Has anyone pulled their kid out of prek3 due to lack of readiness?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:What is the difference between all day daycare and PK3 (minus the fact that daycare can be longer hours)

My son's day care and the PK program he was in were both play based so it was basically the same thing.

Daycare's priority is keeping kids happy, rested and fed, and parents happy. Public preK is set within a larger school and tends to fit the kids into a structure rather than the other way around - eg limits on recess, moving around for "specials," rules about potty training, more testing/assessments, shorter naps. ius its public school, so parents don't have the same authority or standing as in a daycare, and the administration has to deal with a whole host of issues and constraints not present at a daycare.

So your kids at daycare were allowed on the playground ground at any time for outside time? Our daycare has two playgrounds but there are definitely scheduled times for “recess” because it’s not safe for every class to be out at the same time. And our daycare didn’t get to go to “specials” at all.

I’m surprised your PK tested the kids. Our DCPS definitely did not.

How do you know?

[Anonymous]

Anonymous wrote:They’re 3. How are they not ready to be in pk3? It’s not college we’re talking about.

Right ! If a 6 week old can go to daycare 12 hours a day I'm sure your son can handle playing at preschool.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:What is the difference between all day daycare and PK3 (minus the fact that daycare can be longer hours)

My son's day care and the PK program he was in were both play based so it was basically the same thing.

Daycare's priority is keeping kids happy, rested and fed, and parents happy. Public preK is set within a larger school and tends to fit the kids into a structure rather than the other way around - eg limits on recess, moving around for "specials," rules about potty training, more testing/assessments, shorter naps. ius its public school, so parents don't have the same authority or standing as in a daycare, and the administration has to deal with a whole host of issues and constraints not present at a daycare.

So your kids at daycare were allowed on the playground ground at any time for outside time? Our daycare has two playgrounds but there are definitely scheduled times for “recess” because it’s not safe for every class to be out at the same time. And our daycare didn’t get to go to “specials” at all.

I’m surprised your PK tested the kids. Our DCPS definitely did not.

How do you know?

Because I work at my child’s school in a different PK class so I know what they are doing.

Tell me what testing your child’s PK class is doing. Observing gold objectives is not the same as testing.

[Anonymous]

OP, I'd suggest that you give it until Halloween to really determine if it's working or not. It sounds like you are doing a lot of comparing between the experiences of your two kids - do your best to let go of that and trust that your son will have his own way to do PK3 that will work for him.

I sent my late September boy on time to PK3 - he'd been home with me and never in a sitter's care for more than a couple of hours before his first day of school. It took a few weeks to adjust, but he had a great, great experience in PK3 and it was so revelatory to watch him learn things that didn't come from me. And he's now a rising 3rd grader and I can't imagine it any other way.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:What is the difference between all day daycare and PK3 (minus the fact that daycare can be longer hours)

My son's day care and the PK program he was in were both play based so it was basically the same thing.

Daycare's priority is keeping kids happy, rested and fed, and parents happy. Public preK is set within a larger school and tends to fit the kids into a structure rather than the other way around - eg limits on recess, moving around for "specials," rules about potty training, more testing/assessments, shorter naps. ius its public school, so parents don't have the same authority or standing as in a daycare, and the administration has to deal with a whole host of issues and constraints not present at a daycare.

So your kids at daycare were allowed on the playground ground at any time for outside time? Our daycare has two playgrounds but there are definitely scheduled times for “recess” because it’s not safe for every class to be out at the same time. And our daycare didn’t get to go to “specials” at all.

I’m surprised your PK tested the kids. Our DCPS definitely did not.

my kid got much more outdoor time in daycare - 2 hrs/day. They had one or two specials a week, but very low key and geared towards 2-3 year olds. Much more low-key than DCPS. Better for my kid; maybe not yours.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:What is the difference between all day daycare and PK3 (minus the fact that daycare can be longer hours)

My son's day care and the PK program he was in were both play based so it was basically the same thing.

Daycare's priority is keeping kids happy, rested and fed, and parents happy. Public preK is set within a larger school and tends to fit the kids into a structure rather than the other way around - eg limits on recess, moving around for "specials," rules about potty training, more testing/assessments, shorter naps. ius its public school, so parents don't have the same authority or standing as in a daycare, and the administration has to deal with a whole host of issues and constraints not present at a daycare.

So your kids at daycare were allowed on the playground ground at any time for outside time? Our daycare has two playgrounds but there are definitely scheduled times for “recess” because it’s not safe for every class to be out at the same time. And our daycare didn’t get to go to “specials” at all.

I’m surprised your PK tested the kids. Our DCPS definitely did not.

How do you know?

They don’t test them but they’re constantly being assessed with things like TS Gold.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:What is the difference between all day daycare and PK3 (minus the fact that daycare can be longer hours)

My son's day care and the PK program he was in were both play based so it was basically the same thing.

Daycare's priority is keeping kids happy, rested and fed, and parents happy. Public preK is set within a larger school and tends to fit the kids into a structure rather than the other way around - eg limits on recess, moving around for "specials," rules about potty training, more testing/assessments, shorter naps. ius its public school, so parents don't have the same authority or standing as in a daycare, and the administration has to deal with a whole host of issues and constraints not present at a daycare.

So your kids at daycare were allowed on the playground ground at any time for outside time? Our daycare has two playgrounds but there are definitely scheduled times for “recess” because it’s not safe for every class to be out at the same time. And our daycare didn’t get to go to “specials” at all.

I’m surprised your PK tested the kids. Our DCPS definitely did not.

How do you know?

Because I work at my child’s school in a different PK class so I know what they are doing.


Tell me what testing your child’s PK class is doing. Observing gold objectives is not the same as testing.

it’s not the same as “testing” but it sucks up a huge amount of teacher time that daycares/private preschools generally don’t have to deal with.

[Anonymous]

But daycares are also taking note of development right? Our daycare actually uses gold.

It’s a misconception that DCPS PK teachers test. Watching a student engage in conversation is 1) their job 2) not testing 3) technically gold. So I’m confused about gold taking up so much of their teaching time. If your child’s teacher is entering gold during instruction then yes that’s a problem but that’s not how it should be set up and doesn’t represent dc PK.

[Anonymous]

Anonymous wrote:But daycares are also taking note of development right? Our daycare actually uses gold.

It’s a misconception that DCPS PK teachers test. Watching a student engage in conversation is 1) their job 2) not testing 3) technically gold. So I’m confused about gold taking up so much of their teaching time. If your child’s teacher is entering gold during instruction then yes that’s a problem but that’s not how it should be set up and doesn’t represent dc PK.

daycares have MUCH less bureaucracy and red tape to deal with. TS Gold takes up a lot of time, whether during school or after. It did not add anything to my kid’s PK experience at all. Daycares are geared towards taking care of kids, not instruction and assessment.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:They’re 3. How are they not ready to be in pk3? It’s not college we’re talking about.

Is this a real question? Some kids are happier half-day or no day or around mom rather than a teacher. Some kids would do great in a fully play-based environment, but not in DCPS where ‘academics’ start to seep in.

Research shows PK3 matters a lot for some kids and not for others. It’s value is fuzzy for most high SES kids.

I disagree re: our kid’s PK3 experience. We are highly educated (MD/PhD) and LOVED PK3. Teacher was great, aide was awesome, and our 2yo (Sept. bday) adjusted beautifully. Granted, she was coming from daycare, and there were still a few bumps in the beginning re: potty training, but it was pretty smooth overall. More importantly, she made a great group of neighborhood friends—and these are the kids she’s still closest to years later. We also didn’t find it overly academic—we were fine with her learning letters, etc., and we felt that socioemotional aspects of school were appropriately emphasized. YMMV.

You missed the point.

PP wasn’t making a judgment based upon wether or not kids enjoy their time in PreK.

She was just pointing out that there is no long term benefit to attending if your family is high SES. For example, preK can have an impact in college readiness in vulnerable populations. But statistically, there’s no difference in grades/test scores/college placement of high SES kids who did and did NOT attend preK.

PP here. I think you missed *my* point. PK3 mattered a lot to our kid and had high value for non-academic reasons. The value of PK3 shouldn't be dismissed out of hand for high-SES families given the non-academic benefits that can be had (financial, community, socialization, etc.).

I’m guessing your PhD isn’t in statistics...

[Anonymous]

Anonymous wrote:

Anonymous wrote:But daycares are also taking note of development right? Our daycare actually uses gold.

It’s a misconception that DCPS PK teachers test. Watching a student engage in conversation is 1) their job 2) not testing 3) technically gold. So I’m confused about gold taking up so much of their teaching time. If your child’s teacher is entering gold during instruction then yes that’s a problem but that’s not how it should be set up and doesn’t represent dc PK.

daycares have MUCH less bureaucracy and red tape to deal with. TS Gold takes up a lot of time, whether during school or after. It did not add anything to my kid’s PK experience at all. Daycares are geared towards taking care of kids, not instruction and assessment.

Insert Jennifer Lawrence okay gif here.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:But daycares are also taking note of development right? Our daycare actually uses gold.

It’s a misconception that DCPS PK teachers test. Watching a student engage in conversation is 1) their job 2) not testing 3) technically gold. So I’m confused about gold taking up so much of their teaching time. If your child’s teacher is entering gold during instruction then yes that’s a problem but that’s not how it should be set up and doesn’t represent dc PK.

daycares have MUCH less bureaucracy and red tape to deal with. TS Gold takes up a lot of time, whether during school or after. It did not add anything to my kid’s PK experience at all. Daycares are geared towards taking care of kids, not instruction and assessment.

Insert Jennifer Lawrence okay gif here.

huh? I am explaining why MY kid wasn't ready and why daycares can be different.

[Anonymous]

Anonymous wrote:

Anonymous wrote:But daycares are also taking note of development right? Our daycare actually uses gold.

It’s a misconception that DCPS PK teachers test. Watching a student engage in conversation is 1) their job 2) not testing 3) technically gold. So I’m confused about gold taking up so much of their teaching time. If your child’s teacher is entering gold during instruction then yes that’s a problem but that’s not how it should be set up and doesn’t represent dc PK.

daycares have MUCH less bureaucracy and red tape to deal with. TS Gold takes up a lot of time, whether during school or after. It did not add anything to my kid’s PK experience at all. Daycares are geared towards taking care of kids, not instruction and assessment.

yes and no. the licensing requirements (ratio, nutrition, etc.) in many cases are stricter for daycares than for public PK. And day cares have to deal with advertising, rent, tuition collection, and other stuff that at DCPS at least is more centralized.

[Anonymous]

[quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous]They’re 3. How are they not ready to be in pk3? It’s not college we’re talking about.[/quote]

Is this a real question? Some kids are happier half-day or no day or around mom rather than a teacher. Some kids would do great in a fully play-based environment, but not in DCPS where ‘academics’ start to seep in.

Research shows PK3 matters a lot for some kids and not for others.[b] It’s value is fuzzy for most high SES kids[/b].[/quote]

I disagree re: our kid’s PK3 experience. We are highly educated (MD/PhD) and LOVED PK3. Teacher was great, aide was awesome, and our 2yo (Sept. bday) adjusted beautifully. Granted, she was coming from daycare, and there were still a few bumps in the beginning re: potty training, but it was pretty smooth overall. More importantly, she made a great group of neighborhood friends—and these are the kids she’s still closest to years later. We also didn’t find it overly academic—we were fine with her learning letters, etc., and we felt that socioemotional aspects of school were appropriately emphasized. YMMV.[/quote]

You missed the point.

PP wasn’t making a judgment based upon wether or not kids enjoy their time in PreK.

She was just pointing out that there is no long term benefit to attending if your family is high SES. For example, preK can have an impact in college readiness in vulnerable populations. But statistically, there’s no difference in grades/test scores/college placement of high SES kids who did and did NOT attend preK. [/quote]

PP here. I think you missed *my* point. PK3 mattered a lot to our kid and had high value for non-academic reasons. The value of PK3 shouldn't be dismissed out of hand for high-SES families given the non-academic benefits that can be had (financial, community, socialization, etc.).[/quote]

[b]I’m guessing your PhD isn’t in statistics..[/b].[/quote]

PP here. My training was actually pretty heavy in statistics, and I use that training daily at work.

I wasn’t presenting anecdotal data on the academic value of PK3 for kids from high SES families. The original quote re: the value of PK3 didn’t specify academic value alone, so I pointed out that there can be benefits that are non-academic in nature.

For sure, if some people here don’t see any value to PK3, feel free keep your kids at home. There are some of us that have found it to be a positive experience once kids settle in, and want to present their perspective for those that are nervous about this transition. Unless you have some data that suggest that there is no non-academic value to PK3, then I’m not sure what the objection is.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:They’re 3. How are they not ready to be in pk3? It’s not college we’re talking about.

Is this a real question? Some kids are happier half-day or no day or around mom rather than a teacher. Some kids would do great in a fully play-based environment, but not in DCPS where ‘academics’ start to seep in.

Research shows PK3 matters a lot for some kids and not for others. It’s value is fuzzy for most high SES kids.

I disagree re: our kid’s PK3 experience. We are highly educated (MD/PhD) and LOVED PK3. Teacher was great, aide was awesome, and our 2yo (Sept. bday) adjusted beautifully. Granted, she was coming from daycare, and there were still a few bumps in the beginning re: potty training, but it was pretty smooth overall. More importantly, she made a great group of neighborhood friends—and these are the kids she’s still closest to years later. We also didn’t find it overly academic—we were fine with her learning letters, etc., and we felt that socioemotional aspects of school were appropriately emphasized. YMMV.

You missed the point.

PP wasn’t making a judgment based upon wether or not kids enjoy their time in PreK.

She was just pointing out that there is no long term benefit to attending if your family is high SES. For example, preK can have an impact in college readiness in vulnerable populations. But statistically, there’s no difference in grades/test scores/college placement of high SES kids who did and did NOT attend preK.

PP here. I think you missed *my* point. PK3 mattered a lot to our kid and had high value for non-academic reasons. The value of PK3 shouldn't be dismissed out of hand for high-SES families given the non-academic benefits that can be had (financial, community, socialization, etc.).

I’m guessing your PhD isn’t in statistics...

PP here. My training was actually pretty heavy in statistics, and I use that training daily at work.

I wasn’t presenting anecdotal data on the academic value of PK3 for kids from high SES families. The original quote re: the value of PK3 didn’t specify academic value alone, so I pointed out that there can be benefits that are non-academic in nature.

For sure, if some people here don’t see any value to PK3, feel free keep your kids at home. There are some of us that have found it to be a positive experience once kids settle in, and want to present their perspective for those that are nervous about this transition. Unless you have some data that suggest that there is no non-academic value to PK3, then I’m not sure what the objection is.