Our Voice Counts, Especially for TK
Since 1975, BAHIA, a nonprofit in Berkeley, CA has been providing bilingual (Spanish-English) child development program services to working families with children ages 2-5 years.
Young Latino children in our programs retain their language while also acquiring English skills to be successful in Kindergarten. I know this; because I have been with BAHIA for 41 years and have seen our graduates go onto medical school, become lawyers, actors, nurses, educators, professionals in education and science; and musicians who embrace being bilingual and culture, both native and non-native speakers. Everyone comes out bilingual when you attend our programs.
Our alumni now return as parents, giving this same experience to their young children. Families get on our waitlist before their children are born because we offer an incredible service. Where else can children be immersed in language and culture, get three daily meals cooked on-site, low ratios of 1-8, stability of teachers, and be part of a community? Families have cycled their 1st, 2nd, 3rd, and 4th children through our programs. We have been very much part of the community here in Berkeley as a service provider and advocate for Latinos. We were even mentioned in a recent hit movie, now a TV series “Blindspotting” by our alumni and now actor, Rafael Casal.
Then the pandemic arrived and we had to close our doors to our three child development programs on March 16, 2020. By July, the crabgrass started to grow between the cracks on the playground because there were no children running and playing to stomp the weeds from growing. Everyone was sheltering in place while my staff and every childcare program in America tried to figure out how to come back to our families and not lose our connection to the children.
While we’ve returned, now one and a half years later, we are not where we were in October 2019.
We re-opened August 2020 and it’s been the hardest and most challenging year to navigate not only the pandemic but the slew of regulations, guidance, social distancing, masks, and reduced funding.
But what was most devastating was being excluded from the expansion of Transitional Kindergarten (TK) and hearing that only public schools would be able to provide this education. After decades of caring for and educating young children, we’re being left behind. Are we early childhood providers no longer trusted to do our jobs? When we need the most support we’re being left out to dry?
One of the authors of this legislation met with child care directors and told directors with more than a hundred years combined experience that Transitional Kindergarten has been in the works for years. How does this match with any of the state’s many child care blueprints?
The supporters of this legislation as far as we could see and understand had self-interest as they stood to win more campaign funds from their suitors.
TK will take away a parent’s choice of having access to a mixed delivery system that includes family day care homes, center-based, migrant care, Head Start, and programs like BAHIA that are bilingual, full-day, and full-year.
Parents with two children will no longer have the convenience of one drop-off, and the families that need care the most don’t have reliable transportation.
TK would take a parent’s choice of where to place their young 4-year-old. Keep in mind 4-year-olds still need help with toileting, washing their hands, eating, and they love to learn while standing up and running around in the playground.
In public schools, TK and Kindergarten are either 3 hours or 6 hours sessions, sometimes a morning session or an afternoon session. How many transitions will a young 4-year-old have in the public school, how many caregivers or teachers?
We all support public schools providing TK services to young children but this should not be the only option families have. We also know that not all public schools are equal in quality, equity, and access. For example, bilingual programming is hard to find, as is safe transportation to 4-year olds.
In the coming months, conversations will happen regarding how TK will unfold in public schools. Parents and providers need to listen and be part of this conversation.
There will be wrap-around services for young TK children, but they probably will not be the experienced early care teachers children have in preschool programs now.
Licensed preschool programs, whether they’re public, private, government-funded, or in-home, are continually improving the quality of care and education children receive. All community-based providers should participate in TK, as that will give families the choice and convenience they require.
Those of us that have chosen to work with children zero to twelve years old have made it our life-long careers. We are working with children because we understand how important this investment is in children. We need to provide quality programs and a continuum of safe, healthy care and learning with experienced educators
The design of TK for 4-year olds needs to include parents and community-based providers who make up the early education system.
We say to the authors of TK: save a seat at the table for us, we will be there.
