MarylandTransformsStrategicPlanningEngagementReport - Flipbook - Page 44
READY FOR KINDERGARTEN
CHARETTE SUMMARY
On June 8, 2023, 15 participants representing five local education agencies (Baltimore City and Caroline,
Garrett, Kent, and Worcester counties) convened to discuss their thoughts about the strategies, under
the priority: All Maryland students are prepared socially, emotionally, and academically for success
in kindergarten. Participants included Judy Center coordinators, executive directors, early childhood
coaches, principals, early childhood teachers, and other stakeholders.
“
STAKEHOLDERS
WANTED
Having high-quality child care in rural areas of
Maryland is something we need more of.”
INCREASED ACCESS TO EARLY CHILDHOOD PROGRAMS & THE
EXPANSION OF EARLY LEARNING HUBS
Participants discussed the significance of ensuring that all children have access to early childhood education,
as it helps develop foundational skills and prepares them for kindergarten. They highlighted the need to focus
on the period between birth and age three, as underserved populations may lack access to high-quality early
childhood centers or face limited options for childcare. They emphasized the importance of addressing these
gaps to ensure all children receive quality care and education before entering Pre-K. Participants expressed
their support for the expansion of Pre-K programs, as it would provide more opportunities for children to
receive early education and support their development. Additionally, these types of programs should not only
provide early learning support but also meet essential needs. Examples of these types of resources would be
providing food and clothing and connecting with and serving families. This would likely help parents to focus
KEY
TAKEAWAYS
more on what their children are doing and learning in the classroom.
THE NEED FOR OUTREACH AND INCENTIVES TO MOTIVATE
PARTICIPANTS
EMPHASIZED
DAYCARE PROVIDERS TO IMPROVE THEIR RATINGS AND OFFER
HIGHER-QUALITY CARE
Participants reflected on the importance of sufficient planning time for teachers, addressing gaps in early
childhood care, and improving the availability and quality of child care options. Educators expressed the
need for extra planning time to gather materials and ensure that students could simply engage and learn.
Participants mused about how child care providers might be motivated or incentivized to earn higher
ratings and even entice potential new partnerships.
44
MARYLAND TRANSFORMS - ENGAGEMENT REPORT
