lillian-Mongeau-Kindergarten-Jessica-Hedrich-Brown-scaled-e1603781255498-768x1024.jpeg 768w, https://ww2.kqed.org/app/uploads/sites/23/2020/10/Lillian-Mongeau-Kindergarten-Jessica-Hedrich-Brown-scaled-e1603781255498-1152x1536.jpeg 1152w, https://ww2.kqed.org/app/uploads/sites/23/2020/10/Lillian-Mongeau-Kindergarten-Jessica-Hedrich-Brown-scaled-e1603781255498-1536x2048.jpeg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">“We were lucky to get the last spot in our parish’s kindergarten class and to be able to afford it. There are lots of families who don’t have that option.” Jessica Brown on her son Teddy’s experience attending school in person. Columbia, South Carolina. \u003ccite>(Jessica Brown)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>And when schools do reopen, this missed year will have to be accounted for, said kindergarten expert Bornfreund. Indeed, first grade teachers should be prepared to start their 2021 school year in more of a kindergarten mindset, she said. She wants to see districts bring kids to school next summer, if it’s safe, to stem learning loss. And she hopes educators use the moment to step back and think deeply about what makes kindergarten so important and then focus on that.\u003c/p>\n\u003cp>In the meantime, she said, offering social-emotional support to young children and their families is going to be paramount for the 2020-21 school year.\u003c/p>\n\u003cp>“Understanding where they are will help the academic learning,” Bornfreund said. “This is just an especially challenging time.”\u003c/p>\n\u003cp>Despite it all, there are some moments worth savoring, said Esther Berg, 46, whose youngest is enrolled in online kindergarten in Springfield, Virginia. Sometimes, during class, her son will reach over and grab her hand.\u003c/p>\n\u003cfigure id=\"attachment_56882\" class=\"wp-caption alignnone\" style=\"max-width: 1080px\">\u003cimg class=\"size-full wp-image-56882\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/10/Lillian-Mongeau-Kindergarten-Esther-Rege-Berg.png\" alt=\"\" width=\"1080\" height=\"1920\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/10/Lillian-Mongeau-Kindergarten-Esther-Rege-Berg.png 1080w, https://ww2.kqed.org/app/uploads/sites/23/2020/10/Lillian-Mongeau-Kindergarten-Esther-Rege-Berg-800x1422.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/10/Lillian-Mongeau-Kindergarten-Esther-Rege-Berg-1020x1813.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2020/10/Lillian-Mongeau-Kindergarten-Esther-Rege-Berg-160x284.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/10/Lillian-Mongeau-Kindergarten-Esther-Rege-Berg-768x1365.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2020/10/Lillian-Mongeau-Kindergarten-Esther-Rege-Berg-864x1536.png 864w\" sizes=\"(max-width: 1080px) 100vw, 1080px\">\u003cfigcaption class=\"wp-caption-text\">“Sometimes during class, he’ll reach over and grab my hand.” Esther Berg on her son Julian’s experience with virtual kindergarten. Springfield, Virginia. \u003ccite>(Esther Berg)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“Being able to stay with him and see him throughout the day has been bittersweet for me,” said Berg, who works in communications. “I’m thrilled to be there when he laughs and enjoys different parts of his day, but feel like I’m intruding on a part of his life that should be exclusively his. It’s hard.”\u003c/p>\n\u003cp>It can also get weird. In Boise, Idaho, Elizabeth Lion, 5, opened her phys ed class link recently only to find a YouTube video of someone twerking, a booty-shaking dance move, instead of playing soccer. “My younger boys do the PE classes with my kindergartner and they were confused about why they had to ‘do stuff with their butt,’” said Elizabeth’s mom, Kate Lion, 37.\u003c/p>\n\u003cp>The link, posted by accident, was deleted by school staff as soon as Lion, a stay-at-home parent, alerted them to the error. Overall, she said that to the extent she could drop the idea of Elizabeth getting a “normal” kindergarten year, online school was going pretty well.\u003c/p>\n\u003cp>“I had to realize that my expectations are not hers,” Lion said. “She doesn't know what she is missing so she doesn't miss it.\u003c/p>\n\u003cp>\u003cem>Correction: The story has been updated to correctly state Suzanne Parker Miller's last name, which is Miller.\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This story about online kindergarten was produced by \u003c/em>\u003ca href=\"http://hechingerreport.org/\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/em>\u003ca href=\"http://hechingerreport.us2.list-manage1.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\">\u003cem>Hechinger newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"Kindergarten is designed for young children, who learn best by doing. And while pre-literacy and math skills are covered, building block towers, playing make-believe and mastering the playground equipment are also critical elements. ","status":"publish","parent":0,"modified":1603822862,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":56,"wordCount":3028},"headData":{"title":"What Kindergarten Struggles Could Mean for a Child’s Later Years - MindShift","description":"Kindergarten is designed for young children, who learn best by doing. And while pre-literacy and math skills are covered, building block towers, playing make-believe and mastering the playground equipment are also critical elements. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"56872 https://ww2.kqed.org/mindshift/?p=56872","disqusUrl":"https://ww2.kqed.org/mindshift/2020/10/27/what-kindergarten-struggles-could-mean-for-a-childs-later-years/","disqusTitle":"What Kindergarten Struggles Could Mean for a Child’s Later Years","nprByline":"\u003ca href=\"https://hechingerreport.org/\">Lillian Mongeau, The Hechinger Report\u003c/a>","path":"/mindshift/56872/what-kindergarten-struggles-could-mean-for-a-childs-later-years","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>This story about online kindergarten was produced by \u003c/em>\u003ca href=\"http://hechingerreport.org/\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/em>\u003ca href=\"http://hechingerreport.us2.list-manage1.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\">\u003cem>Hechinger newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cp>In Greenbrier County, West Virginia, Jennifer Holley began the year teaching nine 5-year-olds in person and 14 online. Her first online kindergarten class was a bit of a mess, she said. Only three children were correctly logged in, while her email and the school’s phone were flooded with requests for technical help from the frantic parents and grandparents of the other kids.\u003c/p>\n\u003cp>“One child was talking away and answering my questions,” Holley said. “The only problem was I couldn’t hear him. It’s very frustrating. I don’t think all of these children are going to get what they need and that frightens me.”\u003c/p>\n\u003cp>Parents are equally overwhelmed, according to email interviews with more than two dozen kindergarten families.\u003c/p>\n\u003cp>“She can't do anything independently,” said Suzanne Parker Miller, 40, of her 5-year-old daughter, Salem. “Not reading yet or knowing how to use a computer or mouse or knowing how to use a keyboard — everything takes longer and requires my help. It has been difficult to manage and — five weeks in — still feels unsustainable.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Miller, who is a pastor and children’s advocate in Raleigh, North Carolina, said \u003ca href=\"https://goodfaithmedia.org/no-playing-politics-with-our-kids-health/\">her family was straining\u003c/a> under the intensity of what she had looked forward to as a seminal year in her child’s life.\u003c/p>\n\u003cp>“I find the grief about the lost semester of school to virtual learning (the social interactions and experiences I can't replicate at home) comes in waves and at unexpected times,” Miller said in her email.\u003c/p>\n\u003cp>Kindergarten is designed for young children, who learn best by doing. And while pre-literacy and math skills are covered, building block towers, playing make-believe and mastering the playground equipment are also key elements of this critical grade.\u003c/p>\n\u003cp>“I don’t want to pit one grade against another,” said Laura Bornfreund, the director of early and elementary education policy at New America, a progressive think tank. “But the foundational knowledge, the skills to be able to learn and do well in school later are so important. Kindergarten matters a lot.”\u003c/p>\n\u003cfigure id=\"attachment_56888\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-56888\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/10/Lillian-Mongeau-Kindergarten-Sadie-Kenzler-scaled-e1603781315997.jpg\" alt=\"\" width=\"1920\" height=\"1440\">\u003cfigcaption class=\"wp-caption-text\">“As a mom and teacher, I have also been realizing more than ever how BIG schools are in kid's lives for childcare, food, mental health care, safety, and so much more.” Sadie Kenzler, whose daughter is attending virtual kindergarten. Portland, Oregon. \u003ccite>(Sadie Kenzler)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Approximately \u003ca href=\"https://nces.ed.gov/programs/digest/d19/tables/dt19_203.10.asp\">3.7 million 5-year-olds\u003c/a> were expected to enroll in kindergarten this fall. In pandemic times, most of them — \u003ca href=\"https://info.burbio.com/press/\">62 percent by one estimate\u003c/a> — were slated to start the school year sitting at home in front of a computer.\u003c/p>\n\u003cp>Asked what 5-year-olds stand to lose if their entire kindergarten experience is moved online, Bornfreund was concise: “All of it.”\u003c/p>\n\u003cp>And children who already have the least stand to lose the most. Research has shown that \u003ca href=\"https://hechingerreport.org/sending-your-boy-to-preschool-is-great-for-your-grandson-new-research-shows/\">high-quality early education benefits children\u003c/a>, especially children from low-income families, through to their adulthood. A strong start can improve academic achievement, financial independence, even heart health. For the most vulnerable students, missing kindergarten could become a permanent handicap.\u003c/p>\n\u003cp>As consensus grows that \u003ca href=\"https://www.npr.org/2020/10/16/924396576/what-health-data-says-about-safely-reopening-schools\">schools are not the superspreaders\u003c/a> of the virus they were initially feared to be, many districts are working to bring their youngest students back to school. However, students of color were the least likely to return to school in person this fall. A September \u003ca href=\"https://www.chalkbeat.org/2020/9/11/21431146/hispanic-and-black-students-more-likely-than-white-students-to-start-the-school-year-online\">survey of 677 school districts\u003c/a> found that 79 percent of Hispanic students, 75 percent of Black students and 51 percent of white students wouldn’t have the option of in-person learning in September, according the survey by the news service AP and Chalkbeat, a nonprofit news organization focused on education.\u003c/p>\n\u003cp>(Schools district plans are changing so rapidly that it is impossible to pin down concrete numbers that can be counted on for the whole year, so snapshots like those provided by surveys offer the best information we have at the moment.)\u003c/p>\n\u003cp>If missing kindergarten “could happen equitably it doesn’t seem like a tragedy to me, but the fact is that kids’ experiences are just going to be incredibly unequal,” said Mimi Engel, an associate professor of education at the University of Colorado, Boulder, who studies how children learn in kindergarten.\u003c/p>\n\u003cp>Nobody is prepared for this, Engel said, including teachers.\u003c/p>\n\u003cp>“We already have something that’s ‘good online kindergarten’ called Sesame Street,” said Engel. “That’s quality programming originally targeted to low-income kids. You’d want something as engaging as that. And to expect a teacher to create that is unreasonable.”\u003c/p>\n\u003cp>What life looks like for 5-year-olds this year will vary immensely depending on where they live, who they live with and whether their schools are offering instruction online or in person. What is certain is that many, if not most, of this year’s kindergartners will enter first grade knowing less than they would have learned in a typical year. And the variation between what different kids know will have grown.\u003c/p>\n\u003cp>“We can’t just ignore going into first grade that kids didn’t have kindergarten,” said Bornfreund. “Without the recognition that this year was just a loss, that’s going to be to the detriment of kids.”\u003c/p>\n\u003cfigure id=\"attachment_56890\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-56890\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/10/Lillian-Mongeau-Kindergarten-Kisha-Young-2-e1603781348934.jpg\" alt=\"\" width=\"1920\" height=\"1440\">\u003cfigcaption class=\"wp-caption-text\">Kariyana Young, 6, attends school virtually from her bedroom in Port Orchard, Washington. \u003ccite>(Kisha Young )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>In West Virginia, kindergarten teacher Holley said she feels better about the experience of her in-person students. By early October, two of her online kindergarten students were attending in person and she expected more to follow. Nationally, more than a third of children (about 38 percent) were attending school in person either a few days a week or every day at the start of the school year. Anecdotally, it’s going better than expected.\u003c/p>\n\u003cp>“The kids are handling it remarkably well,” Holley said of her students, two thirds of whom come from families living in poverty. “I think a lot of us thought, ‘Oh the kids will never wear masks.’ They are doing just fine.”\u003c/p>\n\u003cp>Holley said the staff at Rupert Elementary School in Crawley, West Virginia, where she teaches, has pulled together and she’s never felt more supported. She thinks they are doing everything they can to keep in-person learning safe. That doesn’t mean she isn’t terrified sometimes.\u003c/p>\n\u003cp>“My biggest fear is that a child will get the virus, transmit it to their caregiver and then the caregiver will die and the child will have no one,” she said. “Children need to be in school; it’s the most important thing. And it’s a pandemic. This is not going to be a normal year.”\u003c/p>\n\u003cp>Safety concerns plague parents too. And yet, of the many families interviewed for this story, those with kids in school were the happiest.\u003c/p>\n\u003cp>Vivian Olsen, 5, goes to school four days a week in Eagle, Colorado. She thinks of her masks “like an accessory,” said her mom, Robin Olsen, 47, who works remotely for a Dallas-based investment firm. More importantly to Olsen, Vivian comes home each day proclaiming it to have been “the best day of my life.”\u003c/p>\n\u003cp>“We are so grateful for our teachers and educators for showing up EVERY day for our children,” said Olsen by email. “Most of them are parents too — it must be a lot to juggle and I am humbled by their courage.”\u003c/p>\n\u003cp>Adding to the juggling act, some districts are frequently switching schedules. In State College, Pennsylvania, parents are getting a notice each Friday about whether they will have in-person school or virtual school.\u003c/p>\n\u003cp>“It was the first time in almost six months I received a solid block of time to work that was quiet and without interruptions or distractions,” said Tiffany Mathews, 44, of her twins’ first week of kindergarten in State College. Then the Covid-19 infection rate in the area jumped and school moved online.\u003c/p>\n\u003cp>“Their teacher is great and very helpful,” said Mathews, who works as a program coordinator for science education outreach at Penn State. “However, trying to work with kindergarteners going to school at home is chaotic and productivity for my work has hit a wall (again). Not sure how this is going to be sustainable for nine months.”\u003c/p>\n\u003cfigure id=\"attachment_56886\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-56886\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/10/Lillian-Mongeau-Kindergarten-Nicol-Russell-scaled.jpeg\" alt=\"\" width=\"1920\" height=\"2560\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/10/Lillian-Mongeau-Kindergarten-Nicol-Russell-scaled.jpeg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2020/10/Lillian-Mongeau-Kindergarten-Nicol-Russell-800x1067.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/10/Lillian-Mongeau-Kindergarten-Nicol-Russell-1020x1360.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2020/10/Lillian-Mongeau-Kindergarten-Nicol-Russell-160x213.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/10/Lillian-Mongeau-Kindergarten-Nicol-Russell-768x1024.jpeg 768w, https://ww2.kqed.org/app/uploads/sites/23/2020/10/Lillian-Mongeau-Kindergarten-Nicol-Russell-1152x1536.jpeg 1152w, https://ww2.kqed.org/app/uploads/sites/23/2020/10/Lillian-Mongeau-Kindergarten-Nicol-Russell-1536x2048.jpeg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">“I know my daughter deserves better than a six-hour day on Zoom with 25 other children. I know her teacher deserves better. And I feel powerless to help make it better. I feel defeated.” Nicol Russell on her daughter Makena’s experience with virtual kindergarten. Phoenix, Arizona. \u003ccite>( Nicol Russell)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>For many teachers and parents, however, the risks of in-person school simply feel too high.\u003c/p>\n\u003cp>Jennifer Callahan of Redmond, Oregon has taught kindergarten for 25 years. Her husband’s fragile health made her think she might have to quit her job this fall if teaching in person was her only option. He’s had two recent surgeries and she didn’t feel safe going into a classroom every day and then possibly bringing the virus home.\u003c/p>\n\u003cp>Instead, she volunteered to be her district’s kindergarten teacher for the students who opted to go online all year. Her 42 students come from all eight district elementary schools, she said, representing both the high- and low-income areas of her small city in central Oregon. Their families have chosen the online option, often because of health conditions in their own homes, and signed a contract designating an adult who will supervise learning at home.\u003c/p>\n\u003cp>She said it’s a relief to feel that none of the adults involved expect perfection from each other. “They have asked for grace as well as said they would provide grace on my part,” she said of the parents, grandparents, older siblings and babysitters she’ll be working with all year long. “It was comforting to find out that they wanted that flexibility as well as being willing to provide it.”\u003c/p>\n\u003cp>Callahan has come up with dozens of ways to make online kindergarten work. Kids show they can identify letters by finding them on the keyboard and typing them into the chat box. Callahan leads “brain breaks” mid-lesson so kids stand up and move for a minute. To get to know their classmates, she has kids run to find certain items in their house and then hold them up in front of the camera. There’s crazy hat day, guest speaker day, pet show-and-tell day. She’s hooked her document camera up to her video feed so that kids can see her writing, and a colleague created digital versions of their social-emotional teaching materials. She introduced estimation by explaining to kids that she now keeps chickens — a pandemic hobby — and asks them to estimate the number of eggs in a basket she holds up for them. She hopes to take any student who wants to come on a socially-distanced snowshoe adventure this winter.\u003c/p>\n\u003cp>Callahan said that to preserve her optimism she had to stop paying attention to negative comments about online kindergarten, which can seem ubiquitous on her social media. “We didn’t choose this,” she said. “And we have to find a way to make it work.”\u003c/p>\n\u003cp>Many public school families have already given up trying to make it work and are simply opting out. Firm national figures are not yet available, but\u003ca href=\"https://medium.com/rapid-ec-project\"> a research team based at the University of Oregon\u003c/a> estimates that as many as 600,000 fewer children than expected have enrolled in public kindergarten this fall. If that’s accurate, it would be about a 17 percent decline in kindergarten enrollment. According to the surveys the team conducted, nearly half (47 percent) of parents reported that they could not manage having their child in kindergarten along with their other responsibilities.\u003c/p>\n\u003cp>The trend is widespread. In Los Angeles, \u003ca href=\"https://www.latimes.com/california/story/2020-09-01/lausd-kingergarten-enrollment-drop-online-learning?_amp=true&__twitter_impression=true\">6,000 fewer kindergarteners showed up for school\u003c/a> this fall, a 14 percent drop from fall 2019. \u003ca href=\"https://www.seattletimes.com/education-lab/washington-state-kindergarten-enrollment-drops-14-amid-pandemic-where-are-the-children/\">Washington state saw a 14 percent drop\u003c/a> in kindergarten enrollment as well. In Philadelphia, \u003ca href=\"https://philadelphia.chalkbeat.org/2020/9/15/21439026/principal-leader-says-hite-is-pausing-mass-teacher-transfer-based-on-enrollment\">kindergarten enrollment was down 25 percent\u003c/a>.\u003c/p>\n\u003cp>Michelle Blanchet, 35, a teacher training consultant and mom to a kindergartner and a first grader, has decided to homeschool her kids, at least until the family moves to Switzerland in February. Though they currently live in Leesburg, Virginia, Blanchet’s husband and children are Swiss. The Blanchets had already planned to move, but “the political climate and mismanagement of the pandemic have definitely created more of a sense of urgency,” Blanchet said.\u003c/p>\n\u003cp>In the meantime, Blanchet said she picks a theme each week and makes the lessons age-appropriate so that both of her children are learning at their current levels.\u003c/p>\n\u003cp>“Honestly, I think it takes me a fraction of the time it would to sit with my children and do distance learning (and I think hands on learning is much higher quality),” Blanchet said in an email.\u003c/p>\n\u003cfigure id=\"attachment_56885\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-56885\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/10/Lillian-Mongeau-Kindergarten-Juan-Vazquez-e1603781440929.jpg\" alt=\"\" width=\"1920\" height=\"1440\">\u003cfigcaption class=\"wp-caption-text\">Aaron Vazquez, 5, in his “classroom” on his first day of virtual kindergarten in Ft. Worth, Texas. \u003ccite>(Juan Vazquez )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Some parents who would have used the public schools have enrolled their children in private schools or decided to pay special child care centers to supervise their kids using online public school programs.\u003c/p>\n\u003cp>Teddy Brown, 5, lives a five-minute walk from his local elementary school in Columbia, South Carolina. His parents bought the house precisely because of that short walk, said his mom, Jessica Brown. And yet, this year Teddy started kindergarten at his Catholic parish’s private school. Brown, an economics professor at the University of South Carolina, knows her family is lucky to be able to afford this option. She also thinks it didn’t have to be this way.\u003c/p>\n\u003cp>“I feel a bit abandoned and betrayed by the public schools,” Brown said in an email. “If it’s safe for daycares to be open and caring for 4- and 5-year-olds, then I think they could have at least tried to open kindergarten. Instead, they’re treating it like an all or nothing decision. Either the entire school system is open or it’s closed. We need to do better for our youngest kids.”\u003c/p>\n\u003cp>It remains to be seen whether families like the Browns will return to public schools when they reopen, whenever that may be.\u003c/p>\n\u003cfigure id=\"attachment_56884\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-56884\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/10/Lillian-Mongeau-Kindergarten-Jessica-Hedrich-Brown-scaled-e1603781255498.jpeg\" alt=\"\" width=\"1920\" height=\"2560\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/10/Lillian-Mongeau-Kindergarten-Jessica-Hedrich-Brown-scaled-e1603781255498.jpeg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2020/10/Lillian-Mongeau-Kindergarten-Jessica-Hedrich-Brown-scaled-e1603781255498-800x1067.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/10/Lillian-Mongeau-Kindergarten-Jessica-Hedrich-Brown-scaled-e1603781255498-1020x1360.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2020/10/Lillian-Mongeau-Kindergarten-Jessica-Hedrich-Brown-scaled-e1603781255498-160x213.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/10/Lillian-Mongeau-Kindergarten-Jessica-Hedrich-Brown-scaled-e1603781255498-768x1024.jpeg 768w, https://ww2.kqed.org/app/uploads/sites/23/2020/10/Lillian-Mongeau-Kindergarten-Jessica-Hedrich-Brown-scaled-e1603781255498-1152x1536.jpeg 1152w, https://ww2.kqed.org/app/uploads/sites/23/2020/10/Lillian-Mongeau-Kindergarten-Jessica-Hedrich-Brown-scaled-e1603781255498-1536x2048.jpeg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">“We were lucky to get the last spot in our parish’s kindergarten class and to be able to afford it. There are lots of families who don’t have that option.” Jessica Brown on her son Teddy’s experience attending school in person. Columbia, South Carolina. \u003ccite>(Jessica Brown)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>And when schools do reopen, this missed year will have to be accounted for, said kindergarten expert Bornfreund. Indeed, first grade teachers should be prepared to start their 2021 school year in more of a kindergarten mindset, she said. She wants to see districts bring kids to school next summer, if it’s safe, to stem learning loss. And she hopes educators use the moment to step back and think deeply about what makes kindergarten so important and then focus on that.\u003c/p>\n\u003cp>In the meantime, she said, offering social-emotional support to young children and their families is going to be paramount for the 2020-21 school year.\u003c/p>\n\u003cp>“Understanding where they are will help the academic learning,” Bornfreund said. “This is just an especially challenging time.”\u003c/p>\n\u003cp>Despite it all, there are some moments worth savoring, said Esther Berg, 46, whose youngest is enrolled in online kindergarten in Springfield, Virginia. Sometimes, during class, her son will reach over and grab her hand.\u003c/p>\n\u003cfigure id=\"attachment_56882\" class=\"wp-caption alignnone\" style=\"max-width: 1080px\">\u003cimg class=\"size-full wp-image-56882\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/10/Lillian-Mongeau-Kindergarten-Esther-Rege-Berg.png\" alt=\"\" width=\"1080\" height=\"1920\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/10/Lillian-Mongeau-Kindergarten-Esther-Rege-Berg.png 1080w, https://ww2.kqed.org/app/uploads/sites/23/2020/10/Lillian-Mongeau-Kindergarten-Esther-Rege-Berg-800x1422.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/10/Lillian-Mongeau-Kindergarten-Esther-Rege-Berg-1020x1813.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2020/10/Lillian-Mongeau-Kindergarten-Esther-Rege-Berg-160x284.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/10/Lillian-Mongeau-Kindergarten-Esther-Rege-Berg-768x1365.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2020/10/Lillian-Mongeau-Kindergarten-Esther-Rege-Berg-864x1536.png 864w\" sizes=\"(max-width: 1080px) 100vw, 1080px\">\u003cfigcaption class=\"wp-caption-text\">“Sometimes during class, he’ll reach over and grab my hand.” Esther Berg on her son Julian’s experience with virtual kindergarten. Springfield, Virginia. \u003ccite>(Esther Berg)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“Being able to stay with him and see him throughout the day has been bittersweet for me,” said Berg, who works in communications. “I’m thrilled to be there when he laughs and enjoys different parts of his day, but feel like I’m intruding on a part of his life that should be exclusively his. It’s hard.”\u003c/p>\n\u003cp>It can also get weird. In Boise, Idaho, Elizabeth Lion, 5, opened her phys ed class link recently only to find a YouTube video of someone twerking, a booty-shaking dance move, instead of playing soccer. “My younger boys do the PE classes with my kindergartner and they were confused about why they had to ‘do stuff with their butt,’” said Elizabeth’s mom, Kate Lion, 37.\u003c/p>\n\u003cp>The link, posted by accident, was deleted by school staff as soon as Lion, a stay-at-home parent, alerted them to the error. Overall, she said that to the extent she could drop the idea of Elizabeth getting a “normal” kindergarten year, online school was going pretty well.\u003c/p>\n\u003cp>“I had to realize that my expectations are not hers,” Lion said. “She doesn't know what she is missing so she doesn't miss it.\u003c/p>\n\u003cp>\u003cem>Correction: The story has been updated to correctly state Suzanne Parker Miller's last name, which is Miller.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>This story about online kindergarten was produced by \u003c/em>\u003ca href=\"http://hechingerreport.org/\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/em>\u003ca href=\"http://hechingerreport.us2.list-manage1.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\">\u003cem>Hechinger newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/56872/what-kindergarten-struggles-could-mean-for-a-childs-later-years","authors":["byline_mindshift_56872"],"categories":["mindshift_21345"],"tags":["mindshift_21344","mindshift_21343","mindshift_358","mindshift_790","mindshift_21347","mindshift_21359"],"featImg":"mindshift_56889","label":"mindshift"},"mindshift_56320":{"type":"posts","id":"mindshift_56320","meta":{"index":"posts_1591205157","site":"mindshift","id":"56320","score":null,"sort":[1596527666000]},"guestAuthors":[],"slug":"how-to-stay-physically-but-not-emotionally-distant-with-kindergarten-and-pre-k-students","title":"How to Stay Physically, but Not Emotionally, Distant with Kindergarten and Pre-K Students","publishDate":1596527666,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>If this were a normal summer, Katy Phinney and her colleagues would be organizing their Pre-K classrooms for the new school year, choosing classroom themes and wall décor. Instead, Phinney is worried about what Pre-K will look like if and when students return to classrooms. “My biggest concern is teachers needing to balance the importance of safety procedures with creating a welcoming and loving environment for our students,” says Phinney, the Pre-K program director in Richardson Independent School District in Texas.\u003c/p>\n\u003cp>Early childhood classrooms are going to look different this year, even if school buildings are open – no desk clusters with kids sharing materials, no cozy circles on the rug, no holding hands on the way to the bathroom. \u003ca href=\"https://www.cdc.gov/coronavirus/2019-ncov/community/schools-childcare/index.html\">CDC guidelines\u003c/a> recommend social distancing, keeping students in one classroom throughout the day, and masks for adults. (In many schools, young children will be encouraged but not required to wear masks.)\u003c/p>\n\u003cp>These measures are necessary to protect everyone’s physical health, but what will be the effects on young children’s social and emotional health? Pre-K and kindergarten are \u003ca href=\"https://www.kqed.org/mindshift/49205/why-preschool-is-the-most-important-year-in-a-childs-development\">pivotal points in a child’s education,\u003c/a> in part because they set the tone for long-term feelings about school. “How are we going to not make this a traumatic experience for our littlest learners?” Phinney wonders.\u003c/p>\n\u003ch2>\u003cstrong>Physically but not emotionally distant \u003c/strong>\u003c/h2>\n\u003cp>Trusting, nurturing relationships are the foundation of a smooth transition to school, and they are more important now than ever. “You want to encourage children to be physically distant but not emotionally distant,” says Angela Searcy, a child development instructor at the Erikson Institute and owner of Simple Solutions Educational Services, which provides consultation to early childhood educators.\u003c/p>\n\u003cp>That will take some creative thinking. For example, circle time and morning meeting will be challenging. Teachers can encourage distancing by asking kids to picture themselves in a giant bubble that will help them monitor whether they’re staying 6 feet apart.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Facial expressions are an important way of communicating and building relationships, so some early childhood educators plan to wear face shields or masks with clear windows around the mouth, “so the kids can see our smiles!,” says Phinney. Searcy suggests teachers take pictures of themselves and students making different facial expressions and then put the photos on keyrings or lanyards so everyone can point to the picture that expresses the emotions they’re feeling.\u003c/p>\n\u003cp>She also recommends “intensifying the use of visuals,” like sign language to complement speech and visual checklists for routines, which many teachers already use. Teachers can draw from the \u003ca href=\"https://www.kqed.org/mindshift/56195/how-students-benefit-from-a-school-reopening-plan-designed-for-those-at-the-margins\">principles of universal design\u003c/a>, incorporating strategies developed for students with disabilities to make learning more accessible to everyone.\u003c/p>\n\u003cp>\u003ca href=\"https://health.oregonstate.edu/people/megan-mcclelland\">Megan McClelland\u003c/a>, director of the Hallie E. Ford Center for Healthy Children and Families at Oregon State University, highlights the importance of building children’s self-regulation skills to help them navigate this time. She has researched how educators can use brief, fun \u003ca href=\"https://health.oregonstate.edu/biblio/stop-think-act-integrating-self-regulation-early-childhood-classroom\">games to build skills like impulse control, emotion regulation, and cognitive flexibility\u003c/a>. The games are adaptable for different situations and contexts, and the researchers find that teachers are accustomed to making those modifications based on the space and time they have. McClelland says that simply “adding a little bit of intentionality to the strategies teachers are already doing to support self-regulation can be really helpful.”\u003c/p>\n\u003ch2>\u003cstrong>The absence of touch \u003c/strong>\u003c/h2>\n\u003cp>Still, the absence of touch will be a loss for young children and their teachers, some experts say. Melissa Ali-Bell, an administrator at Baldwin Hills Elementary School in Los Angeles says, “I think it’s going to be extremely difficult for the little ones to not touch. That’s how they show their love for you and each other.” Positive touch can be reassuring for children who are stressed or who have experienced trauma, according to \u003ca href=\"https://ampersand.gseis.ucla.edu/tunette-powell-creating-a-safe-place-for-black-parents/\">Tunette Powell\u003c/a>, interim director of the UCLA Parent Empowerment Project.\u003c/p>\n\u003cp>Powell urges schools to think about other ways to establish emotional safety for students, such as applying the principles of \u003ca href=\"https://www.kqed.org/mindshift/tag/trauma-informed-teaching\">trauma-informed teaching\u003c/a>, and to be wary of focusing only on physical safety. “You can give everybody masks and testing, and you can go through a whole school year where no one has COVID, but if you didn’t think about safety in terms of love and restoration and care, that wasn’t safe,” she says.\u003c/p>\n\u003cp>Part of creating an emotionally safe environment is \u003cstrong>supporting rather than punishing children when they struggle to follow the health guidelines.\u003c/strong> “It’s important to keep the adult response focused on empathy and teaching,” says Allyson Apsey, principal of Quincy Elementary in Zeeland, Michigan. That includes focusing on “do’s” rather than “don’ts” and using images like emulating superheroes by wearing masks. Teachers and administrators should \u003ca href=\"http://www.educationalleadership-digital.com/educationalleadership/201809/MobilePagedArticle.action?articleId=1419398#articleId1419398\">avoid using behavior charts\u003c/a> and other tactics that shame children.\u003c/p>\n\u003cp>Ali-Bell is concerned that some teachers will send children out of classrooms or even suspend them if they have trouble following the distancing guidelines. This could have lasting negative impacts on children, especially Black children, who are \u003ca href=\"https://www.instituteforchildsuccess.org/wp-content/uploads/2018/12/ICS-2018-PreschoolSuspensionBrief-WEB.pdf\">suspended and expelled from preschool at disproportionate rates,\u003c/a> feeding the \u003ca href=\"https://www.tandfonline.com/doi/full/10.1080/10665684.2014.958965?casa_token=G_peJoPItBsAAAAA%3AkCFjtrP8heiqLARagHHQQLtmPGHxc84atM-1gEfvUfMiL0vhGTUJKbU05YV5Ok0nrDoX7lI3VPhL\">school-to-prison pipeline\u003c/a> at a shockingly early age. Powell, who went into education after speaking out about her sons’ repeated preschool suspensions, cautions that “we’re going to have schools that look a bit more like prison than ever before,” with strict guidelines such as how children walk through the hallways. Educators must do everything they can to make young children feel like school is a positive and loving place, she says.\u003c/p>\n\u003ch2>\u003cstrong>Adults set the tone \u003c/strong>\u003c/h2>\n\u003cp>Following the health guidelines may not be as hard for children as adults fear, say some educators.\u003c/p>\n\u003cp>“A lot of people have said this is going to be so hard on the kids, but it’s actually harder on the adults. The kids are happy and healthy,” says Janna Baasch, a program director at Play Palz 101 in Kankakee, Illinois, which stayed open as an emergency childcare center for essential workers and has recently expanded its capacity. Children at her center do not have trouble sitting several feet apart and have responded well to new curriculum elements about hygiene, she says, adding, “They really get it.”\u003c/p>\n\u003cp>Young children take their cues from adults, reminds teachers and child development specialists. “Children are mirrors of our own emotions,” principal Apsey says. If teachers and parents are calm, children will be, too. That’s not necessarily easy at a time when all of us are stressed and anxious – and when we are stressed, we are more likely to be \u003ca href=\"https://developingchild.harvard.edu/resources/building-core-capabilities-for-life/\">on the alert for perceived threats and to lose our temper or lash out\u003c/a>. To minimize the chance of such counterproductive reactions, Powell advises that “we’re going to have to invest in early childhood educators – not only in paying them more but in superb training and access to mental health services.” That might include opportunities for teachers to talk about their fears and practice calming strategies like \u003ca href=\"https://greatergood.berkeley.edu/article/item/seven_ways_mindfulness_can_help_teachers\">mindfulness.\u003c/a>\u003c/p>\n\u003cp>Educators can also help parents set a calm, reassuring tone with children. Baasch talks frequently with parents on the phone because they aren’t allowed in the center right now. She updates them, listens to their fears, and reassures them about safety protocols. Even though many of the families are new to her center in recent months, she says they and their children already feel strong bonds with the staff.\u003c/p>\n\u003cp>Julie Fatt, who has taught kindergarten through second grade at P.S. 121 in Brooklyn, NY for over 30 years, is also beefing up her family outreach. She says her school has always placed a high priority on family relationships but “we went above and beyond” when schools closed last spring, having regular one-on-one video calls with families to check in and offer support. Fatt and her colleagues are planning an event to help families prepare their children for the hybrid learning model New York City public schools are currently planning to implement.\u003c/p>\n\u003cp>It remains to be seen when classrooms in New York and around the country will actually open, and what they will look like when they do. Fortunately, teachers of young children are used to being creative and adjusting on the fly. Fatt’s motto right now is “be patient, go with the flow, and we’ll figure it out as we go.” That philosophy surely feels normal to many early childhood educators, even at a time when so little else does.\u003c/p>\n\u003cp>\u003cem>Suzanne Bouffard is the author of \"\u003ca href=\"https://www.penguinrandomhouse.com/books/534830/the-most-important-year-by-suzanne-bouffard/\">The Most Important Year: \u003c/a>\u003ca href=\"https://www.penguinrandomhouse.com/books/534830/the-most-important-year-by-suzanne-bouffard/\">Pre-Kindergarten and the Future of our Children\u003c/a>.\" You can follow her at \u003ca href=\"https://twitter.com/SuzanneBouffard\">@SuzanneBouffard\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ci>This story is part of a MindShift series that explores solutions for returning to school during the COVID19 pandemic, supported in part by the \u003c/i>\u003ca href=\"https://www.schusterman.org/\">\u003cspan class=\"s2\">\u003ci>Charles\u003c/i>\u003c/span>\u003cspan class=\"s3\"> \u003c/span>\u003cspan class=\"s4\">\u003ci>and Lynn Schusterman Family Foundation\u003c/i>\u003c/span>\u003c/a>\u003ci>. MindShift retains sole editorial control over all content. \u003c/i>\u003c/p>\n\n","blocks":[],"excerpt":"Social distancing poses several challenges for younger children whose physical and emotional needs differ from older kids. Educators have identified ways to keep kids safe while giving them the environment needed to learn and feel cared for.","status":"publish","parent":0,"modified":1596660993,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":22,"wordCount":1535},"headData":{"title":"How to Stay Physically, but Not Emotionally, Distant with Kindergarten and Pre-K Students - MindShift","description":"Social distancing poses several challenges for younger children whose physical and emotional needs differ from older kids. Educators have identified ways to keep kids safe while giving them the environment needed to learn and feel cared for.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"56320 https://ww2.kqed.org/mindshift/?p=56320","disqusUrl":"https://ww2.kqed.org/mindshift/2020/08/04/how-to-stay-physically-but-not-emotionally-distant-with-kindergarten-and-pre-k-students/","disqusTitle":"How to Stay Physically, but Not Emotionally, Distant with Kindergarten and Pre-K Students","nprByline":"Suzanne Bouffard","path":"/mindshift/56320/how-to-stay-physically-but-not-emotionally-distant-with-kindergarten-and-pre-k-students","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>If this were a normal summer, Katy Phinney and her colleagues would be organizing their Pre-K classrooms for the new school year, choosing classroom themes and wall décor. Instead, Phinney is worried about what Pre-K will look like if and when students return to classrooms. “My biggest concern is teachers needing to balance the importance of safety procedures with creating a welcoming and loving environment for our students,” says Phinney, the Pre-K program director in Richardson Independent School District in Texas.\u003c/p>\n\u003cp>Early childhood classrooms are going to look different this year, even if school buildings are open – no desk clusters with kids sharing materials, no cozy circles on the rug, no holding hands on the way to the bathroom. \u003ca href=\"https://www.cdc.gov/coronavirus/2019-ncov/community/schools-childcare/index.html\">CDC guidelines\u003c/a> recommend social distancing, keeping students in one classroom throughout the day, and masks for adults. (In many schools, young children will be encouraged but not required to wear masks.)\u003c/p>\n\u003cp>These measures are necessary to protect everyone’s physical health, but what will be the effects on young children’s social and emotional health? Pre-K and kindergarten are \u003ca href=\"https://www.kqed.org/mindshift/49205/why-preschool-is-the-most-important-year-in-a-childs-development\">pivotal points in a child’s education,\u003c/a> in part because they set the tone for long-term feelings about school. “How are we going to not make this a traumatic experience for our littlest learners?” Phinney wonders.\u003c/p>\n\u003ch2>\u003cstrong>Physically but not emotionally distant \u003c/strong>\u003c/h2>\n\u003cp>Trusting, nurturing relationships are the foundation of a smooth transition to school, and they are more important now than ever. “You want to encourage children to be physically distant but not emotionally distant,” says Angela Searcy, a child development instructor at the Erikson Institute and owner of Simple Solutions Educational Services, which provides consultation to early childhood educators.\u003c/p>\n\u003cp>That will take some creative thinking. For example, circle time and morning meeting will be challenging. Teachers can encourage distancing by asking kids to picture themselves in a giant bubble that will help them monitor whether they’re staying 6 feet apart.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Facial expressions are an important way of communicating and building relationships, so some early childhood educators plan to wear face shields or masks with clear windows around the mouth, “so the kids can see our smiles!,” says Phinney. Searcy suggests teachers take pictures of themselves and students making different facial expressions and then put the photos on keyrings or lanyards so everyone can point to the picture that expresses the emotions they’re feeling.\u003c/p>\n\u003cp>She also recommends “intensifying the use of visuals,” like sign language to complement speech and visual checklists for routines, which many teachers already use. Teachers can draw from the \u003ca href=\"https://www.kqed.org/mindshift/56195/how-students-benefit-from-a-school-reopening-plan-designed-for-those-at-the-margins\">principles of universal design\u003c/a>, incorporating strategies developed for students with disabilities to make learning more accessible to everyone.\u003c/p>\n\u003cp>\u003ca href=\"https://health.oregonstate.edu/people/megan-mcclelland\">Megan McClelland\u003c/a>, director of the Hallie E. Ford Center for Healthy Children and Families at Oregon State University, highlights the importance of building children’s self-regulation skills to help them navigate this time. She has researched how educators can use brief, fun \u003ca href=\"https://health.oregonstate.edu/biblio/stop-think-act-integrating-self-regulation-early-childhood-classroom\">games to build skills like impulse control, emotion regulation, and cognitive flexibility\u003c/a>. The games are adaptable for different situations and contexts, and the researchers find that teachers are accustomed to making those modifications based on the space and time they have. McClelland says that simply “adding a little bit of intentionality to the strategies teachers are already doing to support self-regulation can be really helpful.”\u003c/p>\n\u003ch2>\u003cstrong>The absence of touch \u003c/strong>\u003c/h2>\n\u003cp>Still, the absence of touch will be a loss for young children and their teachers, some experts say. Melissa Ali-Bell, an administrator at Baldwin Hills Elementary School in Los Angeles says, “I think it’s going to be extremely difficult for the little ones to not touch. That’s how they show their love for you and each other.” Positive touch can be reassuring for children who are stressed or who have experienced trauma, according to \u003ca href=\"https://ampersand.gseis.ucla.edu/tunette-powell-creating-a-safe-place-for-black-parents/\">Tunette Powell\u003c/a>, interim director of the UCLA Parent Empowerment Project.\u003c/p>\n\u003cp>Powell urges schools to think about other ways to establish emotional safety for students, such as applying the principles of \u003ca href=\"https://www.kqed.org/mindshift/tag/trauma-informed-teaching\">trauma-informed teaching\u003c/a>, and to be wary of focusing only on physical safety. “You can give everybody masks and testing, and you can go through a whole school year where no one has COVID, but if you didn’t think about safety in terms of love and restoration and care, that wasn’t safe,” she says.\u003c/p>\n\u003cp>Part of creating an emotionally safe environment is \u003cstrong>supporting rather than punishing children when they struggle to follow the health guidelines.\u003c/strong> “It’s important to keep the adult response focused on empathy and teaching,” says Allyson Apsey, principal of Quincy Elementary in Zeeland, Michigan. That includes focusing on “do’s” rather than “don’ts” and using images like emulating superheroes by wearing masks. Teachers and administrators should \u003ca href=\"http://www.educationalleadership-digital.com/educationalleadership/201809/MobilePagedArticle.action?articleId=1419398#articleId1419398\">avoid using behavior charts\u003c/a> and other tactics that shame children.\u003c/p>\n\u003cp>Ali-Bell is concerned that some teachers will send children out of classrooms or even suspend them if they have trouble following the distancing guidelines. This could have lasting negative impacts on children, especially Black children, who are \u003ca href=\"https://www.instituteforchildsuccess.org/wp-content/uploads/2018/12/ICS-2018-PreschoolSuspensionBrief-WEB.pdf\">suspended and expelled from preschool at disproportionate rates,\u003c/a> feeding the \u003ca href=\"https://www.tandfonline.com/doi/full/10.1080/10665684.2014.958965?casa_token=G_peJoPItBsAAAAA%3AkCFjtrP8heiqLARagHHQQLtmPGHxc84atM-1gEfvUfMiL0vhGTUJKbU05YV5Ok0nrDoX7lI3VPhL\">school-to-prison pipeline\u003c/a> at a shockingly early age. Powell, who went into education after speaking out about her sons’ repeated preschool suspensions, cautions that “we’re going to have schools that look a bit more like prison than ever before,” with strict guidelines such as how children walk through the hallways. Educators must do everything they can to make young children feel like school is a positive and loving place, she says.\u003c/p>\n\u003ch2>\u003cstrong>Adults set the tone \u003c/strong>\u003c/h2>\n\u003cp>Following the health guidelines may not be as hard for children as adults fear, say some educators.\u003c/p>\n\u003cp>“A lot of people have said this is going to be so hard on the kids, but it’s actually harder on the adults. The kids are happy and healthy,” says Janna Baasch, a program director at Play Palz 101 in Kankakee, Illinois, which stayed open as an emergency childcare center for essential workers and has recently expanded its capacity. Children at her center do not have trouble sitting several feet apart and have responded well to new curriculum elements about hygiene, she says, adding, “They really get it.”\u003c/p>\n\u003cp>Young children take their cues from adults, reminds teachers and child development specialists. “Children are mirrors of our own emotions,” principal Apsey says. If teachers and parents are calm, children will be, too. That’s not necessarily easy at a time when all of us are stressed and anxious – and when we are stressed, we are more likely to be \u003ca href=\"https://developingchild.harvard.edu/resources/building-core-capabilities-for-life/\">on the alert for perceived threats and to lose our temper or lash out\u003c/a>. To minimize the chance of such counterproductive reactions, Powell advises that “we’re going to have to invest in early childhood educators – not only in paying them more but in superb training and access to mental health services.” That might include opportunities for teachers to talk about their fears and practice calming strategies like \u003ca href=\"https://greatergood.berkeley.edu/article/item/seven_ways_mindfulness_can_help_teachers\">mindfulness.\u003c/a>\u003c/p>\n\u003cp>Educators can also help parents set a calm, reassuring tone with children. Baasch talks frequently with parents on the phone because they aren’t allowed in the center right now. She updates them, listens to their fears, and reassures them about safety protocols. Even though many of the families are new to her center in recent months, she says they and their children already feel strong bonds with the staff.\u003c/p>\n\u003cp>Julie Fatt, who has taught kindergarten through second grade at P.S. 121 in Brooklyn, NY for over 30 years, is also beefing up her family outreach. She says her school has always placed a high priority on family relationships but “we went above and beyond” when schools closed last spring, having regular one-on-one video calls with families to check in and offer support. Fatt and her colleagues are planning an event to help families prepare their children for the hybrid learning model New York City public schools are currently planning to implement.\u003c/p>\n\u003cp>It remains to be seen when classrooms in New York and around the country will actually open, and what they will look like when they do. Fortunately, teachers of young children are used to being creative and adjusting on the fly. Fatt’s motto right now is “be patient, go with the flow, and we’ll figure it out as we go.” That philosophy surely feels normal to many early childhood educators, even at a time when so little else does.\u003c/p>\n\u003cp>\u003cem>Suzanne Bouffard is the author of \"\u003ca href=\"https://www.penguinrandomhouse.com/books/534830/the-most-important-year-by-suzanne-bouffard/\">The Most Important Year: \u003c/a>\u003ca href=\"https://www.penguinrandomhouse.com/books/534830/the-most-important-year-by-suzanne-bouffard/\">Pre-Kindergarten and the Future of our Children\u003c/a>.\" You can follow her at \u003ca href=\"https://twitter.com/SuzanneBouffard\">@SuzanneBouffard\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ci>This story is part of a MindShift series that explores solutions for returning to school during the COVID19 pandemic, supported in part by the \u003c/i>\u003ca href=\"https://www.schusterman.org/\">\u003cspan class=\"s2\">\u003ci>Charles\u003c/i>\u003c/span>\u003cspan class=\"s3\"> \u003c/span>\u003cspan class=\"s4\">\u003ci>and Lynn Schusterman Family Foundation\u003c/i>\u003c/span>\u003c/a>\u003ci>. MindShift retains sole editorial control over all content. \u003c/i>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/56320/how-to-stay-physically-but-not-emotionally-distant-with-kindergarten-and-pre-k-students","authors":["byline_mindshift_56320"],"categories":["mindshift_21358"],"tags":["mindshift_21344","mindshift_21343","mindshift_358","mindshift_20720","mindshift_21101","mindshift_480","mindshift_790","mindshift_152","mindshift_21359","mindshift_943"],"featImg":"mindshift_56403","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? 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