Placeholder Image

字幕列表 影片播放

  • TONIGHT ON INSIGHTS ON PBS HAWAII, ONE OF GOVERNOR ABERCROMBIE'S TOP PRIORITIES IS TO

  • GIVE ALL HAWAII'S KEIKI THE CHANCE TO ATTEND PRESCHOOL.

  • AND EARLY LEARNING EXPERTS SAY THAT COULD MAKE ALL THE DIFFERENCE WHEN IT COMES TO SUCCESS

  • IN SCHOOL AND LIFE. WHAT WILL IT TAKE TO PUT A UNIVERSAL PRESCHOOL

  • PLAN INTO ACTION AND WHAT IS THE PAYOFF FOR OUR INVESTMENT IN EARLY EDUCATION?

  • NOW, LIVE IN OUR STUDIO, OUR HOST, DAN BOYLAN. >>DAN: ALOHA AND WELCOME TO INSIGHTS ON PBS

  • HAWAI'I. I'M DAN BOYLAN.

  • HAWAI'I IS ONE OF ONLY 11 STATES THAT DOES NOT FUND PRESCHOOL PROGRAMS.

  • CLOSE TO HALF OUR CHILDREN COME TO KINDERGARTEN WITHOUT PRESCHOOL EXPERIENCE.

  • EDUCATORS SAY THOSE KIDS START AT A DISADVANTAGE, DIFFICULT TO OVERCOME.

  • AIDED BY A COALITION OF EARLY LEARNING ADVOCATES, GOVERNOR ABERCROMBIE WANTS TO CHANGE THAT.

  • LAST YEAR, THE STATE PASSED A LAW THAT STARTS TRANSITION FROM CURRENT JUNIOR KINDERGARTEN

  • TO THE ANTICIPATED HAWAI'I PRESCHOOL PROGRAM. THIS YEAR, LEGISLATION IS IN THE WORKS TO

  • MOVE THAT PROCESS ALONG. ON THE NATIONAL LEVEL, PRESIDENT OBAMA ALSO

  • WANTS TO MAKE EARLY CHILDHOOD EDUCATION A PRIORITY.

  • HE'S PROPOSED A FEDERAL STATE PARTNERSHIP TO FUND HIGH QUALITY PRESCHOOL FOR ALL 4 YEAR

  • OLDS. WHAT ARE THE BENEFITS TO OUR KEIKI AND SOCIETY

  • AT LARGE WHEN ALL STUDENTS START SCHOOL BEFORE KINDERGARTEN?

  • TONIGHT WE'LL SPEAK WITH THE GOVERNOR'S TOP EXPERT ON THIS ISSUE AS WELL AS EDUCATORS,

  • ADVOCATES, PARENTS AND POLICYMAKERS. MANY OF YOU HAVE FIRSTHAND EXPERIENCE WITH

  • THIS ISSUE AS PARENTS AND GRANDPARENTS, EMPLOYERS, TEACHERS AND AS PRESCHOOL VETERANS IN YOUR

  • OWN RIGHT. I NEVER HAD THAT EXPERIENCE.

  • I FEEL BAD. SO WE HOPE YOU WILL CONTRIBUTE YOUR QUESTIONS

  • AND THOUGHTS TONIGHT. IS PRESCHOOL NECESSARY TO PREPARE YOUNG CHILDREN

  • FOR SCHOOL AND BEYOND? WHAT SHOULD THEY LEARN BEFORE KINDERGARTEN

  • AND IS THIS A WORTHWHILE INVESTMENT FOR OUR STATE?

  • YOU CAN JOIN OUR CONVERSATION BY CALLING, E MAILING OR TWEETING YOUR QUESTIONS AND COMMENTS

  • FOR OUR GUESTS. THE CONTACT INFORMATION YOU NOW SEE ON YOUR

  • SCREEN WILL BE REPEATED THROUGHOUT THE PROGRAM. INSIGHT IS ALSO STREAMING LIVE ON YOUR COMPUTER

  • AND WILL BE POSTED ON OUR WEBSITE AFTER THE BROADCAST.

  • NOW, TO OUR GUESTS. TERRY LOCK IS THE DIRECTOR OF STATE EXECUTIVE

  • OFFICE ON EARLY LEARNING, NEW CABINET LEVEL POSITION IN THE STATE ADMINISTRATION.

  • BEFORE COMING TO THE GOVERNOR'S OFFICE, TERRY DIRECTED KAMEHAMEHA SCHOOLS' COMMUNITY BASED

  • EARLY CHILDHOOD EDUCATION DIVISION AND BEFORE THAT, SHE WAS MAUI COUNTY'S EARLY CHILDHOOD

  • COORDINATOR. STATE SENATOR JILL TOKUDA REPRESENTS THE WINDWARD

  • DISTRICT FROM KAILUA TO KANEOHE. SHE IS MAJORITY WHIP AND CHAIRS THE SENATE

  • EDUCATION COMMITEE WHERE SHE PRESIDES OVER HEARINGS ON EARLY EDUCATION BILLS.

  • JILL ALSO SERVED ON VARIOUS EDUCATION RELATED COMMISSIONS AND TASK FORCES.

  • KANOE NAONE IS CHIEF EXECUTIVE OFFICER OF INPEACE, INSTITUTE FOR NATIVE PACIFIC EDUCATION

  • AND CULTURE. INPEACE PROGRAMS SUCH AS KEIKI STEPS TO KINDERGARTEN

  • SERVE THOUSANDS OF ECONOMICALLY AND EDUCATIONALLY DISADVANTAGED CHILDREN AND FAMILIES.

  • KANOE PREVIOUSLY TAUGHT IN THE D.O.E.'S HAWAIIAN IMMERSION PROGRAM AND WORKED WITH THE KEIKI

  • O KA AINA FAMILY LEARNING CENTERS. KEITH VIEIRA IS SENIOR VICE PRESIDENT AND

  • DIRECTOR OF OPERATIONS FOR STARWOOD HOTELS AND RESORTS IN HAWAI'I AND FRENCH POLYNESIA.

  • KEITH IS ON THE LEADERSHIP COUNCIL FOR THE BE MY VOICE CAMPAIGN AND TESTIFIED AT THE

  • STATE LEGISLATURE GIVING THE BUSINESS PERSPECTIVE ON THE BENEFITS OF PRESCHOOL.

  • DEBORAH ZYSMAN IS EXECUTIVE DIRECTOR OF THE GOOD BEGINNINGS ALLIANCE, A NONPROFIT CHILD

  • ADVOCACY GROUP. GOOD BEGINNINGS IS RUNNING THE BE MY VOICE

  • CAMPAIGN TO RAISE PUBLIC AWARENESS ABOUT EARLY CHILDHOOD EDUCATION AND PERSUADE STATE LAWMAKERS

  • TO FUND UNIVERSAL PRESCHOOL FOR ALL 4 YEAR OLDS.

  • LET'S LOOK AT A 30 SECOND PUBLIC SERVICE ANNOUNCEMENT PRODUCED THROUGH THE "BE MY VOICE" CAMPAIGN.

  • ¶ ¶

  • >> THE STATE OF HAWAI'I SPENDS NEARLY $50,000 A YEAR ON EACH PRISON INMATE AND ALMOST NOTHING

  • ON OUR PRESCHOOLERS. DON'T IMPRISON OUR CHILDREN'S FUTURE.

  • ASK YOUR LEGISLATOR TO FUND PRESCHOOL FOR ALL FOUR YEAR OLDS.

  • YOU CAN CHANGE THEIR FUTURE AT BE MY VOICE HAWAI'I.ORG.

  • >>DAN: DEBORAH, THAT'S A PRETTY SCARY AD. IF WE DON'T HAVE PRESCHOOL FOR OUR KIDS, EARLY

  • EDUCATION PROGRAM, THEY'RE GOING TO END UP IN PRISON?

  • THAT'S KIND OF HARSH. >> IT'S A METAPHORE, BUT WE DID WANT IT TO

  • BE PROVOCATIVE. WHEN WE SET OUT TO DO THIS CAMPAIGN, WE KNEW

  • THAT EARLY EDUCATORS HAVE BEEN WORKING ON THIS ISSUE FOR A LONG TIME AND SHARING THE

  • RESEARCH AND HOW KIDS REALLY BENEFIT FROM PRESCHOOL WHEN IT SEEMED LIKE NO ONE WAS LISTENING.

  • WE SET OUT TO KIND OF SHAKE PEOPLE AND SAY, CAN THEY PAY ATTENTION.

  • YOU KNOW WHAT? THESE ADS HAVE DONE IT.

  • >>DAN: SHACKLES WILL DO IT EVERY TIME. WHAT'S THE GOOD BEGINNINGS ALLIANCE?

  • >> STATEWIDE NONPROFIT THAT DOES ADVOCACY ON EARLY CHILDHOOD ISSUES.

  • SO HEALTH, SAFETY AND EDUCATION FOR OUR KIDS FROM PRENATAL TO 8.

  • >>DAN: WHEN I THINK ABOUT EARLY EDUCATION AND ELEMENTARY EDUCATION, I WAS AT AN ELEMENTARY

  • SCHOOL THE OTHER DAY, I ASKED THE PRINCIPAL HOW MANY MALE TEACHERS DO YOU HAVE. SHE SAID

  • TWO OUT OF THE ENTIRE SIX GRADES, AND WHY? WELL, THEY LIKE SECONDARY EDUCATION.

  • NOT PRESCHOOL. WHAT ARE YOU DOING HERE?

  • WHAT DOES BUSINESS HAVE TO DO WITH EARLY EDUCATION? >> TWO BEST PERSPECTIVES ARE VERY IMPORTANT

  • FOR US. FIRST IS WORK FORCE DEVELOPMENT.

  • AS LOOKING AT THE KIDS COMING OUT OF COLLEGE OR HIGH SCHOOL AND COMING INTO OUR WORK FORCE,

  • WHETHER IT BE IN THE TOURISM INDUSTRY, OR GENERAL BUSINESS, THEY'RE LOOKING AT HOW THEY'RE

  • GOING TO BE ABLE TO FUND PUTTING THEIR KIDS THROUGH SCHOOL.

  • THEY'RE WORRIED ABOUT PRESCHOOL EDUCATION. THEY'RE WORRIED ABOUT AT THAT AGE, NOT MAKING

  • MUCH MONEY. SO YOU NEED HELP IN GETTING THEM TO PRESCHOOL.

  • AND WHAT WE HEAR FROM A LOT OF OUR INCOMING MANAGERS IS THAT IN DECIDING BETWEEN THE MAINLAND

  • AND HERE, IF YOU CAN GO TO A STATE THAT HAS FUNDED PRESCHOOL, MAYBE THAT MAY BE THE CHOICE.

  • SO FROM THAT STANDPOINT, THE WORK FORCE DEVELOPMENT IS IMPORTANT.

  • THE OTHER SIDE, BUSINESS PERSPECTIVE, IS DOING SOMETHING PROACTIVE FOR ONCE.

  • WHEN YOU LOOK AT OUR COMMUNITY AND TAXATION AND THE COST OF LIVING AND EVERYTHING THAT

  • GOES UP, WHAT ARE WE GOING TO DO TO BE ABLE TO REIN SOME OF THOSE COSTS IN.

  • HOW ABOUT STARTING EARLY? HOW ABOUT GIVING KIDS THE RIGHT FOUNDATION

  • SO YOU HAVE SOME OF THOSE LESS SCENARIOS THAT YOU SAW IN THE TV ADS REALLY IS ONE OF BEING

  • PROACTIVE AND TRYING TO GET TO THEM EARLY AND GIVING THEM A GOOD START IN LIFE SO THEY

  • CAN BE SUCCESSFUL LATER. >>DAN: MY WIFE AND I WENT TO DINNER THE OTHER

  • NIGHT AND RAN INTO A BUSINESSMAN WHO WE REALLY DIDN'T KNOW, KNOWN HIM FOR A WHILE, SOMEHOW

  • HE WAS TALKING ABOUT WHAT'S COMING UP ON THE SHOW.

  • I SAID EARLY CHILDHOOD EDUCATION. BUSINESSMAN, HE SAYS, IT'S JUST BABYSITTING.

  • HIGH PRICED BABYSITTING. NOW, DO YOU HEAR THAT AMONG BUSINESSMEN?

  • >> NO. I THINK PEOPLE CLEARLY RECOGNIZE TO PUT YOUR

  • KIDS INTO PROFESSIONAL PROGRAMS AND WE HAVE THEM OUT THERE NOW

  • AND THE PRIVATE SECTOR IS WILLING TO STEP UP AND ASSIST IN THOSE PROGRAMS.

  • BUT YOU HAVE TO GIVE KIDS THIS START. YOU HAVE TO GET THEM READY COMING INTO SCHOOL

  • AND YOU HEAR FROM A LOT OF PEOPLE, LET'S FIX K THROUGH 12 FIRST.

  • YOU WANT TO FIX K THROUGH 12, GET THE KIDS COMING IN BETTER PREPARED, BETTER READY SO

  • TEACHERS CAN HAVE MORE SUCCESS WITH THEM. >>DAN: TERRY, YOU CAME HERE LAST TIME AND

  • HAD A DIFFERENT TITLE. NOW YOU'RE A BIG DEAL.

  • YOU WERE JUST A LITTLE DEAL THEN. NOW YOU'RE A BIG DEAL.

  • WHERE DOES THE GOVERNOR COME DOWN? WHAT PRECISELY IS HE PROPOSING?

  • >> WELL, HE'S PROPOSING THAT WE GET KIDS READY FOR SCHOOL.

  • BECAUSE I MENTIONED JUNIOR KINDERGARTEN ED ENDING.

  • THERE'S ALSO THE CHANGE IN KINDERGARTEN AGE. WITH THAT, THERE'S GOING TO BE A NUMBER OF

  • CHILDREN, ABOUT 5,100 CHILDREN WITHOUT SERVICES IN 2014 '15 SCHOOL YEAR.

  • THE GOVERNOR IS PROPOSING THAT WE NEED TO START WITH THAT URGENCY AND BE ABLE TO HAVE

  • PROGRAMS THAT ARE AVAILABLE FOR CHILDREN. SCHOOL READINESS.

  • SO AND IT WOULD BE EDUCATIONAL, SO I WAS GOING TO SAY, THE QUESTION THAT YOU ASKED KEITH,

  • WE NEED TO MAKE SURE THAT QUALIFIED STAFF ARE BEING ABLE TO PROVIDE THESE PROGRAMS.

  • >>DAN: BUT ISN'T THE PRIVATE SECTOR DOING IT IN A WAY?

  • YOU'VE GOT HOW MANY STUDENTS IN YOUR PROGRAMS? I THINK YOU HAVE 12 DIFFERENT PROGRAMS AROUND

  • THE STATE. WE HAVE 8 PROGRAMS AND IN THE EARLY CHILDHOOD

  • SECTOR, WE'VE GOT 700, ANOTHER 600, ROUGHLY A GOOD 1,400 KIDS.

  • BUT THAT'S JUST A SMALL SEGMENT OF THE POPULATION. IT'S REALLY SMALL.

  • IF YOU THINK ABOUT IT, IN SOME COMMUNITIES, ONLY 20% OF KIDS ARE GOING TO PRESCHOOL.

  • AND SO WHAT ARE THE SLOTS AND WHAT ARE THE PRESCHOOLS OPTIONS THAT ARE AVAILABLE FOR

  • THEM? YOU HAVE SOME COMMUNITIES THAT 80% GO, BUT

  • THE STATE AVERAGES ABOUT 60% GO. SO THAT MEANS 40% OF THE POPULATION IS NOT

  • GOING TO PRESCHOOL. SO REGARDLESS OF HOW MANY PRESCHOOL PROVIDERS

  • THERE ARE OUT THERE, THERE STILL ARE A SIGNIFICANT NUMBER OF KIDS THAT AREN'T GETTING SERVICES.

  • >>DAN: WHO'S GOING TO PAY FOR THIS PROGRAM? WHO'S PAYING FOR YOUR PROGRAM?

  • >> SO OUR FUNDING COMES THROUGH THE U.S. DEPARTMENT OF EDUCATION.

  • SO WE HAVE FEDERAL FUNDING FOR OUR PROGRAM. WE ALSO HAVE SOME PRIVATE FOUNDATION FUNDING.

  • CURRENTLY, INPEACE AND ALL OF OUR 8 PROGRAMS, WE DON'T HAVE ANY STATE FUNDING FOR ANY OF

  • OUR STATE SERVICES >>DAN: SO IT'S FEDERAL AND SOME PRIVATE?

  • >> YES. FEDERAL AND SOME PRIVATE

  • >>DAN: IT TENDS TO BE ALONG THE COAST. OFFICE OF HAWAIIAN AFFAIRS IS NOT INVOLVED AT ALL?

  • >> NO. THEY DON'T FUND OUR PRESCHOOL PROGRAMS.

  • AND THEN WE ARE IN NATIVE HAWAIIAN SERVING NATIVE HAWAIIAN HOMESTEAD COMMUNITIES ACROSS

  • THE STATE. >>DAN: NOW, THE RUBBER HITS THE ROAD, JILL,

  • IF I'M NOT MISTAKEN. IN THAT BUILDING YOU WORK IN.

  • WHAT BILLS LOOK POSSIBLE TO YOU? >> RIGHT NOW, WE HAVE THREE BILLS THAT ARE

  • GOING THROUGH THE HOUSE AND THE SENATE. IT'S THE HOLY TRINITY OF BILLS FOR EARLY LEARNING

  • AND IT IS THE SCHOOL READINESS MEASURE, THE CONSTITUTIONAL AMENDMENT AND THE EARLY LEARNING

  • MEASURE THAT NEEDS TO PASS. SO THOSE ARE THE THREE THAT WE'RE REALLY FOCUSING

  • ON TO MAKE THIS PUBLICLY FUNDED EARLY LEARNING SYSTEM A REALITY FOR HAWAI'I.

  • RIGHT NOW, THOSE THREE MEASURES HAVE PASSED. THE WAYS AND MEANS COMMITTEE AND THE SENATE

  • AND ARE POISED TO CROSS OVER INTO THE HOUSE NEXT WEEK AFTER A FLOOR VOTE IN THE SENATE.

  • OBVIOUSLY, THIS IS GOING TO TAKE A LOT OF POLITICAL WILL FOR BOTH OF HOUSE AND SENATE

  • TO NOT ONLY PASS THOSE 3 PARTICULAR MEASURES TO ALSO MAKE A SIGNIFICANT OF INVESTMENT OF

  • RESOURCES TOWARDS THIS PROGRAM BECAUSE WE'RE LOOKING AT ROUGHLY $30 MILLION IN THE FIRST

  • BIENNIUM AND ONGOING FROM THAT POINT FORWARD TO REALLY START TO PHASE THIS UPWARDS.

  • IT'S REALLY AN INVESTMENT THAT WE HAVE TO MAKE.

  • YOU MENTIONED EARLIER WE HAVE PRIVATE PROVIDERS OUT THERE AND THEY'VE BEEN MOVING HAWAI'I

  • FORWARD ALL THOSE YEARS. IF YOU HAVE HAD THE BENEFIT OF PRESCHOOL EDUCATION

  • IN HAWAI'I AT SOME POINT, THE CHANCES ARE YOU'VE HAD IT BECAUSE A PRIVATE PROVIDER HAS

  • BEEN THERE TO GIVE IT TO YOU. WELL, IT'S TIME THAT THE STATE STEP UP, PUT

  • SOME SKIN IN THE GAME AND I THINK THIS IS REALLY WHAT THIS REPRESENTS.

  • >>DAN: CAN THE STATE AFFORD TO PUT THE SKIN IN THE GAME?

  • I MEAN, AS I UNDERSTAND IT, THERE'S A GREAT DEAL OF UNCERTAINTY DOWN AT THE LEGISLATURE

  • ABOUT WHERE  I MEAN, CONTRACTS THAT HAVE TO BE REACHED WITH OTHER PUBLIC WORKERS AND

  • WITH THE TEACHERS AND NOW, YOU'RE ESSENTIALLY GOING TO TAKE, IF K THROUGH 12 CONSTITUTES

  • 13 YEARS OF EDUCATION, YOU'RE GOING TO ADD A 14TH YEAR OF EDUCATION.

  • HOW ARE YOU GOING TO PAY FOR THAT? THAT'S A LOT OF BUCKS, RIGHT?

  • >> YES. IT COSTS MONEY, BUT WE NEED TO HAVE THAT RESOURCES

  • IN THE GOVERNOR'S PROPOSAL, IT'S REALLY TAKING GENERAL FUNDS AND REALLY STARTING THE PROGRAM.

  • AS WE GO TO THE OUT YEARS, INCREASE THE NUMBER OF CHILDREN, WE WILL HAVE TO FIND THOSE RESOURCES.

  • BUT FOR NOW, I THINK WE CAN SAFELY SAY THAT IT'S THERE.

  • IT'S JUST A MATTER OF PRIORITY AND ABOUT HOW WE THINK ABOUT OUR INVESTMENT.

  • >> I THINK IF YOU GO BACK TO THE PRISON COMMERCIAL, THE REALITY IS WE'RE ALREADY SPENDING A HUGE

  • AMOUNT OF MONEY ON REMEDIATION AND OTHER SOCIAL KINDS OF SERVICES AS A RESULT OF OUR KIDS

  • NOT BEING READY IN THIRD GRADE. THEY BASICALLY SAY THAT PRISON BEDS ARE CREATED

  • BASED ON THIRD GRADE READING SCORES. AND THE LARGEST AND MOST IMPACTFUL WAY TO

  • POSITIVELY IMPACT THIRD GRADE READING SCORES IS EARLY CHILDHOOD EDUCATION.

  • >> AS I SAY, THERE'S AN EVEN MORE IMMEDIATE RETURN THAT I THINK WE CAN'T AFFORD TO MISS

  • OUT ON. THAT'S ACTUALLY SPECIAL EDUCATION.

  • THE RESEARCH SHOWS KIDS WHO GO AND GET EARLY LEARNING EXPERIENCES ARE LESS LIKELY TO NEED

  • SPECIAL EDUCATION. I WAS JUST LOOKING AT THE NUMBERS ON THIS

  • TODAY. SPECIAL EDUCATION COSTS FOR THE DEPARTMENT

  • OF EDUCATION ARE ABOUT 40% OF THE D.O.E. BUDGET. THAT'S FOR ABOUT 10% OF OUR KIDS.

  • EVEN IF WE CAN REDUCE THAT A LITTLE BIT, IT'S HUGE COST SAVINGS DOWN THE LINE FOR D.O.E.

  • SO THAT'S A QUICK, YOU LOOK AT LONG TERM RETURNS IN TERMS OF WORK FORCE AND INMATES AND THINGS

  • LIKE THAT. IF WE CAN HELP D.O.E. REDUCE SPECIAL EDUCATION

  • COSTS, WHICH OTHER STATES HAVE SEEN, THAT'S HUGE.

  • I THINK THE OTHER THING FOR US ON THE INVESTMENTS PIECE THOUGH IS THINKING ABOUT THE PRESIDENT

  • AS YOU MENTIONED IN THE OPEN. AND THAT RIGHT NOW, HAWAI'I IS NOT IN A GREAT

  • PLACE TO TAP FEDERAL FUNDS THAT MAY BE COMING OUT IN THE NEXT FEW YEARS.

  • IF WE'RE ONE OF THE ONLY STATES IN THE NATION WITHOUT ANY KIND OF PROGRAM, WE WILL MISS

  • THOSE FEDERAL FUNDS. SO MY ARGUMENT WOULD BE WE NEED TO FIND THE

  • MONEY THIS YEAR. WE HAVE TO START INVESTING IN THIS.

  • WE CAN'T AFFORD NOT TO. >>DAN: KEITH, I STILL WANT TO GO BACK TO THAT

  • QUESTION ABOUT TAXES. IT SEEMS TO ME THAT TERRY SAYS THAT WE'LL

  • HAVE TO FIND OTHER, GOING TO START WITH GENERAL FUND MONEY AND $30 MILLION, WHATEVER IT IS,

  • OF GENERAL FUND MONEY. BUT ISN'T THERETHEN WE'LL FIND OTHER

  • WAYS. WHAT ARE THE OTHER WAYS?

  • DOESN'T THAT MEAN SOME FEDERAL MONEY? AND DOESN'T IT MEAN PERHAPS RAISING TAXES?

  • PEOPLE IN THE BUSINESS COMMUNITY, SMALL BUSINESS CERTAINLY ALWAYS COMPLAIN ABOUT THAT.

  • >> THAT'S A GOOD POINT. SOME OF THIS IS PAYING IT FORWARD.

  • IF WE CAN  THIS TAKES A NUMBER OF YEARS TO GET INTO EFFECT.

  • SO 5500 STUDENTS IN THE FIRST YEAR AND GROWS UNTIL AT SOME POINT, WHEN IT'S ALL 18,000

  • I BELIEVE. PEOPLE FORGET THAT IT'S COFUNDED.

  • IT'S NOT FREE FOR EVERYONE. PEOPLE ARE PAYING A PORTION BY THE AMOUNT

  • THEY EARN. SO THERE IS SKIN IN THE GAME FROM PARENTS

  • ALSO. I WOULD GUESS AT THE END, IT WILL BE SOMEWHERE BETWEEN 75 AND 80% THAT WOULD BE

  • IN THE PROGRAM. WHEN YOU LOOK AT THAT AND YOU LOOK AT THE

  • TIME THEY HAVE TO GO IN, I THINK THE D.O.E. CAN GO INTO THEIR BUDGET AND LOOK FOR SOME

  • OF THE SAVINGS THAT THEY'RE GOING TO GET DOWN THE ROAD, BUT IT'S A MATTER OF PRIORITY AND

  • WILL. IF WE DON'T START WITH THESE, YOU HAVE PROBLEMS

  • LATER. AND WE'VE BEEN KICKING THAT CAN DOWN THE ROAD.

  • WE'VE GOT TO STEP UP TO IT AND I THINK FROM A BUSINESS PERSPECTIVE, IT'S ALL ABOUT BEING

  • PROACTIVE AND UNDERSTANDING WHAT'S THE INVESTMENT TODAY, WHAT'S MY RETURN ON LATER.

  • WE RECOGNIZE THE INVESTMENTS IS MUCH BETTER MADE UP FRONT VERSUS PAYING THE PRICE LATER.

  • >>DAN: THE RESEARCH SHOWS... FINISH THE SENTENCE FOR ME.

  • WHO WANTS TO FINISH TO SENTENCE? RESEARCH SHOWS...

  • >> RESEARCH SHOWS THAT THE INVESTMENT YOU MAKE NOW, FOR EVERY DOLLAR, WE'RE GOING TO

  • BE SAVING ABOUT $4.20 IN THE COST OF SPECIAL EDUCATION, INCARCERATION, THOSE KINDS OF THINGS.

  • THE OTHER THING IS RESEARCH SHOWS THAT WE'RE ONE OF THE 11 STATES THAT DON'T HAVE A STATE

  • FUNDED PRESCHOOL PROGRAM. SO 39 OTHER STATES HAVE DONE IT.

  • SO THERE'S A WAY TO DO THIS AND IT IS A MATTER OF PRIORITY.

  • >> I THINK IF I MAY ADD TO THAT TOO, THERE'S ACTUAL BENEFIT AS I BROUGHT UP A FEW TIMES

  • OF ACTUALLY BEING ONE OF 11 STATES THAT HAVE NOT PUT A PRESCHOOL PROGRAM IN PLACE

  • IN THE SENSE THAT WE CAN ACTUALLY LEARN FROM SOME OF THE BEST PRACTICES OUT THERE ACROSS

  • THE COUNTRY SO WE DON'T NECESSARILY HAVE TO REINVENT THE WHEEL AND MAKE THOSE MISTAKES

  • THAT OTHER STATES HAVE MADE. SO TERRY AND HER TEAM, THEY CAN GO OUT AND

  • TAKE A LOOK AT WHAT OTHER STATES HAVE DONE. THE STRATEGIES THAT THEY HAVE TRIED, MATRIX

  • THEY HAVE PUT IN PLACE, ASSESSMENTS, AND THEY CAN TAKE ALL OF THOSE BEST PRACTICES, KNOW

  • WHAT WE KNOW HERE LOCALLY TO BE TRUE AND PUT IN PLACE SOMETHING THAT REALLY WORKS WELL.

  • SO IF THERE IS ANY BENEFIT TO BEING ONE OF LAST IN THE GAME, IT'S THAT WE CAN LEARN FROM

  • THE SUCCESSES AND THE FAILURES OF OTHERS ACROSS THE COUNTRY AND KNOW THAT THAT'S SOMETHING

  • THEY ARE IN FACT DOING RIGHT NOW >>DAN: YOU WANT TO EXPLAIN THE DEFINITION

  • OF WHAT THE RESEARCH SHOWS? >> 85% OF THE BRAIN IS DEVELOPED BEFORE AGE

  • FIVE. THAT IS, 85%.

  • YOU HAVE MISSED THE BOAT IF YOU MISS THAT OPPORTUNITY.

  • >>DAN: I CAN SEE SOME GUY OUT THERE SAYING, WELL, IF YOU'RE GOING TO PROVIDE FOR 4 YEAR

  • OLDS IN 85%, THAT MEANS YOU'VE GOT, YOU'VE GOT ONE FIFTH OF, RIGHT?

  • YOU'RE GOING TO ADD ONE MORE YEAR. SO WHAT ABOUT 3 AND 2 AND 1?

  • AND THEN SOCIALISTS STATE WHERE WE'RE NOT HAVING FAMILIES DOING ANY OF THIS THING ANY

  • MORE. WE'RE HAVING PRESCHOOLS DOING EVERYTHING.

  • WHERE'S MOM AND DAD? DON'T THEY HAVE RESPONSIBILITIES IN ALL OF

  • THIS? >> ACTUALLY FAMILY CHILD LEARNING PROGRAMS

  • ARE THE OPPORTUNITY TO WORK WITH FAMILIES AND HELPING THEM TO DEVELOP THEIR UNDERSTANDING

  • HOW CHILDREN LEARN AND GROW IS AN INCREDIBLE LEVERAGE POINT.

  • THAT'S WHAT WE NEED TO BE DOING ESPECIALLY AT THOSE EARLY AGES.

  • THINK ABOUT IT. I GRADUATED, I HAD MY COLLEGE DEGREE. 24 YEARS OLD, I HAD MY MASTER'S DEGREE

  • ALREADY. HAD NO CLUE, WHEN THAT BABY CAME HOME, WHAT

  • THE HECK I WAS GOING TO DO. I MEAN, I REALLY THOUGHT THAT I DIDN'T KNOW

  • WHAT I WAS DOING. AND SO PARENTS, IT DOESN'T MATTER WHAT YOUR

  • EDUCATIONAL ATTAINMENT IS. IT'S A LITTLE FRIGHTENING.

  • >>DAN: YOU WERE MA STUPID LIKE ALL THE REST OF US.

  • >> QUALITY EARLY CHILDHOOD EDUCATION REALLY DOES INCLUDE WHAT KANOE SAID.

  • IT'S THE PARTNERSHIP WITH THE FAMILY, NOT JUST GOING TO SCHOOL.

  • WHAT KEITH BROUGHT UP, PARENTS HAVE SKIN IN THE GAME, THEY TAKE RESPONSIBILITY AND THERE'S

  • ALSO WAYS TO HELP THEM. >>DAN: YEAH.

  • BUT IT DOES SEEM TO ME THAT IT'S GOING TO HAVE TO GO FURTHER, RIGHT?

  • I MEAN, ULTIMATELY, IF YOU BELIEVE IN THIS, IT'S NOT  I DON'T WANT TO SAY BELIEVE.

  • THE RESEARCH SAYS. THE RESEARCH SAYS, YOU USE ONE AND $4.10.

  • I SAW SOMEBODY CLAIMING SOMEBODY ONE DOLLAR INVESTED MAY RESULT IN 7 TO TEN DOLLARS SAVINGS.

  • THAT'S PROBABLY IF WE ALL END UP IN SHACKLES. I DON'T KNOW.

  • I'M ALWAYS A LITTLE BOTHERED BY NUMBERS LIKE THAT.

  • IT SEEMS EXCESSIVE TO ME. HAVE WE HAD PRESCHOOL SO LONG, THAT WE KNOW

  • THE DIFFERENCE? >> WE HAVE ALMOST 40 YEARS OF RESEARCH NOW.

  • FOUR DECADES. >>DAN: I GUESS MY QUESTION SHOWS HOW OLD I

  • AM. HOW FAR BACK THAT GOES.

  • WHAT'S THE REST OF THE ALLIANCE'S CAMPAIGN? DO YOU HOPE TO GET THESE BILLS THROUGH THIS

  • SESSION? >> WE'RE VERY HOPEFUL.

  • WE THINK THERE'S MOVING. THERE'S A LOT OF COMMUNITY ENERGY AROUND IT.

  • WE'VE BEEN OUT IN THE COMMUNITY, TALKING TO PARENTS, FAMILY MEMBERS, GRANDPARENTS AND

  • THEY'RE REALLY CRYING OUT FOR THIS. FAMILIES NEED HELP.

  • THERE IS ACCESS ISSUES. YOU HAVE FAMILIES WHERE NOT ONLY PARENTS BUT

  • GRANDPARENTS ARE IN THE WORK FORCE NOW. SO IT IS AN ISSUE OF WHAT WILL WE DO WITH

  • THE CHILD DURING THE DAY, BUT FAMILIES SEEING BENEFITS TO HAVING GOOD QUALITY

  • EARLY LEARNING PROGRAMS. THEY DON'T WANT THEIR KIDS GOING TO SOMEONE'S

  • HOUSE AND BEING PLUNKED IN FRONT OF A VIDEO ALL DAY LONG BECAUSE THEY SEE THE DEVELOPMENTAL

  • IMPACT. WE THINK PEOPLE HAVE BEEN SPEAKING UP.

  • WE THINK THINGS ARE GOING TO MOVE >>DAN: THEY COULD BE WATCHING PBS KIDS, YOU

  • KNOW, WHICH WE THINK IS VERY GOOD FOR THEM. >> FOR AN HOUR A DAY.

  • >>DAN: MORE. MORE OF THAT.

  • THEY DON'T WATCH INSIGHTS I DON'T THINK. YOU HAVE SMALL CHILDREN.

  • NOT ALL THAT SMALL ANY MORE. >> I HAVE TWO.

  • 3 YEAR OLD AND A 4 AND A HALF YEAR OLD. ENJOYS PBS KIDS, BY THE WAY

  • >>DAN: THANK YOU VERY MUCH. WE APPRECIATE IT.

  • ARE THEY IN PRESCHOOL? >> THEY ARE BOTH IN PRESCHOOL.

  • AND IN FACT, WE MADE A VERY CONSCIOUS DECISION WHEN OUR YOUNGEST SON WHO HAS A SLIGHT SPEECH

  • DELAY TO MAKE SURE HE HAD 3 FULL YEARS OF PRESCHOOL BECAUSE WE REALIZED WHEN WE PUT

  • OUR YOU FIRST SON IN PRESCHOOL, THE HUGE IMPACT AND DIFFERENCE IT MADE TO PUT YOUR CHILD IN

  • THE HANDS OF A CAPABLE HIGHLY QUALIFIED EARLY LEARNING PROFESSIONAL AND IN AN ENVIRONMENT

  • LIKE THAT, THE DIFFERENCE IT REALLY MAKES. YOU CAN SEE THEM TRANSFORM.

  • WHILE IT WAS A FINANCIALLY DIFFICULT DECISION FOR MY HUSBAND AND I ECONOMICALLY, WE KNEW

  • THAT FOR OUR SONS, THAT WAS THE KIND OF SACRIFICE YOU HAD TO MAKE.

  • THIS IS WHAT ADA AND MATTY NEEDED, I CAN TELL YOU IT MADE A HUGE DIFFERENCE.

  • >>DAN: WHAT DOES IT COST YOU A YEAR APPROXIMATELY? >> TALKING WELL OVER 

  • >>DAN: WHAT DID IT COST YOU A YEAR, APPROXIMATELY? YOU DON'T HAVE TO TELL US.

  • I MEAN, WE'RE TALKING WELL OVER, FOR 2 CHILDREN, WELL OVER 15, $20,000.

  • DEPENDING ON THE SCHOOL YOU'RE GOING TO. IT'S NOT AN INEXPENSIVE ENDEAVOR.

  • >>DAN: THAT WAS STARTING AT 2 YEARS OLD >> FOR STARTING AT 2 YEARS OLD.

  • LOOKING AT 3 FULL YEARS FOR ONE SON. AND MY OTHER SON HAD 2 FULL YEARS, ALMOST

  • 2 AND A HALF >>DAN: DID YOU HAVE KIDS IN PRESCHOOL?

  • >> YES. >>DAN: YOU PAID THE PRICE

  • >> MY WIFE WAS WORKING AT THE TIME, WE STARTED YEAR AND A HALF, AND WENT TO A DIFFERENT PROGRAM,

  • SAINT CLEMENS AFTER THAT. IT'S NOT JUST THE READING AND WRITING.

  • IT'S THE INTERACTION. HE ALSO HAD A SPEECH STUTTER.

  • SO UNDERSTANDING HOW TO INTERACT WITH KIDS WAS VERY IMPORTANT AND AS WE SEE HIM NOW,

  • HE'S A LOT MORE CONFIDENT AND ABLE TO DEAL WITH OTHERS

  • >> SOME OF THOSE THINGS YOU DO LEARN IN PRESCHOOL. >>DAN: TERRY?

  • >> YOU'RE ASKING ME WHETHER I WENT TO PRESCHOOL? >> DAN: ABOUT YOUR KIDS.

  • MY KIDS ALL WENT TO PRESCHOOL. AND I WAS A WORKING MOM MYSELF.

  • SO I WANT TO MAKE SURE THEY'RE THERE. BUT ALSO, WE CREATED THAT ENVIRONMENT OF STIMULATION

  • FOR THEM. NOW I HAVE GRANDCHILDREN, I HAVE ONE GRANDSON

  • GOING TO PRESCHOOL >>DAN: ALL PRIVATE PRESCHOOL

  • >> PRIVATE PRESCHOOLS >>DAN: YOUR PEOPLE, DO THEY HAVE TO PAY

  • >> NO, BUT THEY COME AND VOLUNTEER. ACTUALLY HAVE FOUR CHILDREN AND MY CHILDREN

  • HAVE EXPERIENCED ALL EARLY CHILDHOOD SETS. SO I DID HOME VISITING WITH ONE OF THEM.

  • I HAD PRIVATE PRESCHOOL. I HAD AHAPUNA NALEA HAWAIIAN IMMERSION PRESCHOOL.

  • ONE AT KAMEHAMEHA PRESCHOOL AND ALSO OUR KEIKI STEPS PROGRAM, FAMILY CHILD INTERACTION PARENT

  • PARTICIPATION PRESCHOOL. SO FOR OUR PROGRAMS SPECIFICALLY, PARENTS

  • COME AND THEY ARE THERE WITH THEIR CHILD LEARNING SIDE BY SIDE.

  • PARENT CURRICULUM AND CHILD CURRICULUM. SO THEY COME FOR 3 HOURS.

  • WHILE THE PROGRAM IS FREE, THEY ARE VOLUNTEERING THEIR HOURS EVERY DAY.

  • >> I HAVE A 3 YEAR OLD WHO GOES TO PRESCHOOL. I'M EXPECTING MY SECOND.

  • MINE HAS BEEN IN SCHOOL NOW FOR A YEAR AND WE'VE SEEN SUCH AMAZING DRAMATIC DEVELOPMENTAL

  • GROWTH THIS HIM. WHEN HE STARTED SCHOOL, HE WAS BARELY SPEAKING.

  • AND NOW IS A CHATTER BOX. SHARING WITH OTHER KIDS, KNOWING HOW TO INTERACT

  • IN A CLASSROOM, HOW TO SIT AND HAVE SHARING TIME, HOW TO FOLLOW IN INSTRUCTIONS.

  • THOSE ARE THINGS YOU DON'T NECESSARILY LEARN WHEN YOU'RE AT HOME.

  • THINKING ABOUT THE STORIES AT THE TABLE, WE SEE FROM THE RESEARCH ALSO, HUGE EQUITY ISSUES

  • BECAUSE FAMILIES WHO CAN AFFORD TO SEND THEIR CHILDREN TO PRESCHOOL IN THIS STATE DO.

  • BUT MANY OF OUR FAMILIES, WORKING FAMILIES, IT'S A HUGE STRUGGLE.

  • WHEN THE AVERAGE MONTHLY COST IS $720 A MONTH PER CHILD IN MANY PEOPLE HAVE MORE THAN ONE

  • CHILD UNDER FIVE, THAT'S HUGE. SO WE HAVE THIS GIANT GAP THAT'S EVEN GROWING.

  • WHERE THOSE OF US WHO ARE ABLE TO SACRIFICE AND PUT TOGETHER A PRESCHOOL TUITION DO BECAUSE

  • WE SEE THE VALUE IN IT. A LOT OF FAMILIES SIMPLY CANNOT.

  • THEY'RE TRYING TO PUT FOOD ON THE TABLE. PAY RENT AND WE HAVE BEEN HEARING THAT FROM

  • SO MANY FAMILIES SAYING I SENT ONE CHILD TO PRESCHOOL AND SAW HOW AMAZING IT WAS AND I

  • DON'T HAVE THE MONEY TO SEND MY NEXT KID AND WORRIED THEY'RE NOT GOING TO BE READY.

  • THAT CONCERNS ME FROM A EQUITY STANDPOINT THAT NOT ALL OF OUR KIDS ARE STARTING OUT

  • FROM THE SAME PLACE WHEN THEY GET TO KINDERGARTEN >>DAN: DO YOU REALLY BELIEVE THAT YOU CAN

  • ARRIVE AT EQUITY? AS I UNDERSTAND IT, SAID THIS MANY TIMES ON

  • THE SHOW, EVERY TIME WE SHOW THE RESULTS OF WHERE SCHOOLS ARE, THEY COME UP WITH, YOU

  • KNOW, I'M HAPPY TO READ THEM AND HAPPY TO SEE SOME SCHOOLS DOING BETTER BUT YOU COULD

  • HAVE HAD 80% OF THEM, MUCH BETTER THAN MARCH MADNESS, BECAUSE ALL YOU GOT TO DO IS LOOK

  • WHERE PEOPLE HAVE MONEY WHERE PEOPLE DON'T HAVE MONEY.

  • WHERE PEOPLE HAVE MONEY, THOSE SCHOOLS DO WELL.

  • WHEN THEY DON'T HAVE MONEY, THEY DON'T DO WELL.

  • IS GRADE SCHOOL GOING TO CHANGE THAT? >> WE THINK SO.

  • THAT'S WHAT THE RESEARCH SHOWS. IT'S ONE OF THE INDICATORS.

  • YOU HAVE THE KIDS WHO COME FROM WEALTHIER COMMUNITIES GET ACCESS TO THOSE SORTS OF EARLY

  • LEARNING EXPERIENCES >>DAN: I WAS READING ABOUT THE FADE OUT EFFECT.

  • IT HAS IMMEDIATE RESULTS BUT THEN THAT FADES OUT

  • IN FOUR OR FIVE YEARS. >> THAT RESEARCH HEAD START ABOUT ABOUT FADE

  • OUT FOUND UNFORTUNATELY THEY DIDN'T LOOK CLEARLY AT THE RESEARCH BECAUSE RESEARCH SAYS THAT

  • HEAD START WORKS. IN ORDER TO CONTINUE, YOU ALSO HAVE TO HAVE

  • A QUALITY KINDERGARTEN, FIRST GRADE SECOND GRADE, THIRD GRADE, AND OF COURSE, OBAMA IS

  • REALLY TRYING TO MAKE SURE THAT THROUGH REFORM, THAT HEADSTART PROGRAMS REALLY ARE MORE ACCOUNTABLE

  • >> SO IT WORKS. >> I'M A HEADSTART BABY AND THERE WAS NO FADE

  • OUT. I'M JUST KIDDING.

  • I REALLY WAS A HEADSTART BABY AND I HOPE THAT THERE WASN'T FADE OUT.

  • BUT IN OUR PROGRAMS, WE HAVE FOLLOWED OUR CHILDREN THROUGH THIRD GRADE AND WE DIDN'T

  • EXPERIENCE THE FADE OUT. VERY FAMILIAR WITH THE RESEARCH ON HEAD START ALSO.

  • THINGS THAT THEY DIDN'T TAKE INTO CONSIDERATION. WE HAVE STATISTICALLY SIGNIFICANT OUTCOMES

  • FOR KIDS IN OUR PROGRAMS MEANING THAT THEY HAVE HUGE GAINS AND AND THINGS THAT ARE INDICATERS

  • OF THIRD GRADE READING SCORES AND WE FOLLOW THEM UP IN THIRD GRADE AND THEY HAVE MAINTAINED

  • THOSE GAINS. >>DAN: PRESCHOOL LIKE SO MANY OTHER THINGS

  • SOMEONE WANTS TO KNOW, WOULD BE GREAT. HOWEVER, SHOULDN'T WE FOCUS OUR LIMITED RESOURCES

  • ON BASIC K 12. IT'S LIKE GIVING EVERY KID A LAPTOP.

  • IT'S NICE, BUT WHAT ABOUT THE BASICS? WILL THE BASICS BE SHORTCHANGED AS A RESULT

  • OF THIS?

  • I DON'T BELIEVE SO. AS KEITH WAS MENTIONING, IF YOU WANT TO STRENGTHEN

  • THE K 12 PIPELINE, YOU WANT TO MAKE SURE WHEN THEY START READY, THEY'RE READY FOR SCHOOL.

  • THIS IS REALLY THE BEST WAY TO MAKE A STRONG INVESTMENT.

  • THIS IS NOT TO SAY WE'RE NEGATING THE K 12 PIPELINE.

  • WE CAN DO BOTH AT THE SAME TIME. THIS IS MAKING SURE THEY'RE READY TO SCHOOL

  • WHEN THEY START KINDERGARTEN. YOU TALK TO KINDERGARTEN TEACHERS AND PRINCIPALS

  • AND THEY WILL TELL YOU WHEN ONE GOES THROUGH A QUALITY PRESCHOOL SETTING AND ENTERS KINDERGARTEN

  • READY TO LEARN, THAT MAKES ALL OF THE DIFFERENCE AS TO WHETHER OR NOT THEY'RE ABLE TO READ

  • AT GRADE LEVEL BY THIRD GRADE AND REALLY HAVE THE TOOLS THEY NEED TO SUCCEED REGARDLESS

  • OF INCOME, REGARDLESS OF COMMUNITY THEY LIVE IN.

  • THAT'S THE EQUALIZER. I THINK OF MYSELF.

  • BORN TO TEENAGE PARENTS AND THANKS PROBABLY TO MY GRANDPARENTS AND TWO VERY ENGAGED PARENTS

  • WHO REALLY CARED ABOUT ME, STARTING PRESCHOOL AT THE AGE OF 2, I BELIEVE THAT WAS THE GAME

  • CHANGER FOR ME IN MY LIFE. THAT MADE THE HUGE DIFFERENCE WHEN I STARTED

  • KINDERGARTEN AT KANEOHE ELEMENTARY SCHOOL VERSUS IF I HADN'T THAT HAD KIND OF EXPERIENCE

  • DURING THE VERY FORMATIVE YEARS, EARLIER YEARS OF MY LIFE.

  • I DEFINITELY FEEL IF WE WANT TO STRENGTHEN THAT K 12 PIPELINE AND NOT SHORTCHANGE THEM

  • BY THE WAY, THAT WE MAKE SURE THOSE BABIES ARE READY FOR SCHOOL WHEN THEY START KINDERGARTEN.

  • >> YOU MENTIONED EARLIER ABOUT THE AFFLUENT NEIGHBORHOODSIT IS ONE OF THE FEW FIELD

  • LEVELERS. ONLY WAY YOU CAN GIVE SOMEONE WHO IS COMING

  • IN WITHOUT ANY INFLUENCE VERSUS AFFLUENT NEIGHBORHOOD A CHANCE TO BE EQUAL.

  • IT GETS THEM EQUAL COMING OFF THAT FIELD. IF YOU DON'T, THEY'RE STARTING FURTHER BEHIND.

  • ONCE YOU HIT SCHOOL, NOT ONE OF THE TOP IN THE CLASS, YOU BECOME SHY, QUIET, RESERVED

  • FALL FURTHER BEHIND. THIS IS ONE OF THE FEW THINGS WE CAN DO TO

  • LEVEL THE GAME UP FRONT. >>DAN: YEAH.

  • I'M NOT A PRESCHOOL BABY. I'M NOT EVEN A KINDERGARTEN BABY.

  • WE CAN TELL. >>DAN: NEITHER ARE MY TWO BROTHERS.

  • WENT TO PUBLIC SCHOOL CHILDREN EAST GARY, INDIANA.

  • WE ONLY HAD 7 DEGREES BETWEEN US. NONE OF US EVER WENT TO JAIL OR SHACKLED THAT

  • I KNOW OF. WE ALL HAD JOBS.

  • I WAS A COLLEGE PROFESSOR. I'M NOT SURE YOU CAN CALL THAT A JOB.

  • GOOD FUN. BUT I MEAN, THE THING THAT I CAN SEE DIFFERENT

  • ABOUT IT WAS THAT THERE WAS A MOTHER WHO WAS HOME ON ONE INCOME.

  • EVEN A BUTCHER, WAS ABLE TO SUPPORT US. AND SHE, I GUESS SHE SPENT A LOT OF TIME WITH

  • US. I DON'T REMEMBER THAT WELL.

  • BUT I REMEMBER BEING READ TO AND THINGS LIKE THAT.

  • BUT YOU'RE ARGUING YOU WOULD ARGUE THAT YOU NEED, EVEN IF YOU COME FROM A BACKGROUND WHERE

  • THERE'S A SINGLE PARENT AT HOME WHO'S REALLY DEDICATED TO HELPING YOU OUT, YOU'RE GOING

  • TO NEED THAT PRESCHOOL? >> YOU DO.

  • WELL, AS FAR AS THE WORK FORCE, ABOUT 62% OF OUR MOTHERS ARE WORKING.

  • BUT THE OTHER PART IS TODAY'S DIFFERENT. THERE'S REALLY, WE KNOW MORE ABOUT BRAIN DEVELOPMENT

  • RESEARCH SO WE WANT TO MAKE SURE THAT THESE ARE THE  WE KNOW THESE YEARS ARE THE FORMATIVE

  • YEARS. WE WANT TO MAKE SPECIAL, MAKE SURE WE TAKE

  • ADVANTAGE OF THAT BECAUSE IT MAKES A WHOLE HUGE DIFFERENCE.

  • >> I THINK THAT IT IS A GENERATIONAL THING. WHAT THE DEMANDS ARE, CURRENTLY, ECONOMICALLY,

  • FOR FAMILIES AND JUST SHEER NUMBER OF PEOPLE THAT GO TO WORK.

  • SAME THING CAN BE SAID ABOUT COLLEGE DEGREES. ONLY ONE QUARTER OF THE WORK FORCE NEEDED

  • A COLLEGE DEGREE IF YOU GRADUATED IN THE 70'S. AND NOW, IF YOU GRADUATED IN THE THIS GENERATION,

  • BASICALLY, 2/3 OF THE JOBS REQUIRE COLLEGE DEGREES.

  • SO IT'S A LITTLE BIT DIFFERENT AT TIMES >>DAN: CALL FROM D.O.E. KINDERGARTEN TEACHER

  • CONCERN ABOUT STAFFING. WILL THE CURRENT D.O.E. TEACHERS WHO ARE CERTIFIED

  • TO TEACH KINDERGARTEN THROUGH GRADE 6 BE DISPLACED BY CREDENTIALED PRESCHOOL TEACHERS?

  • IF SO, THAT WILL RESULT IN MASSIVE LAYOFFS OF DOE TEACHERS.

  • SUSAN IN MILILANI. DO YOU UNDERSTAND THAT?

  • >> I THINK THEY'RE TALKING ABOUT THAT NOW THAT JUNIOR KINDERGARTEN WILL NO LONGER BE

  • THERE. >>DAN: JUNIOR KINDERGARTEN TAKES KIDS AT 4

  • >> SO THE JUNIOR KINDERGARTEN WERE OUR LATE BORN CHILDREN GOING TO KINDERGARTEN.

  • YEAH. SO THAT'S BEEN PART OF THE D.O.E.

  • NOW IT'S GOING TO BECOME A PUBLIC PRIVATE SYSTEM WITH THE PROPOSAL UP FRONT.

  • SO THE D.O.E. CAN PARTICIPATE IN THIS PROGRAM. WE WILL BE ABLE TO CONTRACT WITH THE D.O.E.

  • AND D.O.E. PRINCIPALS, THERE ARE QUITE A FEW, THAT ARE INTERESTED IN HAVING A PRESCHOOL

  • PROGRAM ON THEIR CAMPUS. >> MY UNDERSTANDING ALSO IS IT'S JUST THE

  • FIRST YEAR THAT THOSE 5100 WON'T BE THERE BECAUSE THE COHORT WILL BE COMPLETE.

  • SO IT'S JUST REALLY ONE YEAR. SO IF YOU THINK ABOUT ALL THE TEACHER TURNOVER,

  • IT DOESN'T SEEM LIKELY WITH THE NUMBER OF TEACHERS THAT ALL HAVE TO BE REPLACED YEAR

  • AFTER YEAR, THAT ANYBODY THAT'S ALREADY IN THE D.O.E. SYSTEM WILL ACTUALLY HAVE A POSITION.

  • >> THE IMPORTANT PART TO NOTE IS THAT THIS IS DEFINITELY TO PROVIDE SOME COMFORT AND

  • ASSURANCE TO THIS PARTICULAR TEACHER, THIS IS ONE OF THE ISSUES WE'RE VERY MUCH AWARE

  • OF THAT'S OF CONCERN ESPECIALLY THE KINDERGARTEN TEACHERS IS WHAT WILL HAPPEN TO ME WHEN THAT

  • YEAR HITS AND WE HAVE LESS KINDERGARTEN STUDENTS ENTERING THE CLASSROOMS AND THEY'RE WORRIED

  • ABOUT THE WEIGHTED STUDENTS FORMULA AND WILL THEIR JOBS BE IMPACTED.

  • THIS IS ONE OF THE ISSUES TERRY IS VERY MUCH AWARE OF.

  • WE'RE TALKING TO THE DEPARTMENT OF EDUCATION IN TERMS OF HOW DO SCHOOLS DEAL WITH THAT

  • EBB AND FLOW IN TERMS OF THEIR WEIGHTED STUDENT FORMULA SO WE HAVE THE LEAST AMOUNT OF THE

  • IMPACT. AS KANOE MENTIONED, WHILE YOU MAY HAVE LESS

  • STUDENTS COMING IN THAT FIRST YEAR, JUNIOR KINDERGARTEN SETS TO SUNSET, YOU WILL HAVE

  • THEM COMING IN THE FOLLOWING YEAR WHEN THEY ALL COME BACK IN.

  • IT'S KIND OF LIKE THIS AS THE CYCLE WILL GO. BUT IT IS BEING SERIOUSLY LOOKED AT AND ADDRESSED

  • SO WE CAN HELP ALL OF OUR SCHOOLS TRANSITION AND PHASE INTO THAT TIME PERIOD WITH THE LEAST

  • AMOUNT OF DISRUPTION. WE'RE VERY AWARE OF THE TEACHER CONCERNS IN

  • THAT PARTICULAR AREA. >>DAN: KATHRYN IN KANEOHE, FORMER PRESCHOOL

  • EDUCATOR NOW A PRINCIPAL FOUND THE AD OFFENSIVE. DEBORAH, THAT'S FOR YOU.

  • WHY IS THE GOVERNOR ELIMINATING JUNIOR KINDERGARTEN AND GOING TO PUBLIC PRIVATE PROGRAM THAT WILL

  • COST SOME PARENTS MONEY? WHY NOT EXPAND THE JUNIOR KINDERGARTEN?

  • I GUESS THAT'S ACTUALLY FOR HER. >> 2 PARTS.

  • >>DAN: LET'S START WITH OFFENSIVE AD. >> AS I SAID AT THE BEGINNING, OUR PURPOSE

  • IN THIS CAMPAIGN WAS NOT TO OFFEND, BUT TO DRAW ATTENTION TO IT.

  • AND IT DID THAT. I THINK WE HAVE HAD EVERYONE FROM BUSSES DRIVERS

  • TO CLERKS AND CLERK AT CHECKOUT LINE AT THE GROCERY STORE WHEN I MENTIONED WHAT I DO,

  • I'VE SEEN THAT AD. I'M OUTRAGED, I HEARD WE'RE ONE OF THE FEW

  • STATES THAT DON'T HAVE PRESCHOOL. FROM OUR PERSPECTIVE, WE HAVE PEOPLE TALKING

  • ABOUT IT. I'M OKAY IF A FEW PEOPLE ARE OFFENDED BECAUSE

  • WE WANTED TO MAKE THIS A PRIORITY ISSUE. WE'RE NOT DOING RIGHT BY OUR KIDS RIGHT NOW

  • AND WE NEED TO START AND GET PEOPLE TALKING ABOUT IT.

  • SO FRANKLY, IF A FEW PEOPLE ARE OFFENDED, THEY'RE TALKING ABOUT IT STILL SO I'M OKAY.

  • >>DAN: DO YOU USE A SHACKLE AD TO GET PEOPLE TO COME TO YOUR HOTELS?

  • I DON'T THINK YOU DO THAT. >> WE DO SUNSCREEN AND THINGS LIKE THAT.

  • IT BRINGS UP AN EXCELLENT POINT. YOU HAVE A TEACHER CALL IN, YOU HAVE PARENTS

  • CALLING IN. WHO SPEAKS FOR THE CHILDREN?

  • WHO IS SPEAKING? LEGISLATRE AND THERE ARE THE KUPUNA THERE AND WORRIED ABOUT MEDICARE

  • AND OTHERS, WHICH IS THEY'RE ALL NEEDED PROGRAM AND IT'S GOOD THAT WE TAKE CARE OF THEM.

  • BUT WHO SPEAKS FOR CHILDREN? WHO SPEAKS FOR THAT 3 AND 4 YEAR OLD WHO SAYS,

  • GIVE ME THE RIGHT START. GIVE ME EARLY EDUCATION.

  • LET ME GET AHEAD. AS WHAT THIS IS ABOUT.

  • OFFENDS A FEW PEOPLE OR SHAKES A FEW THINGS UP, GOOD.

  • BECAUSE SOMEBODY HAS TO SPEAK FOR THE KIDS. >>DAN: DAVID FROM THE NEW YORK TIMES, CONSERVATIVE

  • COLUMNIST, HAS LONG WRITTEN THERE'S BEEN A BIG SHIFT AND WHAT WE ARE DOING WITH THE NATION'S

  • RESOURCES, THEY'VE GONE TO OLDER PEOPLE AND AWAY FROM KIDS.

  • AND THAT'S EXACTLY THE POINT THAT YOU'RE MAKING. WHO SPEAKS FOR THEM?

  • BOY, WE CAN GET THE AARP UP HERE. DON'T YOU WORRY.

  • THEY'LL COME EVERY TIME. JENNIFER ON THE BIG ISLAND, CURRENT STATE

  • LAW HAWAII STATE LAW REQUIRES PARENTS TO HAVE THEIR CHILDREN ENROLLED IN PUBLIC AND PRIVATE

  • SCHOOL BY AGE 6. WILL THE PROPOSED BILL MANDATE THAT THE CHILDREN

  • TO BE ENROLLED AT AN EARLIER AGE OR WILL IT BE OPTIONAL?

  • >> WHAT'S HAPPENING IS THIS IS A VOLUNTARY PROGRAM.

  • SO IT IS VOLUNTARY FOR FAMILIES. WON'T BE A MANDATED PROGRAM.

  • >>DAN: WILL THERE BE ENOUGH TRAINED AND QUALIFIED TEACHER TO THE TRAIN ALL PRESCHOOLERS IN HAWAI'I?

  • WILL QUALITY FALL IF EVERYONE IS IN PRESCHOOL? I DON'T QUITE UNDERSTAND THAT.

  • LLOYD FROM WAIANAE WANTS TO KNOW. WHAT'S THE PLAN?

  • >> THINK THAT'S SOMETHING THAT DEFINITELY TERRY IS WORKING ON, TO MAKE SURE THAT WE

  • HAVE THE WORK FORCE CAPACITY AS WELL. TO BE ABLE TO MAKE SURE THAT WE HAVE THAT

  • SKILLED WORK FORCE TO BE ABLE TO PROVIDE OUR PRESCHOOLERS WITH THOSE TEACHERS AND AIDS

  • TO FILL THOSE POSITIONS. SHE'S WORKING WITH THE POSTSECONDARY INSTITUTIONS

  • TO MAKE SURE WE HAVE THE WORK FORCE BECAUSE IT REALLY IS A CAPACITY ISSUE.

  • THAT'S WHY WE'RE REALLY PHASING THIS PROGRAM IN AND NOT JUST DOING IT ALL AT ONE TIME.

  • SOME WOULD SAY, LET'S DO ALL 4 YEAR OLDS ALL AT ONE TIME VERSUS JUST THE LATE BORNS.

  • THIS PHASED IN APPROACH IS REALLY THE PRUDENT APPROACH SO WE CAN START TO WALK BEFORE WE

  • RUN. AND TERRY IS WORKING ON LOOKING AT CAPACITY

  • ISSUES FROM A WORK FORCE PERSPECTIVE, FUNDING AS WELL AS LOOKING AT PROVIDERS AND FACILITIES.

  • SO THE WORK FORCE ONE IS SOMETHING SHE'S WORKING WITH OUR POST SECONDARY INSTITUTIONS AS WE

  • SPEAK AND I THINK WE'RE GOING TO BE READY WHEN THE TIME COMES.

  • >>DAN: I WANT TO TELL YOU THAT I THINK YOU GUYS ARE DEFINITELY GIVING EARLY EDUCATION

  • AND THE KIDS A VOICE. I'M JOKING ABOUT YOUR AD, BUT WE'VE CERTAINLY

  • ALL BECOME AWARE IN THE LAST YEAR. BIG TIME.

  • BIG TIME. SINCE LAST YEAR.

  • WILL THE PRESCHOOL EXPERIENCE OFFER YOU OPTIONS TO FAMILY OTHER THAN JUST DROP OFF PRESCHOOL?

  • >> YEAH. THAT'S WHAT WE'RE PROMOTING.

  • WE NEED TO MEET FAMILIES WHERE THEY ARE AND SO FAMILY CHILDHOOD INTERACTIVE LEARNING PROGRAMS,

  • KEIKI STEPS PROGRAM AND KEIKI O KA AINA PARENT PARTICIPATION PRESCHOOLS AND PARTNERS IN DEVELOPMENT,

  • THAT OPTION WHERE FAMILIES COME WITH THEIR CHILD BECAUSE FOR A LOT OF PEOPLE, CULTURALLY,

  • THEY DON'T WANT TO DROP THEIR CHILD OFF WITH SOMEONE ELSE, THEY WANT THEIR CHILDREN WITH

  • THEM. OR THEY WANT GRANDMA TAKING CARE OF THEM BUT

  • THEY WANT THE LEARNING ENVIRONMENT WHERE THEIR KIDS CAN GET READY FOR SCHOOL.

  • SO THERE ARE OPTIONS THAT WE'RE PROMOTING IN THE LEGISLATIVE BILLS.

  • >> YES. YOU WANT TO HEAR MORE?

  • I THOUGHT YOU WERE GOING TO OFFER MORE. >> THE OPTIONS ARE NOT ONLY THE DIFFERENT

  • KIND OF SETTINGS BUT ALSO WHERE THEY ARE. SO THERE ARE FAMILIES CERTAINLY THAT WOULD

  • PREFER JUST DROP OFF AND MANY FAMILIES NEED THE DROP OFF BECAUSE OF THEIR WORK SCHEDULE.

  • BUT SOMETIMES FAMILIES DON'T WANT THAT. WE'RE LOOKING AT FAMILY CHOICE AND OVER TIME,

  • WE WANT TO MAKE SURE THAT ALL OF THOSE SETTINGS HAVE THE SAME KIND OF PROGRAM CRITERIA AND

  • QUALIFICATIONS SO THERE'S QUALITY ACCROSS THE BOARD.

  • >>DAN: SOMEWHERE I READ THAT PRESENT SYSTEMS THAT WE HAVE OF EARLY CHILDHOOD EDUCATION

  • IN THE UNITED STATES AND THE STATES THAT DO HAVE THEM ARE REALLY NOT, THEY'RE CURRENTLY

  • FRAGMENTED ONE OF THE CRITICISMS THAT THEY'RE UNDERFUNDED, UNDER FINANCED AND VERY BUREAUCRATIC.

  • HOW DO WE GET AROUND ALL OF THOSE CRITICISMS AND CREATING A NEW ONE?

  • YOU'RE SAYING WE HAVE ALL OF THESE OTHER EXAMPLES. HOW DO WE GET AROUND THAT

  • >> AS JILL SAID, WE HAVE LOTS OF OTHER EXAMPLES FROM OTHER STATES.

  • AS FAR AS CREATING, THERE NEEDS TO BE STANDARDS, CURRICULUM, TEACHERS NEED TO BE QUALIFIED,

  • SO IT IS PUTTING IN ABOVE JUST HEALTH AND SAFETY STANDARDS.

  • WE NEED TO MAKE SURE THAT THERE IS QUALITY IMPROVEMENT ALL THE WAY AROUND.

  • AS FAR AS NOT MAKING IT BUREAUCRATIC, I THINK IT'S PERSON TO PERSON AND RELATIONSHIPS.

  • THAT'S ONE OF THE KEY THINGS IN EARLY EDUCATION IS RELATIONSHIP BUILDING.

  • AND YEAH, HOW ARE WE GOING TO WORK AROUND THE RED TAPE.

  • MAKE IT AS FRIENDLY AS POSSIBLE, SEAMLESS AS POSSIBLE FOR FAMILIES AND FOR CHILDREN,

  • AND STAFF. >>DAN: WILL THE PROPOSED STATEWIDE PRESCHOOL

  • PROGRAM SERVE ALL AREAS INCLUDING THOSE FAMILIES WHO LIVE IN RURAL NEIGHBORHOODS?

  • WHAT NEIGHBORHOODS COMMUNITIES ARE PARENT PARTICIPATION PRESCHOOLS IN AT THE MOMENT,

  • I GUESS IT MEANS. DOES THE LEGISLATION DEAL WITH THAT?

  • >> ABSOLUTELY. THIS IS GOING TO BE A STATEWIDE PROGRAM.

  • THIS IS NOT GOING TO LEAVE ANY PARTICULAR COMMUNITY BEHIND.

  • SO TERRY AND HER TEAM ARE DEFINITELY LOOKING AT HOW DO WE ACCOUNT FOR THE UNIQUENESS IN

  • VARIOUS COMMUNITIES AND ESPECIALLY THOSE COMMUNITIES WHERE WE MAY NOT HAVE AS MANY PROVIDERS WHERE

  • WE'RE GOING TO HAVE TO TAKE INTO ACCOUNT DIFFERENT FACTORS AND DIFFERENT PROVIDER SITUATIONS.

  • THE BUREAUCRACY QUESTION THAT WAS JUST THERE, I THINK THE UNIQUENESS ABOUT THIS AND WHAT'S

  • GOING TO SET US APART FROM OTHER STATES IS THE FACT THAT I MENTIONED EARLIER, WE ARE

  • TAKING A VERY PRUDENT APPROACH. WE'RE STARTING IN PHASES.

  • THAT'S REALLY IMPORTANT. WE'RE NOT JUST LEAPING TO TRY TO DO EVERYTHING

  • AT ONCE. WE'RE REALLY TAKING THIS IN A PHASED IN APPROACH

  • AND THAT'S REALLY IMPORTANT BECAUSE WE'RE TRYING TO DO THIS RIGHT.

  • FROM THE VERY BEGINNING. WE'RE ALSO REALLY HEAVY ON THE PRIVATE PUBLIC

  • PARTNERSHIP ASPECT. WE'RE LEARNING FROM THE PRIVATE PROVIDERS

  • THAT HAVE LITERALLY BEEN DOING THIS, FOR 30, 40, 50 YEARS IN HAWAII.

  • THAT'S REALLY IMPORTANT FOR TO US KNOW THAT GOVERNMENT DOESN'T KNOW IT ALL AND DON'T LET

  • ME COLLEAGUES HEAR ME STAY THAT. WE ARE EMPHASIZING THE IMPORTANCE OF WORKING

  • WITH OUR PRIVATE PROVIDERS TO PUT THIS SYSTEM TOGETHER AND DO IT RIGHT FOR THE CHILDREN.

  • AND MAKE SURE THAT AT THE CENTER AND THE CORE OF ALL OF THIS IS MAKING SURE THAT THOSE STUDENTS

  • AND THOSE CHILDREN HAVE THE BEST QUALITY PRESCHOOL EXPERIENCE

  • THEY CAN TO SHOW THEY'RE READY FOR SCHOOL. >>DAN: DO EMPLOYERS TALK TO THEIR EMPLOYEES

  • ABOUT PRESCHOOL? BECAUSE IF YOU GO TO HOTELS, YOU SEE A AWFUL

  • LOT OF YOUNG EMPLOYEES WHO I IMAGINE HAVE CHILDREN.

  • DO YOU PROVIDE SORT OF NURSERY THINGS NOW OR DO YOU ASK THEM OR SURVEY THEM ABOUT WHAT

  • THEY WANT IN EARLY CHILDHOOD EDUCATION? >> YEAH, EACH HOTEL HAS THEIR GENERAL ASSEMBLY

  • MEETINGS WITH EMPLOYEES AND TRY TO LOOK AT WHAT ISSUES ARE OUT THERE, HEALTH CARE, AGING

  • WORK FORCE, THINGS GET MORE COMPLICATED, TECHNOLOGY, ET CETERA.

  • WHAT YOU HEAR FROM THE YOUNG WORKERS IS THE ISSUE OF CONCERN ON PRESCHOOL.

  • MANY TIMES, THEY'RE WORKING 2, 3 JOBS AND NONE OF THEM ARE FULL TIME.

  • SO YOU'RE WORKING 20 HOURS, 20 HOURSS, 20 HOURS AND BOTH PARTNERS OF THE COUPLE ARE

  • DOING THAT. HOW IS THAT.

  • GRANDMA IS HELPING. IF YOU'RE YOUNG, GRANDPARENTS ARE PROBABLY

  • HELPING. IS THAT THE ENVIRONMENT THAT GETS THEM READY

  • IN KINDERGARTEN? YES, PART OF THEIR EDUCATION BUT CAN'T BE

  • THE ONLY THING. YOU HAVE TO HAVE ALONG WITH THAT, SET REGIMENT,

  • CURRICULUM YOU'RE GOING THROUGH, INTERACTION OF THE STUDENTS WITH EACH OTHER AN THEN WHAT

  • THEY LEARN FROM THEIR KUPUNA AND BROTHERS AND SISTERS MATCH UP NICELY.

  • >>DAN: WHAT ABOUT HOME SCHOOLERS? >> HOME SCHOOLING, I MEAN, WE WANT TO MAKE

  • SURE THAT FAMILIES HAVE CHOICES AND THERE ARE MANY FAMILIES THAT WANT TO STAY HOME AND

  • CAN. AS YOU MENTIONED, MAYBE, WELL, I WAS THINKING

  • ABOUT MY DAUGHTER WHO IS ACTUALLY WORKING PART TIME AND HOME PART TIME BECAUSE SHE HAS

  • A SMALL BABY AND A 3 YEAR OLD. BUT SHE'S LEARNING HOW TO ALSO PROVIDE SOME

  • ACTIVITIES THAT ARE STIMULATING FOR HER CHILDREN. SO HOME SCHOOLING IS STILL AN OPTION FOR FAMILIES.

  • >> NOT MANDATORY PROGRAM. PEOPLE WHO WOULDN'T WANT TO HAVE HOME SCHOOL

  • AND HAVE THE LUXURY OF BEING HELP TO HELP THEIR CHILDREN GROW AND LEARN, THEY ARE PROVIDED

  • THAT OPPORTUNITY. >>DAN: KANOE, SOMEONE CALLED IN AND SAID THE

  • LOWER STATISTIC IS IN COMMUNITIES WITH HIGH POPULATIONS OF NATIVE HAWAIIANS.

  • TRULY TRAGIC. DOES THE NATIVE HAWAIIAN COMMUNITY NEED PRESCHOOL

  • MORE THAN OTHER COMMUNITIES? >> NO.

  • THAT'S INTERESTING. I THINK EVERYBODY NEEDS TO KNOW HOW KIDS LEARN

  • AND HOW KIDS DEVELOP AND I THINK THAT THERE'S ACTUALLY AMAZING STRENGTHS AND ASSETS THAT

  • LIE IN THE NATIVE HAWAIIAN COMMUNITY ESPECIALLY WITH KUPUNA TAKING CARE OF THE GRANDCHILDREN,

  • WITH THE STORIES THAT ARE SHARED, WITH FISHING AND HUNTING AND ALL KINDS OF WONDERFUL ACTIVITIES

  • THAT ACTUAL HELP KIDS GET READY FOR SCHOOL BECAUSE THEY BUILD THOSE HIGHER LEVEL THINKING,

  • COGNITIVE, THOSE HIGHER LEVEL THINKING SKILLS AND BUILD THE BRAIN CONNECTIONS.

  • BUT IT'S A MATTER OF MAYBE LIKE EVERYBODY, ROUTINES ARE IMPORTANT.

  • OR NUTRITION IS IMPORTANT. IT'S ABOUT ACCESS TO INFORMATION.

  • SO I DON'T THINK THAT IT'S AN ETHNIC THING. BUT I DO THINK THAT CULTURALLY, NATIVE HAWAIIANS

  • HAVE A TENDENCY TO WANT TO KEEP THEIR BABIES CLOSE TO THEM.

  • SO AND I WANT TO BE WITH MY BABIES. SO IT'S HAVING THE OPPORTUNITIES TO HELP YOUR

  • KIDS GET READY FOR SCHOOL AND UNDERSTANDING HOW KIDS LEARN SO THAT YOU CAN PROVIDE THOSE

  • OPPORTUNITIES. >>DAN: DEBORAH, WHAT ABOUT WHAT IS YOUR NEXT AD?

  • I'M STILL WORRIED ABOUT YOU. WHAT'S NEXT.

  • >> WE'RE GOING TO KEEP YOU GUESSING. >>DAN: HOW ARE YOU FINANCING THIS?

  • ARE ARE BUSINESS PEOPLE COMING THROUGH TO HELP YOU?

  • >> YES. WE HAVE HAD A NUMBER OF THE MEMBERS OF THE

  • PHILANTHROPIC COMMUNITY COME FORWARD WHO HAVE BEEN BACKING EARLY CHILDHOOD AND SEEN THE

  • IMPORTANCE FOR YEARS. THEY'VE PUT SOME MONEY TOWARDS THE CAMPAIGN.

  • BUSINESS CENTER IS COMING FORWARD. AMAZING GROUP THAT HAVE ALL PUT IN BITS AND

  • PIECES TO PUT IT TOGETHER BECAUSE THEY'RE SEEING THIS IS SOMETHING OUR STATE NEEDS TO

  • DO. SO MANY AT THE TABLE, ESPECIALLY BUSINESS SECTOR FOLKS ARE SAYING, WE TALK ABOUT SO

  • MANY PROBLEMS IN OUR STATE. WE TALK ABOUT HOMELESSNESS.

  • WE TALK ABOUT ECONOMY AND JOBS AND THIS IS ONE OF THOSE PIECES WHERE WE CAN TRULY BE

  • PREVENTIVE. SO THEY'RE EXCITED ABOUT THAT OPTION.

  • THIS IS THE WAY WE CAN CHANGE THE TRAJECTORY OF WHAT'S HAPPENING IN OUR STATE.

  • THAT'S, WE'RE NOT JUST DOING ADS. WE'RE DOING WORK IN THE COMMUNITY AS WELL.

  • MAJORITY OF OUR WORK IS OUT IN THE COMMUNITY WITH ORGANIZATIONS AND PRESCHOOLS AN WITH

  • FAMILIES AND JUST MOBILIZING THEM TO HAVE MORE OF A VOICE AND SHARE THEIR STORIES ABOUT

  • WHY THEY THINK THIS IS IMPORTANT. >> ACROSS THE COMMUNITY, WE HAVE RANDY PERERRA

  • FROM THE PUBLIC WORKERS UNION. CASTLE FOUNDATION HAS DONE A LOT OF WORK.

  • KAMEHAMEHA BESIDE PUT A LOT OF MANPOWER, BUT A LOT OF FUNDING.

  • A CROSS SECTION OF THE COMMUNITY IS OUT THERE SAYING THIS IS ABOUT TIME WE GET THIS GOING

  • BECAUSE THE PRIVATE SIDE FEELS IT'S BEEN DOING MOST OF THE LEG WORK AND NOW, WE WANT TO GET

  • A PARTNERSHIP GOING, GET PARENTS INVOLVED AND GET THIS MOVING FORWARD.

  • >>DAN: I FIND MYSELF FROM A POLITICAL POINT OF VIEW, THINKING ABOUT SORT OF THE BIG TICKET

  • STUFF. OBAMA HAS TALKED ABOUT OBAMA CARE, HEALTH

  • CARE FOR EVERYBODY. NOW WE'RE TALKING ABOUT EARLY EDUCATION FOR

  • EVERYBODY ACROSS THE COUNTRY. AND EVEN THOUGH WE THROW THE NUMBER AROUND

  • THAT ONLY 11 STATES DON'T HAVE IT, BUT SOME OF THIS THE STATES HAVE IT AREN'T DOING THAT

  • WELL AND HAVE PROBLEMS. LITERATURE SAYS THAT.

  • SOME OF THEM AREN'T DOING THAT WELL. THESE ARE BIG SORT OF CHANGE THE REAL, I HATE

  • TO USE THAT WORD, PARADIGM. WE SAY THAT IN POLITICAL SCIENCE CLASS.

  • CHANGING THE PARADIGM KIND OF MOVES. REALLY CHANGE THE, AND I WONDER IF THERE'S

  • POLITICAL WILL WHEN WE GOT PEOPLE UP THERE ABOUT TO SEQUESTER $85 BILLION TOMORROW.

  • RIGHT? >> ABSOLUTELY.

  • >>DAN: TOMORROW. $85 BILLION.

  • >> ABSOLUTELY. >> TRILLION DOLLAR QUESTION.

  • >>DAN: THAT'S TRUE. OUT OF 3.7 TRILLION.

  • 85 BILLION. I'M TALKING ABOUT THE GRIDLOCK WHERE THEY

  • CAN'T SEEM TO GET ANYTHING DONE. SO I WONDER ABOUT THE POLITICAL POSSIBILITIES

  • OF MAKING THINGS THIS BIG. >> YET I TAKE A LOOK AT HAWAI'I AND HOW FAR

  • WE'VE COME AND THIS MOVEMENT AND IT'S BEEN AROUND PROBABLY AS LONG AS I'VE BEEN ALIVE

  • IN TERMS OF HOW LONG THE ADVOCATES HAVE BEEN TRYING TO FIGHT FOR THIS AND YOU LOOK AT THEIR

  • FACES FOR SOME OF THEM AND THEY'RE REALLY THINKING, ARE YOU REALLY GOING TO DO IT THIS

  • TIME BECAUSE HOW MANY YEARS HAVE WE KICKED THE CAN DOWN THE ROAD.

  • ARE YOU REALLY GOING TO INVEST THIS TIME. I HAVE NEVER SEEN SO MANY DIFFERENT FORCES

  • COME TO THE TABLE AND SAY, THE TIME IS NOW. AS WAS MENTIONED.

  • FROM LABOR, TO BUSINESS, TO THE NONPROFIT COMMUNITY, PROSECUTOR COMING AND SAYING, I'M

  • TIRED OF PUTTING PEOPLE IN JAIL. LET'S SAVE LIVES NOW.

  • LET'S START INVESTING EARLY WITH KEITH KANESHIRO TESTIFYING IN OUR COMMITTEE.

  • I GET THE SAME OLD SAME OLD TESTIFYING IN FRONT OF ME USUALLY WHICH IS FINE.

  • BUT TO HAVE A PACKED ROOM OF MOST DIVERSE PEOPLE COMING UP AND SAYING, THE TIME IS NOW.

  • LET'S INVEST. PUT THE POLITICAL AND PUBLIC WILL ON THE TABLE

  • AND DO EARLY LEARNING. THAT'S A SIGN TO ME, ALL THE PARADIGM SHIFTS

  • AND BIG MOVING PARTS, THAT PERHAPS THE STARS ARE ALIGNING FOR EARLY LEARNING IN HAWAI'I

  • AND THE TIME AND THE OPPORTUNITY IS NOW FOR US TO ACTUALLY DO THIS.

  • >>DAN: IT'S PRETTY DIVERSE AND IMPRESSIVE. WHAT TYPES OF ACTIVITIES CAN FAMILY EXPECT

  • TO PARTICIPATE IN DURING A TYPICAL PRESCHOOL EXPERIENCE?

  • >> EITHER ONE OF US. WELL, FOR ONE THING, AS KANOE MENTIONED, PARENTS

  • ARE LEARNING WITH THEIR CHILD. ONE OF THE THINGS THAT'S REALLY WONDERFUL

  • IS FOR PARENTS TO BE READING TO THEIR CHILDREN AND BEING ENGAGED IN THAT PROCESS AND THEN

  • BE ABLE TO EVEN PARTICIPATE, VOLUNTEER, DO THINGS AT HOME, SO WE REALLY WANT TO KEEP

  • THEM AS PARTNERS. >> IF YOU'RE AT ONE OF OUR SITES DURING THE

  • DAY, FAN TABLES SET UP, AREAS TO PAINT, THERE'S PLACES TO PLAY WITH BUBBLES, THERE'S DANCING

  • THAT HAPPENS IN WATERING OF PLANTS, WITH SCIENCE CENTERS, MATH CENTER, PARENTS WHO DO THE ACTIVITIES

  • WITH THEIR KIDS. JUST A WHOLE VARIETY OF THINGS.

  • OF COURSE, READING IS IMPORTANT. SONGS, RHYMING, CIRCLE TIME, MATH, ALL THE

  • GOOD FUN STUFF. >> ALSO LEARNING TIME FOR PARENTS.

  • THE THING THAT KIND OF SHOCKED ME, I WAS AN OLD PARENT, WAS THAT YOU REALIZE THAT YOUR

  • KID'S FRIENDS PARENTS ARE GOING TO BE YOUR FRIENDS FOR LIFE.

  • SO THAT'S LEARNING EXPERIENCE YOU HAVE IN THE LEARNING INTERACTION IN SCHOOL.

  • 15 YEARS LATER, THOSE PARENTS ARE GOOD FRIENDS OF OURS.

  • LEARN FROM EACH OTHER AND SHARE EXPERIENCES. THAT'S BENEFICIAL.

  • >>DAN: MY KIDS GREW UP TELLING THEM THIS WAS THEIR GRANDPA.

  • HOW MUCH SHOULD A PARENT, I GUESS WE HAVEN'T GOTTEN SOME BASIC LIKE THIS.

  • HOW MUCH CAN PARENT EXPECT TO SPEND IN TIME AND MONEY FOR LEARNING EXPERIENCE FOR EACH

  • CHILD? DOES IT VARY VERY MUCH IN THE PLANNING AND

  • SO FORTH. >> CURRENTLY, THE AVERAGE COST FOR A MONTH

  • OF PRESCHOOL IN HAWAI'I IS $720 A MONTH. >>DAN: $720 A MONTH?

  • 8, 9 MONTHS? >>BILLY V: WORKING PARENTS, 12 MONTHS.

  • RIGHT? UNLESS YOU GET THE SUMMER OFF.

  • >>DAN: I DON'T DO MATH REAL FAST. I DIDN'T GO TO PRESCHOOL.

  • 9,000 BUCKS OR SO. YES.

  • PROPOSED IS TO START OFFERING SUBSIDIES. SO PARENTS WILL HAVE SOME STAKE IN THAT.

  • BUT THAT IT BE LESSENED. NOT BE A CHOICE OF DO I PAY RENT THIS MUCH

  • OR SEND MY CHILD TO PRESCHOOL. >>DAN: WOULD THERE BE PEOPLE WHO WOULD PAY

  • EVERYTHING? >> YES.

  • THERE'S A PROPOSAL, IN THE PROPOSAL FOR LOW INCOME FAMILIES, IT WILL BE NO COST TO THEM.

  • WE WANT THEM TO VOLUNTEER AND BE ENGAGED. MIDDLE INCOME FAMILIES SLIDING FEE SCALE.

  • AS YOU GET TO THE UPPER OR HIGHER INCOME, FULL COST.

  • >>DAN: WE HAVE THIS SYSTEM IN HAWAI'I OF THIS PUBLIC PRIVATE SCHOOL SYSTEM.

  • WHERE SOME OF THE WEALTHIEST IN THE SOCIETY WOULD NEVER DREAM OF SENDING THEIR KID TO

  • A PUBLIC PRESCHOOL. I MEAN, IT WOULD HAVE TO BE THE ONE THAT'S

  • RUN BY IOLANI OR SOMETHING LIKE THAT. RIGHT?

  • >> IT'S COMPLETELY VOLUNTARY PROGRAM. SO AGAIN, IF YOU WANT TO SEND YOUR CHILD ON

  • YOUR OWN AT YOUR OWN EXPENSE, THAT'S COMPLETELY UP TO YOU AND I CAN TELL YOU THAT THERE ARE

  • TAX CREDITS YOU CAN TAKE ADVANTAGE OF WHEN IT COMES TO TAX TIME THAT ARE GREAT AFTER

  • YOU PAID ALL OF THAT TUITION AS WELL. BUT AGAIN, I THINK WHEN WE'VE BEEN WORKING

  • WITH TERRY ON THE SYSTEM AND THAT THAT SHE'S PUTTING INTO PLACE, IT REALLY IS ABOUT MAKING

  • SURE THAT WE TAKE A LOOK AT THOSE WORKING FAMILIES THAT ARE STRUGGLING WITH THOSE MONTHLY

  • COSTS, LIKE RENT, LIKE THE UTILITY BILLS AND MAKING SOME VERY TOUGH DECISIONS AND SO THAT

  • SLIDING FEE SCALE IS TO MAKE SURE THAT IT'S NOT JUST ABOUT THE LOWEST INCOME FAMILIES.

  • WHICH ACTUALLY NOW QUALIFY FOR SOME OF THOSE PROGRAMS ALREADY.

  • BUT IT IS ABOUT REALLY TRYING TO ADDRESS THOSE GAP FAMILIES THAT HAVE REALLY FALLEN THROUGH

  • THE CRACKS IN RECENT YEARS AND MAKE SURE WE CAN COVER AS MANY FAMILIES AS POSSIBLE THROUGH

  • THIS PARTICULAR PROGRAM WITH SOMETHING. MAKE SURE THAT EVERYONE HAS SOME KIND OF OPTION,

  • EVEN IF IT'S A PLACEMENT. SO IT REALLY IS ABOUT WORKING TO MAKE SURE

  • THAT WE TAKE CARE. KIDS THAT ARE IN PRESCHOOL FEEDER SCHOOLS,

  • PRIVATE SCHOOLER, THAT ISN'T THE PROBLEM. WE'RE HERE ABOUT ALL THE ONES THAT CAN'T GET

  • THERE WHICH IS THE MAJORITY OF THE STATE AND THEY NEED HELP AND HAVE THEIR KIDS BE ABLE

  • TO BE ON THE SAME FOOTING FROM THAT KID COMING OUT OF PRIVATE PRESCHOOL GOING INTO IOLANI,

  • WHATEVER SCHOOL IT IS. SO THAT THEY START ON A LEVEL FIELD.

  • AT THAT POINT, IF THEY GO TO PUBLIC SCHOOL, GREAT.

  • PRIVATE SCHOOL, GREAT BUT YOU'RE LEVEL AND NOT STARTING LIKE THIS.

  • >>DAN: WHAT IS THE CURRICULUM? WE HAVEN'T TALKED ABOUT THIS.

  • WHAT IS THE CURRICULUM? WHAT ARE THEY TEACHING THEM THAT PREPARES

  • THEM FOR SCHOOL WILL THEY BE TEACHING SUBJECTS? >> WELL, CHILDREN ARE REALLY INTERESTED AND

  • CURIOUS. SO WE LOOK AT CHILDREN'S INTERESTS.

  • BUT THE OTHER THING IS WE WANT TO LOOK AT THE WHOLE CHILD.

  • SOCIAL EMOTIONAL ACTIVITIES AND WAYS TO GET ENGAGED IN INTELLECTUAL DEVELOPMENT LIKE SCIENCE.

  • WE HAVE SUBJECTS THAT ACTUALLY HAPPENS IN PRESCHOOL.

  • WE CAN TALK ABOUT THINGS THAT ARE INTERESTING TO CHILDREN THAT ARE CURIOUS ABOUT AND KEEP

  • THEM ENGAGED. >> I MEAN, ABSOLUTELY.

  • SCIENCE IS GROWING OR WATCHING A BUTTERFLY START OUT AS A OH, MY GOSH, COCOON, CHRYSALIS

  • AND  >>DAN: YOU WENT TO PRESCHOOL?

  • (LAUGHTER) >>DAN: I CAN DO MATH.

  • >> WE'RE ALL DOOMED. >>DAN: ALL RIGHT.

  • >> YOU KNOW, RHYMING IS A PART OF LITERACY AND STORYTELLING OR STORY, YOU KNOW, EVEN

  • DRAMA AND PUTTING CLOTHES ON, THAT'S A PART OF, WHOLE SUBJECT AREA.

  • THAT'S REALLY CRITICAL FOR HIGHER LEVEL OF THINKING SKILLS.

  • >> ALSO RECOGNIZE PROBLEMS EARLIER. MAYBE THERE'S BAD NUTRITION, MAYBE THERE'S

  • LEARNING DISABILITIES. BUT IF YOU CAN GET TO IT EARLIER AND HELP

  • A STUDENT AND HELP A PARENT DEAL WITH THAT, MUCH BETTER THAN MAYBE GRANDMA OR SOME BABYSITTER

  • JUST PUTTING UP WITH IT. >> IT'S ACADEMIC SKILLS AND THE SOCIAL SKILLS.

  • IT'S ASSUMING MY SON THIS WEEK, HE'S JUST TURNED 3 IN DECEMBER, THIS WEEK, HE'S BEEN

  • WORKING IN HIS CLASS ON WRITING THE LETTERS B AND

  • W. AND TALKING WITH SOUNDS THE THEY MAKE AND

  • WORDS THAT START WITH B AND W. THEY'RE WORKING ON WRITING AND IDENTIFYING

  • IT AND KNOWING THE SOUNDS OF PREREADING SKILLS. AND AT THE SAME TIME, HE HAD AN INCIDENT THIS

  • WEEK WHERE HE THREW A CAR AT A FELLOW CHILD BECAUSE THE CHILD HAD KNOCKED DOWN HIS BLOCK

  • TOWER. AND SO HE'S ALSO LEARNING ON DEALING THIS

  • WEEK WITH THAT WHEN YOUR FRIEND DOES SOMETHING YOU DON'T LIKE, YOU DON'T CHUCK A MAXBOX CAR

  • AT THEM. SOCIAL SKILLS.

  • SCHOOL HAS BEEN WORKING WITH HIM ALSO ABOUT ALL OF THE KIDS ABOUT USING YOUR WORDS.

  • SOMETIMES THOSE ARE THE LIFE SKILLS THAT KIDS NEED TO LEARN EARLY ON.

  • SHARING. >> W WITH THE LETTERS.

  • >> AGAIN, I THINK THERE'S THOSE PIECES TOO, THOSE ARE THE CRITICAL PIECES TO ME AS A PARENT

  • THAT HE NEEDS TO LEARN ABOUT SHARING AND APPROPRIATE RESPONSES AND HOW TO BEHAVE WITH OTHER PEOPLE.

  • BECAUSE I DON'T WANT TO HAVE AN AGGRESSIVE TEENAGER DOWN THE LINE.

  • SO HE NEEDS TO LEARN NOW WHEN HE'S 3. >> I MAY WANT TO WARN YOU, YOU MAY VERY WELL

  • GET ONE. >>DAN: WE'VE GOT ABOUT 10 SECONDS EACH.

  • YOU'RE GOING TO GET YOUR BILL. >> YES.

  • WE'RE VERY FOCUSED ON THAT AND WE'RE GOING TO GET IT.

  • >>DAN: CAPABLE OF COMING UP WITH A GREAT PLAN? >> YES.

  • WE'RE GOING TO BE AT THE CAPITOL MARCH 14TH. WE'RE GOING TO HAVE ABOUT A THOUSAND PEOPLE

  • DOWN THERE. 9:30 TO 12:30.

  • TALK WITH LEGISLATORS AND SAY, HEY, MAKE YOUR EARLY CHILDHOOD FIRST.

  • >>DAN: GOING TO MAKE IT DOWN? >> NEXT MONTH IS CRITICAL.

  • SO WE GET INTO BUDGET TIME. >>DAN: YOU'LL HAVE ANOTHER BILL I'M SURE.

  • >> GOING TO MAKE IT? >> ABSOLUTELY.

  • >>DAN: GOING TO MAKE IT >> YES.

  • >>DAN: TIME IS NOW. WE'RE OUT OF TIME AND I WANT TO SAY THANK

  • YOU TO ALL OF YOU. THERE'S A LOT OF INTERESTED TOPIC YOU CAN

  • TELL BIT STACK HERE. WE WANT TO SAY GOOD BYE TO A GUY WHO'S WORKED

  • HERE FOR A LONG TIME. MAHALO TO HIM.

  • DANIEL ARMITAGE HAS BEEN WORKING ON THE CREW FOR 13 YEARS, DONE A GREAT JOB.

  • NEXT WEEK ON INSIGHTS, EXPLORE THE OTHER END OF THE EDUCATIONAL SPECTRUM.

  • WE HEARD ABOUT RECENT PROBLEMS WITH THE UNIVERSITY OF HAWAI'I NEXT WEEK WE'LL TALK WITH U.H.

  • PRESIDENT MRC GREENWOOD WITH A MEMBER OF THE U.H. BOARD OF REGENTS AND WITH REPRESENTATIVES

  • OF HAWAI'I'S BUSINESS COMMUNITY ABOUT THE UNIVERSITY'S MISSION AND PROGRESS AND THE

  • PROGRESS IT'S MADE IN ADVANCING THE STATE'S ECONOMY.

  • NEXT TIME ON INSIGHTS ON PBS HAWAI'I. I'M DAN BOYLAN.

  • HUI HO.

TONIGHT ON INSIGHTS ON PBS HAWAII, ONE OF GOVERNOR ABERCROMBIE'S TOP PRIORITIES IS TO

字幕與單字

單字即點即查 點擊單字可以查詢單字解釋

B1 中級

PBS Hawaii - Insights:兒童早期教育 (PBS Hawaii - Insights: Early Childhood Education)

  • 128 11
    kleeff 發佈於 2021 年 01 月 14 日
影片單字