iKinder: Initial Analysis of the Problem and Challenges
Think about it: People do not question investing large sums of money in high school intervention programs to "close the achievement gap". But, will that do that in kindergarten is often dismissed as inappropriate. However, the truth is that you get more bang for the buck if schools intervene early to close literacy and achievement gaps by building English vocabulary, math and literacy skills before the age of 5.
iKindergarten Home Resources Standards Inspiration About the Author
Literature Review History/Rationale Community
Literature Review History/Rationale Community
History & Rationale for an Action Research Project
Last year our kindergartners embarked on a great journey to explore the ways technology can be used to enhance their learning. In addition to crayons, paper, pencils, playdough, puppets, puzzles, play, manipulatives, and realia, we are learning with iPads. Our students are primarily English Language Learners, 100% of whom are living in poverty based on qualifying for free or reduced lunch. Less than 2% of the students’ parents graduated from high school in the U.S. and 17/18 students only speak Spanish at home. These students are at the greatest risk of school failure (Darling Hammond, 2010, p31).
Studies have shown that the size of the working vocabulary of 4 year old children from low-income families is approximately one-third that of children from middle income families. Hart & Risely, (as cited in Darling-Hammond p. 31), estimate that 30-40% of children enter kindergarten without the social, emotional, and language skills need to be successful in school. Research by Heckman claims that there is convincing evidence that if interventions occur early enough, they can improve children’s health, welfare, learning, and can reduce lifetime inequality. The earlier the intervention the greater the social returns. (Darling-Hammond p. 34).
The strategy for use of the iPads was for early academic intervention focused on building English language vocabulary and school readiness in our most ‘at risk’ students. The iPad enhanced kindergarten project began as a community partnership between NapaLearns, a nonprofit organization, Calistoga Family Center, a family resource center, and Calistoga Joint Unified School District.
Non profit resources for intervention aimed at closing the achievement gap have traditionally been prioritized to target high school academic interventions. Chuck McMinn, NapaLearns , (personal communication, May 15, 2012), states that NapaLearns “expanded intervention to pre-K students after reviewing research reviewed in Visible Learning by John Hattie and Brain Rules by John Medina, The research showed evidence that children’s brains at age 3 have 3 times the neural connections of adults and are pruned down by 1 by age 8. NapaLearns felt that individualized education through the use of the iPads could have an affect on helping kids without a preschool experience to catch up prior to and through kindergarten.” This brain-based research supports the thinking that earlier academic intervention is needed to close the achievement gap, it also highlights the need for improved access to high quality educational resources and the need for innovative 21st century educational practices.
Studies have shown that the size of the working vocabulary of 4 year old children from low-income families is approximately one-third that of children from middle income families. Hart & Risely, (as cited in Darling-Hammond p. 31), estimate that 30-40% of children enter kindergarten without the social, emotional, and language skills need to be successful in school. Research by Heckman claims that there is convincing evidence that if interventions occur early enough, they can improve children’s health, welfare, learning, and can reduce lifetime inequality. The earlier the intervention the greater the social returns. (Darling-Hammond p. 34).
The strategy for use of the iPads was for early academic intervention focused on building English language vocabulary and school readiness in our most ‘at risk’ students. The iPad enhanced kindergarten project began as a community partnership between NapaLearns, a nonprofit organization, Calistoga Family Center, a family resource center, and Calistoga Joint Unified School District.
Non profit resources for intervention aimed at closing the achievement gap have traditionally been prioritized to target high school academic interventions. Chuck McMinn, NapaLearns , (personal communication, May 15, 2012), states that NapaLearns “expanded intervention to pre-K students after reviewing research reviewed in Visible Learning by John Hattie and Brain Rules by John Medina, The research showed evidence that children’s brains at age 3 have 3 times the neural connections of adults and are pruned down by 1 by age 8. NapaLearns felt that individualized education through the use of the iPads could have an affect on helping kids without a preschool experience to catch up prior to and through kindergarten.” This brain-based research supports the thinking that earlier academic intervention is needed to close the achievement gap, it also highlights the need for improved access to high quality educational resources and the need for innovative 21st century educational practices.