Learning & Skill Development Before Kindergarten Predictions

NURSING AND HEALTHCARE

After reading the article “Mind the kinder-gap: New data on children’s math and reading skills as they enter kindergarten’ by Christine M.T. Pitts and Megan Kuhfeld (September, 2020) located in Module 2: Lecture Materials & Resources, please address the following:

  1. While the authors indicate the extent of children’s learning and skill development before kindergarten strongly predicts their eventual college completion rates, adult earnings, and other long-term outcomes, what other factor contributes significantly to such outcomes?
  2. These findings portrayed in Figure 1 in the article tell a contradictory story about students’ academic skills at kindergarten entry over the past decade. Please describe this contradiction.
  3. Referring to Figure 1, describe the Black-White math skills gap trend from 2010-2017.
  4. Referring to Figure 1, describe the Latino-White reading skills gap trend from 2010-2017.
  5. What interventions would you recommend before Kindergarten to create more equitable opportunities later in life?

 

 

 

### Discussion Questions and Responses

#### 1. Other Significant Factors Contributing to Long-Term Outcomes

While the authors emphasize the importance of children’s learning and skill development before kindergarten in predicting long-term outcomes such as college completion rates and adult earnings, another significant factor contributing to these outcomes is **socioeconomic status (SES)**. SES encompasses various elements including family income, parental education levels, and access to resources. Children from higher SES backgrounds often have access to more educational resources, enrichment activities, and supportive learning environments, which can enhance their early skill development and long-term success (Duncan & Magnuson, 2011).

#### 2. Contradiction in Students’ Academic Skills at Kindergarten Entry

The findings in Figure 1 of the article by Pitts and Kuhfeld (2020) portray a contradictory story about students’ academic skills at kindergarten entry over the past decade. While there have been efforts and investments aimed at improving early childhood education, the data indicate that despite these efforts, there has not been a significant improvement in the overall academic skills of children entering kindergarten. In some cases, the gaps in skills, particularly between different racial and ethnic groups, have remained stagnant or even widened, suggesting that existing interventions may not be effectively addressing the disparities (Pitts & Kuhfeld, 2020).

#### 3. Black-White Math Skills Gap Trend from 2010-2017

Referring to Figure 1, the Black-White math skills gap trend from 2010-2017 shows a persistent disparity. The gap between Black and White students in math skills at kindergarten entry has remained relatively stable over the years, indicating that the efforts to close this gap have not been sufficient. Despite various educational policies and programs aimed at equity, Black students continue to lag behind their White peers in math skills at the start of their educational journey (Pitts & Kuhfeld, 2020).

#### 4. Latino-White Reading Skills Gap Trend from 2010-2017

Referring to Figure 1, the Latino-White reading skills gap trend from 2010-2017 shows some fluctuations but generally remains significant. While there have been slight improvements in closing the gap at certain points, the overall trend suggests that Latino children continue to enter kindergarten with lower reading skills compared to their White counterparts. This persistent gap highlights the need for targeted interventions to support early literacy development among Latino children (Pitts & Kuhfeld, 2020).

#### 5. Recommended Interventions Before Kindergarten

To create more equitable opportunities later in life, several interventions can be recommended before kindergarten:

– **High-Quality Early Childhood Education**: Increasing access to high-quality preschool programs that focus on holistic development, including cognitive, social, and emotional skills, can help level the playing field for children from different backgrounds.

– **Parental Engagement Programs**: Implementing programs that educate and empower parents to support their children’s learning at home can make a significant difference. This includes providing resources and training for parents to engage in literacy and numeracy activities with their children.

– **Targeted Support for Disadvantaged Families**: Providing additional support and resources to families from low SES backgrounds, such as subsidized childcare, access to educational materials, and community support programs, can help mitigate the effects of socioeconomic disparities.

– **Culturally Responsive Teaching**: Developing and implementing culturally responsive teaching practices in early childhood education can ensure that the diverse needs of all children are met, promoting inclusion and equity from the start of their educational journey.

### References

– Duncan, G. J., & Magnuson, K. (2011). The nature and impact of early achievement skills, attention skills, and behavior problems. *In G. J. Duncan & R. J. Murnane (Eds.), Whither opportunity? Rising inequality, schools, and children’s life chances* (pp. 47-70). Russell Sage Foundation.
– Pitts, C.M.T., & Kuhfeld, M. (2020, September 21). Mind the kinder-gap: New data on children’s math and reading skills as they enter kindergarten. *Phi Delta Kappan*. https://kappanonline.org/data-children-math-reading-skills-kindergarten-learning-gap-pitts-kuhfeld/

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Please ensure to format the references and in-text citations according to the current APA guidelines, as this response may need adjustments to fit those standards precisely. Additionally, ensure your responses are clear, concise, and free of grammatical errors for submission.

 

To answer questions, click on reply at the bottom of the page. It is best practice to write your response in a word processing program like Word and copy and paste it into the reply text box. All responses should be substantial. Class discussion of the chapters assigned for each week in the Discussion Board is a significant component of this course. The class, as a learning community, relies on this asynchronous communication to engage in collective and individual knowledge construction. For each Canvas Discussion Board Assignment, all students should respond at least twice weekly to the discussion board in addition to your response to the main thread questions.

  • Please copy all the questions for the week, answer them, and paste your responses into the discussion board.
  • In addition to your response to the main thread questions, please respond substantially at least twice for the week in addition to your main thread posting to at least two classmates in your responses. All responses will be made on the discussion board.
  • Spelling and grammar will be factored into your grade.
  • The instructor will provide you with feedback either by posting in the discussion forum or in the comments section in the gradebook.
  • Substantive postings are those that respond to a question in a way that clearly supports a position, offers a contrasting or divergent point of view, begins a new topic, clarifies a point already made, or adds to the existing discussion by critically reflecting on what’s been said or moves the discussion in another direction. Agreeing with someone else is not a substantive posting.
  • Students need to first post a response to all of the questions from the main stem, then post in response to other students’ postings. Note: Given this is a fully online course, discussion board activity is vital to the class flow. Students are expected to post discussion board threads and responses by the due dates listed on this syllabus. Each Discussion Board Forum will close on the deadline listed.
  • Do not submit as attachments, just submit responses.

 

Read and watch the lecture resources & materials below early in the week to help you respond to the discussion questions and to complete your assignment(s).

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