What Head Start and Early Head Start Families and Staff Think and Do about Kindergarten Readiness
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Survey of Kindergarten Readiness CITY OF CHICAGO DEPARTMENT OF FAMILY AND SUPPORT SERVICES What Head Start and Early Head Start Families and Staff Think and Do about Kindergarten Readiness William H. Teale Melanie M. Walski UIC Center for Literacy August 28, 2015
Transcript of What Head Start and Early Head Start Families and Staff Think and Do about Kindergarten Readiness
Survey of Kindergarten Readiness
CITY OF CHICAGODEPARTMENT OF FAMILY AND SUPPORT SERVICES
What Head Start and Early Head Start Families and Staff
Think and Do about Kindergarten Readiness
William H. TealeMelanie M. Walski
UIC Center for LiteracyAugust 28, 2015
CITY OF CHICAGODEPARTMENT OF FAMILY AND SUPPORT SERVICES
The UIC Center for Literacy conducted the kindergarten readiness survey: 2014-‐2015 school year • DFSS HS/EHS Parents • HS/EHS Classroom Teachers & Administrators
Who took the survey? • 1069 Parents • 932 Teachers and Administrators
The Survey
Parent survey asked about:
• Knowledge and beliefs about school readiness • Home interactions that support readiness • Parents’ experience of DFSS HS/EHS programs
Staff survey asked about:
• Knowledge and beliefs about school readiness • Classroom interactions that support readiness
CITY OF CHICAGODEPARTMENT OF FAMILY AND SUPPORT SERVICES
The Survey
Focus of Survey: 5 domains of school readiness from:
CITY OF CHICAGODEPARTMENT OF FAMILY AND SUPPORT SERVICES
• Cognitive and general knowledge • Language and literacy • Approaches to learning • Social and emotional development • Physical development and health
Parent Survey Results
CITY OF CHICAGODEPARTMENT OF FAMILY AND SUPPORT SERVICES
Main Findings
CITY OF CHICAGODEPARTMENT OF FAMILY AND SUPPORT SERVICES
• Believe all 5 domains of Kindergarten Readiness are important.
• 9/10 parents said they interact with their child a few times a week or almost daily in every one of the 5 domains.
• Virtually all parents regarded Language & Literacy as Very Important or Important.
• Parent beliefs about the importance of computer or tablet skills were significantly lower than for other dimensions of kindergarten readiness.
0
22.5
45
67.5
90
Knowledge Phys/Health Social/EmoZonal Learning Lang & Lit
Very ImportantImportantNot So ImportantNot Necessary
Parent Beliefs by Domain
CITY OF CHICAGODEPARTMENT OF FAMILY AND SUPPORT SERVICES
Parent Practices by Domain
0
20
40
60
80
Knowledge Phys & Health Social/EmoZonal Learning Lang & Literacy
Almost Every DayA Few Times a WeekA Few Times a MonthHardly Ever
CITY OF CHICAGODEPARTMENT OF FAMILY AND SUPPORT SERVICES
Language and Literacy
CITY OF CHICAGODEPARTMENT OF FAMILY AND SUPPORT SERVICES
Language and Literacy
CITY OF CHICAGODEPARTMENT OF FAMILY AND SUPPORT SERVICES
• Parent Beliefs ✓ Letter Knowledge ✓ Oral Language ✓ Books
• Parents Home Practices ✓ Letter Knowledge
- 2/3 of parents: almost daily - Over 90%: at least a few times each week
✓ Book Reading - 3/4 parents encourage their children to look at books almost daily.
0
22.5
45
67.5
90
10 le`ers 20 le`ers 10 sounds ConversaZons Knows books Print concepts
Very ImportantImportantNot So ImportantNot Necessary
Language and Literacy: Beliefs
CITY OF CHICAGODEPARTMENT OF FAMILY AND SUPPORT SERVICES
Language and Literacy: Practices
0
20
40
60
80
Teach alphabet Teach le`er sounds Encourage to look at books
Almost DailyFew Times/WeekFew Times/MonthHardly Ever
CITY OF CHICAGODEPARTMENT OF FAMILY AND SUPPORT SERVICES
Language and Literacy
• Parents feel confident in helping their child learn
• Approximately 15% taking hands-‐off approach
CITY OF CHICAGODEPARTMENT OF FAMILY AND SUPPORT SERVICES
0
15
30
45
60
Wrong way-‐reading Wrong way-‐wriZng
Strongly AgreeAgreeDisagreeStrongly Disagree
Language and Literacy: Beliefs
CITY OF CHICAGODEPARTMENT OF FAMILY AND SUPPORT SERVICES
0
15
30
45
60
Strongly AgreeAgreeDisagreeStrongly Disagree
1/3 of parents believe reading and writing can wait until kindergarten to begin.
Language and Literacy: Beliefs
CITY OF CHICAGODEPARTMENT OF FAMILY AND SUPPORT SERVICES
Parent Experiences with their HS/EHS Program
• Program satisfaction
• Perceptions about their child’s teacher
• Information they receive about their child’s progress and kindergarten readiness
CITY OF CHICAGODEPARTMENT OF FAMILY AND SUPPORT SERVICES
Parent Experiences
CITY OF CHICAGODEPARTMENT OF FAMILY AND SUPPORT SERVICES
Parent Experiences• Overwhelmingly positive responses to all survey questions that were related to their child’s teacher or program/school.
• 80% of parents reported receiving information about their child’s learning and development Frequently
• 70% reported that their child’s program holds workshops/meetings on this topic Frequently.
CITY OF CHICAGODEPARTMENT OF FAMILY AND SUPPORT SERVICES
Parent Satisfaction with Teacher
0
22.5
45
67.5
90
In touch Comfortable asking Welcomed Well prepared Cultural respect
Strongly AgreeAgreeDisagreeStrongly Disagree
CITY OF CHICAGODEPARTMENT OF FAMILY AND SUPPORT SERVICES
Parents Feel Informed
0
20
40
60
80
Expected in K Do at home to prepare child for K
Strongly AgreeAgreeDisagreeStrongly Disagree
CITY OF CHICAGODEPARTMENT OF FAMILY AND SUPPORT SERVICES
Staff Survey Results
CITY OF CHICAGODEPARTMENT OF FAMILY AND SUPPORT SERVICES
Main Findings• Overwhelmingly believe all five domains of Kindergarten
Readiness are important.
• More than 90% of staff reported interacting with HS/EHS children A Few Times a Week or Almost Daily in every domain.
CITY OF CHICAGODEPARTMENT OF FAMILY AND SUPPORT SERVICES
Main Findings: Staff• Most focused on by HS/EHS staff:
✓Social & Emotional Development ✓ Language & Literacy
• Significantly fewer instances of everyday practice in Physical Development & Health and Approaches to Learning
CITY OF CHICAGODEPARTMENT OF FAMILY AND SUPPORT SERVICES
Staff Beliefs by Domain
0
17.5
35
52.5
70
Knowledge Phys/Health Social/EmoZonal Learning Lang & Lit
Very ImportantImportantNot So ImportantNot Necessary
CITY OF CHICAGODEPARTMENT OF FAMILY AND SUPPORT SERVICES
Staff Practices by Domain
0
22.5
45
67.5
90
Knowledge Phys/Health Social/EmoZonal Learning Lang & Lit
Almost Every DayA Few Times a WeekA Few Times a MonthHardly Ever
CITY OF CHICAGODEPARTMENT OF FAMILY AND SUPPORT SERVICES
Language and Literacy• Dimensions of Language & Literacy:
✓ Letter Knowledge ✓ Oral Language ✓ Books
• Results ✓ 90%+ staff reported valuing and practicing all aspects of Language & Literacy
✓ EHS staff placed slightly less value on Knowing the Names of 20 Letters and the Sounds of 10 Letters
CITY OF CHICAGODEPARTMENT OF FAMILY AND SUPPORT SERVICES
Language and Literacy:HS and EHS Staff Differences
• Statistical difference ✓Knowing letter sounds ✓Conversations with adults ✓ Teaching letter names and sounds
• BUT, little practical difference ✓At least 90% of staff in HS and EHS believed these were Very Important/Important
✓ >83% EHS staff teach letter names and sounds at least a few times per week
CITY OF CHICAGODEPARTMENT OF FAMILY AND SUPPORT SERVICES
Language and Literacy: HS & EHS Practices
0
25
50
75
100
Le`er names Le`er sounds ConversaZons Read aloud Look at books
HS: Almost DailyHS: Few Times/WeekEHS: Almost DailyEHS: Few Times/Week
English Language Learning
CITY OF CHICAGODEPARTMENT OF FAMILY AND SUPPORT SERVICES
English Language Learning
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English Language Learning• 1/3 of parents reported
Spanish as their most common language spoken at home.
• Parents are split in their beliefs about the importance of maintaining their home language.
0
12.5
25
37.5
50
Child learns HL Talk to child in HL
Strongly AgreeAgreeDisagreeStrongly Disagree
CITY OF CHICAGODEPARTMENT OF FAMILY AND SUPPORT SERVICES
English Language Learning
Parent beliefs about children’s English development are split.
0
12.5
25
37.5
50
Some English before K Long Zme for English prof. Read to/talk in English
Strongly AgreeAgreeDisagreeStrongly Disagree
CITY OF CHICAGODEPARTMENT OF FAMILY AND SUPPORT SERVICES
English Language Learning
0
17.5
35
52.5
70
TV/media in English Ask for things in EnglishRepeat English words
Almost DailyA Few Times/WeekA Few Times/MonthHardly Ever
Over 90% of parents indicated they encourage or engage their child in learning English on a regular basis.
English Language Learning: Staff Beliefs
0
20
40
60
80
Home lang. skills Some Eng before K Strong Eng before K Home lang in school
Strongly AgreeAgreeDisagreeStrongly Disagree
English Language Learning: Staff Practices
0
25
50
75
100
Songs in Eng Simple Eng wordsRepeat Eng words Talk in Eng Books in Eng
Almost Every DayA Few Times a WeekA Few Times Each MonthHardly Ever
Technology
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• Significantly lower than beliefs or practices than other dimensions of K readiness
• But still: 70% or more believe computer/tablet use is important and engage their children with computers or tablets Almost Daily or A Few Times a Week
Technology: Parents
CITY OF CHICAGODEPARTMENT OF FAMILY AND SUPPORT SERVICES
Technology: Staff
CITY OF CHICAGODEPARTMENT OF FAMILY AND SUPPORT SERVICES
• Also significantly lower than beliefs or practices for other dimensions of K readiness
• But also: approximately 80% of HS staff report having children use computers Daily/A Few Times a Week
• And: almost half of EHS staff have children use them Hardly Ever or A Few Times a Week.
• Reported use of iPads/tablets is dramatically lower than for computers.
CITY OF CHICAGODEPARTMENT OF FAMILY AND SUPPORT SERVICES
Full report available at: https://cfl.uic.edu/publications/research-and-policy-reports/
