Assignment One:
I have chosen to discuss an evaluation of the
full-day kindergarten programs in Ontario, located at
http://www.edu.gov.on.ca/kindergarten/FDKReport2013.pdf. The evaluation looked
at the impact and benefits of early
learning programs and their influence on childrens' academic future, and ways
of improving the program.
I believe that the evaluation format was
summaritive, as it looked at the effectiveness of a program and its ability to
confirm the purpose that it had set out to achieve; early development of social
and academic skills will improve success in a child's learning experience. This
format also utilized data that was collected over a two year period, comparing
results for 0 – 2 years attendance in
the program. A variety of assessment tools were used to collect data, such as:
surveys, observations, interviews with various participant involved in the
study and student materials collected, all used to measure the level of success
of the program. The evaluation not only looked at the impact of the program,
but also looked at weaknesses found within the program, in order to make
improvements.
I believe that the evaluation of this program
presented many strengths during the assessment process. The data was collected using several
approaches such as in-person and telephone interviews, online surveys, focus
group observations, classroom observations, teacher data collection, all to
access information regarding measurement of child development. Several people
were also involved in the process including parents, teachers, principals,
early child development educators and community education partners, all with
different expertise in early child development.
The program also collected data using at a
variety of measurements to indicate growth. These evaluations looked at the
children’s' physical health and well-being, knowledge and communication skills,
intelligence, maturity, their ability to socialize and their use of language.
This allowed for a clearer representation of factors being identified, rather
than focusing on only one aspect of academic growth.
The study
also identified that it was essential to have the teachers and specialist in
early childhood development work cooperatively throughout planning and
executing of the full day program, the data collection process, and both attend
professional development to ensure appropriate and effective training for the
program. The data pointed out that in some situations, the teachers were the
only partners who benefited from the professional training opportunities. This
proved to be one of the weaknesses to the program.
Throughout the process, the evaluators recognized
that there were weaknesses throughout the program. It
became apparent that the roles and responsibilities of all the team members
involved in implementing the program needed to be defined further in order to
provide the best possible opportunities to ensure a successful program. I agree with the findings that that when dealing
with any early child development program, it is imperative that all members
involved are equally committed to achieving absolute success, and need to be
clear as to the expectations of their role.
As a previous full-day kindergarten
teacher, I find that this evaluation, for the most part, was done very well and
their evidence showing that participation in the full-day kindergarten program
benefits most children when it comes to increasing success in academics and
social skills. I do, however, feel that “school readiness” for children also
plays a factor in the program’s success and should be considered as part of the
evaluation. Children, who are at the low
end of the age requirement, may not be ready for a full-day kindergarten, which
could potentially negatively affect the outcome of the program. As well,
children who have consistent parent involvement, including daily reading or
letter recognition, also enter into a program with stronger academic skills.
Another consideration when evaluating any
kindergarten programs success should be the involvement or completion of a
preschool program prior to entering into a kindergarten program. From
experience, in most cases, these children are recognizably more prepared for
academic settings and have stronger social skills to start off the year.
