Full-day Program Research Articles

Family Engagement Practices in a Public Pre-Kindergarten Program: Variation by Program, Classroom, and Staff Characteristics

ABSTRACT Family engagement is considered a key component of preschool program quality, and early childhood education teachers and programs are increasingly expected to engage families in their programs. However, there is limited knowledge on what strategies preschool programs use to engage families and how these family engagement practices vary across programs. This study uses survey data collected from public pre-kindergarten program administrators and teachers in a mid-sized, urban school district to describe various types of family engagement practices and to examine associations between family engagement practices and pre-K program, classroom, and staff characteristics. We also conduct thematic analysis of open-ended survey responses to triangulate and complement our quantitative findings and to provide insight into teachers’ and administrators’ perceived barriers and facilitators of family engagement. We find that teachers frequently communicated with parents and provided involvement opportunities. Programs also provided various referrals and family support services. Family engagement practices were associated with staff’s professional training and classroom and program characteristics. Our findings highlight the importance of considering program structure, such as half- versus full-day program, and the importance of teachers’ knowledge and training in family engagement for shaping preschool programs’ family engagement practices.

Analisis Program Full day Terhadap Semangat Belajar Siswa di Sekolah Dasar Islam Terpadu (SDIT)

This research is backgrounded with the transformation and development of the education system in Indonesia which has begun to implement a lot of education systems throughout the day or what is called a full day school program. This research uses a descriptive qualitative method, the object of this study is students of the Integrated Islamic Elementary School (SDIT) Nurul Ikhlas Padang and the subject of this study is the student's enthusiasm for learning. Then the data obtained from the results of observations, interviews with informants, and documentation to see the existing phenomena. The results of this study show how the form of the Nurul Ikhlas Padang Integrated Islamic Elementary School (SDIT) full-day program has followed national education standards. What are the advantages and disadvantages of implementing the Nurul Ikhlas Padang Integrated Islamic Elementary School (SDIT) full-day program. How are the supporting and inhibiting factors in the implementation of the full day program and its impact on the enthusiasm for student learning at the Nurul Ikhlas Padang Integrated Islamic Elementary School (SDIT).

Faktor yang Mempengaruhi Pengambilan Keputusan dalam Menitipkan Anak di Taman Penitipan Anak (TPA)

Daycare is an alternative care service for working parents. The occurrence of a paradigm shift where currently many mothers work has implications for the role of care that is taken over by social institutions. So this study aims to explore what factors influence mothers' decision-making in leaving their children at Balita Ceria Daycare. This research uses a qualitative method with a phenomenological approach. The subjects in this study used a purposive sampling technique with the criteria of working mothers, choosing the Fullday program, and having children aged 0 - 5 years or not yet attending kindergarten. The results of the research on factors influencing decision-making in leaving children there are five factors originating from parents, namely work opportunities, professionalism, time management, lower stress and fatigue levels due to work, and independence in households. Other factors related to daycare are curriculum and learning, legality, distance, communication, and safety and comfort of TPA for child development.

Perbedaan Perkembangan Motorik Kasar, Bahasa dan Perilaku Prososial pada Anak dengan Pembelajaran Program Fullday dan Reguler

This study aims to analyze differences in gross motor development, language, and prosocial behavior in children undergoing full-day and regular Kindergarten learning at Bunnaya Kindergarten Lhokseumawe, Lhokseumawe City. This study used a quantitative and comparative descriptive method, with the KPSP instrument for ages 4-6 years. The results showed that there were significant differences in gross motor development (p-value = 0.000, (p-value = 0.000) and prosocial behavior (p-value = 0.001) in total day and regular program children. In conclusion, the two groups can cause differences in significant child development. The gross motoric product of children aged 4-6 years in Lhokseumawe is dominant under normal conditions, where the regular program has a more significant percentage of normal than whole day school. The development of language skills is chief under normal conditions, where the school program, either full-day or regular program, has the same percentage. In social behavior, children in Lhokseumawe have high social behavior, namely 62.5%. The social behavior of children with the full-day program is slightly higher than children with the regular schedule.
 
 Keywords: Language, Fullday, Gross Motor, Prosocial Behavior, Regular

AN UPDATE ON ASSESSMENT AND MANAGEMENT OF ASD AND ASSOCIATED PSYCHOPATHOLOGY

This Institute provides an evidence-based clinically relevant review of the screening, diagnosis, and management of ASD and frequently associated psychopathologies in psychiatrically referred children and adolescents. Clinicians will also learn about the age and gender differences in clinical presentation, sleep-related issues, social skills interventions, and a critical review of the evidence for various novel interventions. This full-day program was developed specifically for mental health providers serving psychiatrically referred populations of youth with ASD.

ICACAR 2022 Preface

In recent years, we have seen exciting new researches and developments on advanced Control, Automation, and Robotics. The computer and control technologies, intelligent control, robotics, and automation are transforming many aspects of our industry, government, health-care and society. Machines are becoming smarter thanks to computer and control algorithms enabled by intelligent control and artificial intelligence. These new developments have revolutionized industrial manufacturing, transportation, and health and societal care.The International Conference on Advanced Control, Automation, and Robotics (ICACAR 2022), organized by the International Academy of Science and Engineering for Development (IASED) was held virtually on Webex during March 26-28, 2022 due to the COVID-19 pandemic. ICACAR 2022 aims to bring together researchers, engineers, scientists and industry professionals in the areas related to advanced control, automation and robotics in a single platform and to present their stimulating research and knowledge transfer ideas in both advanced control, automation, and roboticsThe conference contained two full-day program composed of four technical sessions including four keynote speeches, 17 oral presentations, and 18 poster presentations. We were delighted and honored to invite Conference Chair Prof. Juntao Fei and Session Chair Dr. Mostafa Ranjbar who offered their kind help and great efforts to us. Meanwhile, we’d like to express our sincere gratitude to our keynote speakers Prof. Ian McAndrew, Prof. Joaquim R.R.A. Martins, Prof. Michael Milford and Prof. Angelo Cangelosi who shared their newest and outstanding research achievements in this online conference.After a couple of months well preparation and hard work, the proceeding of 2022 International Conference on Advanced Control, Automation and Robotics (ICACAR 2022) has now been smoothly published.On behalf of the conference organizing committee, we’d like to show our congratulation and sincere gratitude to all authors, peer reviewers, speakers, oral and poster presenters and listeners. We deeply appreciate their efforts in making the conference an impressive success.List of ICACAR Committee Members are available in this pdf.

The Importance of Cognitive Appraisal and Social Support in Pregnancy During COVID-19 from an Interdisciplinary View

Aim: To describe how a US-based psychiatric Mother-Baby Unit adopted a virtual platform during the pandemic. Objectives: When the Covid-19 pandemic descended, mental health clinicians world-wide were faced with maintaining access and care delivery. Pregnant and newly postpartum women experienced the pandemic and lockdown through the lens of impending parenthood and new parenthood--amplifying distress, isolation, and lack of social and family support. The lockdown prevented those with most acute illness from accessing daily treatment in our structured, supportive intensive treatment setting. We acknowledged the urgency of developing a method to continue to treat our patients in a group environment that offered psychotherapy, psychopharmacology, dyadic and family intervention, and social support. Methods: The hospital purchased “Zoom for Health” platform to ensure compliance with regulatory guidelines. Cameras for individual computers were purchased with philanthropy funds, obtaining them quickly, compared to waiting for hospital funding. The clinical team designed a schedule of groups and individual sessions, each with their own zoom link. Each morning, a team member, sent the daily schedule through the patient portal of the EMR. Conclusion: Before the pandemic, the census was 12 pts per day. The full-day program paused for 7-10 days although individual sessions and medication management were conducted by phone as the virtual platform was constructed. Once established, census resumed normal levels. Challenges to running the Day Hospital virtually included: technology glitches, family demands and distractions, and privacy concerns. Overall, the program was a success wherein women requiring intensive treatment were able to receive treatment and social support.DisclosureNo significant relationships.

Islamic Religious Teachers Roles in Drug Misuse Prevention Among Students at State Junior High Schools in Palu

The focus of this research is the roles of Islamic teachers in the prevention of drug misuse by students of a state junior high school in Palu city, central Sulawesi. This study aims to determine what approaches and methods have been carried out by schools, especially Islamic religious education teachers, to prevent drug misuse by the students of the school. This study uses a qualitative approach with data collection was conducted through observation, interviews, and document studies. The data obtained was then analyzed through the data reduction and presentation techniques. The study found that the level of drug misuse by the students was relatively high. It was said that the school is a red zone. There were approximately 60 students exposed to drug abuse at the school in 2019. As for the prevention strategies, the school implemented several policies and programs such as conducting basic leadership training, full-day programs at school, religious coaching, and other positive activities. The approaches taken by Islamic religious education teachers in preventing drug abuse are pedagogic, cultural, personality psychology approaches, family involvement, emotional approaches, Islamic guidance, counseling approaches, and religiosity approaches.

Effective Development of a Remote Full-Day Summer Neuroscience Program at the University of Pennsylvania.

Online education programs are becoming increasingly prevalent, with the COVID-19 pandemic greatly accelerating their prominence. Even as colleges and universities have returned to in-person learning, the need for effective remote learning options remains relevant. Importantly, online programs can increase access for non-traditional students, international students, and under-represented minorities. While information has been published about methods to successfully transition traditional lecture and laboratory courses online, one area that has received less attention has been that of summer programs. Because these programs are typically full-day programs, they present a unique challenge for online engagement. In this study, I describe the development of an online full-day summer neuroscience program that was taught over a three-week period. The main goal of the program was to promote students' future interest in the field of neuroscience. Three additional goals were to introduce them to neuroscience content, give them exposure to reading scientific journal articles, and give them practice with oral presentations. In order to promote these goals, four complementary components were incorporated into each day's programming: 1. Synchronous full-group lectures, 2. Synchronous small-group Journal Clubs, 3. Synchronous small-group Neuroethics Clubs, and 4. Asynchronous lab activities. Student evaluation feedback showed that the program was successful in stimulating the students' future interest in neuroscience. These levels of interest were similar to past in-person versions of the program. Students also gained increased experience with neuroscience content, journal articles, and presentations. Therefore, this program can serve as a template for the design of an effective online neuroscience summer program.

Operationalization of self-regulation in the early years: comparing policy with theoretical underpinnings

Research has consistently demonstrated that self-regulation is essential for the development and preservation of health and well-being in the early years and across the lifespan. Based on the emerging literature on the important role of self-regulation in promoting healthy child development, policymakers have made efforts to include self-regulation skills in practice and policy documents worldwide. Despite efforts to include self-regulation skills in early years curriculum documents, there is limited understanding by teachers, scholars, and policymakers of what self-regulation is and how best to support it in the day-to-day classroom. This limited understanding is perpetuated by a lack of a unified definition of self-regulation. Thus, it becomes important to examine these efforts in a critical way. In Ontario, where the research was completed, a revised play-based full-day kindergarten program was introduced in 2016. In this research we use a qualitative document analysis approach to compare the conceptualization of self-regulation in Ontario’s revised play-based kindergarten program with theory-driven models of self-regulation from empirical research. Analysis was iterative, and themes emerged based upon a coding scheme developed by the research team. Results suggest that co-regulation has a powerful influence on student learning. In addition, the policy document de-emphasizes behavioral regulation and expands cognitive regulation to include more than inhibitory control. Lastly, the kindergarten program discusses metacognition in relation to the use of language to articulate one’s thinking with little attention to goal-directed behaviors. In this paper, explicit recommendations for policymakers and practitioners are provided to ensure that emerging conceptualizations of self-regulation are promoted in early years curricula. Further, empirical evidence is needed to support why it is necessary to understand emerging conceptualizations of self-regulation and outline implications for current early years curricula.

STRATEGIC MANAGEMENT OF CHANGE IN ISLAMIC EDUCATION INSTITUTIONS (A Case Study at Islamic Education Institution of Syafana Islamic School Serpong)

This paper shows the role of Syafana Islamic School's strategic management in the transformation of the implementation of the full-day program by changing it to a boarding school system. These changes are not only in the aspect of the learning system, but even on the curriculum side which uses the combination of several curricula; Diknas, Egypt (Al-Azhar) and Cambridge are integrated into the concept of Islamic boarding school, the change process is observed and analyzed using the SWOT analysis model (Strength, Weakness ,Opportunity and Threath) with an emphasis on the process of changing the system and curriculum applied by Syafana Islamic School. With the results and findings, there is a strategic management in the transformation by integrating and using four collaborative strategies. First, the Strategic Opportunity Strategy. With the model of merging and accumulating strengths by exploiting various opportunities. Second, the Strength Threath Strategy with knowledge of the strengths possessed can see and anticipate existing threats. Third, the Weakness Opportunity Strategy, the opportunity to be a major factor in efforts to overcome the weaknesses in this institution and Finally the Weakness Threath Strategy. Defense efforts are still analyzed and carried out in order to minimize weaknesses and threats from outside the institution.

Influenza and other respiratory viral infections associated with absence from school among schoolchildren in Pittsburgh, Pennsylvania, USA: a cohort study

BackgroundInformation on the etiology and age-specific burden of respiratory viral infections among school-aged children remains limited. Though school aged children are often recognized as driving the transmission of influenza as well as other respiratory viruses, little detailed information is available on the distribution of respiratory infections among children of different ages within this group. Factors other than age including gender and time spent in school may also be important in determining risk of infection but have been little studied in this age group.MethodsWe conducted a cohort study to determine the etiology of influenza like illness (ILI) among 2519 K–12 students during the 2012–13 influenza season. We obtained nasal swabs from students with ILI-related absences. Generalized linear mixed-effect regressions determined associations of outcomes, including ILI and laboratory-confirmed respiratory virus infection, with school grade and other covariates.ResultsOverall, 459 swabs were obtained from 552 ILI–related absences. Respiratory viruses were found in 292 (63.6%) samples. Influenza was found in 189 (41.2%) samples. With influenza B found in 134 (70.9%). Rates of influenza B were significantly higher in grades 1 (10.1, 95% CI 6.8–14.4%), 2 (9.7, 6.6–13.6%), 3 (9.3, 6.3–13.2%), and 4 (9.9, 6.8–13.8%) than in kindergarteners (3.2, 1.5–6.0%). After accounting for grade, sex and self-reported vaccination status, influenza B infection risk was lower among kindergarteners in half-day programs compared to kindergarteners in full-day programs (OR = 0.19; 95% CI 0.08–0.45).ConclusionsILI and influenza infection is concentrated in younger schoolchildren. Reduced infection by respiratory viruses is associated with a truncated school day for kindergarteners but this finding requires further investigation in other grades and populations.

The Principal’s Leadership in Implementing the Full-Day Kindergarten: A Literature Review

The importance of the principal’s leadership in implementing the full-day kindergarten education program attracted authors to research and this article discusses the results of the literature review conducted by the authors. There are a number of articles about the principal’s leadership review and full-day kindergarten implementation especially in the context of the world that can be found. The purpose of this review is to find out the principal’s leadership in implementing full-day kindergarten in a world context. Based on the results of literature reviews from various countries in the world, the authors found the scope of the articles reviewed is still very limited and it is very difficult to get literature that combines the two variables, therefore, the authors would be positively explain the findings for each variable. The results of the review literature on school principal’s leadership show that the principal’s leadership in carrying out his role as a leader has an impact on teacher performance and student achievement. The results of the review literature on the implementation of a full day kindergarten show that children who attend kindergarten (FDK) a full day experience academic and development benefits compared to children who attend a half-day program. Thus, the authors are interested in following up related to the principal’s leadership in implementing full-day kindergarten.

Impact of the Tennessee Voluntary Prekindergarten Program on Children’s Literacy, Language, and Mathematics Skills: Results From a Regression-Discontinuity Design

The Tennessee Voluntary Pre-K Program (TN-VPK) is statewide full-day program that gives priority to children from low-income families. A regression-discontinuity design with a statewide probability sample of 155 TN-VPK classrooms and 5,189 children participating across two pre-K cohorts found positive effects at kindergarten entry with the largest effects for literacy skills and the smallest for language skills. The results contribute to the growing body of regression-discontinuity studies of state and local pre-K programs and affirm the statewide generalizability of analogous prior findings from a more specialized subsample in the parent Tennessee Pre-K Study. Furthermore, the respective effect sizes compared favorably with those found in other regression-discontinuity studies of public pre-K on the same outcome measures, providing one index of the quality of the TN-VPK program.

Leveraging Local Expertise in Stewardship, Hospital Epidemiology and Public Health to Enrich Postgraduate Training in NYC

Background: New York City is a gateway for emerging pathogens and global threats. In 2013, faculty from Montefiore Medical Center and Memorial Sloan Kettering developed a free half-day workshop for postgraduate trainees in antimicrobial stewardship (AS), infection prevention (IP), hospital epidemiology, and public health. This annual workshop, sponsored by the Infectious Diseases Society of New York (IDSNY), incorporates case studies and expert panel discussions on timely topics such as Ebola, Candida auris, Clostridiodes difficile, measles, nosocomial influenza, drug shortages, and AS/IP “big data.” Methods: From 2013 through 2017, the workshop involved 10–15 interactive AS/IP cases with audience response questions and panel discussions. In 2018–2019, based on feedback, the format was revised to emphasize breakout sessions in which participants actively practiced AS/IP tools, (eg, medication utilization evaluations, epidemiologic curves, and performance improvement devices). Examples of 2018–2019 cases are shown in Figure 1. A pre- and postseminar paper survey was conducted yearly to understand baseline training in AS/IP, desire for future AS/IP careers, and self-reported effectiveness of the workshop. Results: Initially, the primary audience was NYC ID fellows. From 2018 onward, we opened enrollment to pharmacy residents. Approximately 45 NYC ID fellows were eligible for the course each year. Results from 2013 to 2016 surveys were reported previously (Fig. 2). There were 32 attendees in 2018, 42 in 2019. The survey response rate was 88% in 2018 and 95% in 2019, with 68 (92%) total participants. Most participants had received previous training in IP (82%) and AS (94%) (Fig. 3). Most participants reported that the program was a good supplement to their ID training (98%) and that case studies were an effective means of learning IP (100%) and AS (98%). Furthermore, 92% stated they would like additional AS/IP training, and many since 2013 have requested a full-day course. Self-reported interest in future involvement in AS/IP increased after the workshop: IP, 68%–83% (P =.04) and AS, 88%–91% (P = .61). Conclusions: Most trainees reported satisfaction with the workshop and case-study learning method; interest in future AS/IP careers increased after the seminar. We intend to explore Funding: to expand to a full-day program for all NYC postgraduate trainees and AS/IP junior faculty. As such, we hope to obtain the endorsement of professional societies such as SHEA. This workshop could address a crucial educational gap in AS/IP postgraduate training and help sustain our future workforce.Funding: NoneDisclosures: None

PREFACE: TECHNICAL COMMISSION V – YOUTH FORUM

Abstract. Capacity Building in promoting geospatial technologies and their applications has its significance in ensuring good governance and resources management at local, regional and global scales. To emphasize this strongly in young generation, the International Society for Photogrammetry and Remote Sensing (ISPRS) has been engaged for more than 16 years by having an exclusive Technical Commission on Education and Outreach elements. Every 4 years, this Commission has been addressing different aspects of geospatial technologies by setting up theme specific Working Groups (WGs). ISPRS Student Consortium (SC) is part of the Commission and promotes the profession to the youth. The Consortium serves as a platform of communication and information exchange among members, enabling professional networking and fostering collaborations.The Technical Commission V (TC-V) on Education and Outreach (2016–2021) has constituted eight theme WGs with different roles and activities to work upon following areas (i) multi-tier training for all levels (ii) collaborative effort at national, regional and international level (iii) dissemination through distance learning mode and web-based resource sharing & (iv) use of best practices to implement through citizen science approach, open source tools & geo web services. These WGs have made significant contributions by engaging actively workshops and new scientific initiatives in past four years. TC-V with support of International Policy Advisory Committee conducted a full-day program on International Cooperation on Earth Observation.I am happy to note that for XXIV Congress 2020, there were 33 submissions of research papers on Education and Outreach. Of these, 21 were submitted for Archives and 13 for Annals. These papers include several disciplines covering surveying, new methodologies in geoinformatics, robotic vision, citizen science in disasters bringing education to the capacity development in different disciplines. Besides these, a total of 13 papers were accepted from an initial total of 29 submissions under the Youth Forum track. All these papers were reviewed by selected experts. These papers include several disciplines covering surveying, new methodologies in geoinformatics mapping of urban landscapes, burnt area detection, morphological analysis of landslides, 3D reconstruction of buildings, classification and analysis of point clouds, applications of UAVs for aquatic vegetation and evaluation of existing image processing and interpretation techniques. The current research from the youth also demonstrate the increased use of multi-source imagery, mapping different landscapes using UAVs and the potential of 3D models.We sincerely thank all the reviewers and acknowledge strong efforts made by Area Chairs to ensure quality of all accepted papers. We greatly appreciate the perseverance and dedication of the Scientific and Organizing Committee. We are confident that the present 2020 edition of ISPRS Congress Proceedings will serve as platform for discussion on the current research efforts on the Education and Outreach themes cutting across different disciplines.

PREFACE: TECHNICAL COMMISSION V – YOUTH FORUM

Abstract. Capacity Building in promoting geospatial technologies and their applications has its significance in ensuring good governance and resources management at local, regional and global scales. To emphasize this strongly in young generation, the International Society for Photogrammetry and Remote Sensing (ISPRS) has been engaged for more than 16 years by having an exclusive Technical Commission on Education and Outreach elements. Every 4 years, this Commission has been addressing different aspects of geospatial technologies by setting up theme specific Working Groups (WGs). ISPRS Student Consortium (SC) is part of the Commission and promotes the profession to the youth. The Consortium serves as a platform of communication and information exchange among members, enabling professional networking and fostering collaborations.The Technical Commission V (TC-V) on Education and Outreach (2016–2021) has constituted eight theme WGs with different roles and activities to work upon following areas (i) multi-tier training for all levels (ii) collaborative effort at national, regional and international level (iii) dissemination through distance learning mode and web-based resource sharing & (iv) use of best practices to implement through citizen science approach, open source tools & geo web services. These WGs have made significant contributions by engaging actively workshops and new scientific initiatives in past four years. TC-V with support of International Policy Advisory Committee conducted a full-day program on International Cooperation on Earth Observation.I am happy to note that for XXIV Congress 2020, there were 33 submissions of research papers on Education and Outreach. Of these, 21 were submitted for Archives and 13 for Annals. These papers include several disciplines covering surveying, new methodologies in geoinformatics, robotic vision, citizen science in disasters bringing education to the capacity development in different disciplines. Besides these, a total of 13 papers were accepted from an initial total of 29 submissions under the Youth Forum track. All these papers were reviewed by selected experts. These papers include several disciplines covering surveying, new methodologies in geoinformatics mapping of urban landscapes, burnt area detection, morphological analysis of landslides, 3D reconstruction of buildings, classification and analysis of point clouds, applications of UAVs for aquatic vegetation and evaluation of existing image processing and interpretation techniques. The current research from the youth also demonstrate the increased use of multi-source imagery, mapping different landscapes using UAVs and the potential of 3D models.We sincerely thank all the reviewers and acknowledge strong efforts made by Area Chairs to ensure quality of all accepted papers. We greatly appreciate the perseverance and dedication of the Scientific and Organizing Committee. We are confident that the present 2020 edition of ISPRS Congress Proceedings will serve as platform for discussion on the current research efforts on the Education and Outreach themes cutting across different disciplines.

The “Next Generation” of Oral and Maxillofacial Surgeons and the “Next Generation” of Clinical Researchers

The young generation of oral and maxillofacial surgeons through the International Association of Oral and Maxillofacial Surgeons (IAOMS) NextGen (i.e., next generation) community is extremely active and enthusiastic. Among the numerous activities, a very successful full-day program was constructed to meet the top 24th International Conference of Oral and Maxillofacial Surgeons (ICOMS) level, held this year in the magnificent city of Rio de Janeiro, in Brazil between 21 and 25 of May. The Next Level Forum “Pearls in the Career of NextGen,” at ICOMS 2019 had a broad spectrum of educational sessions, ranging from expert-led superior training presentations to inspirational stories of young surgeons, and clearly showed – the future of oral and maxillofacial surgery is brilliant.

The Joy of Being a Surgeon - How to Generate Enthusiasm in Undergraduate Medical Education - A Local Example: The "Göttinger Aufschneidertag"

Offering a full-day program including practical courses and the possibility of direct exchange between medical students and university teachers, the "Göttinger Aufschneidertag" was launched to generate enthusiasm for surgery. Workshops comprising four surgical disciplines enable participants to gain insight into the craft of surgery. The program aims to create interest in surgery among medical students at an early point of their studies and to make them enjoy their profession.

In the interest of the public good: Texas pre-kindergarten compulsory law

In Texas, public-funded pre-kindergarten is important because it provides the most vulnerable children with the opportunity to develop school readiness, so they can learn core competencies in kindergarten relevant to academic readiness for first grade. The Texas Legislature was back in session in spring 2019 and, not surprisingly, a bill was filed requiring all Texas school districts to offer free all-day preschool programs for students meeting certain criteria—in the interest of the public good. In this colloquium, the author seeks to bring attention to the problem of pre-kindergarten attendance—an issue that the Legislature needs to address before funding the expansion of pre-kindergarten from half-day to full-day programs. In so doing, the author’s intention is to inspire discourse among the early childhood global community of educators, researchers, and policymakers regarding pre-kindergarten compulsory policy and practice, and thereby inform current thinking and guide further study on this important issue.