I KNOW them all too well--the confused stares, smirks, silent jeers. For some, curiosity is too great. They can't resist asking, What are you doing? I put down my fork and calmly explain that I have to eat one portion of meal at a time--all of steak, for example, before I'll even look at that creamed spinach, before I'll even acknowledge mashed potatoes. Why? Because, when I was in preschool, teachers told us to eat only one thing at a time. In retrospect, I realize they were probably directing that edict toward boys, who insisted mixing their green Jell-O with their creamed corn, but I interpreted directive another way. And though I was just 4 years old when I heard these instructions, I follow them unconsciously to this day. Food just doesn't taste right any other way. Policy makers in recent years have awakened to a fact that some of us have known all along: what you learn in your earliest years, for better or worse, can stay with you for rest of your life. And seemingly every month, research and business communities provide additional confirmation of truth of this observation. Just this past summer, a report was published by Committee for Economic Development, a D.C.-based public policy organization, summarizing findings of well-known early education as well as those of state prekindergarten efforts. Based tremendous benefits to individual learners and to society at large, report encourages states to make publicly funded, high-quality preschool an economic and educational and to require such publicly funded operations to conform to the quality standards necessary to deliver promised economic benefits. States have acted to expand early learning in a variety of ways: by mandating that prekindergarten be offered, by increasing funding, by focusing policies teacher preparation and professional development, and by creating councils or other governance structures to oversee reform issue. Earlier this year, Illinois Gov. Rod Blagojevich signed first-of-its-kind legislation that created a two-year pilot pre-K program, Preschool for All, will offer services to both 3- and 4-year-olds. The legislature's allocation of $45 million to program will provide slots for 10,000 more children in state to benefit from pre-K instruction. Top priority for grants in Illinois program will go to that primarily serve children at risk of academic failure, while second priority will be accorded to that primarily serve children whose family income is less than four times federal poverty level. (This translates into annual incomes ranging from $52,800 for a family of two to $134,400 for a family of eight, making state-supported prekindergarten available to middle-class families for first time.) The requirement that pre-K meet a number of specified quality criteria suggests pilot has tremendous promise for improving educational opportunities in state. Among mandatory components: all instructors must hold certification in early childhood education, must provide for parent education and involvement in specified areas, and state board must report to legislature on results and progress of students who were enrolled in preschool educational programs and must indicate which have been most successful in promoting academic excellence and alleviating academic failure. Tennessee Gov. Phil Bredesen is also helping his state become an emerging leader in pre-K programs. In 2005, Volunteer State used $25 million in lottery earnings to transform its pilot pre-K initiative into statewide, voluntary Pre-K for All Program. This past July, Gov. Bredesen and state department of education went even further, announcing availability of $20 million to create 227 additional pre-K classrooms to extend benefits of early learning to some 5,000 additional 4-year-olds. …
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