Educational inequalities between students begin early, as children
enter kindergarten with vastly different sets of background
knowledge and experiences that do (or in many cases do not) prepare
them to learn successfully in school. Many children enter school
with skills and prior knowledge so low that they are unable to
overcome this lack during the kindergarten year, leaving them
unprepared for first grade. Predictably, these deficits only widen
as the children progress on to subsequent grades. Conversely,
children who enter kindergarten prepared to learn, and leave
kindergarten having mastered key competencies in literacy and
numeracy, are more likely to succeed throughout their schooling and
later in life. The recent pandemic has only exacerbated this
problem of learner variability. Differences in school approaches to
remote or hybrid learning and variability in family and home
environments have all impacted the performance of children, many of
whom are now nearly a year behind. The pandemic has forced us all
to consider the ways in which traditional models of schooling have
fallen short, and how we might better design programs that leverage
all the inputs in a young child's life (the home, parents, school,
community, technology, and more) to ensure that their learning
needs are met. If we hope to solve this problem at scale, we must
re-examine what we know about these formative early years and
develop new ways to ensure that children enter kindergarten ready
to learn and leave kindergarten with all the competencies they need
succeed in later schooling and beyond. We must consider of all the
factors that contribute to a child's school readiness, as well as
the critical learning must take place during the kindergarten year.
It requires the examination of factors that most influence
children's development during the first five years, and their
lasting effects on the rest of children's lives. More importantly,
we must examine the ways that we, as stakeholders, can influence
outcomes for young children by creating synergies between and among
these various factors. With all this in mind, this book proposes to
assemble the most current research and thought-leadership on the
ways in which innovative education stakeholders are working
together to impact what are perhaps the most critical years in a
child's education - the years leading up to and including
kindergarten. Ensuring that children enter kindergarten ready to
learn and leave kindergarten with all the key competencies required
for later success must be pursued with intensity, creativity, and
purpose if we truly wish to address learner variability and its
impact on achievement at scale. This book will Illuminate the
problem of learner variability in early childhood education, its
short and long-term effects on K-12 education and life beyond
school, and the potential of technological innovations to address
this problem at scale.
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