The Challenge
The challenge that is addressed within the framework of this paper relates to universal pre-K education. It is currently known that numerous states are investing in this program to expand the pre-kindergarten initiative and structure it appropriately. In some cases, separate cities invested more than a state in supporting their pre-K program. The latter has to be taken into account when we are talking about education because the prevalence of such programs is rather unstable.
Even though pre-K initiatives are well-regarded, they do not receive enough attention to be taken seriously enough. What is even more important, the initiatives are not tailored to the unique needs of preschoolers, and this imposes several limitations of the initiative (Karch, 2014).
Therefore, the problem consists in dedicating more resources to expand the existing pre-K program. The organization that is inextricably linked to the development of pre-K education is the National Institute for Early Education Research. This organization claimed that there is a necessity to prioritize the tasks related to pre-K and increase the interest of all 50 states concerning the concept of early education (Rappaport, n.d.). The executives of the organization also emphasize the fact that despite the Great Recession, the majority of the states were able to invest funds in their pre-K initiatives throughout the last two decades.
The most important thing about the pre-K programs is that these initiatives successfully resonate with the community. The key upside to the development of pre-K educational programs is the ability to help children with different cultural backgrounds to attend kindergarten on an equal basis and provide them with identical rights and responsibilities (Kieff, 2009). One of the questions that are recurrently reviewed by the policymakers is the success of the initiative on a long-term scale. The question of pre-K initiatives makes us wonder who is going to pay for it, but the answer is not there yet.
The initiative that is proposed within the framework of this paper relates to making preschool education an affordable option for every family. The policy expects to apply an approach that is similar to what Oklahoma, Florida, and Georgia already did a couple of years ago – the administrations of these states came up with a solution that allowed them to develop universal pre-K programs that do not depend on parental income (Palley & Shdaimah, 2017).
Even though some of the policymakers advocate for a less universal initiative, their targeted educational programs are not as efficient. The first goal that is expected to be met within the framework of the current proposal is the decrease in parental expenditures in terms of education. The second goal relates to the universalization of the approach to pre-K programs. It reflects the gradual process that will take place to help the states apply an identical pre-K initiative ubiquitously (Kroll & Meier, 2015). To make the initiative go viral, it is critical to adjust it in a way that will ensure that the program can be applied at a state-wide level.
Also, it will be necessary to contact the stakeholders and communicate the required investments. The timeline for the implementation of the project is not expected to exceed 90 days. The biggest roadblock that is going to impact the implementation of the initiative adversely is the budget strategy of every given state. This means that the investments are not going to be equal. The stakeholder of interest is the National Institute for Early Education Research. This organization is viewed as one of the biggest potential contributors to the success of the universal pre-K policy.
The challenge that is proposed to be reviewed within the framework of the current letter is the universalization of pre-K education. This initiative is based on the supposition that the educational system has to address the younger population and provide all types of families (low income, average income, and high income) with equal possibilities when it comes to education. The rationale behind this is that currently, education is not affordable.
This can be mitigated by investing money into the equalization of the educational environment and passing legislation that validates a certain budget that has to be spent on the pre-K educational programs in each state. It is not surprising that the evidence that was identified throughout the research showed that children from families where the level of income is below average habitually begin kindergarten way later than their peers from families with a higher level of income.
The program that is proposed is expected to eradicate this gap using the universalized pre-K initiative. The achievements in the area are expected to help the families that previously struggled with kindergarten education and its pre-K counterpart. By means of the proposed initiative, it is expected to decrease the risk to which the kids from low- and average-income families are exposed. This all-around improvement is beneficial for everyone, and the importance of an extensive pre-K initiative cannot be ignored. Especially this becomes pivotal when we realize that such a program would positively influence child development, literacy, and other critical skills. We would like to ask you to support this initiative and contact us as soon as possible if you approve of this proposal or wish to incorporate any amendments. Please, share your ideas with us if you have any. Your response is highly anticipated!
Summary
The communication with the stakeholder went very well, and we have reached a consensus regarding the implementation of the initiative. The policymakers were courteous and professional and approached the issue in a multifaceted way. Also, they responded within the next five hours, and this is very important in terms of the quickness of decision-making in the National Institute for Early Education Research.
The information was presented in a comprehensible format so that the stakeholders would understand the key idea behind the initiative and its core objectives on both short- and long-term scales. In terms of advocacy, the ideas were stated in a knowledgeable manner, and a sufficient amount of supporting evidence was provided. The message can be characterized as eliciting. It was rather accurate in terms of the factual data that was presented to the stakeholder. The latter, in turn, agreed that there is a need to come up with a universal pre-K program because it will positively affect both the economy and well-being of all the actors involved.
From the stakeholder’s response, it can be understood that they fully support the proposed initiative and are willing to help to implement it on the nationwide level. The National Institute for Early Education Research approved the information concerning the fact that several challenges have to be addressed and explained that such advocacy initiatives should not be ignored as they directly influence the quality of life of any given individual in the United States of America.
The stakeholder provided us with several action steps that are expected to positively impact the development of the pre-K program and revise the existing educational system (Alliance for Childhood, n.d.). The very first step is targeting not the budget but geography. On a bigger scale, this means that the family income should be inferior to the locality in which the family resides, and the pre-K initiative is implemented. The universal obtainability of the pre-K program will help to concentrate on the benefits of this initiative while taking care of the communities where poverty is rather prevalent.
By doing this, the stakeholders will help the most underprivileged children in the community. Second, it is critical to address the existing evidence concerning the risk factors that are inherent in the process of shaping the child’s educational, behavioral, and psychological outcomes (Selmi, Gallagher, & Mora-Flores, 2015). Here, a lot depends on both the family and the child. This particular action step can be perceived as a possibility to close the gap between the achievements of children coming from low-income families and their richer counterparts. This strategy is also expected to be beneficial because there is real-life evidence that proves the high quality of a universal pre-K program.
The model that is currently used only in a couple of schools should be adjusted to the realities of any given educational facility and implemented as soon as possible. The third action step relates to building an effective partnership between the community and the stakeholder. There is a tax base to fund the pre-K initiative, so it is critical to realize the importance of a healthy relationship between these two actors. Only within a healthy educational environment can progress be achievable. If combined, these three action steps are expected to lead to the deployment of a universal program that will equalize the society and provide everyone with balanced possibilities when it comes to the education of their children.
References
Alliance for Childhood. (n.d.). Critical issues affecting childhood. Web.
Karch, A. (2014). Early start: Preschool politics in the United States. Ann Arbor, MI: University of Michigan Press. Web.
Kieff, J. E. (2009). Informed advocacy in early childhood care and education: Making a difference for young children and families. Upper Saddle River, NJ: Pearson. Web.
Kroll, L. R., & Meier, D. R. (2015). Educational change in international early childhood contexts: Crossing borders of reflection. New York, NY: Routledge. Web.
Palley, E., & Shdaimah, C. S. (2017). In our hands: The struggle for U.S. child care policy. New York, NY: New York University Press. Web.
Rappaport, D. M. (n.d.). Framing early childhood development: Recommendations for infant-toddler professionals and advocates. Web.
Selmi, A. M., Gallagher, R. J., & Mora-Flores, E. (2015). Early childhood curriculum for all learners: Integrating play and literacy activities. Thousand Oaks, CA: SAGE. Web.