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Absenteeism in Pre-K and Kindergarten: Long Term Effects?

blog-header-10-16Photo courtesy of Nancy Alexander, LA.

Chronic absenteeism has been seen as something that primarily affects schools.  During the last couple of years, however, researchers have begun looking at the effects that a history of chronic absenteeism beginning in pre-K may have on the future academic success of a young child, particularly in regard to reading proficiency. 

Two reports, Absenteeism in DC Public Schools Early Childhood Program:  An Update for School Year 2013-2014 by Lisa Dubay and Nikhil Holla and  Insights into Absenteeism in DCPS Early  Childhood Program:  Contributing Factors and Promising Strategies by Michael Katz, Gina Adams and Martha Johnson, highlighted the importance of combating chronic absenteeism in the early years and the complex nature of the challenges in addressing the underlying causes.

The reports provided these key findings:

  • About 20% of Head Start students in the DC school programs were chronically absent, with another 7 % severely chronically absent, meaning they missed 20% or more of school days.
  • Children who came from families with significant needs were the most chronically absent.  The report found that 46% of children from homeless families, 36% of children from families participating in the Temporary Assistance for Needy Families (TANF) and 34% of children with developmental delays missed 10% or more of the school days.
  • A variety of factors contributed to this chronic absenteeism, including things such as lack of transportation, a school culture that was not welcoming or accepting, neighborhood safety, health status or parental attitudes toward school.

A report just released by Arkansas Advocates for Children and Families and the Arkansas Campaign for Grade-Level Reading found that more than 12 percent of Arkansas students in kindergarten through third grade missed 18 or more days of school.  The report, Make Every Day Count:  Reducing Chronic Absence in Arkansas Schools, found that children in kindergarten were more likely to be chronically absent than third graders and that third graders who are economically disadvantaged or have special needs were more likely to be chronically absent.

As early childhood educators, we’ve dedicated our lives to supporting and assisting these children who face challenges, either through family circumstances or developmental problems.  Obviously, if a child is absent, the effect of our efforts will be diminished considerably.  It’s very clear that this is a problem that can develop before a child enters a public or private school…Pre-K programs are not immune.   Children miss those critical days when the building blocks for future learning are being put in place.

Let Us Hear From You

  • Have you experienced a problem with chronic absenteeism within your program or with specific children with whom you work?
  • If absenteeism is a problem, have there been adverse effects on your program or staff? How are  the day to day operations of your class or program affected?
  • Are there strategies that you have employed to educate and empower parents to ensure they are knowledgeable of the benefits of ensuring good attendance?
  • Have you founds ways to connect families in need with services and supports that may help to reduce the potential for chronic absenteeism?

Director to Director: Supporting Each Other


Post submitted by Laura Newman, Quality Care for Children, Atlanta, GA

“Quality Care for Children, headquartered in Atlanta, recently celebrated its first anniversary delivering monthly cohort support groups. Appropriately named, Director to Director (D2D), two hour sessions provide camaraderie, carefully selected print resources with coffee, conversation and light refreshment for a balance of companionship and best practice support as facilitated by a state approved trainer.

Quality Improvement in Program Administration through Directors’ Support Cohorts (McCormick Center Research Notes Winter 2015) illustrated the benefits of proven administrative practices to industry providers based on external support for directors. When ECE directors and owners participated in cohorts, the results suggested moderate positive outcomes. Even more useful were effects that supported more specific areas like performance appraisal, internal communication, and community outreach.

This model takes into account the diverse needs of the three regions it serves across 47 Georgia counties with providers from all types of programs.  For-profit, faith-based and non-profit alike, the group is open as well to half day exempt programs in search of support not otherwise readily available.

The in-depth subject matter relevant to outcomes for a quality program delivery, the resources, dialogue and mutually respectful setting have far reaching implications for desired and realized change over time. With topics such as:

  • Collaboration Between Staff, Parent, Enrolled Children and the Community
  • Tools for Evaluation and Review of Your Program
  • Assessing Your Leadership Style
  • Managing the Work-Life Balance
  • Marketing Your Program

Leaders clamor for and welcome a safe environment of support and sharing.  The D2D meeting place, carefully designed, provides leadership, tools, resources and a comfortable yet professional place to share needs, successes and ideas that go well beyond the initial focus of each theme for a return on invested time away from centers.

Openly voiced by participants is gratification and revelation that they no longer feel alone or isolated with the challenges it takes to manage and lead a child care program.  As though the flood gates open, the directors, owners and occasional management team members discover new ways to implement change.  When peers provide fresh ideas in the absence of neither judgment nor perceived competition, the beauty of such camaraderie takes full effect. This very collaboration, in conjunction with resources used in a deeper peer-to-peer support and self-reflection, serve the participant and the industry needs well.

By supporting decision makers, the confidence to make change and strengthen best practice empowers leaders for a greater sense of value, responsibility and passion to succeed.  The teachers, by way of supervisors who manage and direct, sustain growth and continued achievement in a positive climate and a path towards excellence.  This cohort provides the unique opportunity to establish a network of support one meeting at a time. To say that we anticipate professional growth and involvement from the top down with its ability to reach and inspire the teaching staff cannot be understated.”

Post a comment and share with your colleagues.

  • SECA sponsors a Directors Seminar at the annual conference each year that is designed to promote networking and sharing.   Are there other ways that we could support directors and program leaders?
  • How have you developed opportunities for networking and support?
  • Have you discovered another model that works?

Headshot- SECA Laura NewmanLaura is the director of a state-wide program operating out of Quality Care for Children, the Georgia Resource and Referral Agency. She delivers the D2D state-approved training for directors and owners so they are armed with tools and resources to complement the online web platform her project, The Georgia Alliance for Quality Child Care, offers its members. The face to face training is part of a monthly series of support groups with significant topics otherwise not widely available to our audience.  Laura can be contacted at

Want to Know More?  Other Resources from SECA 

Dim 44-2 thumbnailDIMENSIONS, Fall 2010 Nurturing Early Childhood Teachers as Leaders: Long-term Professional Development

Meditation for Teacher Stress. Dimensions. Nov 2015

These articles are available in the members-only section of the SECA website.  You’ll need your member number to enter the site.  For non-members, contact the SECA office at or 1-800-305-SECA (7322).

Bullying: Should We Be Concerned Before Kindergarten?

blog header 6-16

Although much of the attention on a growing problem, bullying, has been focused on elementary and older children, there’s a growing consensus that some behavior that can lay the foundation for “bullying” is appearing in very young children.   According to the High Scope Foundation, when “intimidation of certain children has become a pattern because adults have not intervened to set limits or to problem solve”, we have a case of bullying.   “Bullying is a set of actions that happen when a child who is, or who wants to feel, more powerful targets a weaker and/or smaller person by hurting or frightening that person and does so repeatedly.” Actions that can result in bullying are:

· Name-calling
· Exclusion
· Putdowns
· Teasing
· Hitting
· Ignoring
· Breaking possessions · Hurting feelings
· Scaring
· Threatening
· Kicking
· Lying
· Acting superior
· Laughing at others
· Being bossy
· Pushing
· Taking people’s things
· Making fun of people’s appearance or disabilities

Source:   Bullying:  Can It Begin in Preschool?, HighScope Extensions Newsletter, Vol 25, #3  This list of actions that can result in bullying looks much like a list you would see in a discussion of developmental stages.  Questions we’d like ask:

  • Is this behavior just the normal developmental process for young children or can this behavior sometimes be construed as more than that?
  • Who is responsible when developmentally predictable preschool behavior becomes bullying?
  • Can you share instances when you were concerned that children were beginning to exhibit the characteristics of a bully?
  • What actions did you take as an early childhood professional to assist a child in modifying behavior that might lead to bullying?

Share your stories….post a comment

 Helpful Resources from SECA These articles are available in the members-only section of the SECA website.  You’ll need your member number to enter the site.  For non-members, contact the SECA office at or 1-800-305-SECA (7322).

43-3 thumbnailDimensions of Early Childhood, Vol 43, #3

Emergency Relief for Teachers of Children Who Challenge Authors:  René Crow, Mark Cooper, & Jamie Dallas ? Pages 4-10
I Just Want to Know:   Helping Children Express Their Curiosity About Others with Disabilities Authors:  Anarella Cellitti and Rascheel Hastings  ? Pages 11-16.


Mommy Talks, Daddy Talks—Does It Make a Difference?


What’s one of the best predictor’s of school success?—-A child’s vocabulary when they enter kindergarten.  So how does a child gain the vocabulary needed to be successful?  What factors encourage the development of vocabulary and is it as simple as talking to a child?

Many studies have been completed on the effect of mothers talking to children, but the Frank Porter Graham Child Development Institute in North Carolina has just completed a study that demonstrates that a Dad who talks to his child can be just as important.  “The findings (of the study) highlight the unique contribution of fathers to children’s early academic achievement.”

The study used wordless books for shared reading and measured the predictive nature of both mother’s and father’s language on the child’s vocabulary and pre-literacy skills.  The study looked at mostly poor, rural families and included both Caucasian and African American families.  The study concluded that “paternal language input predicted child outcomes.”

Engaging dads in early childhood programs is one key to supporting their participation in language development and their later involvement in a child’s education as they begin kindergarten.   Patrick Mitchell, The Down to Earth Dad, was a keynoter at the SECA 2016 conference and has made it his mission to teach educators about involving (and keeping involved) the dads of young children.  He talks about things such as Family Storytelling Nights and an Evening with Dads as strategies to involve males in the school life of their children.

How do the dads of the children in your program interact with those children?  Is your program designed to support moms more than dads in this early learning process?  What could you do in your program to ensure that moms and dads play an equal part in ensuring the language development of their children?

Share your thoughts and ideas… a comment.

Want to Know More?  Parent Engagement Resources from SECA

 42-2 thumbnailDimensions of Early Childhood, Vol. 42:2 (2014)
Getting to Know You:  Sharing Time as Culturally Relevant Teaching





41-2 thumbnailDimensions of Early Childhood, Vol 41:2 (2013)
Home and School Connections





39-3 Cover ThumbnailDimensions of Early Childhood, Vol 39:3 (2011)
Accessible Family Involvement in Early Childhood Programs

Outdoor Classrooms and Licensing Regulations: Can They Go Together?

Spring is here and we’re all thinking about how wonderful it is to spend time in the outdoors.  For early childhood programs, utilizing the outdoor environment is the perfect time to bring something different to your curriculum and learning activities.  Have you thought about outdoor activities that could promote math, science and literacy learning?  Using outdoor activities can bring new life to your curriculum and promote a child’s love of learning.

During the last several years, SECA has promoted creating exemplary outdoor learning environments that include natural elements and creative uses of materials.  We’ve highlighted programs that have developed these outdoor classrooms and given you examples of how a little creativity and sweat equity can produce an outdoor area that’s optimal for young children.

In a recent conversation among some of your colleagues, the discussion moved from creating those spaces to the barriers that may exist in states, particularly in regard to licensing regulations.  These colleagues mentioned that one program in their state had created a natural, creative environment for infants and toddlers and a licensing regulator had required them to modify and essentially dismantle that space because the use of those natural materials might pose a risk.

  • Do your state licensing regulations prohibit you from creating these spaces?   If so, are there strategies that you have employed that met both the developmental needs of children and the licensing regulations under which you must operate?
  • What should be considered acceptable risks for children?  Do we eliminate all risks or should we promote a learning environment that provides an opportunity for children to take risks safely?
  • Have you found accommodations that will allow you to meet licensing regulations and still provide those exemplary outdoor spaces?

Post a comment and let us know what you’ve discovered as you move through the development of an outdoor classroom.  We’ll share your comments and let your thoughts and ideas inform SECA resources as we continue to promote outdoor experiences for young children.

Want to Know More?  Outdoor Classroom Resources from SECA


Dimensions of Early Childhood, Vol. 41, # 1, #2,# 3 (2013)
The 2013 SECA Exemplary Early Childhood Classroom:  Our Overall Winner  


vol 42 setDimensions of Early Childhood, Vol 42, # 1, #2, #3 (2014)
The 2014 Exemplary Early Childhood Classroom: Creating a Nature-Inspired Outdoor Learning Environment on a Shoestring Budget   



44-1 thumbnailDimensions of Early Childhood, Vol. 44, # 1 (2016)
The Exemplary Early Childhood Classroom:  Creating a Nature-Inspired Outdoor Learning Environment for Urban Spaces  



We look forward to hearing from you!