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The benefits and challenges of early childhood education programs on kindergarten readiness
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Content
The Benefits and Challenges of Early Childhood Education Programs on Kindergarten
Readiness
by
Tashara Sheree Claudio
Rossier School of Education
University of Southern California
A dissertation submitted to the faculty
in partial fulfillment of the requirements for the degree of
Doctor of Education
May 2022
© Copyright by Tashara Sheree Claudio 2022
All Rights Reserved
The Committee for Tashara Sheree Claudio certifies the approval of this Dissertation
Jeffrey Murdock
Marsha Riggio
Morgan Polikoff, Committee Chair
Rossier School of Education
University of Southern California
2022
iv
Abstract
This study utilized extensive literature review to create a conceptual framework for the purpose
of understanding what types of benefits and challenges of early childhood education programs,
accredited and non-accredited, best prepare preschool scholars both academically and
socioemotionally for Kindergarten. This study aimed to answer two explicit research questions:
(1) What do program staff view as the benefits and challenges of high-quality preschool
programs? (2) What do program staff view as the benefits and challenges of non-accredited (i.e.,
non-high-quality) preschool programs? The study focused on one accredited and one non-
accredited preschool program in the same parish but in different communities in Northern
Louisiana. Hope Preschool Academy and Faith Preschool Academy were selected for this study
because they met the following criteria: (1) both preschool programs are tuition based; (2) both
preschool programs believe that preschool prepares young scholars for Kindergarten readiness;
(3) one preschool program is accredited; and (4) one preschool program is non-accredited.
Through the use of a qualitative mixed methods approach, educator and director interviews, as
well as classroom observations, were analyzed and triangulated to ensure validity and reliability.
Findings from this study indicated that accredited high-quality preschool programs best
contribute to the academic and non-academic achievements in preschool scholars Kindergarten
readiness. The overarching themes that best contributed to preschool scholars’ academic
readiness for Kindergarten are the following: (1) researched based curriculum, (2) staff
participation in ongoing and extensive professional development, and (3) strong partnerships and
collaborations between home, school, and the community. This study revealed that high-quality
and non-high-quality preschool programs are an important component to preschool scholars
Kindergarten readiness both academically and socioemotionally. However, there are limitations
v
to studying only two preschool programs during a specific time of study. As such, the findings of
this study may be subject to interpretations other than the ones presented. The two educators and
two directors interviewed may not reflect the viewpoints and the perspectives of the majority.
Further research on several preschools in Louisiana focusing on family engagement within
preschool programs or a longitudinal study may or may not find different outcomes.
vi
Dedication
To Loretta and the late Vilfreds Gredzens, the people who taught me that all things are
possible when I maintain the right attitude, put in the hard work, and pray. I hope that this
achievement will complete the dream you had for me since preschool when you chose to provide
me the best education you could.
vii
Acknowledgements
In the name of Jesus, the most merciful who puts breath in my lungs every day, I am
thankful to Him for giving me the strength, knowledge, ability and opportunity to undertake this
study and complete it satisfactorily.
Secondly, I would like to thank my respected Chair, Dr. Morgan Polikoff, for being very
supportive and whose worthy guidance and encouragement was crucial in helping me to
complete this dissertation. I am also thankful to Dr. Marsha Riggio for being part of my
dissertation committee and providing her expertise in helping me complete this dissertation. I am
also thankful for Dr. Jeffrey Murdock for being a part of my dissertation committee and for
supporting me through this process; it’s always nice to be helped by someone you went to high
school with, especially when that person has also been on this journey.
I thankfully acknowledge all my professors, especially Dr. David Cash and Dr. Briana
Hinga at USC, from whom I have had the privilege to learn. Their wealth and breadth of
knowledge in the field of Education has changed my perspective, added to my funds of
knowledge, and sparked a desire in me to fight for equity and equality in Education.
I would also like to thank my cohort, Cohort A (Avengers), for the countless
collaborations, support, and accountability throughout this EDL program. Your words of advice,
encouragement, and support—even though we are in different localities—made me feel a part of
the team and that this program is “doable.”
This dissertation would not have been possible without the support of the preschool
programs where I conducted my research in Northern Louisiana. Those running the two
programs opened their doors to me amidst the Covid 19 pandemic and allowed me to work. They
viii
took time away from their busy schedules to help me complete the research for this study and I
will be forever grateful to them.
On a more personal note, I would like to thank my mother for her constant support of my
graduate school endeavors. She constantly gives me the words, scriptures, and prayers that I need
to get me through every mountaintop and valley. I also would like to thank and acknowledge my
late father, who always believed in me. I know he has been with me through every step of this
incredible journey.
Lastly, I thank my husband Carlos for patiently dealing with my dissertation highs and
lows and always finding ways to encourage me throughout this process. Thank you for the
countless times that you took the lead on the household duties while guiding and supporting our
four boys. Sometimes, it seemed like a three-ring-circus at best! I am eternally grateful for you
and our family and all the happiness and silliness we share together on this journey we call life.
Table of Contents
Abstract .......................................................................................................................................... iv
Dedication ...................................................................................................................................... vi
Acknowledgements ....................................................................................................................... vii
List of Tables ................................................................................................................................ xii
List of Figures .............................................................................................................................. xiii
List of Abbreviations (Optional) .................................................................................................. xiv
Chapter One: Introduction .............................................................................................................. 1
Statement of the Problem .................................................................................................... 3
Purpose of the Study ........................................................................................................... 6
Research Questions ............................................................................................................. 7
Significance of the Study .................................................................................................... 7
Definition of Terms............................................................................................................. 8
Limitation of the Study ....................................................................................................... 9
Organization of the Study ................................................................................................... 9
Chapter Two: Review of the Literature ........................................................................................ 11
Conceptual Framework ..................................................................................................... 16
(Lui, 2012) ........................................................................................................................ 20
What are Preschool Programs? ......................................................................................... 20
Demographics ................................................................................................................... 21
State Licensure & Basic Requirements............................................................................. 23
What are High-Quality Early Childhood Education Programs (HQPPs)? ....................... 23
NAEYC ............................................................................................................................. 25
Examples of HQPPs .......................................................................................................... 27
Benefits of PPs .................................................................................................................. 28
Challenges of PPs ............................................................................................................. 35
Summary and Conclusion ................................................................................................. 42
Chapter Three: Methodology ........................................................................................................ 44
Introduction ....................................................................................................................... 44
Research Design................................................................................................................ 45
Research Questions ........................................................................................................... 45
Procedures for Recruitment, Participation, and Data Collection ...................................... 45
School Site, Participants, and Sampling ........................................................................... 46
Data Collection ................................................................................................................. 49
Procedures ......................................................................................................................... 51
Observations ..................................................................................................................... 52
Data Analysis .................................................................................................................... 55
Validity ............................................................................................................................. 57
Trustworthiness ................................................................................................................. 58
Limitations ........................................................................................................................ 58
Conclusion ........................................................................................................................ 59
Chapter Four: Findings ................................................................................................................. 60
Introduction ....................................................................................................................... 60
Demographic Data ............................................................................................................ 61
Hope Academy.................................................................................................................. 62
Data for Research Question One....................................................................................... 65
Benefits ............................................................................................................................. 65
Challenges ......................................................................................................................... 66
Benefits ............................................................................................................................. 66
Challenges ......................................................................................................................... 69
Faith Academy .................................................................................................................. 71
Data for Research Question Two ...................................................................................... 74
Observations ..................................................................................................................... 74
Interviews .......................................................................................................................... 76
Challenges ......................................................................................................................... 77
Conclusion ........................................................................................................................ 78
Chapter Five: Discussion .............................................................................................................. 80
Findings............................................................................................................................. 80
Implications....................................................................................................................... 85
Future Research ................................................................................................................ 86
Conclusion ........................................................................................................................ 87
References ..................................................................................................................................... 88
Appendix A: Interview Protocol ................................................................................................... 95
Appendix B: Informed Consent .................................................................................................... 97
xii
List of Tables
Table 1: Theories Aligned to Research Questions 47
Table 2: Research Questions Aligned to Interview Questions 50
xiii
List of Figures
Figure 1: Theories of Child Development 17
Figure 2: Bioecological Model 18
Figure 3: Zone of Proximal Development 20
Figure 4: ECE to Strengthen Lifelong Health 32
Figure 5: Universal Pre-K Access 35
Figure 6: Childcare Desert Northern Louisiana 40
Figure 7: Theories of Child Development 51
Figure 8: Environments Directly Effect Student Outcomes 54
Figure 9: Hope Academy Preschool Classroom 64
Figure 10: Faith Academy Preschool Classroom 74
xiv
List of Abbreviations (Optional)
ECE Early Childhood Education
ECEP Early Childhood Education Program
HQPP High-Quality Preschool Program
PP Preschool program
NAEYC National Association for the Education of Young Children
QRIS Quality Rating and Improvement System
ZPD Zone of Proximal Development
1
Chapter One: Introduction
Each year, about 4 million children enter Kindergarten in the United States (U.S.
Department of Education, 2015). All parents hope their child will start school ready for success.
Many parents turn that hope into action, seeking out supportive and high-quality early learning
opportunities. Unfortunately, not every parent finds those opportunities, and access differs based
on geography, race, and income. As a result, too many children enter Kindergarten a year or
more behind their classmates in academic and socioemotional skills (U.S. Department of
Education, 2015).
Research shows that children who participate in high-quality preschool programs have
better health, social-emotional and cognitive outcomes than those who do not participate (U.S.
Department of Education, 2015). The gains are particularly powerful for children from low-
income families and those at risk for academic failure who, on average, start Kindergarten 12-to-
14 months behind their peers in pre-literacy and language skills. Children who attend high-
quality preschool programs are less likely to utilize special education services or be retained in
their grade, and are more likely to graduate from high school, go on to college, and succeed in
their careers than those who have not had this educational benefit (U.S. Department of
Education, 2015).
As a nation, we must ensure that all children, regardless of income or race, have access to
high-quality preschool opportunities (U.S. Department of Education, 2015). The early years of a
child’s life are very important for later health and development. Neuroscience indicates that early
preventive intervention, such as high-quality preschool programs will be more efficient and
produce more favorable outcomes than remediation later in life (Center on the Developing Child
Harvard University, 2021). High-quality preschool programs foster a balanced approach to
2
emotional, social, cognitive, health, and language development (National Association for the
Education of Young Children, 2021) and thus best prepare children for success in school and in
the workplace and community.
High-quality preschool programs date back to the early 1500’s (Bonnay, 2021). Martin
Luther adopted the concept of educating children; however, in those early years very few
individuals knew how to read and countless were illiterate (Bonnay, 2021). He had the notion
that education should be universal and emphasized that education strengthened the family as well
as the community. Martin Luther knew that teaching children how to read at an early age would
be a strong benefit to society (Bonnay, 2021). Later, John Amos Comenius, John Locke,
Friedrich Froebel, Maria Montessori, Jean Piaget, Lev Vygotsky, John Dewey, Rudolf Steiner,
Erik Erikson, Loris Malaguzzi, David Weikart, and many other early childhood education
theorists shaped the deployment of high-quality preschool programs and influenced how children
were taught (Bonnay, 2021).
In addition, even the government implemented a high-quality preschool program known
as Head Start. In 1964, President Lyndon B. Johnson convened a panel of child development
experts to design a program to help communities meet the needs of disadvantaged preschool
children (National Head Start Association, 2020). As part of his “War on Poverty” campaign,
Project Head Start (Danley, 2020) was launched as an eight-week summer program by the office
of Economic Opportunity in 1965 (National Head Start Association, 2020). It was designed to
help break the cycle of poverty by providing preschool children from low-income families with a
comprehensive program to meet their emotional, social, health, nutritional, and psychological
needs and support the families in improving their lives.
3
Statement of the Problem
The problem remains that after a few years in elementary grade school, children who did
not attend high-quality preschool programs were still lagging behind students who did attend
high-quality preschool programs (Dodge et al., 2017). A corollary is that if the school
environment is of poor quality, then early gains will not be sustained. Thus, we can ascertain that
the variation in long-term impacts of high-quality preschool programs may be associated with
the extent to which high-quality preschool programs’ subsequent peer and learning environment
supports and sustains early skill development.
Moreover, differences in how children develop are substantially linked to their learning
experiences (Meloy et al., 2019). High-quality preschool programs are designed to improve the
cognitive and social-emotional functioning of preschool children, which, in turn, influences
readiness to learn in the school setting (Anderson et al., 2003). Preschool programs need to be
held to a high standard, meet those standards, and provide adequate support needed to remain at
that standard.
As early as 9 months of age, the experiences of children growing up in low-income
households and children from more affluent homes are associated on average with a gap in their
cognitive development. Moreover, socioeconomic status is one of the greatest factors influencing
scholar’s school readiness (Economic Policy Institute, 2015). Similarly, as early as Kindergarten,
significant achievement gaps exist and are attributed to socioeconomic status. The developmental
gaps continue to grow all the way through preschool, elementary, and secondary school unless
other learning opportunities intervene (Meloy et al., 2019).
The goal of preschool is to ensure all children in the United States (U.S.) start school
ready to learn (Anderson et al., 2003) and experience a school and classroom environment that
4
promote their academic knowledge as well as their functional, physical, and social-emotional
readiness. This can be done by adopting high quality elements at the preschool level that cater to
the needs of the families in which they serve.
The seven crucial components of high-quality preschool are as follows below (NAEYC,
2021; National Head Start Association, 2020).
1. language development, such as speaking/listening and early reading and writing;
2. socioemotional development, such as staff building nurturing and responsive
relationships with the children in their care and consistently modeling respectful and
appropriate behaviors for the students to emulate;
3. health, such as physical development i.e., fine and gross motor skills;
4. teacher and program support, such as professional development for teachers and/or
staff;
5. funding, such as financial assistance for families and funding to support the program;
6. program accreditation that holds the program accountable for rigorous standards;
7. parent and family support resources.
Preschool programs that lack these seven components tend to result in negative learning
gains in children (Barnum, 2019) and a lack of Kindergarten readiness. Hence, the quality of
standards varies dramatically across preschool programs as states have different regulations
and/or licensing standards that often just provide a baseline standard of “daycare” and can be
primarily focused on just the child’s well-being (i.e., protecting them from harm rather than
advancing their development and learning) (Workman & Ullrich, 2017).
Beyond simple poverty numbers, the diversity of family needs is substantial, including a
parent’s mental and physical health, literacy and language skills, availability of social support,
5
knowledge about child development, participation in the workforce, and provision of learning
and literacy activities (National Head Start Association, 2020).
Young preschool scholars need and deserve a high-quality preschool program in order to
become productive citizens of the world. Researchers attribute young scholars’ positive academic
and non-academic outcomes to social-emotional skills, which support their ability to
continuously engage in learning environments in which they can manage their own behaviors
and interact well with others (Feldman, 2021). High-quality preschool programs support children
by teaching them how to learn and become problem solvers, while increasing their confidence to
becoming life-long learners. They also provide teacher supports by providing professional
development opportunities as well as professional learning communities. High-quality preschool
programs are accredited by the National Association for the Education of Young Children
(NAEYC) or another organization that recognizes programs that meet higher standards than
those required. Moreover, they provide many opportunities such as the USDA program for the
health and nutrition for a healthy child, as well as physical fitness activities embedded within the
curriculum and/or programs for gross and fine motor skill development. Furthermore, they
provide family supports, such as practical support, i.e., help with emergencies and assistance
with transport, as well as informational support, such as information on nursing an infant or child
development. Lastly, this may involve offering financial assistance to families so they can afford
the program through such means as childcare subsidies (e.g., vouchers, fee assistance), a sliding
fee scale, and sibling discounts.
However, as there are many high-quality preschool programs available for families to
choose from that have the seven aforementioned areas, there are also many preschool programs
6
that do not have these seven areas. So why do families still enroll their children in non-high-
quality preschool programs? Below are possible reasons.
1. high-quality preschool program waitlists are too long;
2. high-quality preschool programs are too expensive;
3. parents may not understand what makes a program high quality;
4. programs are not well regulated or supported by local, state, or federal policies;
5. high quality preschools are not accessible to families within their communities.
The result is preschool scholars starting Kindergarten on varying academic and non-academic
levels.
Purpose of the Study
The purpose of this study is to identify benefits and challenges of high-quality and non-
high-quality preschool programs to see how to maintain and improve all preschool programs.
Preschool programs from their inception are meant to give pre-primary grade scholars the
academic and social skills they need to become successful in primary and secondary grades.
Research on preschool programs suggests that young scholars gain from high-quality programs,
both academically and socially, and give them opportunities to problem solve and regulate their
own behaviors in their learning environments. In high-quality preschool programs, health and
physical opportunities, as well as a healthy meal/snack program, are priorities. Teachers have
supports, such as professional learning groups and professional development opportunities in
order to be effective leaders in their classroom/school environments. Families have supports for
information and emergencies that may arise, as well as equitable access to these programs
through means such as subsidies, a sliding scale, and sibling discounts. High-quality preschool
programs are rated as such based on their process quality and structural quality. Process quality
7
refers to their materials, learning opportunities, and health and safety routines. Structural quality
refers to their class sizes, teacher/child ratio, and the education and professional development
awarded to teachers and staff. Thus, this study aims to define 7 key components that high-quality
preschool programs possess that contribute to Kindergarten readiness in young scholars.
Research Questions
The research questions guiding this study are as follows:
1. What do program staff view as the benefits and challenges of high-quality preschool
programs?
2. What do program staff view as the benefits and challenges of non-accredited (i.e.,
non-high quality) preschool programs?
To address these research questions, I used a qualitative phenomenological research
design. The study took place in two preschool programs, one accredited and the other
unaccredited. I interviewed one preschool lead teacher and one preschool administrator using a
semi-structured interview protocol, which included open-ended questions. Lastly, using the
individual interview qualitative data collection method, I identified and analyzed themes that are
congruent or divergent from the literature.
Significance of the Study
Early Childhood Education (ECE) programs have sometimes been met with skepticism
and criticism over the decades (Center on the Developing Child Harvard University, 2021).
While research shows that ECE is better for young scholars than no ECE at all, what is being
taught and the environment in which it is taught matters (U.S. Department of Education, 2015).
The significance of this study rests upon the identification of ways to maintain benefits and
address challenges for both high-quality and non-high-quality preschool programs. Some people
8
may think that ECE students are ready for Kindergarten if they can count, recite their ABC’s,
identify primary colors, and write their first name (Gartrell, 2021). However, readiness is more
arduous than that. Readiness does not mean just knowing academics. Teacher supports, funding,
family supports, and program accreditation all influence a child’s attitude and leverages their
confidence. All are critical components of preschool learning.
ECE programs have different effects on different students. In particular, ECE programs
that serve middle class families may not have the same impact on child outcomes as ECE
programs serving low-income families (Bakken et al., 2017). As we move into an era of high-
quality universal preschool for all young scholars, we have to keep the benefits and challenges of
a high-quality preschool program as well as the benefits and challenges of a non-high-quality
preschool at the forefront in order to give young scholars and their families the best early
childhood educational experiences they warrant.
Definition of Terms
Early Childhood Education (ECE): Early childhood education consists of activities and/or
experiences that are intended to effect developmental changes in children prior to their entry into
elementary school (Children's Health, 2022).
Preschool Program (PP): “Program related to the time before a child is old enough to go
to Kindergarten or elementary school”(Websters Dictionary, 2022, p. 1).
High-quality preschool programs (HQPP) are based upon two components: (1) the
process quality, actual experiences in the program such as teacher child interaction, type of
instruction, room environment, materials, relationships with parents, and health and safety
routines; and (2) the structural quality, such as teacher-child ratios, class size, qualifications and
compensation of teachers and staff, and square footage. The structural features of a program tend
9
to contribute to the quality of the program in more indirect ways than the process features.
Nevertheless, process and structure are related and influence the quality of the educational
experiences for young scholars (National Institute For Early Education Research, 2002).
Limitation of the Study
This inherently qualitative study suggests that the findings may be subject to
interpretations other than the ones presented. The findings are limited to the specific time of this
study, which is only a snapshot in time. If the study was longitudinal, it could yield more
accurate results. Furthermore, the few teachers and administrators interviewed may not reflect
the viewpoints and perspectives of the majority. Finally, the study only focuses on two
preschools in Louisiana. Therefore, identifying significant benefits and challenges of preschool
programs are not indicative of preschool programs throughout the United States.
Delimitations of the Study
Geographically, the study is in Northern Louisiana and focused on two preschool
programs. There is a specific set of criteria based on accreditation in order for the programs to be
considered high quality. The data are gleaned from only two preschool program sites and not
from other preschool program sites.
Organization of the Study
This study is organized into five chapters guided by my identified research questions. The
first chapter provides the context and background of the identified problem as well as the
purpose and significance of the study. The second chapter reviews literature that defines
Preschool Programs (PPs), state licensure/basic requirements, demographics, benefits/challenges
of PPs, high-quality preschool programs (HQPPs), NAEYC, and examples of HQPPs. Chapter
Two concludes with a conceptual framework representing the concepts that emerged from my
10
study of the literature and serves as a guide for the research design and methodology outlined in
Chapter Three. The third chapter details the method and instruments I used to collect and analyze
data. This chapter also reviews the research questions, explains the research design, population,
sample, instrumentation, data collection methods, and discusses the validity and reliability of the
study, as well as the strategies used for data analysis and interpretation. Chapter Four presents
the findings of the study interpreted through the triangulation of data. Lastly, Chapter Five
presents a discussion of the study findings, implications for practice, conclusions, and
recommendations for future research.
11
Chapter Two: Review of the Literature
Chapter Two presents the conceptual framework and current literature regarding early
childhood programs related to this study. The conceptual framework of this study combines
Bronfenbrenner’s (2021) bioecological theory that a child’s environment plays a vital role in
their growth and development, whether positive or negative, and Lev Vygotsky’s theory that
children learn best from more capable persons through what is called the zone of proximal
development (ZPD). In more simple terms, a child’s environment and the people in them matter
to their growth and development (Lui, 2012).
Chapter Two also defines the characteristics of preschool programs and their current
demographics. Preschool programs cover the period in a child’s life that precedes the entrance
into elementary school. There are many different types of preschool programs and preschool
program foci, which include, but are not limited to, private preschool, Head Start, Montessori,
and religious. The demographics that made up preschool programs in 2018 was 4.4 million
children of which 54% were enrolled in a full day preschool program. Furthermore, leading
preschool attendance and enrollment in 2018 was White preschool children at 67.8%, followed
by Black preschool children at 62.6%, Hispanic preschool children at 59.4%, Asian preschool
children at 57.9%, American Indian/Alaska Native preschool children at 53.5% (NCES, 2020).
Due to small sample size, Pacific Islander preschool children’s attendance and enrollment was
not reported.
State licensure and basic requirements are also presented in this chapter to illustrate
variability from state to state. Furthermore, the defined characteristics of a high-quality early
childhood program and examples of a few that have been studied, i.e., The Perry Preschool
Project, Abecedarian Project, and the Chicago Child- Parent Centers, are also presented. High-
12
quality preschool programs are early learning programs that include structural elements that are
evidence based and nationally recognized as important for ensuring program quality, including at
a minimum (1) staff with high qualifications; (2) high quality ongoing professional development
for all staff, including, individualized professional development plans and coaching; (3) small
class sizes and low teacher-to-child ratios; (4) a full day program that mimics the established
length of day for K-5 scholars; (5) developmentally appropriate, culturally and linguistically
responsive instruction; (6) evidenced based curriculum, assessments and learning environments;
and (7) program evaluations to ensure continuous program improvement.
The National Association for the Education of Young Children (NAEYC), and its ten
standards are laid out in this chapter to provide basic knowledge developed from early childhood
professionals worldwide regarding what they believe all early childhood programs should
provide. The ten standards laid out in greater depth later in this chapter are relationships,
curriculum, teaching, assessment of child progress, health, staff competencies, preparation and
support, families, community relationships, physical environment, and leadership and
management.
This chapter additionally explores the current benefits of preschool programs focusing in
on neuroscience for optimal brain development, health, and student achievement. Early
experiences affect the quality of brain development by establishing either a sturdy or fragile
foundation for all the learning, health, and behavior that follows a young child into adolescence
and ultimately adulthood. Furthermore, the four domains neuroscience offers about the role of
the developing brain and other biological systems in the growth and development of young
scholars in early learning programs are discussed in more breadth in scope. The development and
growth in the early years of a child’s life is a key determinant of the health they will have over
13
their lifespan. Preschool programs are paramount for student achievement, as early intervention
is critical in slowing down and possibly reversing the academic gap.
Lastly, this chapter looks at the challenges that preschool programs currently face, keying
in on funding, staffing/access, childcare deserts, and the infamous Covid 19 pandemic. Preschool
programs are drastically underfunded, so it comes as no surprise that preschool scholars are
afforded considerable varying preschool experiences resulting in varying levels of primary grade
preparedness. The childcare staffing crisis is getting considerably worse, making it very difficult
for preschool programs to recruit and retain staff. This leads to childcare deserts where, simply
put, there are not enough preschool programs for every family who needs them. To make matters
worse, Covid 19 continues to be a strain on early childcare programs, which has exacerbated
learning setbacks and created further missed social experiences.
The issue is therefore not whether preschool works, but how to design and implement
programs that ensure that preschool investments consistently deliver on their promise. The early
years of a child’s life are very important for later health and development. Neuroscience
indicates that early preventive intervention will be more efficient and produce more favorable
outcomes than remediation later in life (Center on the Developing Child Harvard University,
2021). A robust body of research shows that children who participate in high-quality preschool
programs have better physical and social-emotional health, and better cognitive outcomes than
those who do not participate (U.S. Department of Education, 2015). Children who attend high-
quality preschool programs are less likely to utilize special education services or be retained in
their grade, and are more likely to graduate from high school, go on to college, and succeed in
their careers than those who have not attended high-quality preschool programs (U.S.
Department of Education, 2015).
14
However, there is research from the Tennessee voluntary preschool program that found
that graduates of sixth grade who formerly attended the state-run preschool program had lower
academic scores, more behavioral problems, and more special education referrals than their peers
who did not attend the same state-run voluntary preschool program (Mader, 2022). The state of
Tennessee has subsequently taken measures to improve their program by awarding funding
based on quality, as well as by collaborating and forming partnerships with external evaluators to
observe and measure the quality of teacher student interactions within these state-run programs
(Mader, 2022). Nonetheless, early childhood experts caution against using this isolated study to
draw conclusions about nationwide voluntary state preschool programs, as there is uncertainty
about the reasons for these results. It would thus be inappropriate to use this study to generalize
about any programs outside of the state of Tennessee (Mader, 2022).
The landscape of early childhood education is rapidly changing in the United States and
globally, driven by both positive and negative trends (Haslip & Gullo, 2018). Early Childhood
Education programs (ECEPs) are any type of educational program serving children before they
reach school age. Many organizations offer ECEPs. Some of these organizations are schools,
places of worship, childcare centers and nonprofit organizations (ChildCare.gov, 2021). As
stated earlier, required licensure depends on the states in which these programs reside (Workman
& Ullrich, 2017).
It is no surprise that “Child care is one of the biggest items in a family budget, right up
there with their rent or mortgage payment” (D'Souza, 2021, p. 1). Since the price tag of most
high-quality preschool programs are out of reach for some families, the publicly funded
Universal Pre-K initiative aims to change that narrative by providing tuition free preschool to all
families (Alliance for Early Success, 2022), thus reducing the burden of families who work
15
outside of the home and are struggling to afford preschool for all of the hours in their workday
(Alliance for Early Success, 2022). This ambitious legislative package, which barely passed in
the House and Senate, would be financed through increased taxes on corporations and the
wealthy (D'Souza, 2021). Universal Pre-K has the strong potential to decrease achievement gaps
and increase academic success than any national policy change in the last half-century (D'Souza,
2021). This mandate by President Biden is viewed as transformative for a state like California,
which has close to 3 million young scholars under the school age of 5 (D'Souza, 2021).
Universal Pre-K’s key tenet is to give most families the ability to avoid paying more than 7% of
their income(s) for childcare (D'Souza, 2021). To qualify, families must be in school, working,
looking for work, or coping with a health issue (D'Souza, 2021).
Some challenges that currently face the childcare industry are preschool deserts; leaving
families without safe, nurturing, affordable preschool options; high prices of early childcare
and/or early learning with no financial support; and lack of pay for early childhood educators
earning $13.50 an hour on average despite their essential and complex work (D'Souza, 2021). As
a remedy, the Biden plan calls for increased pay for childcare educators and staff, as well as
providing professional training opportunities (D'Souza, 2021).
This study serves to highlight how two preschool programs, one accredited and one non-
accredited, aids in the overall quality of the program and best prepares students for Kindergarten
readiness. Research has shown a child’s environment and social interactions shape their
development and learning (Bronfenbrenner, 2021), thus resulting in certain academic and non-
academic outcomes. Bronfenbrenner’s bioecological theory is heavily reliant on a child’s
environment shaping their development (Bronfenbrenner, 2021), whereas Lev Vygotsky’s theory
16
supports social interactions as the basis of human development (Bronfenbrenner, 2021; Lui,
2012). Both theories are the foundation of this study and are presented next.
Conceptual Framework
One theory contributing to the conceptual framework of this study is the bioecological
theory (Bronfenbrenner’s Ecological Systems Theory). Human development results from the
interplay of process, person, context, and time (Miller et al., 2017). In Figure 1 and Figure 2 the
core of this model is process, which constitutes interactions between an organism and its
environment known as proximal processes. The effects of these proximal processes on
developmental outcomes systematically vary based on the characteristics of the person and their
surrounding environmental context.
Consequently, children and their families respond in varying ways to the program
treatment environments they encounter. With environments of preschools, and the communities
they serve, bioecological theory would predict that the program will not affect all children in the
same way since the fit between the child’s needs and what the program provides is likely to differ
across families, children, and outcomes. Therefore, the match between children’s characteristics,
including prior experiences and needs, and the services offered by ECEPs, is crucial in
determining whether a program is appropriate and successful for a given child, creating a source
of heterogeneous treatment effects.
17
Figure 1
Theories of Child Development (Bronfenbrenner and Vygotsky)
(Twaddle, 2022)
18
Figure 2
Bioecological Model
(Center for Child and Family Well-Being, 2020)
The second is Vygotsky’s sociocultural theory. Lev Vygotsky is one of the founding
theorists in early childhood education. His theory sets much of the groundwork in research as it
pertains to cognitive development in young children. Vygotsky’s sociocultural theory holds
social interaction at its core while believing that children learn best and acquire skills such as
problem solving, values, and beliefs from more knowledgeable members of society (McLeod,
2020). He understood that community plays a vital role in the process of making meaning
(McLeod, 2020). He believed social learning is a precursor to cognitive development.
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ECEPs provide optimal learning and growth from more capable persons. Vygotsky’s
theory concludes that cognitive development varies across cultures (McLeod, 2020). He also
constructed the Zone of Proximal Development (ZPD). In Figure 3 below, The ZPD refers to the
contrast between what a learner already knows and what that learner can achieve from guidance
and help from an adult or more capable peer. Vygotsky’s theory believes the combination of
social interaction, ZPD, and language and/or speech create a preschool environment that
champions growth and development. Effective ECEPs home in on creating spaces that focus
primarily on developmentally appropriate practices for young learners. This theory shares the
notion that children, when afforded internal and external development opportunities from ECE
educators, increase their social and cognitive skills.
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Figure 3
Zone of Proximal Development
(Lui, 2012)
What are Preschool Programs?
Preschool programs are programs usually for 3-5 years old who are not primary grade
school eligible (ChildCare.gov, 2021). There are many types of PPs, such as Reggio Emilia,
Montessori, Waldorf, Parent Co-ops, and Religious, to name a few. Preschools aim to be
intentional in motivating and inspiring young scholars. They provide a nurturing school and/or
classroom environment conducive to growth and learning by incorporating hands-on learning
and experiential exercises to foster health, while tapping into the young scholar’s energy and
creativity (Bartolone, 2019). ECE programs aim to support and develop cognitive skills in
21
language, literacy, math, and support socio-emotional behaviors, motivation, engagement, and
persistence, all precursors to children’s long-term achievement and success in school (McCoy, et
al., 2017).
As stated above, preschool programs are primarily focused on the critical developmental
milestones. These early years are a time for remarkable growth to take place in an approach
within a preschool program that ensures that young scholars learn key skills and foundational
concepts to prepare them for later life (American School of Paris, 2021). In addition to preparing
young scholars for future academic and non-academic success, the development of high-quality
early childhood education is considered the key economic indicator when assessing the health
and future positioning of a nation (American School of Paris, 2021).
The foundational aspects of ECE directly contributes to better lives for children, which
resounds through national improvements to prosperity, social inclusion, and economic
development (American School of Paris, 2021). ECE programs are crucial in creating consistent,
responsive, supportive, and engaging environments, limiting the potential for detrimental factors
such as neglect and chronic stress, which can hinder a young scholar in reaching their full
potential (American School of Paris, 2021). Simply put, the purpose of ECE programs is to
provide young scholars with strategies to help them develop the socioemotional and cognitive
skills needed to become lifelong learners (University of Massachusetts Global, 2021).
Demographics
According to data from the National Center for Education Statistics (NCES), 54% of all
preschool children were enrolled in ECEPs in 2018, which include part-day and full-day
programs (USA FACTS, 2020). That means that out of 8.1 million preschool children, 3.7
million were not enrolled in ECEPs (USA FACTS, 2020). Out of the 4.4 million preschool
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children that were enrolled in 2018, 55.3% were in full-day programs, while under half were in
part-day programs (USA FACTS, 2020). Since 2000, ECEPs enrollment rates among all
preschool children remain stable at around 53% (USA FACTS, 2020).
Families with working parents or guardians enrolled preschool children in ECEPs at
higher rates than families who do not work outside of the home (USA FACTS, 2020). In
households of working families, 67.9% of preschool children were enrolled compared to 52.4%
in households of non-working families (USA FACTS, 2020). Preschool children of different
races and ethnicities attended ECEPs at different rates (USA FACTS, 2020). White preschool
children had the highest rate of ECEPs attendance at 67.8% (USA FACTS, 2020). Black children
were second at 62.6% (USA FACTS, 2020). The Hispanic preschool attendance rate was at
59.4%, followed by Asian children at 57.9%, and American Indian or Alaska Native children at
53.5% (USA FACTS, 2020). Due to small sample sizes, Pacific Islander preschool children were
not reported on their enrollment rates (USA FACTS, 2020). Moreover, White preschool children
were enrolled in full-day ECEPs at lower rates compared to the other racial and ethnic groups
(USA FACTS, 2020).
Communities where preschool children reside matter towards overall attendance rates.
Overall, research has shown that preschool children live in communities where the community
preschool enrollment rates mirror the overall participation rate for that specific group of children
(Hardy & Huber, 2020). For White and Asian preschool children, community ECEPs enrollment
is equally split between public and private ECEPs, resulting in about 50% of preschoolers in
these groups attending public ECEPs and about 50% attending private ECEPs (Hardy & Huber,
2020). By contrast, Hispanic, Black, and American Indian preschool children tend to live in
communities where preschoolers are primarily saturated in public ECEPs (Hardy & Huber,
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2020). This group tends to live in communities where 70% or more of community preschoolers
attend public ECEPs, whereas, 30% or less attend private ECEPs (Hardy & Huber, 2020).
State Licensure & Basic Requirements
As noted, childcare licensing requirements vary from state to state (ChildCare.gov,
2021). The National Database of Child Care Licensing Regulations is a website that lists
licensing regulations by state. For the purpose of this study, I have looked at the state of
Louisiana, the geographical center of my research, where all early learning programs have to be
licensed prior to operation. Exemptions from licensure in the state of Louisiana are ECEPs
attached to a public or private day school, and a program that is operated by a recognized
religious organization and qualifies as a tax-exempt organization not operating more than 24
hours in a continuous 7 days per week.
There are three types of licensing in LA, Type 1, 2, and 3. A Type 1 license is issued to
an ECEP owned or operated by a religious organization that is qualified as a tax exempt
organization (ChildCare.gov, 2021). A Type 2 license is issued to an ECEP that receives no state
or federal funds directly or indirectly from any source or whose only source of state or federal
funds is from U.S. Department of Agriculture’s food and nutrition programs (USDA). A Type 3
license is issued to an ECEP that directly or indirectly receives state or federal funds from any
source other than USDA.
What are High-Quality Early Childhood Education Programs (HQPPs)?
HQPPs involve one strategy that policymakers and educators use to address the
achievement gap between the wealthiest and poorest citizens (Child Trends, 2018). This
achievement gap already exists by the time students enter Kindergarten (Child Trends, 2018).
Research has shown that HQPPs can equip young preschool scholars with both academic and
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non-academic skills that they will need for Kindergarten and for life (Child Trends, 2018).
Furthermore, HQPPs support families by providing resources, financial, parental, and emotional
supports, and reliable and safe care for all children (Child Trends, 2018).
A few studies have examined long-term impacts of HQPPs. The findings show that when
these students become young adults and subsequently enter fully into adulthood, they typically
have higher earnings, better health, better focus, and participate in less criminal activity (Child
Trends, 2018). Moreover, research shows that students who attended HQPPs had higher test
scores later in elementary school (Child Trends, 2018). Lastly, HQPPs have leaders with a strong
vision for delivering quality and robust early learning policies regarding teachers, curriculum,
and classroom supports (Child Trends, 2018).
HQPPs gives preschoolers a strong start to being a life-long learner, leading to college
and/or career paths (Wechsler, et.al., 2016). Research consistently shows that all children benefit
from ECEPs, with low-income and English-learner preschoolers benefiting the most. HQPPs
provide comprehensive early learning standards and curricula that address the whole child, are
developmentally appropriate, and are effectively implemented (Wechsler, et.al., 2016). They
provide appropriate ongoing assessments that address the whole child. HQPPs hire faculty who
have the professional knowledge and skills to support preschoolers’ learning and development
(Wechsler, et.al., 2016). These faculty have ongoing support and mentoring in the field of ECE
(Wechsler, et.al., 2016). Furthermore, they meet the needs of all students, including English
learners and students who have special needs (Wechsler, et.al., 2016). They also provide
meaningful family engagement opportunities and devote sufficient time to preschoolers in
programs that last year-round and over multiple years (Wechsler, et.al., 2016). HQPPs have
smaller class sizes, resulting in lower teacher-to-student ratios. Finally, they conduct
25
comprehensive program assessments, evaluating program quality in terms of both structure and
classroom interactions. Many states utilize the Quality Rating and Improvement System (QRIS)
to improve the quality of early education programs.
NAEYC
The National Association for the Education of Young Children (NAEYC) is a
professional organization that promotes high-quality early learning for all young children, birth
to age 8, connecting ECE practice, policy, and research (NAEYC, 2021). Most high-quality
programs are accredited by the NAEYC. For more than 20 years, families have relied on
NAEYC accreditation to ensure the quality of education and care provided in their HQPPs
(NAEYC, 2021). To meet the 10 standards for NAEYC accreditation (NAEYC, 2021), programs
must do the following.
1. promote “positive relationships among all children and adults. It encourages each
child’s sense of individual worth and belonging as part of a community and fosters
each child’s ability to contribute as a responsible community member” (NAEYC,
2021, p. 1).
2. implement “a curriculum that is consistent with its goals for children and promotes
learning and development in each of the following areas: social, emotional, physical,
language, and cognitive” (NAEYC, 2021, p. 1).
3. use “developmentally, culturally, and linguistically appropriate and effective teaching
approaches that enhance each child’s learning and development in the context of the
curriculum goals” (NAEYC, 2021, p. 1).
4. be “informed by ongoing systematic, formal, and informal assessment approaches to
provide information on children’s learning and development. These assessments
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occur within the context of reciprocal communications with families and with
sensitivity to the cultural contexts in which children develop” (NAEYC, 2021, p. 1).
5. promote “the nutrition and health of children and protects children and staff from
illness and injury. Children must be healthy and safe to support children’s healthy
development” (NAEYC, 2021, p. 1).
6. employ and support “a teaching staff with the educational qualifications, knowledge,
and professional commitment necessary to promote children’s learning and
development and to support families’ diverse needs and interests” (NAEYC, 2021, p.
1).
7. secure and sustain “collaborative relationships with each child’s family to foster
children’s development in all settings. These relationships are sensitive to family
composition, language, and culture. To support children’s optimal learning and
development, programs need to establish relationships with families based on mutual
trust and respect, involve families in their children’s educational growth, and
encourage families to fully participate in the program” (NAEYC, 2021, p. 1).
8. establish “relationships with and uses the resources of the children’s communities to
support the achievement of program goals. Relationships with agencies and
institutions in the community can help a program achieve its goals and connect
families with resources that support children’s healthy development and learning”
(NAEYC, 2021, p. 1).
9. provide “a safe and healthful environment that provides appropriate and well-
maintained indoor and outdoor physical environments. The environment includes
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facilities, equipment, and materials to facilitate child and staff learning and
development” (NAEYC, 2021, p. 1).
10. implement “policies, procedures, and systems that support stable staff and strong
personnel, and fiscal, and program management so all children, families, and staff
have high-quality experiences” (NAEYC, 2021, p. 1).
Examples of HQPPs
Some examples of HQPPs are Perry Preschool, the Abecedarian Project, and the Chicago
Child-Parent Centers. The Perry Preschool project was a HQPP in which 60 preschoolers were
studied to see how high-quality early learning programs aid in a child’s growth and development
over a span of nearly 60 years. Within this study, an additional 60 students who did not attend
this program were studied. A trial such as this would not be beneficial to conduct presently, as
the benefits of preschool have been clearly shown to prepare preschoolers for Kindergarten and
would be considered unethical to offer this type of program to some and not others (Mongeau,
2019). The findings yielded that 67% of the adult children of the Perry Project completed high
school without a suspension, as compared to the 40% of the adult children who did not attend
(Mongeau, 2019). The one consistent finding showed that successful preschools do what
successful parents do (Mongeau, 2019): They find the child’s current level of development and
take them to the next level, allowing them to make mistakes, all while continually engaging them
in everyday learning experiences (Mongeau, 2019).
The Abecedarian Project was aimed at discovering the effectiveness of early intervention.
Children born between 1972 and 1974 were randomly assigned as infants to an HQPP or a
control group, a non HQPP (The Carolina Abecedarian Project, 2021). The children in the
experimental group received full-time high-quality education from infancy through age 5 (The
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Carolina Abecedarian Project, 2021). Each child within the experiment group had individualized
instruction focused on their social-emotional and cognitive areas of development (The Carolina
Abecedarian Project, 2021). Researchers monitored these children’s progress over the ages of 12,
15, 21, 30, and 35 (The Carolina Abecedarian Project, 2021). The findings continually
demonstrate that HQPPs facilitate long-lasting positive benefits (The Carolina Abecedarian
Project, 2021).
The Chicago Parent-Child Centers (CPC) provide preschool education and
comprehensive family support to children from families with low incomes (County Health
Rankings & Roadmaps, 2021). They utilize smaller class sizes so that the teacher-to-child ratio
remains low and conducive to a child-centered individualized learning approach (County Health
Rankings & Roadmaps, 2021). There is strong evidence that CPCs improve academic
achievement among children from low-income families (County Health Rankings & Roadmaps,
2021). CPC improves cognitive, socio-emotional, language/literacy, math, and Kindergarten
readiness while reducing grade retention and the need for special education services among
participants (County Health Rankings & Roadmaps, 2021). CPCs also improve the participant’s
health behaviors and overall physical health (County Health Rankings & Roadmaps, 2021). CPC
participants by the age of 28 earned more monetarily than their non-participating peers (County
Health Rankings & Roadmaps, 2021).
Benefits of PPs
Scientific Evidence for Optimal Brain Development
Neuroscientific research has led to improved policies that consider the ways in which
early adversity and nurturing care link up with brain development and function throughout the
course of a person’s life (Black, et al., 2017). Neuroscience indicates that early preventive
29
intervention will be more efficient and produce more favorable outcomes than remediation later
in life (Center on the Developing Child Harvard University, 2021). The changes that align with
recent scientific evidence for optimal brain development are the ability to predict, identify, and
target new insights on adolescent-specific and risk-related behaviors by utilizing predictive
modeling (Rosenberg et al., 2018). Predictive modeling affords the opportunity to predict
individual differences in behavior from brain features obtained through neuroimaging datasets
and complementary analytic approaches (Rosenberg, et al., 2018).
Here, I briefly review the evidence on the importance of neuroscience in the early years,
drawing from the National Academies of Sciences, Engineering, and Medicine report.
Neuroscience identifies four domains concerning the role of the developing brain and other
biological systems in ECE development. First is the developmental window, in which individuals
are most plastic, allowing the environment to shape their brain development (The National
Academies of Sciences, Engineering, and Medicine, 2021). The early years of life are critical in
brain development when the connection of neurons is reinforced, resulting in either potential
positive influences on development or posing a great risk for disruption (The National
Academies of Sciences, Engineering, and Medicine, 2021). Secondly is the interplay of genes
and environment. In most cases, genes and the environment are the source for both healthy
normal development and disease, disorders, and developmental problems (The National
Academies of Sciences, Engineering, and Medicine, 2021). “Neither environment nor biology
alone is destiny” (The National Academies of Sciences, Engineering, and Medicine, 2021, p. 1).
The impact of stress on development is third. There is strong evidence that psychological
and social adversities stemming even from fetal development have important short-and-long
term effects on the brain (The National Academies of Sciences, Engineering, and Medicine,
30
2021). This is shown by providing enrichment activities in the early years, supporting healthy
brain development as opposed to individuals experiencing disturbances and/or deficiencies in
utero or in the early years of life that can interrupt and/or alter brain development. These results
can range from slight incapacities to generalized developmental disabilities. Fourthly, there are
individual differences in sensitivity to environments. There is a substantial difference in how
individuals react to different influences in their environment. While some individuals thrive in
relatively negative environments, others are more sensitive, and such negative environments can
become detrimental to their growth. As stated earlier, a balanced approach to emotional, social,
cognitive, and language development will best prepare all children for success in school and later
in the workplace and community.
Not all PPs are alike. Again, research suggests that preschool children who attend PPs are
better prepared for Kindergarten, and that the groups that tend to make the most gains from PPs
are poor and disadvantaged preschool children (Sanchez, 2021). Yet, some preschool programs
shift away from the notion that PPs should be targeted to poor and disadvantaged groups to focus
on maintaining PPs that are diverse, and so that preschoolers can engage with a larger array of
peers (Sanchez, 2021). As stated earlier, poverty and adversity compromise the developing brain,
and while even a high-quality PP does not protect children from these things, they can definitely
help mitigate a few negative effects (Sanchez, 2021).
Health
As suggested, the first 5 years of development in a young scholar’s life are essential
determinants of health over the span of a lifetime (CDC, 2016). Additionally, strong associations
have been found between the biological effects of adverse early childhood experiences and
countless adult diseases, such as coronary artery disease, chronic pulmonary disease, and cancer
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(CDC, 2016). Early health matters in that the experiences and environmental influences interact
with genetic predispositions (Harvard University, 2022). These physiological adaptations and/or
disruptions affect lifelong outcomes in learning, behavior, and both physical and mental well-
being (Harvard University, 2022). Science tells us that our lived early experiences are built into
our bodies, creating biological memories that shape development, for better or for worse
(Harvard University, 2022). Moreover, young scholars in low-income families are often exposed
to more detrimental early-childhood experiences and environmental factors that delay or
compromise their development and place them at a disadvantage for healthy growth and school
readiness (CDC, 2016).
Extensive scientific research has identified three foundations of lifelong health
established in early childhood: (1) a stable and responsive environment of relationships; (2) safe
and supportive physical, chemical, and built environments; and (3) sound and appropriate
nutrition (Harvard University, 2022). A preschool program’s health interventions can improve a
young scholar’s development and help to protect against the future onset of adult disease and
disability (CDC, 2016). Additionally, research has shown that preschool programs contribute to
other positive health effects, including healthier weight, resulting in fewer underweight,
overweight, and obese young scholars (CDC, 2016). A growing body of research indicates that
preschool programs may lead to improvements in short and long-term health related outcomes
(Morrissey, 2019). Preschool programs may affect health in many ways, directly and positively,
via access to health screenings, health care, improved nutrition, or other health promoting
activities (Morrissey, 2019). Moreover, PPs may improve health indirectly by increasing
household resources resulting from increased parental employment or earnings (Morrissey,
2019).
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Intensive, high-quality programs, such as the Abecedarian Project, have strong and
lasting health benefits, including improved cardiovascular and metabolic health and reduced
smoking (Morrissey, 2019). Preschool programs, particularly those with health components,
show health benefits for young scholars; these include higher immunization screening, early
intervention identification rates, and improved mental health (Morrissey, 2019). Preschool
programs ensure young scholars have a healthy start to life as shown in Figure 4 (Harvard
University, 2022) and are key determinants of future health and well-being as shown in Figure 4
(Healthy People.gov, 2022).
Figure 4
ECE to Strengthen Lifelong Health
(Harvard University, 2022)
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Student Achievement
Preschool programs are one kind of intervention that attempts to close the academic gap.
Early intervention in young scholars’ lives is important because skill and performance gaps take
root before these students enter Kindergarten and, unfortunately, do not go away (Garcia & Elaine,
2017). As noted, young scholars have the greatest chance of succeeding in school if they regularly
attend a high-quality preschool program. Estimates of the return on investment in preschool range
from $2 to $13 per dollar spent and strongly rely on the level of quality of the preschool program
(Fischer et al., 2020).
Research shows positive short and long-term effects across academic skills in math,
reading, and language development for all students, but especially for dual language learners
(Fischer et al., 2020). Additionally, preschool programs are shown to contribute to reductions in
grade level retention, as well as increases in on-time high school graduation and executive
functioning (Fischer et al., 2020). A preschool program’s quality makes a difference in the ongoing
effects of achievement and attainment in young scholars’ lives (Learning Policy Institute, 2019).
The U.S. Department of Education (DOE) states,
Children who attend high-quality preschool programs are less likely to utilize special
education services or be retained in their grade, and are more likely to graduate from high
school, go on to college, and succeed in their careers than those who have not attended
high-quality preschool programs. (U.S. Department of Education, 2015)
However, access to high-quality preschool programs in the US remains quite low and highly
unequal due to two possible problems. First, although there has been a considerable increase in
attendance over the past two decades, the rate of access to early education varies widely as a
function of children’s socioeconomic backgrounds, leaving historically marginalized young
34
scholars without the access to center-based early-childhood education (Friedman-Krauss & Nores,
2016). Secondly, the quality of most preschool programs, especially those attended by low-income
scholars of color, is not high enough to substantially improve academic readiness (Friedman-
Krauss & Nores, 2016).
In order to achieve continued benefits from preschool, states and districts should devote to
the essential building blocks of high-quality preschool programs, which should include educator
preparation and continous relevant professional development, intentional and targeted curriculum,
and meaningful family partnerships and engagements (Learning Policy Institute, 2019). Quality
preschool programs do not simply happen; stakeholders have to design it, support it, and
continually work for it (Meloy et al., 2019). Preschool programs are immensely important, for they
can change generational outcomes for young scholars and their families. More specifically, high-
quality preschool programs can be the key to unlocking education equality across races,
geography, and income (Brooks, 2019). “A high-quality, universally accessible Pre-Kindergarten
program could narrow the achievement gaps at Kindergarten entry by ensuring equal access to
early learning environments that support children’s developmental and learning, regardless of
family background” (Friedman-Krauss & Nores, 2016). Figure 5 illustrates Universal Pre-K
access across the United States.
35
Figure 5
Universal Pre-K Access
(Friedman-Krauss et al., 2021)
Challenges of PPs
HQPPs are not an inoculation against all the contingencies and vicissitudes that may
negatively affect education and development, and not all studies show long-term positive impact
(Bornfreund & Guernsey, 2016). Oftentimes, HQPPs are depicted as a vaccine that will protect
36
students from any limiting effects of their learning environments for years to follow (Bornfreund
& Guernsey, 2016). As an outlier, some students who attend HQPPs are not ahead of their peers
who did not attend (Bornfreund & Guernsey, 2016). Outcomes such as this have perplexed
researchers in their quests to understand what actually happened in the classroom and in these
young scholars’ lives during the four years that transpired after they left HQPP (Bornfreund &
Guernsey, 2016).
Funding
The United States has an extremely under-funded system of providing services to
preschool age scholars (Guidry, 2021). “The current fragmented and underfunded early care and
education system creates highly unequal experiences in early childhood, exacerbating disparities,
denying equal opportunities to all children, and resulting in an underproductive future for our
children and country” (Guidry, 2021, p. 1). Determining funding for ECEPs is in part reliant on
the achievement gap (Flavin, 2020). After the Every Student Succeeds Act (ESSA) was adopted,
every state was inclined to evaluate their needs within their ECEPs and request grants from the
federal government (Flavin, 2020). With these grants ECEPs are monetary afforded
opportunities to target and improve critical academic skills, such as literacy and technology in
the classrooms (Flavin, 2020). The 3 types of funding for ECEPs are state, federal, and local.
However, states mostly utilize general fund appropriations and state funding formulas with block
grants targeting specific program areas to better educate the population of students their program
serves (AFTON, 2019).
There exist several subsidy programs to help families pay for and/or offset the cost of
ECEPs. State assistance subsidies are monies provided by the federal government to individual
states to help offset the cost of ECEPs; however, the aid available to families varies widely by
37
state (Ward, 2021). The Military Family Assistance program also offers federally-funded
subsidies to members of the military and the Department of Defense to assist in paying for
ECEPs on/off military installations (Ward, 2021). The Child and Dependent Care Tax Credit are
available to working families, as well as the child tax credit and earned income tax credit, both of
which are done through the IRS (Ward, 2021).
Likewise, families may qualify for employer subsidy programs, such as dependent care
accounts, but this is dependent on being employed and, if employed, whether the employer offers
such accounts (Ward, 2021). On the other hand, some childcare centers offer a sliding scale or
scholarships for low-income families who cannot afford the regular rates (Ward, 2021). There
are also childcare networks that partner to offer lower rates for employees who use their network
of programs (Ward, 2021).
Louisiana ranks 27
th
for per preschooler spending, meaning $4,539 per scholar enrolled
in preschool programs (Guidry, 2021). In total, the state of Louisiana’s preschool spending in
2019-2020 was $92,837,799 (Guidry, 2021). Nationally, the United States spent $10.37 billion in
local and federal dollars to provide early childcare education to 1.64 million young scholars in
2019-2020 (Guidry, 2021). This is not nearly enough based on the large number of young
preschool scholars still without access (Guidry, 2021). It is estimated that an additional $10.5
billion is needed to fully fund the more than 1.64 million preschool seats to raise educational
quality, pay educators, and provide full day programs (Guidry, 2021).
However, Louisiana is hopeful that it will receive appropriate funding by having parishes
and cities work toward investing local money from places like the New Orleans City Council,
allocating $1.5 million for early childhood education; the Ready Louisiana Coalition, a statewide
coalition of more than 100 businesses; advocacy organizations; early care and education
38
professionals; parents and citizens seeking increased investment in early education; the
Louisiana Legislature that passed bills to allocate 50% of revenues from the NBA Pelicans
license plate and 25% of sports betting revenues (up to $20 million); and the Louisiana Early
Childhood Education Fund (Guidry, 2021). Funding preschool programs result in short and long-
term economic benefits to individuals and society, such as building the foundation for
attentiveness, persistence, impulse control, sociability, and the earning of higher wages, the
living of healthier lives, the avoidance of incarceration, as well as the ability to raise strong
families and contribute positively to society (First Five Years Fund, 2022). Funding preschool
programs benefits entire families, their future generations, and their communities.
Staffing/Access
Preschool programs all over the country, regardless of their state or setting, are
experiencing the strain of being understaffed (Tate, The Child Care Staffing Crisis is Getting
Worse, 2021). NAEYC surveyed 7,500 providers and found that more than half of the
participants were experiencing greater difficulties with recruiting and retaining staff (Tate, The
Child Care Staffing Crisis is Getting Worse, 2021). Among preschool programs, the survey
found 80% are currently experiencing a staffing shortage, which NAEYC defines as having at
least one role open and unfilled for a month or longer (Tate, The Child Care Staffing Crisis is
Getting Worse, 2021).
Current preschool program employees are considering career changes for better paying
jobs, leaving most preschool programs finding it very difficult to recruit and retain replacements
(Hoff & Kaplan, 2021). Preschool program employees also stated that low pay and stressful
working conditions are factors in making them want to leave the profession (Dean, 2021). Data
from the Bureau of Labor Statistics showed that childcare workers earned a median hourly salary
39
of $12.24 (Bureau of Labor Statistics, 2021). Preschool programs are having to limit their
capacity, not necessarily because of a lack of slots, but because of a lack of staff (Dean, 2021).
Families are experiencing preschool program deserts. A preschool program desert is an
area where demand for space in licensed preschool programs far outpaces local capacity (Becker,
2020). There are simply not enough preschool programs available to every family that needs
them. Fifty-one percent of US families live in a preschool program desert, with some states
having more than others (Becker, 2020).
A nationwide portrait that is a first of its kind shows that, on average, middle income
areas where typical households have a combined income of about $75,000 to $85,000 are most
likely to be in preschool program deserts, along with areas with heavily Latinx populations
(Becker, 2020). Rural families nationwide have the fewest preschool program slots (Becker,
2020). Furthermore, Latinx communities are more likely to be preschool program deserts than
White communities (Becker, 2020). The worst program droughts are in low-income, rural areas,
and areas highly concentrated with Latinx populations (Hoff & Kaplan, 2021).
Detroit, which is nearly 80-percent Black, is an enormous preschool program desert,
while the surrounding affluent White suburbs have abundant licensed preschool programs
(Becker, 2020). However, in places such as Milwaukee, the northern section of the city, which is
heavily Black, has more available preschool programs than the southern part of the city, which is
heavily Latinx (Becker, 2020). Figure 6 illustrates childcare deserts in Northern Louisiana.
40
Figure 6
Childcare Desert Northern Louisiana
(Childcaredeserts.org, 2022)
Covid 19
The United States has never, with the exception of a few years during World War 2,
treated childcare as an essential service (Gupta, 2021). Currently, as we navigate a world with
Covid 19, ECE has been disrupted, as has every facet of education, with learning setbacks and
fewer social experiences (Tate, 2021). In many instances, lower enrollment resulted in missed
learning opportunities for preschoolers, lost revenue for PPs, and less work for ECE educators
(Tate, 2021). As indicated, preschool programs are no strangers to high turnover rates and staff
shortages; however, Covid 19 has dramatically heightened these challenges to a point where
some preschool programs had to significantly lower their student enrollments and, for some,
close their doors altogether (Tate, The Child Care Staffing Crisis is Getting Worse, 2021). Some
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preschool programs have not returned to full capacity since March 2020 (Tate, The Pandemic
was Disastrous for Early Childhood Education-And Both Kids and Adults Are Feeling It, 2021).
The pandemic has left few tuition paying families to support needed staff, has
experienced too many new expenses to keep the doors open safely, and has had recourse to too
few loans and grants needed to help bridge the gap (Mongeau, After Mass Closures, Too Little
Support, Post-Pandemic Child Care Options Will Be Scarce, 2021). While public schools receive
funding from the government for each student enrolled, preschool programs get government
support only for the exact number of days a child attends (Gupta, 2021). A child who is out sick
means the loss of income for the program. So, during the first months of the pandemic, when
families pulled their children out of preschool programs, many programs lost out on thousands of
dollars of income (Gupta, 2021). These effects have been especially stark in communities of
color.
Though the exact count of preschool program closures is still not known, 166,800 fewer
people were working in childcare in December 2020 than had been in those jobs in December
2019 (Bureau of Labor Statistics, 2021). 2.7 million children under age 6 may have needed
preschool care and not had a spot pre pandemic; for the post pandemic, experts expect the gap to
be even wider (Mongeau, After Mass Closures, Too Little Support, Post-Pandemic Child Care
Options Will Be Scarce, 2021). Preschool programs that have weathered the pandemic storm and
remained open are debt-ridden, pinching pennies here and there, and too drastically understaffed
to keep the doors opened (Gupta, 2021). Thus, the pandemic has made it extra hard for families
to find high-quality preschool programs.
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Summary and Conclusion
In this study, I explored what program staff view as the challenges and benefits of
accredited and non-accredited preschool programs. The literature has detailed how children learn
from their environment and more capable persons. Accredited preschool programs are held to a
higher standard than non-accredited programs. There is considerable neuroscientific evidence
that links high-quality early education to healthy brain development and functioning throughout
the course of a person’s life (The National Academies of Sciences, Engineering, and Medicine,
2021). Moreover, improvements in short and long-term health-related outcomes were linked to
high-quality early education as well (Morrissey, 2019). Furthermore, there are major gains in
student achievement showing positive short and long-term effects across academic skills in
reading and math for all students (Fischer et al., 2020).
Yet, some research shows that early education may have little-to-no effect at all on
student’s primary/secondary grade achievement (Mader, 2022). Furthermore, lack of funding,
understaffing, preschool deserts, and the infamous Covid 19 pandemic have all posed challenges
on ECE programs, challenging their quality and ultimately their ability to remain open (Gupta,
2021). There is little research, however, that addresses the benefits and challenges viewed by
program staff concerning environment and engagement and the effects they have on preschool
scholars’ academic and socioemotional Kindergarten readiness. This study aimed to address this
gap in practice by exploring how some preschool programs choose to best prepare their
preschool scholars for Kindergarten readiness and life-long learning. Gaining an understanding
of preschool program quality in terms of their benefits and challenges may help to end the
achievement gap that currently exists between historically marginalized preschool students and
their more affluent peers.
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In the next chapter, I describe the methods I used in my research to study the perspectives
of preschool program staff on the benefits and challenges of preschool programs, both high-
quality and non-accredited. I solicited these perspectives by conducting in-person interviews
with two preschool teachers and two preschool administrators at two different preschool
programs, one being accredited and the other non-accredited. I also conducted observations of
the classroom environment and interactions between students and teachers. These
instrumentations yielded rich data by which to explore which types of early childhood education
programs best prepare students for Kindergarten readiness.
The research questions for this study were as follows:
1. What do program staff view as the benefits and challenges of high-quality preschool
programs?
2. What do program staff view as the benefits and challenges of non-accredited (i.e.,
non-high quality) preschool programs?
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Chapter Three: Methodology
Introduction
This qualitative study utilized a review of the literature to identify themes as a foundation
for data collection. Additionally, I identified emerging themes within the data. Overall, the main
goal was to identify data that effectively depicted the elements of the preschool programs that
contributed to preschool scholars Kindergarten readiness, both socio-emotionally and
academically. The data was purposefully collected and triangulated in order to strengthen the
validity of the findings. Interviews and observations were utilized to gain the truest depiction of
the programs and the readiness of the scholars. Data collected for the data analysis included the
programs curriculum, assessments, program websites, classroom resources, Louisiana
Department of Education, and Louisiana Believes.
Two preschool educators and two preschool directors were interviewed from two
different preschool programs. All interviewees initialed, signed, and dated the consent form that
stated the purpose of the study and volunteer nature of the interview process. The two preschool
educators interviewed currently teach the preschool classes at their respective programs. Both
preschool educators were considered veteran teachers and had been at their program for at least
three years. Both directors interviewed had been educators for over 20 years, respectively. The
two preschool educators’ classroom settings were also observed. Having observed a total of two
preschool classroom environments, I was able to capture and analyze important observation data
of the physical classroom layouts and environments. All interviews were audio recorded and
transcribed verbatim to ensure the quality and validity of the data. The findings and themes will
be detailed later in Chapter Four. After the completion of the data collection, all data was
examined to identify emerging themes congruent with or divergent from the current literature.
45
The purpose of this chapter is to introduce the research methodology for this qualitative
bioecological and sociocultural theory study regarding what types of Early Childhood Education
programs best prepare students for academic and non-academic Kindergarten readiness. This
approach will allow for an in-depth understanding of children’s development as it relates to
processes, people, context, and time. Furthermore, it will provide both an understanding of the
sociocultural aspect of these programs and a way to develop theory from the data in order to
understand how these programs prepare preschool children for Kindergarten readiness. This
section will also include the study participants, instrumentation, procedures, data analysis,
trustworthiness, and limitations.
Research Design
The research design for this study is a qualitative case study for the purpose of gaining a
holistic understanding of the benefits and challenges preschool programs currently face in
preparing young scholars for Kindergarten readiness.
Research Questions
1. What do program staff view as the benefits and challenges of high-quality preschool
programs?
2. What do program staff view as the benefits and challenges of non-accredited (i.e.,
non-high quality) preschool programs?
Procedures for Recruitment, Participation, and Data Collection
Once I received approval from the University of Southern California’s Institutional
Review Board (IRB), I began the recruitment process. I sent a letter to the administrator at both
programs as well as their respective preschool educators requesting permission to interview them
and observe their classrooms, which resulted in their willingness to participate in the study. I did
46
not share any information with the teachers and administrators between the two centers where I
conducted interviews and observations.
School Site, Participants, and Sampling
Two factors were utilized to determine whether a school would qualify for this study:
1. Both preschool programs are tuition based and believe that preschool prepares young
scholars for Kindergarten readiness;
2. One preschool program is accredited, and one program is non-accredited.
I selected one educator and one administrator from each preschool program to participate
in this study. Both centers and/or programs are in the same parish in Northern Louisiana but in
different communities. I gave the participants a memo containing my contact number and email in
case they had any questions. I kept two educators (one from each center), as alternates, just in case
a participant needed to withdraw from the study. Once the participants contacted me, and we had
a conversation about the interview process. If they were still interested in moving forward with the
study, I scheduled a date and time for the interview. I then emailed or provided in person a copy
of the consent form outlining the interview protocol and the participant’s rights. Each interview
was conducted individually at the program site and lasted approximately 60 minutes.
The administrator chosen to participate was a tenured administrator who knew the
varying aspects of the program well. I talked with the administrator at each program beforehand
regarding the type of research I would be conducting and offered my contact information in case
they had questions and wanted to discuss the study further. When the person was willing to
participate, we set up a date and time to conduct the interview. If for some reason the participant
did not want to participate, I continued to work with the administrator in finding another tenured
preschool leader who did.
47
To align with the Bronfenbrenner’s Bioecological Theory—namely that individuals learn
from their environment and more capable persons—I asked questions of one preschool educator
and one administrator at two different preschool program sites. Such questions often pertained to
the school’s goals related to the Kindergarten district goals and the perceived barriers to those
goals. Moreover, I asked how they provide high-quality early learning services that demonstrate
a commitment to equitable outcomes for all children. To also align with Lev Vygotsky’s Theory
that individuals learn through social interactions, I asked how one builds and/or fosters
relationships with enrolled children and families. Additionally, I asked about the ways in which
they model appropriate behavior and how they encourage similar behavior in their school. Table
1 illustrates this.
Table 1
Theories Aligned to Research Questions
Bioecological theory Lev Vygotsky’s theory
Individuals learn from their environment and
more capable persons.
Individuals learn through social interactions.
Interview questions Interview questions
How are your schools’ goals related to the
Kindergarten district goals?
How do you build and/or foster relationships
with children and families you serve?
What are the barriers to your goals? In what ways are you models of appropriate
behavior in your school?
How do you provide high-quality early
learning services that demonstrate a
commitment to equitable outcomes for all
children?
How do you encourage appropriate behavior
in your school?
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Interviews with one preschool educator and one preschool administrator at two different
preschool program sites were used to help answer questions regarding the effectiveness of
PP/HQPP programs in improving student academic and non-academic outcomes and
Kindergarten preparedness. Two one-on-one interviews were conducted at two ECE program
sites, each of which consisted of one PP/HQPP educator and one PP/HQPP administrator.
During the interviews, one preschool educator and one preschool administrator were asked what
processes, curricula, and family engagement strategies lead to student academic and non-
academic outcomes and prepare them for Kindergarten readiness. In addition, the Quality Rating
and Improvement Systems (QRIS) tool was utilized to triangulate the data from educator and
administrator interviews and add additional data on each ECE program. All interviews were
conducted before classroom observations as another way to triangulate the findings and identify
trends and patterns. Additionally, I used the observations after the interviews to match the
varying elements of the program to the contribution of its effectiveness in improving student
academic and non-academic outcomes.
All participants were selected in advance and permission to participate was garnered in
writing via a signed consent form. The first two participants were selected and given an
opportunity to opt out at any point. Further, all of the participants remained anonymous and the
data were protected according to the Institutional Review Board (IRB) guidelines. I had twenty-
one questions with probes prepared in advance of the interviews. As noted, each interview was
approximately 60 minutes. Once all interviews were completed, I examined the data to find
patterns and trends. By triangulating the data through the use of multiple methods, this research
can assume a certain level of reliability and validity.
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I wanted to explore the perceived elements associated with ECE programs success which
would ultimately lead to improvement in student academic and non-academic outcomes and
Kindergarten readiness. All interviews were recorded and transcribed. I was observant of verbal
as well as non-verbal cues and annotated them both appropriately in my notes. At the
commencement of the interview, all participants were asked if they wanted to provide additional
information to better assist my understanding of their programs.
Data Collection
Interview Protocol
In this section, I describe the instruments used to collect data for this study and address
how issues of validity and reliability are assessed. The first instrument I used was the voice-
recorded interview, wherein I asked predetermined questions of each participant and took notes
on their responses. This type of qualitative interview is considered structured open ended (Aliyu,
Singhry, Adamu, & Abubakar, 2015). The questions for my interview were all grounded in my
research questions and conceptual framework as shown in Table 2 and Figure 7.
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Table 2
Research Questions Aligned to Interview Questions
Research Question1: What do program staff view
as the benefits and challenges of high-quality
preschool programs?
Research Question 2: What do program staff
view as the benefits and challenges of non-
accredited (non-high-quality) preschool
programs?
Interview Questions Interview Questions
What accreditation(s) does your school hold? What accreditation(s) does your school hold?
How do you provide high-quality early learning
services that demonstrate a commitment to
equitable outcomes for all children?
What are your specific goals related to
instruction and student achievement?
What professional development opportunities are
provided to meet professional expectations?
What professional development opportunities
are provided to meet professional
expectations?
How do you build and foster relationships with
children and the families you serve?
How do you build and foster relationships with
children and the families you serve?
How do you ensure that any assessment tool is
designed and validated for use with children
being assessed?
How do you ensure that any assessment tool is
designed and validated for use with children
being assessed?
How do you establish and maintain collaborative
relationships with all stakeholders?
How do you establish and maintain
collaborative relationships with all
stakeholders?
What resources and/or supports do you provide
to families?
What resources and/or supports do you
provide to families?
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Figure 7
Theories of Child Development (Bronfenbrenner and Vygotsky)
(Twaddle, 2022)
Procedures
Interviews
I drafted the interview questions listed in Appendix A for the purpose of gaining valuable
insight on what types of Early Childhood Education programs best prepare students for
Kindergarten readiness. The questions were guided by the Bronfenbrenner’s bioecological and
Vygotsky’s theories that human development occurs through proximal processes and proximal
development. Figure 7 above illustrates how individuals interact within their environment and
52
whether people, symbols, or objects influence their development. Individuals can and do learn
from their environment and more capable and/or knowledgeable persons.
According to the literature, bioecological theory focuses primarily on the child’s
environment in regards to its quality and context (Bronfenbrenner, 2021). As children mature,
their interactions within these environments become more complex. This theory surrounds the
notion of how the child’s world around them helps or hinders development, thus postulating
Vygotsky’s theory that social interactions are rudimentary to cognitive development.
Observations
The second instrument I used was the observation, for which I chose classrooms and
observed their environments. I gained prior approval from the administrators and educators of
the programs as well. I studied factors relating to the bioecological theory, as well as the
Vygotsky theory of ZPD in relation to student academic and non-academic outcomes. The goal
of the observation was two-fold: first, to identify the elements in the QRIS and confirm or
disconfirm the data from it; second, to establish evidence through a written record of the
perceived factors that contribute to successful elements of PP/HQPP and ultimately student
academic and non-academic outcomes. To align this study with the conceptual framework (that
individuals learn from their environment and more capable persons), I observed classroom
environments and the assessments being used; I saw the classroom layout, the daily schedule,
educator lesson plans and curriculum, and correlated them with the bioecological theory, where
human development results from the interplay of process, person, context, and time (Miller,
Farkas, & Duncan, 2017).
To further align this study with Vygotsky’s theory that individuals learn through social
interactions, I observed how students engage with each other and their teacher. I also observed
53
student behaviors and participation level. Lastly, I observed how much time the teacher spends
on non-academics, such as directions, redirections, clarifications, etc., following Lev Vygotsky
theory, which holds that children learn problem solving and acquire values and beliefs most
effectively from more knowledgeable members of society (McLeod, 2020). Observation notes
were examined and compared to the QRIS and interview answers.
54
Figure 8 illustrates how a student’s environment is critical in their academic and non-
academic outcomes as based on Bronfenbrenner’s bioecological theory in addition to the equal
importance of curriculum and instruction. Educators are critical in integrating high-quality
practices within their classroom environments as based on Vygotsky’s theory, thus creating a
classroom environment conducive to learning as well as based on each student’s interests and
individuality. I observed the classroom environment, keying in on the layout, materials, and
student work displays. I observed the curriculum and supplemental materials used by the
educator to teach the lesson/activity. In addition, I paid close attention to instruction and the
mode(s) of delivery. Moreover, I observed student interactions with one another as well as with
the curriculum being presented. Lastly, I observed the assessments and student outcomes.
Figure 8
Environments Directly Effect Student Outcomes
(Peterson & Elam, 2020)
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Confidentiality Parameters
Confidentiality was achieved using pseudonyms for all observed and interviewed faculty
and staff and their preschools. Informed consent forms were also given to all participants before
the commencement of interviews and observations. Emails and phone numbers of all participants
were kept confidential on my personal laptop, which was protected by username and password.
Lastly, the recorded interviews were kept on my personal cell phone protected by a pin number.
Data Management
Google voice typing was utilized to transcribe notes from the interviews. This data was
read and analyzed multiple times and assigned special codes. Prominent and noteworthy themes
were identified and studied to tell if they were congruent or divergent from the literature.
Dissemination of Findings
The findings of my study will be disseminated to the programs I observed and the
participants I interviewed. More broadly, these findings will add to the robust literature regarding
early learning programs, identifying how their benefits and challenges aid in the preschool
scholar’s Kindergarten readiness. Most importantly, it will shed light to families of preschoolers
on the importance of the quality of early learning programs and inform their decisions as they
seek the best early learning program for their young scholar(s).
Data Analysis
I began my analysis by combining my interview notes with the recorded interview,
searching for notable ideas and reduplicated comments by participants. I then examined and
compiled my observation notes. Next, I coded this data to answer the research questions and
further examine questions that will arise regarding this study. Coding data allows qualitative data
to be organized and labeled so that the researcher can identify contrasting themes and the
56
relationships between them (Medelyan, 2020). I then put the completed codes into categories.
Themes emerged from linking several categories together. A theme controls behavior or
stimulates activity and/or found by repetitions, Indigenous typologies or categories, metaphors
and analogies, transitions, similarities and differences, linguistic connectors, missing data, theory
related material, cutting and sorting, key words in context (KWIC), word co-occurrence, and
metacoding (Sage Publications, 2003).
Because the researcher is the instrument used in the data collection process, interviews
and observations are inherently the researcher’s interpretation of reality. As such, I was
cognizant of reflexivity or the study of the researcher’s bias, which could skew the reported
results. I incorporated strategies, such as keeping a journal and having open dialogue with
colleagues in ECE to determine the congruency of the emerging findings.
Descriptive Analysis
Classroom environments, such as the preschool scholar’s work, classroom libraries, and
center activities were observed. Some other examples of classroom environments analyzed were
the dramatic play area, circle time area, and the reading and writing (ELA) area. The current
curriculum and/or assessments were also analyzed. Lastly, transcription data from interviews and
classroom artifacts were analyzed to provide a sound interpretation of the study findings.
Thematic Analysis
Coding was used to highlight phrases and sentences from the interviews. Throughout this
study, several themes emerged, such as lack of funding/staffing, varying curriculum/assessments,
small class sizes and teacher-to-child ratios, family engagement, and community involvement.
57
Reliability
This study interviewed two preschool directors and two educators at two different
preschool programs during a typical school day. All interviewees were asked the same questions,
and the classroom environments, curriculum/assessments, and classroom scholar’s work were all
uniformly observed, resulting in internal consistency.
Dependability
Again, the findings in this study were peer reviewed to show dependability. Colleagues in
the field of early learning looked at the findings to help find data that was convergent and
divergent of the current literature.
Confirmability
The findings of this research study could be confirmed by other researchers. Likewise,
my interpretation of the data was not the only interpretation used but was clearly derived from
the data that was presented from the findings and peer reviewed.
Validity
Credibility
The observations and interviews conducted were in alignment with the conceptual
framework and research questions. Participants met all criteria, which meant being employed at a
tuition based accredited/non-accredited preschool program and having the belief that preschool
programs prepare young scholars for Kindergarten readiness. Interview instruments were field
tested in Spring of 2021 with a cohort of doctoral students. Lastly, it was member checked and
peer reviewed by colleagues of an early learning program and members of my doctoral student
cohort.
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Transferability
The findings of this study can be applicable to the field of early learning in adding to the
existing literature the current benefits and challenges that early learning programs currently face.
Findings such as childcare deserts and staff shortages resulting primarily from the Covid 19
pandemic can inform early childcare leaders in making policies and laws that positively affect
the advancement of the early learning field as a whole.
Trustworthiness
Trustworthiness or rigor of a study evokes confidence in the interpretation of data and
methods to ensure its quality (Devault, 2019). I provided a space that allows for participants to
feel at ease so that they can be open and honest with their answers. I made sure that the
participants had a clear understanding of what they were being asked, clarifying or rephrasing
questions for their greater understanding. To ensure transferability, I provided very detailed
descriptions on my findings from interviews, observations, and the QRIS. This provided the
researcher the ability to determine if this study’s findings apply to both programs within this
study. In qualitative research what is reported reflects the researcher’s selection and
interpretation of data stemming from the researcher’s positionality. That is why it is paramount
for the researcher to understand the participants’ viewpoints, discover the intricacy of social
behavior in context, and display an encompassing understanding of the findings.
Limitations
Each ECE program operates solely on the area in which it serves. Thus, ECE programs
vary significantly in terms of curriculum and overall program effectiveness. ECE programs lack
one framework to establish common curricula amongst all populations within US geographical
areas, yielding varying outcomes from student achievement to program effectiveness/quality.
59
Furthermore, the diversity of all ECE programs pose a compelling argument for their consistency
in how the programs are developed and/or structured and ultimately run.
This study only focused on two preschool programs, one a PP and the other a HQPP, so
the findings may not be generalized. The findings were limited to Louisiana ECE programs so
the results may not be indicative of PP/HQPPs in other states. The small number of preschool
educators and administrators interviewed may not reflect the perspectives of the majority. Lastly,
the participants were asked questions based on their perspectives. Thus, their responses will be
limited to their current amount of knowledge, skill, experience and/or biases.
Conclusion
The purpose of this qualitative study was to examine which types of ECE programs
PP/HQPPs best prepare students for academic and non-academic Kindergarten readiness. This
study was held at two ECE programs in Northern Louisiana where participants responded to my
interview questions. The questions explored each participant’s views on how effectively their
programs equip their scholars with the necessary skills to thrive in Kindergarten. They elicited
preschool educator views on how well their environment, curriculum, and instruction facilitate
Kindergarten readiness. I conducted observations of the preschool classroom environment as
well as educator instruction utilizing the curriculum. I also examined the Louisiana Believes data
to assist with answering the research questions. Lastly, I outlined participant selection,
instrumentation, and procedures for recruitment, participation, data collection, and data analysis.
60
Chapter Four: Findings
Introduction
A sense of urgency is being placed on preschool programs in helping close the
opportunity and achievement gap that is inherently hampering the trajectory of our young
scholars’ lives. Programs and initiatives such as Head Start and Early Education for All seek to
aid in this ongoing dilemma. HQPP’s and PP’s are critical for shifting these dynamics (The
Education Trust, 2018). In the absence of high-quality early learning programs, historically
underserved children, including BIPOC and children from low-income backgrounds, are more
likely to enter Kindergarten academically and socioemotionally behind their peers. Investing in
early childhood education is an effective way to reduce social costs that creep up later in life,
such as poor health, dropout rates, poverty, and crime, all of which tend to be prevalent in the
lives of disadvantaged scholars (The Education Trust, 2018).
Although this research study was not meant to be used to generalize solutions to the
opportunity and achievement gap, it nevertheless provides insight on the benefits and challenges
of HQPP/PP’s to best prepare preschool scholars for Kindergarten readiness, both socio-
emotionally and academically. The first three chapters provided the background of the problem,
a review of current literature, and a comprehensive data analysis plan. The methodology section
laid out the plan of action for data collection, which included administrator and teacher
interviews, classroom observations, and methodology. This chapter will go on to provide
comprehensive data aligned with the purpose of the study. This qualitative research study aimed
to gain this insight from observations and interviews of HQPP/PPs and the role they have on
young scholars’ Kindergarten readiness. HQPP/PPs were measured using a theoretical
framework illustrated in Chapter Two encompassing bioecological theory—namely that human
61
development results from the interplay of process, person, contexts, and time—and Vygotsky’s
socio-cultural theory that children learn best and acquire skills such as problem solving, values,
and beliefs from more knowledgeable members of society (with community playing a vital role
in the process of making meaning).
Chapter Four will discuss the findings of this study concerning the benefits and
challenges of ECE programs in preparing students for Kindergarten readiness. As such, this
chapter is organized according to the overarching research questions, which are as follows:
1. What do program staff view as the benefits and challenges of high-quality preschool
programs?
2. What do program staff view as the benefits and challenges of non-accredited (i.e.,
non-high quality) preschool programs?
Demographic Data
Hope Academy and Faith Academy are the pseudonyms chosen for the preschools
studied to protect the identity of all stakeholders who make up these programs. In addition, all
names of the teachers and administrators have been removed and a pseudonym has been given
for confidentiality and protection.
Preschool Academy One (Hope) and Preschool Academy Two (Faith) both meet the
criteria of this research study, that 1) both are tuition based, and 2) both believe that preschool
positively impacts a young scholar’s future. Preschool Academy One is a representative of a PP,
in that it does not hold an accreditation or any other distinction that would qualify it as a HQPP.
By contrast, Preschool Academy Two holds ACSI accreditation and is recognized by its
distinctions as a HQPP. Both programs are strong candidates and outstanding representatives for
62
this research study because they are both equipping young scholars with what they believe is a
strong foundation to become well-rounded and to succeed in Kindergarten.
Hope Academy
It is important to mention the layout of the school to capture the school environment that
is indicative of the Bioecological and Sociocultural Theories in that environment and community
matter in a scholar’s overall readiness. Hope Academy represents a PP in this study. A preschool
caters to the education of young scholars between the ages of 3 and 5-years old. Hope Academy
has one preschool classroom and one preschool teacher assigned to it. PPs can be accredited and
non-accredited. Hope Academy is non-accredited. The Director believes accreditation is all
about money and politics. PPs can be public or private and are funded accordingly, either
through the state, local, and federal government, and/or with family tuition fees.
Hope Academy is situated off of a busy road surrounded by open land and woods. It is
structurally part of a local church but has no affiliations. The school itself has a name banner tied
to one of the poles attached to the front entrance of the school. There are two large bushes on
both sides of the entrance of the building and a doorbell attached to the front of the door that
must be pushed to gain entry, as the front doors remain locked throughout the school day. Upon
entering the school, there is an open area attached to a kitchen where scholars were filling up a
watering vessel to water the outside flowers. When I was there, a laptop sat on a table in the
doorway playing repeat positive affirmations for the benefit of the children. The school has one
long hallway around which all the classrooms are situated. There are very few windows
throughout the school and the overall school environment at the time of my visit was noticeably
low lit and dark.
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The director met with the researcher at one of the long tables in the open space adjacent
to the kitchen that had fold-up chairs on both sides. There were no school secretaries or office
staff on site when the interviews and observations were taking place. The preschool teacher met
with me in her preschool classroom. The director was enthusiastic to show off her school and
speak about what she believes prepares preschool scholars for academic and socio-emotional
success. The preschool teacher was equally eager to talk about her instruction and cheerfully
presented her classroom environment and curriculum. The interview with the director and
preschool teacher went smoothly and there were zero interruptions.
Hope Academy’s preschool class meets Monday–Friday, 8:30-1:00 a.m., with a lunch
period of 12:00-12:30 p.m. It is a private preschool funded through tuition fees and the Louisiana
Scholarship Program. The Louisiana Scholarship program can either pay 80% or 100 % of a
preschool scholar’s tuition, and it is only paid out on a quarterly basis. The student-to-teacher
ratio is 1:8 or one educator to eight preschool scholars. Currently, there are two preschool
scholars and one preschool teacher. Hope Academy has the capacity to enroll 50 scholars from
PK- 12
th
grade. Currently, 16 scholars from grades PK-9
th
grade are enrolled. Furthermore, every
grade except for preschool is combined. For example, they combine 1
st
and 2
nd
grades, 3
rd
and 4
th
grades, 5
th
, 6
th
, and 7
th
grades, and 8
th
and 9
th
grades. The director contended that these small
class sizes and combined classes afford all scholars an opportunity for advanced instruction if
they are ready. Furthermore, preschool programs aim to be intentional in motivating and
inspiring young scholars. Hope Academy’s mission is that every child can learn when their
individual strengths are tapped.
Hope Academy utilizes community partners for their health program. Some of these
partners are personal trainers and dance instructors. They do not utilize a set preschool
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curriculum. The preschool teacher stated that she uses the Louisiana Department of Education
(LDOE) for preschool benchmarks and Louisiana Believes website to pull curriculum ideas for
her classroom. The director also brings in other directors to give professional development to her
preschool teacher and encourages the watching of webinars on the LDOE website to glean
information on best practices for preschool learners.
Hope Academy fosters relationships with their scholars and families by centering their
efforts on communication, trust, and honesty. They have a program Facebook page, send weekly
emails concerning school news, protocols, and events, and Zoom or speak face-to-face with
families. The preschool brings in a program called 4-H (“head, heart, hands, and health”) that
helps their scholars make meaning of their lives and gives those strategies on how to make their
communities better. The preschool program also sends out daily class messages on each of the
preschool scholar’s academics and behaviors. Figure 9 is a preschool room at Hope Academy.
Figure 9
Hope Academy Preschool Classroom
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Data for Research Question One
Research question one was: What do program staff view as the benefits and challenges of
non-accredited (i.e., non-high quality) preschool programs? To answer this question, interviews
and observations were completed.
Benefits
Observations
The benefits observed at Hope Academy were low teacher-to-student ratios, thus
allowing for differentiated one-on-one instruction time for the preschool scholars in attendance.
The preschool classroom displayed print-rich posters and scholar artwork on the walls. A print-
rich classroom environment shows scholars, especially at the preschool age, that reading and
writing serve real and intentional everyday purposes. A behavior chart was posted to encourage
and reinforce positive behavior and classroom expectations. When young scholars know what is
expected of them and are held accountable, there are fewer challenging behaviors and classroom
disruptions that may take young scholars’ focus away from learning.
There was also a kitchen play area. Dramatic play areas allow students opportunities to
use their imaginations, to learn through problem solving, and to collaborate with peers. Lastly, a
literacy area contained a variety of writing media, such as pencils, color pencils, crayons etc.
Within the area were subdivisions labeled with strips bearing first and last names, making it clear
to each student which areas and materials belonged to whom and, if needed, how to correctly
spell and write their names. Posted on the wall behind the literacy area was the word of the day,
a current weather sign (e.g., rainy, sunny, windy), the letter of the week, the color of the week,
and a classroom calendar displaying the month, day, and year. Indeed, research says that early
literacy is linked to academic achievement, a higher percentage of high school graduates, a
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reduction in grade retention, and an overall enhanced productivity in adult life (First Five Years
Fund, 2022).
Challenges
The challenges observed at Hope Academy included no set research-based curriculum
and assessments. A research-based early-learning curriculum is built upon sound research
concerning the ways in which young preschool scholars learn, grow, and develop. What I
observed were printed-off hand-writing sheets bearing a capital and lower-case letter being
utilized to teach literacy. Another challenge was a tiny collection of age-appropriate books for
the preschool scholars to choose from in their classroom library. There was one shelf consisting
of chapter books, teacher workbooks, and Go Math Kindergarten workbooks. The rest of the
library consisted of bins filled with toys. It should be noted that age-appropriate libraries in
preschool classrooms help expand preschoolers’ vocabulary, enrich the imagination, and build
self-confidence and independence.
Furthermore, I did not observe clear classroom objectives. Hope Academy follows the
LDOE Kindergarten standards; however, I did not witness a posted objective that connected
what the preschoolers were working on (a letter hand out) and the standard that was supposed to
be met. Following clear, curriculum-based standards promotes high expectations for every
student, and when there is no apparent adherence to curriculum standards, high-quality learning
opportunities may be missed.
Benefits
Interviews
The first benefit as told by the preschool program staff at Hope Academy is building self-
confidence. This is attempted by working with the scholars and their families on a one-on-one
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basis, collaborating to devise the best possible course of learning instruction. The director at
Hope Academy stated, “When the families of these preschool programs actually listen to what
we say and follow it, then their children learn.” The second benefit was real world application for
their preschool scholars. Hope Academy utilizes the LDOE website to align their instruction with
the state standards for Kindergarten. They couple that with their green school philosophy and
community partners such as 4-H and Louisiana State University Agriculture Center to blend
regular instruction with real-world applications.
Hope Academy’s third benefit was its small class setting. As observed above, small class
sizes render low teacher-to-scholar ratios and provide more tailored, intentional, and
individualized learning experiences for scholars. Indeed, Hope Academy’s small class sizes
allow for more one-on-one instruction time. The director stated that the benefits of their small
class sizes “build self-confidence in children, allow them to apply real-world applications, and
have more advanced instruction.” Hope Academy combines grade levels and teaches to the
highest grade level to accomplish what they call “advanced instruction.” Moreover, the preschool
teacher gets to know and builds relationships with each scholar and their family to better meet
their individual, sometimes complex needs. The preschool teacher plans her instruction
according to each scholar’s strengths and weaknesses, which she says allows her to see what they
are capable of. Once she knows their capabilities, she then “secures the foundation and adds to
it.”
Another benefit is Hope Academy’s School/Family Collaborations. Hope Academy’s
mission as stated by the director is every child can learn when we tap into their dominant ways of
learning. The benefits of their goals are seen when they collaborate with the families and home
in on the goals outlined by the LDOE, ultimately seeing the evidence of these benefits take root.
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Some examples include school event nights where families take part in information sessions,
such as those related to the latest Covid 19 protocols or their annual robotics competition.
Because of its small setting, Hope Academy values the ability to talk daily with school families
face-to-face. The preschool teacher utilizes Class Dojo, an educational technology system that
enables communications between school leaders, their students and families, and daily sheets
documenting the day’s learning achievements as a way to collaborate with the families she
serves. Such an intentional routine, says the director, “keeps everyone on the same page working
together, if they want to.” Barriers to progress might involve families not supporting the
teacher’s or the school’s methods or goals and/or not reinforcing them at home.
The school makes a strong effort to ensure that everyone knows the goals and carries
them out. This is done through verbal communication and/or sending out emails. Their school
goals encompass being a Green School, and this is partly evidenced by their decision not to send
home paper letters. They combine a Green School philosophy with the present curriculum ideas,
which they glean from the LDOE. Furthermore, they want children in their school to feel a
connection to nature, become curious about the natural world, and be able to extrapolate ways to
be environmentally conscious. Again, the director and preschool teacher at Hope Academy said
numerous times throughout the interview that “communication with parents is crucial.” They
believe that children learn best when there are school-to-home and home-to-school
collaborations. The result is student achievement where students have a sense of environmental
efficacy and become life-long learners who care about the world they live in. In the words of the
director, “learning never stops.”
In addition, the interviewees cited Hope Academy’s low enrollment as a benefit. Hope
Academy’s student enrollment has declined from the last school year, with 16 children in the
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primary school and only two students in preschool. Hope Academy is finding it additionally hard
to maintain high levels of attendance (versus general enrollment) as families struggle to get their
young scholars to school five days a week, thus leading to missed instruction time. The director,
however, does not see this as a great challenge because the low enrollment allows them to have
smaller combined class sizes that allow for more flexible one-on-one instruction time. The
director stated, “If the parents will get them here, we can do what we have to do to get their child
to learn and succeed.”
Lastly, their extracurricular programs, such as tennis, swimming, boxing, and their annual
robotics competition is a benefit to their preschool scholars and program. Extracurricular
activities and/or programs afford young scholars the opportunity to increase their socialization
skills, i.e., working together as a team for one shared purpose while also teaching time
management, i.e., choosing when and how they would like to spend their free time.
Challenges
Again, Hope Academy does not use any specific assessments. When asked how one
knows if a student has become proficient and/or mastered instruction, the preschool teacher
responded, “I ask them and they tell me, then we move on.” While asking the director the same
question regarding assessments, the reply was, “I do not need a sheet of paper telling me that
Johnny can’t read. I can observe that and work with the teacher and parent to get him to read.”
During my observation, there was only one student in the classroom. This student was
sitting at a desk and writing the word of the day on the provided paper. The student did not ask
for help, and there was no opportunity for the student to engage with other students. The
preschool teacher looked at the student’s work and said, “nice job!” The student put that work
70
away, then another grade level teacher came into the classroom and escorted the student to
another area in the school.
Hope Academy is challenged by funding. The director stated, “When parents don’t pay,
we can’t pay our teachers.” They are a private school who relies on family tuition fees and the
Louisiana Scholarship Program. However, families are not paying their fees in a timely manner,
and the Louisiana Scholarship Program only pays out on a quarterly basis, leaving 2 months
where teachers are not being paid and the program not able to purchase needed resources. The
preschool teacher stated, “I love what I do, but I am going to have to get another job because of
the cut to my hours and the delay in receiving my paycheck.” The director also added, “I would
love to have transportation for our students, but we cannot ask the parents to donate because they
cannot pay their tuition as it is.” When asked her thoughts on fundraisers, the director replied,
“Those fundraisers are really a waste of time; they have you sell things for little toys to earn, and
they don’t raise a lot of money. More money is spent on the marketing aspect for the fundraiser.”
Truly, Hope Academy is finding it hard to retain teaching staff. Funding is one issue that
is a part of this shortage, and the director is honest with prospective teachers, letting them know
that they will be paid on a quarterly basis. The director explained that they rely heavily on the
Louisiana Scholarship Program to keep their doors open. However, she stated, “the scholarship
program only pays 80% for the children that are enrolled, and since it is quarterly, teachers have
to go 2 months without a paycheck, and a lot of people cannot afford to do that.”
Another issue contributing to staff shortage is the high student turnover rate. The less
students they have, the less revenue they make, and the less teachers that are needed. The
preschool teacher shared with the researcher that her hours have been recently cut and she did
not get a planning period, requiring that she plan at home. For the preschool scholars, this means
71
a shortened instruction time and less opportunities for intervention/enrichment. When asked
where the children go when she leaves, the preschool teacher replied, “they go to a room with
another staff, and there is no instruction time provided.”
The themes identified were an uncertainty of research-based curriculum and assessments
that should be used; a lack of funding that results in lack of resources and staffing; a strong sense
of family collaborations that leads to bridging the gap between home and school; and small class
sizes and low teacher-to-scholar ratios that allow them to combine classes and give advanced
instruction that lends itself to Hope Academy’s goal that every child can learn when educators
tap into their dominant learning style.
Faith Academy
HQPPs are preschool programs that have accreditation and cater to young scholars ages
3–5 years. They are held to a standard of excellence in meeting or exceeding early-childhood
standards. Preschool Academy Two represents a HQPP in this study. Like Hope, Faith Academy
is also situated off a busy road. But it is surrounded by stores, gas stations, and single-family
homes. It is part of a local church and has a lower academy and an upper academy serving PK-
12
th
grades. The school has a billboard bearing their name at the corner of their street stating who
they are and what grade levels they offer. The school entrance is beautified by manicured bushes,
flowers, and plants. They also have a marquis displaying the name of their school. At the
entrance are two clear doors that remain locked, requiring the visitor to push an intercom door
system that buzzes the front desk in order to be let into the school. Inside the front entrance are
murals of animals displayed on the walls. The hallways are very bright with ample illumination
and vibrant colors throughout, and the many windows infuse the interior with natural light. One
side consists of classrooms for PK scholars, while the other side holds classrooms for grades K-
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5
th
grade. At the time of my observation, the preschool side had current subject-related student
art and other work displayed on the walls.
Three effervescent school secretaries escorted me to the director’s office and introduced
me to the preschool teacher and director. The director’s office walls were populated with positive
affirmations that might encourage the students. Her office was also awash with natural light from
the windows and enhanced by electrical lighting. The animal mural theme in the entrance of the
school extended into and throughout the office. She also had matching animal print pillows in
her two leather chairs where we sat. The cheerfulness of the director and preschool teacher were
an equal match for the effervescence of the secretaries I met earlier. The preschool teacher
brought me to her classroom after the initial interview to show off her classroom layout,
environment, student work, curriculum, classroom library, and the current unit theme. Both
interviews went very well with zero interruptions.
Faith Academy’s preschool program runs Monday–Friday, 8:00 a.m.–3:30 p.m., with a
lunch from 11:00–11:30 pm. It has a wraparound service in the mornings and afternoons for
early drop-offs and late pick-ups. Faith Academy is a private preschool funded by parent tuition.
There is no financial aid available to preschool scholars at this school. The student-to-teacher
ratio is 1:6 or one teacher for every six preschoolers. The academy currently has five preschool
classrooms with 12 students in each and is looking to expand next school year. It is accredited
through the Association of Christian Schools International (ACSI). At one point, the academy
had double accreditation, but ultimately chose to keep just one. Faith Academy’s mission is to
focus on the whole child, mind, body, and soul. Its goals are articulated for all stakeholders
through events such as State of the School and Huddle with the Head.
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Faith Academy engages the upper school’s PE coach for their health programs. They
have sports such as soccer, football, baseball, tennis, basketball, and swimming. They also
partner with a community organization called Stretch and Grow, which comes once a week to get
preschoolers moving and to help them to become mindful about having and maintaining good
health. Faith Academy utilizes the BJU Press Pathways for Preschool curriculum. This
curriculum is research based, and includes benchmark and other types of assessments. Faith
Academy does not follow the Kindergarten district goals; however, they do make sure that they
are meeting or exceeding the LDOE state benchmarks for Kindergarten.
When asked about professional development for teachers, both the preschool teacher and
director replied that they have “professional development for the professional development,
that’s just how much they have professional development!” They both also claimed that
everyone loves professional development, and that it is celebrated by all staff. It is a time where
they can unite together and create their vision for their scholars. Faith Academy has a
professional development 5-year plan, with topics such as diverse learners, educators wearing
many hats, and creating vision already in the works.
Faith Academy builds and fosters relationships with the children and families by building
trust, partnering with parents, and having ongoing communication with them, stating that
“communication is key.” They also love to invite families into the program. The preschool
teacher stated that building relationships with her preschool scholars starts on day one in the
classroom. She gets to know them as individual learners and forms her small groups and parent
involvement activities from that. Lastly, Faith Academy sends home folders containing pertinent
information and a retelling of 3-to-4 positive interactions with each child within each 9-week
period. Communication is also facilitated through emails, hand-written notes sent through postal
74
mail (not only to parents, but preschoolers too), a weekly newsletter from the director detailing
program events, as well as the school’s website and various social media platforms. Shown in
Figure 10 is a preschool room at Faith Academy.
Figure 10
Faith Academy Preschool Classroom
Data for Research Question Two
Research question two was: What do program staff view as the benefits and challenges of
high-quality preschool programs? To answer this question, interviews and observations were
completed.
Benefits
Observations
The benefits observed at Faith Academy included several classroom centers decorated
with print-rich material. At the time of my observation, the students were in the midst of
studying community helpers and were most recently focusing on postal workers. At their literacy
center was an age-appropriate book about postal workers and envelopes, stamps, pencils,
markers, and colored pencils so that the preschoolers could write and mail their very own letters.
75
Applying real-world examples and materials to preschool scholars’ learning environments adds
more rigor in terms of providing them real-world instances to problem solve and become critical
thinkers as a result, giving them concrete first-hand knowledge of the topic and how that fits into
the world around them. Another benefit observed was the BJU research-based curriculum and its
assessments. As stated, research-based curriculum and assessments are the foundation in the
preschool scholar’s learning, growth, and development.
Lastly, the preschool classroom had an area set up as a campsite and designated as a safe
spot or cozy corner. Within this area were soft blankets, toys, a textured seat pillow, and a poster
on the wall behind it with a picture of happy, sad, angry, etc., faces, and which posed the
question, “How do you feel today?” This safe spot helps the young scholars in this preschool
classroom regulate their emotions by affording them the opportunity to recognize, label, and
manage their very own emotions. Socioemotional learning helps preschoolers cope with
challenges and improve their academic performance and overall school attendance.
Challenges
The challenges observed at Faith Academy began with a lack of adequate time for every
lesson. When I observed, the lesson was focused on postal workers, but they were also supposed
to have a class party; they started the day with a religious class, they read a book, and had circle
time. However, social studies and science were left out because lunch and nap time took
precedence. A balanced curriculum when utilized effectively in preschool classrooms provide
preschool scholars with the knowledge, skills, and understanding they need to learn and grow
into well-rounded, informed humans.
The second challenge was student attendance. There were several preschool scholars out
on family vacations. Preschool is the time that sets the foundation for future learning. It builds
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the cognitive, socioemotional, and language skills needed for primary school readiness. If
preschool scholars are regularly absent, they may not be thoroughly prepared for Kindergarten.
Interviews
Benefits
Faith Academy is held to a standard of excellence because it is accredited through ACSI.
This means that their program takes extra steps to reach and maintain this accreditation. ACSI
accreditation lets families know a school is committed to excellence and that instruction at the
school will improve through a continuous process of teacher/program self-assessments designed
to increase student achievement (ACSI, 2022). If Faith Academy’s young preschool scholars stay
at the school and graduate high school, ACSI qualifies them for admission to most colleges and
universities (ACSI, 2022). They also transfer credits between schools nationally and
internationally (ACSI, 2022). The director stated that “being accredited and focused on kingdom
education sets these preschoolers and their families apart, as they value what is best for their
child.” Accreditation in a preschool program improves its quality in terms of early learning
programs, it gives families access to a high-quality preschool program, and it expects and
encourages the professional development of all teachers and staff in the program.
As stated, Faith Academy utilizes the Pathways for Preschool BJU curriculum, which
provides research-based and developmentally appropriate lesson plans, interactive lessons, and
assessments. The Footsteps for Fours in this curriculum introduces music, science, ELA, social
studies, math, phonics, and handwriting (BJU Press, 2022). The program staff interviewees
stated, “I love our curriculum; it is research based, includes benchmark assessments, plus parent
involvement.” When young children participate in an integrated curriculum that is genuinely
holistic and ethically guided, they more naturally make connections between and across subject
77
matter, triggering heightened creativity, becoming better skilled at reasoning in a
multidisciplinary and integrative manner, and are more likely to think beyond the constraints of a
discipline and focus instead on wider purposes for learning (Haslip & Gullo, 2018).
Challenges
Faith Academy has a challenge with families thinking their preschool program is just a
daycare. Many families have the mindset that since it is voluntary and not legally mandated for
their preschooler to attend, they can keep them out of the program for occasions such as family
vacations. This results in missed valuable learning time, which leads to lack of achievement,
both academically and socio-emotionally. To try to combat this mindset, Faith Academy says
that they have changed the way they dress to look more professional, so that families take them
more seriously. In addition, they have changed the way they communicate to parents, whether
via phone, email, or face to face, to center their verbiage on academic language and
professionalism. Lastly, they invite families to information nights, where they share what is
happening within the preschool classroom and the general school program.
Faith Academy right along with Hope Academy and other institutions across the states
are dealing with low staffing. Faith Academy is finding it challenging to retain high-quality
teachers and staff. The director voiced her concerns candidly about this topic saying, “it seems
like when we get staff in, something always ends up happening where they are unable to stay.”
Moreover, their teacher substitute roster is non-existent. The director stated that “the pandemic
has had a lot to do with this.” This has definitely hampered their preschool scholar waiting list,
making them unable to open up more classrooms for this school year.
Both the director and preschool teacher stated that they find that “there is just not enough
time in the school day to fit everything in.” With having morning bible classes, naptime, and a 30-
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minute lunch every day, it makes it hard for the preschool teacher address all subject areas and
PE/Health before the preschoolers go home for the day. They are trying to find ways to provide
engaging instruction balanced with Christian principles and resource time.
The recurrent themes begin with the reality that accreditation helps the school maintain a
high standard for their faculty and scholars. Staff involvement in professional development helps
them reach each scholar at their current developmental level in a fun and engaging way, giving
them the confidence to tackle contingencies within their classroom. The Covid 19 pandemic has
made it a difficult school year in that they cannot open up more preschool classrooms. They cannot
seem to recruit and retain high-quality preschool teachers; nor can they seem to build a viable list
of substitutes to draw from.
Conclusion
The issue is not whether preschool works, but how to design and implement programs
that ensure preschool investments consistently deliver on their promises. Both private preschool
programs in this study believe that all scholars can and will learn if afforded the proper
instruction, supports, and the resources to do so. Although these two preschool programs are
different in accreditation status, making one a PP, and the other a HQPP, they both have similar
challenges. Both programs have families that may not see the real purpose of preschool. This
leads to families keeping their scholars out of the programs for any reason. Moreover, this leads
to loss of academic instruction, resulting in a loss of learning gains.
Furthermore, both programs are dealing with staffing challenges. Hope Academy’s
challenges point to low enrollment, the cutting of staff hours, and lack of funding, whereas Faith
Academy’s challenges stem more from the pandemic and the inability to recruit and retain staff
because of it. Hope Academy differs in that they do not utilize assessments to drive instruction
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and measure scholar success; they rely instead on what young scholars “tell” them they can or
cannot do. They also use informal observation and subjective judgement to take the place of
formal assessment and drive instruction. By contrast, Faith Academy utilizes Pathways for
Preschool by BJU to inform instruction, enrichment, or intervention. But Faith Academy is also
tasked with thinking of creative ways to include every subject in the school day, as teachers are
challenged by time constraints.
On the bright side, both academies pride themselves on family collaborations through
open and honest communication in various forms, such as email, newsletters, notes by post, and
face to face conversations. Hope Academy prides itself most on the benefits of small class sizes,
whereas Faith Academy prides itself primarily on its ACSI accreditation. Small class sizes make
it easier to give more one-on-one instruction, allowing for more focused and differentiated
instruction, including intervention and enrichment. However, accreditation sets preschools apart,
in that they must meet or exceed high standards and continually provide professional
development opportunities for their faculty. Hope Academy and Faith Academy both believe
they are doing what is best for all their preschool scholars, providing the best education possible
by adhering to LDOE standards, BJU Preschool Pathways curriculum making use of Louisiana
Believes resources, and tapping into community partnerships.
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Chapter Five: Discussion
The purpose of this study was to increase understanding of the perspectives of preschool
programs regarding their best practices in young scholars’ academic and non-academic readiness
for Kindergarten. The problem that remains concerns the fact that historically marginalized
preschool scholars are starting Kindergarten on varying academic and socioemotional levels,
which is putting them a year or more behind their more affluent peers. Research confirms that
investments in HQPPs aid in young scholars’ academic and non-academic success (Learning
Policy Institute, 2019). PPs tend to have lower overall outcomes than HQPPs, especially in high
poverty and high minority communities. However, it is very clear from the research that PPs are
better than the alternative, which is none at all (Sanchez & Turner, 2014).
The study involved a basic qualitative design using interviews with and observations on
two preschool educators and two preschool administrators from two types of preschool
programs, one accredited and one non-accredited. In this study, I found that preschool teachers
and preschool administrators, whether at an accredited or non-accredited program, believe that
they are doing what is best for their scholars. I found them to express high regard for school-to-
home collaborations and/or partnerships. All participants felt that communication between
colleagues, families, and students was paramount in the success and achievement of the
preschool scholars and their respective programs. However, there were stark differences in the
classroom environment, curriculum, and assessments.
Findings
The findings for research question one was that Hope Academy utilizes the Louisiana
State Standards and pulls resources from different sources, such as the Teachers Pay Teachers
website and preschool curriculum books from local bookstores; however, they do not utilize
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formal assessments, nor do they utilize a research-based curriculum, which must be appropriate
for the ages, developmental levels, and cultural and linguistic backgrounds of the children
enrolled in the specified program (Head Start/ECLKC, 2021). When young children participate
in an integrated curriculum that is genuinely holistic and ethically guided, they more naturally
make connections between and across subject matter, triggering heightened creativity, becoming
better skilled at reasoning in a multidisciplinary and integrative manner, and are more likely to
think beyond the constraints of a discipline and focus instead on wider purposes for learning
(Haslip & Gullo, 2018).
Another finding for research question one included a relative infrequency of professional
development for faculty. Its professional development opportunities consist of inviting directors
from neighboring schools to provide professional development, as well as attending webinars
and utilizing the LDOE website for best practices. Professional Development for teachers and
staff is the most effective way to ensure educators continue to strengthen their practices
throughout their teaching careers (Mizell, 2010). Research has also confirmed that one of the
most important factors contributing to a student’s success in school is the quality of the teaching
(Mizell, 2010).
A third finding for research question one is the struggle to recruit and retain teachers and
staff. Hope Academy’s overarching contributor to this struggle is funding. Without adequate and
consistent staff, preschool programs cannot operate efficiently, leaving young preschool scholars
without the proper supports and resources needed for academic and socioemotional achievement.
In some cases, preschool programs must close their doors for good, extending the preschool
program deserts seen nationwide. Recruiting and retaining teachers and staff will positively
impact student achievement and cut down on childcare deserts.
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Lastly, family collaborations and partnerships are a very important driver in preschool
scholars’ academic and non-academic achievement and success. Hope Academy hosts school
events, such as their annual robotics competition. There is a monthly newsletter that goes out to
families to let them know of events happening in the school for that month. Hope Academy
prides itself on being able to communicate face-to-face with the families they serve every day.
Furthermore, communication are sent to families through emails and phone call updates. Lastly,
Hope Academy updates their website and Facebook pages regularly with important information
for families. Collaborations between schools and families raise academic achievement, improve
attendance, and deepen understanding between families and educators (Mills.edu, 2020).
Moreover, partnerships between families and schools decrease the likelihood scholars will drop
out of school (Mills.edu, 2020).
The findings for research question two were that high-quality preschool programs have
researched-based curriculum and assessments. Faith Academy utilizes the Pathways for
Preschool BJU Preschool curriculum. At the end of each unit, there is a research-based
assessment. Faith Academy utilizes each to tailor further instruction and/or enrichment.
Research-based curricula promote domain specific teaching practices that are effective in
supporting positive student outcomes (Head Start/ECLKC, 2021).
Curriculum is a critical factor in student academic and non-academic success (Steiner,
2017). The difference in a strong curriculum as opposed to a weak curriculum is that it positively
affects student achievement (Steiner, 2017). Moreover, research-based curriculum is content rich
in providing varied learning experiences and activities that promote preschool scholars’ growth
and development (Head Start/ECLKC, 2021).
83
Another finding for research question two was high-quality preschool programs have
extensive professional development for teachers and staff and it is celebrated by all. Faith
Academy has a professional development 5-year plan, as well as a 7-day in-service at the start of
every school year for teachers and staff and domain specific ACSI webinars to attend. Faith
Academy values professional development and does its best to gain the knowledge needed to
best prepare the young preschool scholars in their care. Great teachers and staff help create great
students (Edutopia, 2008). However, all professional development is not equal. For example,
some professional development sessions might cover an array of topics from literacy and
classroom management to blended learning and assessment (Getting Smart, 2018), thus making
professional development sessions topically disconnected and unrelated to the teachers’ lessons.
Hence, professional development sessions must be intentional by prioritizing topics that coincide
with the teachers’ specific domains and/or conflicts (Getting Smart, 2018).
A third finding for research question two concerns the lack of recruiting and retaining
teachers and staff. Faith Academy is finding it challenging to hire and retain teachers and staff.
They attribute this largely to the Covid 19 pandemic. Recruiting and retaining teachers and staff
is another one of the most important drivers of a well-functioning education program (Podolsky
et al., 2016). Teachers and staff prepare diverse scholars with complex needs to participate in our
present day knowledge-driven economy (Podolsky et al., 2016). Teacher and staff shortages
were a problem for years, but Covid 19 made them critical (LeBoeuf, 2022). Teachers who leave
the profession prematurely hurt scholars’ learning (Podolsky et al., 2016). Recruiting and
retaining teachers and staff are dire in programs serving concentrations of low-income scholars
and scholars of color, because teacher and staff attrition disproportionately impact their programs
(Podolsky et al., 2016).
84
Finally, I found that family collaborations and partnerships are very important drivers in
preschool scholars’ academic and non-academic achievement and success. Faith Academy has
monthly family engagement opportunities based on the theme for that month. They also have
what they call the State of the School and Huddle with the Head events, where the principal
conducts townhall type of meetings with families to elicit their knowledge, views, expertise, and
to talk with them about pertinent school matters. There is a weekly and monthly newsletter that
goes out to families, as well as teacher conferences and updates on their program’s website.
Furthermore, they provide parenting classes and Facebook live tutorials, which, in their words,
“make community with them.”
Family school partnerships are a shared responsibility and reciprocal process whereby
schools engage families in intentional, meaningful, and culturally appropriate ways, leading
families to take the initiative to actively support their scholar’s development and learning
(National Center on Safe Supportive Learning Environments, 2022). In truth, families are their
scholar’s first and primary teacher, because they know their scholar best. Strong schools depend
on engaged parents (Mills.edu, 2020). Positive connections between families and educators have
been shown to improve scholars’ academic achievements, social competencies, and emotional
well-being (Sheridan, 2016). The collaborations in concert with the environment surrounding the
scholar either promote scholar achievement or thwart it.
85
Implications
Early Childhood Education from its inception was meant to provide a program that would
help meet the emotional, social, health, nutritional, and psychological needs of preschool-aged
scholars, primarily from low-income families. Since its creation, it has made progress in making
sure preschool scholars are well prepared for Kindergarten. Faith and Hope Academies are
staying true to this tenet by providing young preschool scholars the best possible start in
becoming life-long learners and as Kindergarten ready as possible. However, there are a couple
of implications to this study. Every preschool program faces its own set of challenges and unique
obstacles to overcome as one has seen from this study.
The implications for research question one concern the need for a researched-based
curriculum and assessments to track scholar learning. Current researched-based curriculum and
assessments will enhance scholar learning and will prepare them for primary and secondary
grades. The implications for research question two concern preschool programs having to invest
time and money into continued professional development for their educators and staff. Providing
collaboration time as well as bringing in intentional, meaningful, and current researched-based
practices will complement student learning and achievement.
Preschool programs having researched-based curriculum and assessments as well as
providing intentional professional development for educators and staff is not a new concept.
Much research has been dedicated to gaining insight into the different aspects of a preschool
program that best prepares preschool scholars for primary and secondary-school. Faith Academy
and Hope Academy provide two examples for finding effective practices. The examination of
Faith and Hope Academies will yield research findings for those already working in the field of
86
early-childhood education. Furthermore, Faith and Hope Academies may apply these findings to
better understand their own respective programs.
Future Research
A qualitative study could look at several more accredited and non-accredited preschool
programs across several parishes in Louisiana, asking the same questions about the challenges
and benefits of a preschool program and how they best prepare preschool scholars for
Kindergarten readiness. The data could be compared across parishes to see how the challenges
and benefits of each parish aid or impede the scholar’s academic and non-academic
achievements. Additionally, a qualitative study could be done to focus on families’ engagement
within the program to promote the scholar’s academic and non-academic achievement,
examining further which effective collaboration strategies between home and school lead to
success.
Although the data was limited in this study, as it only took place over one day, a
longitudinal study using the same schools for the duration of an entire school year leading into
the Kindergarten school year could lead to evidence that would yield concrete academic and non-
academic achievement for these preschool scholars. However, research at the elementary school
level could reveal information based on the preschool scholars’ current learning environment and
instruction as opposed to their preschool programs.
One of the key findings in this study was low scholar enrollment and attendance. A
qualitative research study can be done on universal preschool programs that will aim to improve
preschool quality and expand access to preschool for all children. Such a study could eliminate
the challenge of access to preschool programs and their overall costs. Further, a study that looks
at making Kindergarten standards part of the preschool curriculum could lead to higher levels of
87
Kindergarten preparedness for preschool scholars and higher achievement both academically and
non-academically. This study could be replicated at similar preschool programs, which could
uncover additional themes and findings.
Conclusion
There is little doubt that preschool programs set the foundation for academic and non-
academic achievement in primary and secondary grades. Recruiting and retaining high-quality
educators and staff are key factors in scholar learning and achievement. Another key factor is
providing teachers and staff with current, relevant, and extensive professional development.
Family and home collaborations are also crucial, as the families know their scholars the best and
have vital information pertaining to their scholar’s success. When families have opportunities to
be an integral part of their children’s school environment, strong partnerships are made and
result in scholars performing at higher levels and making academic and non-academic
achievements.
Previous research combined with this study has shown the benefits and challenges of
preschool programs that contribute to a young preschool scholar’s academic and non-academic
achievement. This study aimed to shed a light on which types of preschool programs best prepare
students for Kindergarten readiness. The results of this study showed that accredited programs
have researched-based curriculum and assessments, educators and staff who are provided with
intentional professional development, and strong partnerships and/or collaborations between
home, school, and the community. All of these benefits and challenges are integral parts of
preschool scholars being Kindergarten ready, both academically and socioemotionally.
88
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Appendix A: Interview Protocol
Interview protocol
• What is your current position at [school name]?
• What is the age range of the children in your school?
• How many preschool classrooms do you have at your school?
• What accreditation(s) does your school hold?
• How do you articulate the vision and mission of your school so that it is understood?
• How your school’s goals are related to the Kindergarten district goals?
• What are the barriers to your goals?
• What can you do to minimize them?
• What are the benefits of your goals?
• What can you do to maximize them?
• How do you provide high-quality early learning services that demonstrate a
commitment to equitable outcomes for all children?
• What health programs (fine and gross motor skills), does your school provide to
students?
• What are your specific goals related to instruction and student achievement?
• What professional development opportunities are provided to meet professional
expectations?
• What are those expectations?
• How do you build and/or foster relationships with children and families you serve?
• In what ways are you models of appropriate behavior?
96
• How do you encourage that in your school?
• How do you ensure that any assessment tool is designed and validated for use with
children being assessed?
• How do you establish and maintain collaborative relationships with all stakeholders?
• What resources and/or supports do you provide to families?
Ending: What did I miss? Is there anything we should have talked about but didn’t?
I would like to thank you for your time and sharing your expertise with me.
97
Appendix B: Informed Consent
TITLE OF STUDY
What Types of Early Childhood Education Programs Best Prepare Students for Kindergarten
Readiness?
PRINCIPAL INVESTIGATOR
Sheree Claudio
USC Rossier School for Education
90 Kingston Crossing Bossier City, LA 71111
228-380-1107
tclaudio@usc.edu
PURPOSE OF STUDY
You are being asked to take part in a research study. Before you decide to participate in
this study, it is important that you understand why the research is being done and what it will
involve. Please read the following information carefully. Please ask the researcher if there is
anything that is not clear or if you need more information.
The purpose of this study is to conduct research on preschool programs and how these
programs prepare preschool students for Kindergarten readiness. I am particularly interested in
how the interconnectedness of young scholar’s environment, interactions with educators,
families, and communities prepare them academically and socially for Kindergarten.
STUDY PROCEDURES
Thank you for agreeing to participate in my study on what types of Early Childhood
Education programs best prepare preschool students for Kindergarten readiness. I appreciate the
98
time that you have allotted to answer my questions. The interview should take approximately 30
minutes, will this work for you?
As a researcher the majority of my research and collection of data will entail
conversations. I would like to record our conversations and take notes if that is okay with you.
You will be asked several questions regarding elements of your Early Childhood Education
preschool program that prepares students both academically and socially for Kindergarten. Your
answers to the questions I ask will be anonymous. I will not ask for your name, address,
telephone number, or any other self- identifying information.
RISKS
There are no risks that you will be asked to take in participating in this research. You may
decline to answer any or all questions and you may terminate your involvement at any time if
you choose. You also have the right to review any materials that we discuss, document,
photograph, and record with your consent. All interview transcriptions will be kept confidential
in a binder in a locked file cabinet. V oice recordings and photos will be kept on my personal cell
phone safeguarded by a password and will be deleted after the approved submission of my study.
BENEFITS
There will be no direct benefit to you for your participation in this study. However, we
hope that the information obtained from this study may add to the body of literature that seeks to
advance Early Childhood Education programs in meeting and preferably exceeding preparing
preschool scholars for Kindergarten readiness.
CONFIDENTIALITY
99
Your responses will be anonymous. There will be no written and/or identifying
information on any written documents or voice recordings. Every effort will be made by the
researcher to preserve your confidentiality including the following:
• Assigning code names/numbers for participants that will be used on all research
notes, documents, and voice recordings
• Keeping notes, interview transcriptions, photos, and any other identifying participant
information in a locked file cabinet in the personal possession of the researcher.
Participant data will be kept confidential except in cases where the researcher is legally obligated
to report specific incidents. These incidents include, but may not be limited to, incidents of abuse
and maltreatment.
CONTACT INFORMATION
If you have questions at any time about this study, or you experience adverse effects as
the result of participating in this study, you may contact the researcher whose contact
information is provided on the first page. If you have questions regarding your rights as a
research participant, or if problems arise which you do not feel you can discuss with the Primary
Investigator, please contact the Institutional Review Board at (323) 442-0114 or IRB@usc.edu.
VOLUNTARY PARTICIPATION
Your participation in this study is voluntary. It is up to you to decide whether or not to
take part in this study. If you decide to take part in this study, you will be asked to sign a consent
form. After you sign the consent form, you are still free to withdraw at any time and without
giving a reason. Withdrawing from this study will not affect the relationship you have, if any,
with the researcher. If you withdraw from the study before data collection is completed, your
data will be returned to you or destroyed.
100
CONSENT
I have read and I understand the provided information and have had the opportunity to
ask questions. I understand that my participation is voluntary and that I am free to withdraw at
any time, without giving a reason and without cost. I understand that I will be given a copy of
this consent form. I voluntarily agree to take part in this study.
Participant's signature ______________________________ Date __________
Investigator's signature _____________________________ Date __________
Abstract (if available)
Abstract
This study utilized extensive literature review to create a conceptual framework for the purpose of understanding what types of benefits and challenges of early childhood education programs, accredited and non-accredited, best prepare preschool scholars both academically and socioemotionally for Kindergarten. This study aimed to answer two explicit research questions: (1) What do program staff view as the benefits and challenges of high-quality preschool programs? (2) What do program staff view as the benefits and challenges of non-accredited (i.e., non-high-quality) preschool programs? The study focused on one accredited and one non-accredited preschool program in the same parish but in different communities in Northern Louisiana. Hope Preschool Academy and Faith Preschool Academy were selected for this study because they met the following criteria: (1) both preschool programs are tuition based; (2) both preschool programs believe that preschool prepares young scholars for Kindergarten readiness; (3) one preschool program is accredited; and (4) one preschool program is non-accredited. Through the use of a qualitative mixed methods approach, educator and director interviews, as well as classroom observations, were analyzed and triangulated to ensure validity and reliability. Findings from this study indicated that accredited high-quality preschool programs best contribute to the academic and non-academic achievements in preschool scholars Kindergarten readiness. The overarching themes that best contributed to preschool scholars’ academic readiness for Kindergarten are the following: (1) researched based curriculum, (2) staff participation in ongoing and extensive professional development, and (3) strong partnerships and collaborations between home, school, and the community. This study revealed that high-quality and non-high-quality preschool programs are an important component to preschool scholars Kindergarten readiness both academically and socioemotionally. However, there are limitations to studying only two preschool programs during a specific time of study. As such, the findings of this study may be subject to interpretations other than the ones presented. The two educators and two directors interviewed may not reflect the viewpoints and the perspectives of the majority. Further research on several preschools in Louisiana focusing on family engagement within preschool programs or a longitudinal study may or may not find different outcomes.
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Claudio, Tashara Sheree
(author)
Core Title
The benefits and challenges of early childhood education programs on kindergarten readiness
School
Rossier School of Education
Degree
Doctor of Education
Degree Program
Educational Leadership (On Line)
Degree Conferral Date
2022-05
Publication Date
04/27/2022
Defense Date
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Publisher
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Tag
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)
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cisadmin@lib.usc.edu
Tags
early childhood education program
high-quality preschool program
National Association for the Education of Young Children Quality Rating and Improvement System
preschool program
zone of proximal development