Q & A

Click on the questions below to gain valuable information on the early years!

Q:  Why are the early years important?

A: During the first three years of life the brain grows at an amazing rate (to 80% of its adult size) and forms "connections." By the time a child is three, the brain has formed about 1000 trillion connections, about twice as many as adults have. As a child matures, the brain streamlines the connections, gradually becoming more powerful and efficient. These connections are critical to a child's healthy growth and development.o:p>

Neuroscientific research indicates that early experiences both good and bad have a great effect on the brain's development and ability to form and maintain these critical connections. Researchers confirm that the way parents and caregivers interact with and the experiences provided for a young child have a big impact on the child's emotional development, learning abilities, and ultimately, success in school and later in life.

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Q: What factors contribute to a child's healthy growth and development?

A: These factors contribute to a child's healthy growth and development:

1. Capable Parents. Parents have the knowledge, skills and resources to provide an environment and experiences that meet their children's basic health, safety, physical,emotional andintellectual needs.

2. Quality Early Childhood Programs. Families have access to affordable, high-quality early childhood programs.

3. Accessible, Quality Health Care. Families have access to quality health services that promote the healthy growth and development of children. If you and your children do not have health care, click here!

4. Family Economic Self-sufficiency. Communities have viable employment opportunities and training to support family economic needs.

5. Safe Communities. Communities are safe and orderly environments for children.

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Q: What do we mean by School Readiness?

A: A child is "school ready" when they are able to do and succeed at kindergarten work. Some of the skills and abilities needed to work successfully in kindergarten, include:

• Social and Emotional Development--Does she get along with others? Follow rules? Start an activity, work on it, and finish it?

• Physical Development--Does he run, jump, climb, play ball? Button his shirt? Zip his jacket? Use scissors? Trace? Draw? Use good health and safety skills?

• Language and Literacy--Does she talk and listen to adults and other children? Speak clearly? Understand stories? Love books? Know some letters and numbers?

• Mathematical Thinking--Does he child sort things by color and shape? Can he count?

• Scientific Thinking--Does she explore? Look, listen, touch, smell, and taste to get information? Talk about how things are alike or different?

• Social Studies--Does he talk about himself, his family and his community? Talk about how people are similar and different?

• The Arts--Does she dance? Draw? Paint? Sing? Make music? Play make believe?

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Q: What are the Domains of Learning?

A. To do well in school, children need to be supported and nurtured in all areas of development. According to many experts, these seven areas of development or Domains of Learning are:

Social and Emotional

• Shows initiative and self-direction (for example, tries a new piece of playground equipment after watching other children

• Follows classroom rules and routines (for example, raises hand before speaking, after hearing a general reminder from the teacher or takes completed assignment to "finished work" basket)

• Uses classroom materials purposefully and respectfully (for example, if accidentally tears a page of a book, the student helps the teacher repair it)

• Interacts easily with one or more children (for example, talks, giggles and shares markers with other children in the arts center or asks another child, "What is your name?" and use the name in a conversation)

Development and Health

• Moves with balance and control (for example, moves smoothly around the classroom with out bumping into objects or imitates correctly a variety of stretching, bending, or twisting motions during a group exercise)

• Uses eye-hand coordination to perform tasks (for example, works with blocks to copy an intricate pattern from a picture or uses a ruler to draw a frame around a drawing)

• Performs self-care tasks competently (for example, zips own jacked and buttons shirtÑmay still have difficulty with shoe lacesÑor gets a tissue for a runny nose, uses it effectively, and throws it away)

• Shows beginning understanding of and follows health and safety rules (for example, contributes appropriate ideas to a class list on healthy snacks, coughs and states "Oops, I forgot to cover my mouth!" or picks up a toy from the floor and states, "Someone could trip on this.")

Language and Literacy

• Gains meaning by listening (for example, states, "Apples are healthy" after listening to the nurse talk about healthy foods)

• Demonstrates beginning phonemic awareness (for example, claps syllables for one/two-syllable names or offers "box" to rhyme with "fox.")

• Speaks clearly and conveys ideas effectively (for example, uses simple but complete sentences, such as "I want to find a worm" when getting ready to go outside)

• Shows some understanding of concepts about print (for example, notices print and asks, "What does this say?")

• Comprehends and responds to fiction and non-fiction text (for example, during snack time says to a friend, "You are hungry just like the very hungry caterpillar!" or gets a book from the book corner to find out what to feed a ladybug)

• Uses letter-like shapes, symbols, letters, and words to convey meaning (for example, covers a sheet of paper with letter-like symbols, able to write own name, or asks the teacher how to spell DOG, but writes DOC as the letters are spoken)

Mathematical Thinking

• Begins to use and explain strategies to solve mathematical problems (for example, asks, "Will there be enough ice cream?" during the fall festival)

• Shows understanding of number and quantity (for example, counts the number of girls in the classroom and supplies this information to the teacher)

• Recognizes, duplicates, and extends patterns (for example, identifies stripes when looking at wallpaper or strings beads following a pattern)

• Recognizes and describes some attributes of shapes (finds three different sized rectangles and states, "these are all rectangles.")

Scientific Thinking

• Seeks information through observation, exploration, and descriptive investigations (ask "why questions")

• Uses simple tools and equipment to extend the senses and gather data (for example, looks at skin with a magnifier and states, "I never knew my skin had lines.")

• Identifies, describes and compares properties of objects (for example, sorts a group of objects based on where they can be found)

• Observes and describes characteristics, basic needs and life cycles of living things (for example, says, "I am getting bigger" when looking at baby pictures)

Social Studies

• Identifies similarities and differences in people's characteristics, habits, and living patterns (for example, looks at a book about people from many parts of the world and talks about differences in hair, clothing, and gender)

• Describes some people's jobs and what is required to perform them (for example, makes a booklet about "Jobs" and draws pictures representing some details about three jobs)

• Begins to be aware of technology and how it affects life (for example, looks at a book of inventions and names some of the machines/tools pictured)

• Demonstrates awareness of the reasons for rules (for example, checks classroom job chart and proceeds to empty the pencil sharpener)

The Arts

• Participates in group music experiences (for example, sings or chats along during group music activities)

• Participates in creative movement, dance, and drama (for example, imitates animal movements during a group activity or dances to music, changing motions when the mood or tempo changes)

• Uses a variety of art materials to explore and express ideas and emotions (for example, uses clay, paint or markers with a purpose in mind)

• Responds to artistic creations or events (for example, says to a classmate, "You are a good painter!")

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Q: What is the Maryland Model for School Readiness (MMSR)?

A: The Maryland Model for School Readiness (MMSR) is an assessment and instructional system designed to provide parents, early childhood providers and teachers with a common understanding of what children know and are able to do upon entering school.

The MMSR is important because it provides a common goal and language of how parents, teachers, and providers can support young children's learning. MMSR incorporates research-based instruction, effective communication among teachers, parents, and early childhood providers and age-appropriate assessment of children's learning. Teachers and providers receive on-going staff development to implement these practices.

Baseline data on the MMSR is now available! For an overview, click here! For additional data, see the Maryland State Department of Education School Readiness Baseline Data Report.

For more information on the age the appropriate assessment used in Maryland (the Work Sampling System) click here.

To obtain more information on the MMSR see the Maryland State Department of Education MMSR Fact Sheet or visit the md-k12 Web site.

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Q: What should children know and be able to do when they enter kindergarten?

A: A student who is fully ready for school consistently demonstrates proficient skills, behaviors, and abilities in the following areas:

• Social and personal development--Does she get along with others? Follow rules? Start an activity, work on it, and finish it?

• Physical development--Does he run, jump, climb, play ball? Button his shirt? Zip his jacket? Use scissors? Trace? Draw? Use good health and safety skills?

• Language and literacy--Does she talk and listen to adults and other children? Speak clearly? Understand stories? Love books? Know some letters and numbers?

• Mathematical thinking--Does he child sort things by color and shape? Can he count?

• Scientific thinking--Does she explore? Look, listen, touch, smell, and taste to get information? Talk about how things are alike or different?

• Social studies--Does he talk about himself, his family and his community? Talk about how people are similar and different?

• The Arts--Does she dance? Draw? Paint? Sing? Make music? Play make believe?

To obtain additional examples, click on the link above or visit the mdk12 Web site.

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Q: How is a child's school readiness assessed?

A: When a child starts school, the kindergarten teacher will use a tool called the Work Sampling System (WSS) to look at what the child knows and is able to do. This will help the kindergarten teacher learn more about the child. It will also show areas where your child needs more support and practice. Throughout the year, the teacher will observe the child and provide support where needed. This is all part of the Maryland Model for School Readiness (MMSR).

Children are identified as:

• Fully Ready: Student consistently demonstrates the skills, behaviors, and abilities, which are needed to meet kindergarten expectations successfully. (Click here to view some of the skills of a child in the Full Readiness ranking.)

• Approaching Readiness: Student inconsistently demonstrates the skills, behaviors, and abilities, which are needed to meet kindergarten expectations successfully and requires targeted instructional support in specific areas.

• Developing Readiness: Student does not demonstrate the skills, behaviors, and abilities, which are needed to meet kindergarten expectations successfully and requires considerable instructional support in several areas.

All the information is shared with parents and reported to teachers of the next grade level. From it, the teacher will:

• Design activities to support the child's learning.

• Discuss the child's strengths and weaknesses with parents.

• Give parents things to do at home to help their child succeed in school.

In addition, the fall ratings are reported to the Maryland General Assembly on the level of school readiness statewide.

Baseline Data is now Available! For an overview, click here! For additional data, see the Maryland State Department of Education School Readiness Baseline Data Report.

Additional information is also available on the mdk12 Web site.

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Q: What can parents do to help their child be ready for school?

A: You are your child's first and most important teacher! There are many things you can do with your child, starting at birth, to help him be ready to succeed in shcool.

Everything you do with your child helps him learn new skills. Encourage his growth during daily activities, such as feeding, bathing, grocery shopping, and playing. Everyday moments are learning moments.

As your child gets older, offer your child opportunities to build her skills and abilities by:

• Playing with other children

• Following rules and routines

• Running, jumping, climbing, playing ball, and exploring

• Listening to and discussing books and stories

• Learning some letters, numbers, shapes

• Talking about animals, plants, family members, and the community

• Expressing himself through music, art, and dance

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Q: What are the types of early care and education programs available for young children?

A: Research indicates that quality early childhood experiences significantly influence a child's readiness for and success in school. There are many different programs currently available to young children in Maryland. Some programs include:

• Child Care Center. Child care provided in a facility, usually non-residential, for part or all of the day that provides care to children in the absence of the parent.  A child care center can also be a:
  

• Early Head Start / Head Start Programs. A federal preschool program for low-income families with children birth to 5 year olds; funded by the US Department of Health and Human Services and licensed by the Maryland State Department of Education and/or local boards of education. 

• Judith P. Hoyer Early Child Care and Family Education Centers are early childhood and family learning centers which promote school readiness through a collaboration among community-based agencies and organizations. This integrated approach includes early childhood care and education as well as family support and health programs whose services are conveniently provided within or near school buildings.

Centers are regulated and licensed by the Maryland State Department of Education (MSDE).  To find a licensed child care center, visit the Maryland Committee for Children. Many programs have State or National accreditation, including accreditation from MSDE and/or the National Association of the Education of Young Children (NAEYC).   

• Early Identification and Intervention Program (EIIP). As children start school in kindergarten, the EIIP is designed to identify young children with atypical or unusual behavioral symptoms and provide appropriate and effective early intervention in the classroom or through special programs. While the EIIP is a precursor to special education services, it is closely linked to the evaluation process designed for children with disabilities. These services are available in every elementary school in Maryland.
  

• Family Care. Regulated care given to a child younger than 13 years old, in place of parental care for less than 24 hours a day, in a residence other than the child's residence and for which the provider is paid. Family child care is regulated by the MSDE.  To find a licensed family child care provider, visit the Maryland Committee for Children.
  

• Home/Informal Care. Care provided by parent(s) or a relative.
  

• Home Instruction Program for Preschool Youngsters (HIPPY) HIPPY is a home-based early intervention program that helps parents provide educational enrichment for their preschool children. The program stresses the vital role that parents' play in their children's early education and is designed specifically for those parents who may not feel confident enough in their own abilities to teach their children what they consider "school knowledge". The basic HIPPY program model addresses directly the first National Educational Goal that by the year 2000 all children will enter school ready to learn and, more specifically, the second objective which states that parents will have the materials and support they need to help their children at home. By supporting parents, the primary goal of the HIPPY program is to increase vulnerable children's success in school and, ultimately, in adult life.
  

• Prekindergarten. Public School prekindergarted education for four-year old children. Administrered by local boards of education and regulated by the Maryland State Department of Education.
  

• The Maryland Infants and Toddlers Program. This program assists families of children with special needs during the first three years of the child's developmental journey.

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