Teachers in the Danbury region predict a "domino effect" from Connecticut's new kindergarten cutoff statute

 Teachers in the Danbury region predict a "domino effect" from Connecticut's new kindergarten cutoff statute

BUDBURY — Concerns were raised by local early childhood educators on how the state's new kindergarten entrance deadline will affect kids, families, and early childhood education initiatives in the next academic year. 

By that date, new kindergarten pupils must turn five on September 1, 2024, at the latest. 

According to state authorities, the evaluation requirement included in the new legislation is "not discretionary and must be implemented if a child's parent or guardian requests in writing." This requirement applies to children who are now deemed too young for kindergarten.

In order to assist districts in understanding the new legislation and what it means for local districts, Michelle Anderson, director of Early Childhood & Family Programs for EdAdvance, said that the regional education service center recently hosted roundtable meetings with educators in the Danbury region and in Litchfield County. 

Districts will be impacted differently, according to authorities. It could result in fewer children enrolled in kindergarten in certain localities. It could result in more demand for preschools and curriculum modifications in other locations. A shortage of space affects some programs, while a shortage of licensed early childhood instructors affects many others. 

Education professionals and community leaders convened in Bethel on Wednesday for a roundtable discussion sponsored by EdAdvance. Concerns over the cutoff's possible effects on preschool programs—many of which have waiting lists—as well as on kids and families were voiced by a number of educators. According to Anderson, traditionally, around 25% of kindergarteners don't have any preschool experience when they start elementary school. 

Mini Santosh, a resident of Danbury, was one of the educators taking part in the conversations. Santosh, a veteran early childhood educator, is the director of child care at the Action Early Learning Center in Danbury, which is run by the Community Action Agency of Western Connecticut.

Santosh said that there are 153 kids in the program she runs. About 75 kids from the program were accepted into kindergartens during the most recent academic year. Santos said, "That's the number we're looking at moving," adding that program administrators are considering the requirements of the community and families. 

According to Santosh, the biggest impact of the change is on parents whose kids won't be old enough by the deadline set by the legislation. She said that not much has been done to inform parents of the impending change. 

According to Santosh, "more needs to be done to let parents know that this is actually happening and that their children will be staying back for another year." 

For educators, Santosh said, the move was "a total surprise."  

She said that "this should be phased in." 

Obstacles facing early childhood teachers

Danbury's coordinator for school preparedness, Eileen Costello, predicted that the rule would have "a domino effect all the way down." She voiced worries that the measure will make already-existing disparities in communities' access to early childhood education worse.

According to Santosh, twenty of the youngsters enrolling in her facility right now—who would have entered kindergarten under the old law—should be able to continue there for another year. She expects 22 pupils to be back the next year. 

"The largest issue is the space. There is a waiting list, she remarked. 

According to Santosh, she worries about children who are unable to enroll in preschool programs like the one she manages and are not prepared for school. A portion of those kids, who are in the care of nannies, won't have access to early education programs until they start kindergarten. 

"The kids are ready for kindergarten when they leave us," Santosh said. "Those holes will be visible to you. There will be gaps in accomplishment.

According to instructors like Santosh, early contact with families is crucial. 

Early childhood program enrollment is restricted. Santosh's center is one of the centers that processes applications in January and February. Usually, families wait until August, the month before classes start, to start the kindergarten registration process. 

Santosh said, "We are not hearing anything about it from the schools. She suggested that schools notify prospective families about the deadlines and the waiver procedure in their area. 

Santosh said, "Those Zoom and town hall meetings should happen." 

She voiced fear that parents will be misled into believing that their children born after the deadlines "will magically get" exemptions if they merely send a letter to the principals of primary schools if these meetings don't take place.

"There are several obstacles... Parents must be aware of it, according to Santosh. 

According to Santosh, parents at her facility are now having conversations with instructors. At the very least, such parents "know where they're at." They are getting ready in case they don't get such letters.

Families in certain places may not be able to enroll in early education programs due to a lack of space, but rather to a persistent scarcity of early childhood care providers with the necessary certification. Education authorities also need to think about special education.

Like Santosh, Anderson emphasized the need of keeping in touch with families as district administrators create strategies to determine if youngsters who miss deadlines are prepared for kindergarten. In order to create a model communications tool that districts may use, EdAdvance intends to gather data. 

When speaking with parents, educators will need to consider the range of languages spoken in the area, especially in districts like Danbury. 

According to Anderson's and other EdAdvance staff members' interactions this week, school district executives seemed dedicated to finding a solution. According to Anderson, cooperating between school districts and preschool providers will be necessary to achieve this goal.