Kauffman Foundation Report on School Readiness

What is the report about?

The report released by the Kauffman Foundation (Kansas City) in September, 2002, presents an overview of research and practice implications on how the social-emotional development of young children can affect school readiness. The report includes chapters on research, perspectives from the field, and implications for policy and practice.

In its overview of research, the report presents findings that show that children's success in school can depend on whether they have learned certain emotional and behavioral skills before they enter school. These skills include: understanding their own feelings and those of others, cooperation with peers and adults, resolving conflicts successfully, and controlling their own behavior.

Evidence also shows that young children with positive relationships with parents, caregivers and teachers are more confident and likely to be successful in the learning environment. The reverse is also true. Children's emotional development can be hindered by stressful relationships with parents and other adults in problem settings-e.g., homes affected by domestic violence; child care centers with poor teaching; or neighborhoods stricken with poverty. For these children, particularly, effective prevention strategies that strengthen family relationships, improve child care quality, and support transition to kindergarten can facilitate school readiness. The report also discussed research on the connections between social-emotional development and early literacy, and culture and ethnicity in social, emotional and academic development.

On the perspective from field research, the report suggests that high risk families can be reached through collaboration among early childhood and mental health professionals using the child care center or preschool as the intervention setting. This approach can provide support to families for their children's full development and readiness for school.

Also, research results on the promise of early intervention for helping children at risk has encouraged expanded Federal, state and community efforts to promote social-emotional development. Examples include Head Start and Early Head Start, and Starting Early Starting Smart (SESS), a public and private sector collaboration.

The recommendations relating to policy and practice include:

• Enhancing the well-being of all children, particularly those at highest risk;
• Helping parents become more effective nurturers of their children;
• Expanding the competencies of other caregivers and teachers to manage and prevent social and behavioral problems; and
• Ensuring that more seriously troubled children and families receive appropriate services.

Since the ACT Project is based on much of the same research on the psychological and emotional development of children, many ACT components have a similar focus to the recommendations of the Kauffman report, such as:

• Teaching parents about violence prevention-e.g., controlling their own anger, resolving conflicts, and exercising positive discipline, so they can model and teach these skills to their young children; and
• Educating teachers about violence prevention techniques-e.g., controlling anger, resolving conflicts, and maintaining discipline in the classroom.

The Kauffman report recommends a balanced approach to school readiness that suggests that programs and policies address the social, emotional and cognitive abilities of all children, particularly those most at risk. ACT's objective to reduce violence and aggressive behavior in children also focuses on preparing children with nonviolent, positive behaviors that helps them get along with peers and adults, and ultimately helps them succeed at school.

View the report at http://www.emkf.org/