Working in public Pre-K classrooms in Mississippi provides teachers with a multitude of opportunities to be part of life-changing moments—both in the development of children and in educators’ own personal and professional development. With constant news reports in newspapers and on social media about how our public schools are failing, it is amazing that teachers are back in the trenches and ready to start school and move forward. But they are…
So to the parents of young children: just imagine 20 children like yours in a room with the district administration and the general public expecting that, you, as their teacher will ensure that each one of those children succeed as measured by child outcome scores set by the state. And, if they do not meet the mark, you would be considered a poor teacher. Imagine that you, as a teacher, hope to be able to nurture, challenge and comfort children when they are sad or scared and make children laugh at something funny you have done in the name of learning. And sadly, you realize that you have very little time in the 180 days of formal schooling to become the teacher every parent wants; one who is devoted to their child 100 percent of the time. Just imagine…
To our legislators: just imagine 20 children under your tutelage with the classroom cupboards bare. There are not enough resources to teach the children in the way research has proven to be most effective, not even enough paper towels to provide basic hygiene. Best instructional practices dictate that young children be engaged in “hands-on” learning. This means that classrooms should be equipped with consumable learning materials and replacement items for children to use throughout the school year. Blocks, books of different types, objects for counting, puzzles and numerous other learning materials need to be available for all children to make Pre-K programs generate the outcomes that you as legislators expect. Just imagine if children were the focal point in budget discussions rather than tax cuts. Just imagine….
Just imagine if all children entered kindergarten “ready to learn” as defined by state standards. Imagine if all of those children who were identified as having developmental delays in Pre-K could participate in intervention programs to successfully address delays before the first day of school. What if all children had a home where their healthy development could be monitored resulting in significant decreases in chronic illnesses and school absenteeism? Imagine if we took the same degree of pride in funding educational programs for young children as we seem to take in cutting taxes. Just imagine…
And finally, imagine if we no longer heard news reports about teenagers as young as 14 being arrested for murder because they all stayed in school and found their voices in the classroom, rather than in the streets… Just imagine.
By Dr. Cathy Grace