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Hawaii State School Readiness Assessment (HSSRA) Information - 2012

HSSRA History and Development

    The HSSRA was mandated in 2002 by the State Legislature through Act 13 to measure the readiness of our young children and elementary schools. The assessment, funded by the Hawaii Community Foundation, was developed by early education experts Dr. Mary E. Brandt and Dr. Donna Grace for the School Readiness Task Force, in partnership with INPEACE/SPARK, the DOE, Kamehameha Schools and Good Beginnings Alliance. It was designed for both school and system level use to assess children’s readiness for school and schools’ readiness for children.

Below is a link showing demographic data for the 2011-12 school year kindergarten students (e.g., preschool attendance, free/reduced lunch), early born (Jan 1-Jul 31 birthdays) and late born (Aug 1-Dec 31 birthdays); and 3rd grade reading scores for the 2010-11 school year, This file is sorted by high school complex (e.g., elementary schools in the Aiea High School Complex).

download pdf

 

The HSSRA Calculation Tool

This tool helps DOE Junior Kindergarten (JK) and Kindergarten (K) teachers complete the HSSRA efficiently and accurately as they document observations of their students. 

HSSRA Calculation Tool 2010

What Type of Information Can the HSSRA Provide?

Here are a couple of examples:

  • 20% of Hawaii DOE K teachers had an Early Childhood Endorsement in 2007—signifying they are formally educated and trained to work with young children with a focus on instruction during the primary years.
    • What can we do to help ensure more teachers have the training and resources needed to best address the social, emotional and instructional needs of children entering kindergarten?
  • 18% of elementary schools had well-established parent involvement programs (self-rated by K teachers and principals) in 2007.
    • What can we do? For a child to succeed in school, parents/family and schools must work in partnership. How can we collaborate with the DOE and better support schools as they strengthen their parent involvement and parent communication?

    Read more about HSSRA and see the results by state, complex area, and school.

     

    Hawaii’s Youngest Children In Trouble

    Our youngest children continue to be in trouble.  The National Institute for Early Education Research (NIEER) released “The State of Preschool 2011” report, and once again for the tenth year of this report, Hawaii is 1 of the the 11 states that lack a state-funded preschool.  How much do we really value our kids?  The word has been “no money … try next year.”  Well in 2013, we must draw the “line in the sand.”

    We have been tracking Senate Bill 2545, which is on track to become law this year.  It will establish an Executive Office of Early Learning and provide funds for this office and the Early Learning Council to develop an early learning plan for 4-year-old children.  As the bill will also terminate junior kindergarten for late-born children (Aug 1 – Dec 31 birthdays) starting in the 2014-15 school year, we must begin advocating now. 

    Our nearly 6,000 late-born children have been able to attend school since 1943, and this bill will end this entitlement for them.  The 2013 Legislature will consider an early learning replacement program for these late-born keiki.  We must rally for our children this year and next to ensure our Legislature commits to educating all of these children.  Click HERE (insert a hyperlink to the attached spreadsheet) to see how many late-born children are in our every public school kindergarten/junior kindergarten program at this time. 

    We must all stand up for our keiki.  That is why we created the Be My Voice! Hawaii Campaign to provide parents, grandparents, friends, everyone - an avenue to advocate for a state-funded early learning program in public and private settings that will start with our 6,000 late-born children in Hawaii. If you haven’t already joined Be My Voice! Hawaii, please do so today at www.bemyvoicehawaii.org

    If you already joined, forward this information to five friends and ask them to join for Hawaii’s keiki.  We must together tell our leaders to prioritize the education of our young children right at the top!

    State Early Childhood Conference

    State Early Childhood Conference

    Saturday, October 8, 2011
    8:00am - 5:00pm
    Hawai`i Convention Center

    For information on how to register, please visit: http://hawaiikeiki.org/about_recent_news.php

    HAEYC Leadership Symposium

    HAEYC Leadership Symposium

    Friday, October 7, 2011
    8:00am to 4:30pm
    Hawai`i Convention Center

    For information on how to register, please visit: http://hawaiikeiki.org/about_recent_news.php

    Naoi Yuen

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    Naoi Yuen is currently the Chief Operating Officer for The Cole Academy.  In this position he provides strategic direction and leadership to that organization as well as oversees general operations and human resources.

    Previous to joining The Cole Academy, Naoi was the Vice-President of Human Resources for Easter Seals of Hawaii. During his over nine-year tenure at Easter Seals, Naoi provided strategic direction and leadership as well as being responsible to ensure a high level of motivation for the 410 employees of that organization on 5 different islands.

    Naoi is a member of the board of the Society of Human Resource Management and has been a guest lecturer for the Hawaii Pacific University’s Master of Business Administration and undergraduate programs.

    Naoi is a father and will bring to the GBA board a strong commitment to quality services for all young children of Hawaii, as well as a knowledge of human resource management.

    Susan Smith

    Kaua`i Representative

    Su Smith has been a RD (Registered Dietitian) for 22 years, working in PA, NY, NJ, VA, NC, AZ, and now HI. She has worked in a children’s home, nursing homes, hospitals, state hospitals, rehab facilities, a gym, a home day care, and private practice. Su has also been the System Nutrition Manager/ Director of a 3-hospital nutrition system, with a staff of 25 dietitians and 150 other kitchen personnel. Her passion, however, is teaching others about nutrition. Su now gets to do this on a daily basis with her family, friends, and as the Public Health Educator for the SNAP-Ed Program (a.k.a. Hawai’i Nutrition Education Network) through the Kaua’i District Health Office. (This means she works with people on the neighbor islands, especially Kaua’i, who qualify for the food stamp program, now called SNAP.) Su has a husband, 4 kids, 6 cats, and 2 dogs and has lived in Kalaheo for almost 3 years. Eating healthy is easy! Let Su show you how!

    Steven Sakata

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    Steven S. Sakata is the Territory Manager for International Business Machines in Hawaii and Guam. Steve is born and raised in Hawaii and is a graduate of the Shidler College of Business with a BBA in Management Information Systems. His career with IBM has taken him to Los Angeles, Boston and back to Hawaii. Steve is interested in science and technology and is President of the Association for Information Technology Professionals. He also serves on the board of directors for Hawaii Technology Institute which trains adults from disadvantaged backgrounds on office skills, technology, medical coding and other job skills. Steve sees first hand how early education can make a difference in the development and leadership of our our young keiki who become the young adults of our future. He strongly believes that investments in early education is far more cost effective and productive than remediation or rehabilitation in our community.

    Dean Okimoto

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    Tracy Nakashima



    Mark Murakami

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    Mark M. Murakami is an attorney at the Damon Key Leong Kupchak Hastert law firm where he practices civil litigation, primarily in commercial and land use litigation.  Before joining Damon Key, he was a commissioned officer in the U.S. Coast Guard for thirteen years.

    Mark was born on Maui but raised in Kailua.  He is an Honors Graduate of Kailua High School and the U.S. Coast Guard Academy. He was the Valedictorian of his class at the University of Hawaii William S. Richardson School of Law where he served on the Law Review.

    Mark currently holds the rank of Commander in the U.S. Coast Guard Reserve and he is assigned as the Executive Officer of Coast Guard Reserve Unit PACOM at Camp Smith.  He is married and has two young children.

    Roma Johnson

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    Hawai`i Representative

    BA and MA from the University of Iowa in Speech Language Pathology and Audiology.  Certified in both speech pathology and audiology.  Career spans 45+ years working in various work settings in both professions. Currently semi-retired but still very involved in the early childhood community on the Big Island.

    Jean Johnson

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    Dr. Jean Johnson is the Associate Director of the Center on Disability Studies at the University of Hawai`i and is the Principal Investigator on a number of grants. She has been actively involved in issues involving newborn hearing screening, early intervention services, and early childhood issues for many years.  She had worked as a preschool teacher of the deaf, audiologist, and health services administrator prior to becoming a professor at the University of Hawai`i, where she also teaches in the MCH-Lend Program. She holds graduate faculty appointments in the Department of Early Childhood and the Special Education Department of the College of Education at the University of Hawai`i.

    From 1987 to 1999, Dr. Johnson directed the Early Intervention Part C program for infants and toddlers with special needs in Hawai`i. In that capacity, she was active in 1990 in Hawai`i’s passage of the nation’s first legislation mandating newborn hearing screening. She has directed a large-scale research project in newborn hearing screening and published extensively in the field of early childhood and newborn hearing screening. Dr. Johnson serves as a grant reviewer for a number of federal agencies.

    She is a Fellow of the American Speech-Language Hearing Association and represented Hawai`i between 1992 and 2005 on the Legislative Council of the American Speech-Language Hearing Association. In 1996, she was appointed by the U.S. Secretary of Education to serve on the Federal Interagency Coordinating Council. In Hawai`i, she has been appointed by the Governor to serve on the State Council on Developmental Disabilities, the Special Education Advisory Council, and the Hawai`i Early Intervention Coordinating Council. She is a member and past Chair of the Board of Directors for Easter Seals Hawai`i and the Easter Seals Hawai`i Foundation. She currently serves as Vice-Chair of the Learning Disabilities of Hawai`i Board of Directors and also Vice-Chair of the Good Beginnings Alliance.

    Chris Jackson


    Chris has been an early childhood practitioner and advocate for over 30 years, providing services as a preschool teacher, special educator, trainer, community college lecturer, consultant, and Head Start administrator. In her current position as the Hawaii Head Start Collaboration Director, Chris is actively involved in early childhood systems-building to increase access to comprehensive services and supports for low-income children and families, in promoting partnerships between Head Start and other entities, and in facilitating Head Start’s involvement in the development of State policies and plans affecting low-income children and families. In addition, Chris also serves as a resource and support to the 6 Hawaii Head Start/Early Head Start Directors and is a link between the federal Office of Head Start and the State.

    Chris is a member of the Early Learning Council which was created in statute in 2008 and recently designated as the State’s Early Learning Advisory Council through an Executive Order in April 2011. She also sits on a number of other Councils and Committees to promote systems-work around advocacy, professional development and direct services. In 2003-2004, she served as Co-Chair of the Good Beginnings Oahu Council, with membership on GBOC beginning in 1997.

    Chris received her Baccalaureate degree from Lewis & Clark College in Portland, Oregon, and her Master’s degree in Special Education from the University of Hawaii-Manoa. During the period between earning her degrees, Chris spent two years in the Philippines as a Peace Corps Volunteer.

    Louise Iwaishi, MD

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    Dr. Iwaishi has been active in supporting the connection between pediatricians and the early childhood field for many years. She had been in private practice for 10 years in a multi-specialty group before joining the faculty of the University of Hawai`i John A. Burns School of Medicine in 1991. In the Department of Pediatrics, her focus has been residency training in primary care and developmental pediatrics. She is Director of the Community Pediatrics Institute, coordinator of the residency Continuity of Care Program, principal investigator of the Maternal Child Health Bureau interdisciplinary graduate training grant (Leadership Education in Neurodevelopmental Disabilities), Director of pediatric education at Shriners Hospital for Children – Hawai`i unit and Medical Director of the Hawai`i Department of Health, Family Health Services Division

    Dr. Iwaishi is immediate past president of the American Academy of Pediatrics – Hawai`i Chapter and participates in a variety of community advisories, task forces and committees where she advocates for child health issues related to Title V and AAP initiatives (e.g. Family Voices, Early Intervention and Transition projects, the Medical Home primary care provider, Early Periodic Screening Diagnosis and Treatment (EPSDT) services, Medicaid child health financing, Healthy Start home visiting and Oral Health care.)

    Dana Davidson, PhD

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    Dana received her BS in Elementary Education from Northwestern University, a Masters in Early Childhood Education from Peabody College of Vanderbilt University, and a PhD in Early Childhood Education from Claremont Graduate University. She is currently a professor at the University of Hawai`i in the department of Family and Consumer Sciences.

    Dana has received the ACE Freshman Instructor of the Year award, the PACT Board of Directors Community Service Award, and the UH Regents’ Medal for Excellence in Teaching. Her community involvement includes serving on the Board of Directors for PATCH and as a member of the Hawai`i State Lieutenant Governor’s Methamphetamine Task Force.

    Debbi Amaral

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    Maui Representative

    Debbi attended Maui Community College, graduating with an Associates of Sciences degree in Human Services with emphasis in Early Childhood. She taught at private preschools in central Maui for ten years prior to being employed with Maui Economic Opportunity, Inc. (MEO). She began her career with Head Start in June 1996 as the Education / Disability Specialist. In 2001, she was promoted to Assistant Director and to her current position in November 2005. Debbi completed the Head Start Johnson & Johnson Management Fellows Program in 2008.  Early Childhood programs provided by MEO include Head Start, Kahi Kamali’i Infant / Toddler program, and the ‘Ohana Strengthening program.

     

    Gregg Yamanaka

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    Treasurer

    Gregg is a great asset to our board as he brings both legal and business management experience. He is founder and CEO of TeraBiz Training Center of the Pacific and Learning Biz, LLC. Previously, Gregg was President of MC&A, Inc. Hawai`i’s largest destination management company, handling in-bound corporate meetings, conventions and incentive groups.

    Currently, Gregg is Chair of the State of Hawai`i Workforce Development Council, Department of Labor & Industrial Relations; appointed by the Governor in December 2004. Gregg is a member of many business and community organizations including the Chamber of Commerce, the Small Business Advisory Council, Department of Business, Economic Development and Tourism; a member of the Aloha United Way Board of Directors; a member of the Hawai`i Executive Conference, Board of Advisors.

    Gregg possesses the knowledge and appreciation as to the importance of workforce training and its connection to positive outcomes for children and adults. He and his wife, Ruthann Yamanaka, are the proud parents of a teenage daughter and appreciate the importance of a good start for all children

    Liz Stone

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    Secretary

    Since 2008, Liz Stone has been a Deputy Attorney General, State of Hawai’i in the Tort Litigation Division.  She is a graduate of the Richardson School of Law at the University of Hawai`i.  From 2006-2008, she served as Executive Director, The Baby Hui: Infants and Toddlers.

    In the community, Liz has been on the Advisory Board: Honolulu Advertiser, Hawaiimoms.com (2007-2008); the Junior League of Honolulu, 2009-2010 Community Vice-President; the Hawai`i State Bar Association, CLE Committee (2008-present);the , Mother Attorneys Mentoring Association (MAMA) V.P., P.R. Chair (2008-present); the Hawaii State Theatre Council, Board Member (1995-1996); and, the Hawaii Council of Economics Education: Teacher E-mentor (2008-present).

    Ms. Stone will bring to the GBA board a commitment to children, experience in non-profit management; as well as legal expertise.  She and her husband are the proud parents of two young children.

    Todd Nitta

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    Vice-President

    Todd Nitta is Vice-President and Business Lending Manager of the Dealer Center Division for First Hawaiian Bank, Honolulu, Hawai`i.  In this position he is responsible for management of a sizable portfolio.  His position requires analysis of financial statements as well as staff supervision.

    Todd was born on Kaua`i, received his bachelors in accounting from Pepperdine University and is an honors graduate of the University of Washington’s Pacific Coast Banking School.

    Beyond his work life, Todd finds time for his family and has been a basketball coach from the intermediate to the varsity levels.

    The nominating committee was impressed with Todd’s knowledge of the financial and banking arena as well as his commitment to children and interest in further serving the community by joining the GBA board of directors.

    Kanoe Nāone, PhD

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    President

    Dr. Kanoe Nāone is the current CEO for INPEACE where she is responsible for the vision and direction of the agency and manages all programmatic, grant writing and reporting activities. She is a member of the state’s Early Learning Council, the Kamehameha Publishing Board and The Learning Coalition as well as Board President for Good Beginnings Alliance. Dr. Nāone consistently promotes grassroots solutions to community issues through publications, along with local, national and international conference presentations.

    Prior to her work with INPEACE, Dr. Nāone was the Community Relations and Development Director for Keiki O Ka ‘Āina Family Learning Centers, the Executive Director of The Pa Lehua Project on the Big Island and before that, she taught for five years in the state Department of Education’s Hawaiian Immersion program. Dr. Nāone resides in Moanalua Valley with her husband Danton and four children Nicole, Kaʻikena, Kūpaʻa and ʻĀlika.

    2010 Issue Brief

    Hawai`i’s Children Not Ready to Succeed - May 2010

    Act 259 Final Report

    Act 259 Final Report

    Act 259 “Keiki First” Executive Summary

    Email Form

    This is a test email form page

    Board of Directors’ Reference Materials

    GBA Articles of Incorporation


    GBA By-Laws


    Conflict of Interest Policy

     


    BOARD MEETING MATERIALS


    GBA BOD Meeting Schedule 2009-2010

      January 20, 2010
      October 28, 2009

      July 16, 2009

     

      June 30, 2009

     

    Belfield Economic Study

    NEWLY RELEASED by Good Beginnings Alliance:  The Economic Benefits of Investments in Early Education for Hawai`i

    Investing in early childhood education has proven economic returns, especially in Hawai’i.  The Economic Benefits of Investments in Early Education for Hawai’i report, commissioned by Good Beginnings Alliance, presents a viable solution to positively impact the economy through long-term savings to taxpayers and government, and also by generating more jobs in the field of early education.

Belfield Economic Benefits Study - Summary

Belfield Economic Benefits Study - Full Report



Strategies for giving children emotional support

  • Use caution in exposing young children to media discussions and images of war as well as adult conversations that are charged with emotion. Talking about being afraid is a good thing when it is done calmly and in lets the child know you are still strong and in control.

  • Observe behavior and listen in order to understand your child. Avoid speaking in unnecessary detail prematurely. Respond appropriately to your child's developmental, level, understanding and interest.

  • Give reassurance, physical comfort and a sense of security. Children need extra hugs, smiles. Reassure them that they are safe and that there is someone to take care of them. Young children have great faith in adult powers and are responsive to adult reassurances. Model and demonstrate healthy coping skills because children will imitate adults in reacting to any situation.

  • Keep routines consistent. Small children take comfort and find security in the normal sequence of the day, waking up, eating breakfast, going to school or to play, eating lunch, taking a nap, having a snack, story time, bath and bed are important anchors for a child and valuable learning opportunities.

  • Encourage children to talk about what they see and hear. Children regain a sense of control by talking about things that bother them, and talking with a supportive adult can help them clarify their feelings. At the same time, children should not be pressured to talk; they may need time to absorb experiences before discussing them. To help children feel comfortable parents and other adults can share their own feelings of fear and anxiety, but should always do so in a calm, reassuring way. Listen and respect a child's words. Reflect what you have heard. Resist correcting misinformation or giving your own opinion until it is clear that the child feels understood.

  • Focus on experiences that help children release tension. Give children more time for the relaxing, therapeutic experience of playing with sand, water, clay and play dough.

  • Provide plenty of time and opportunity for children to work out their concerns and feelings through play. Create props that children can use to pretend they are firefighters, doctors, rescue workers or other helpers. In dramatic play, children can pretend that they are big and strong to gain control over their fears and to overcome feelings of helplessness, without acting out aggression towards another. Spend more time in settings that give children opportunities for physical activity and that provide emotional release.

  • Model peaceful conflict resolution. Peaceful resolution to conflict is one way to give children a stronger sense of power and control. Children need to see alternatives to using violence to solve problems. Be prepared to talk about retaliation, revenge and forgiveness. Using realistic examples appropriate to a child's experience can help. "If one child in the preschool class takes someone else's cookie, is everyone who goes to a preschool bad?"

  • Avoid thinking in stereotypes. Making assumptions and using labels about groups of people based on their race, ethnicity, religious background or national origin, is inappropriate and not helpful. Sometimes adult words spoken in anger or as a joke influence a child's attitudes for a lifetime.
    The most important outcome of the days to follow will be children who are confident, resilient and able to move toward a world in which conflicts are solved in a different way.


The following web pages provide information to help you support healthy development in children during trying times.

NAEYC
The American Academy of Pediatrics
The American Psychological Association

Support Young Children Through Threatening World Events

Helping Children Cope
As an adult who is responsible for the growth and development of children from infancy through about eight years of age, you have the special challenge of dealing with your own perceptions and fears regarding unstable world events and responding in such a way that will empower children and help them to avoid developing inaccurate or damaging ideas and fears that could last a lifetime.

Children and their Response
Very young children respond to images on television as if they are real. When they see and hear the same battle scene seen over and over, they experience it as a new experience, each time. Young children do not yet have clear understanding about time and distance and worry that danger is closer than it may be. The visual images stay in a young child's mind and can cause unrealistic fears and anxiety. It is broadly recommended that children under eight not be exposed to "war news." Turn off the TV or wait until children are in bed for the evening to catch up on current events.

Children depend on daily routines and familiar friendly adults for security. When something interrupts this routine, children may become anxious. No matter what is going on or how you are feeling it is best for a child to stick to the normal daily routine. The way you react to alarming news gives children clues on how to act. They will see your fear as proof that the danger is real. If you seem overcome with worry, a child may feel this more strongly. Children need comforting and frequent reassurance that they're safe. Children's fears also may stem from their imagination. These feeling should be taken seriously. A child, who feels afraid, feels afraid. Your words and actions can provide reassurance.

During the developmental stage called early childhood, children assimilate information very differently from adults. They have not yet mastered abstract thinking. Children learn through experience and relate new information to what they know. We cannot assume that a child's is thinking or feeling as an adult. We can take our clues from their behavior, which reflects their thinking more effectively than words. Observing a young child's play and behavior in general will lead you to what they may be thinking or feeling. Observing and listening to them at play in order to assess what support they may require is preferable to giving unneeded information or asking questions that probe more deeply that necessary. When you do decide that it is appropriate to talk with a child, be sure to present a realistic picture that is both honest and manageable. Be honest and open without overwhelming a child with your own opinion or feelings. When a child asks questions, be sure to listen carefully and find out before responding just what the words mean to him. "Can you tell me more about what you are thinking?" or "What have you heard," may tell you that all you need to do is reflect what he has said and that further words would lead to confusion. Older children five - seven, are more likely to ask the dreaded WHY? "Why is this happening? Why did they do that?" It is not necessary to have an answer. You can admit that sometimes it's hard to know. Let the child know that what you are sure of is that he is loved and will be kept safe.

Feelings of fear are healthy and natural for adults and children. But as an adult, you need to keep control of the situation. Be sure you have time to think about your own feelings and share your thoughts with other adults. Children are very perceptive and will quickly recognize the fear and anxiety of those around them. Sometimes behaviors such as bed-wetting, thumb sucking, baby talk, or a fear of sleeping alone may intensify in some younger children or reappear in children who had previously outgrown them. A child may complain of very real stomach cramps or headaches and be reluctant to go to school. It is important to remember that children are not being bad; they may be anxious and afraid. You can help children cope by understanding what causes their anxieties and fears. Reassure them with firmness and love.

The most important outcome of the days to follow will be children who are confident, resilient and able to move toward a world in which conflicts are solved in a different way.
The following web pages provide information to help you support healthy development in children during trying times.
NAEYC
The American Academy of Pediatrics
The American Psychological Association

Recognizing Quality Child Care

Looking for child care? Go for quality! - The best way to find quality childcare is to visit the center or the home, spend time and ask questions - remember YOU are the interviewer. Chose a caregiver who will hold, hug, and play with your keiki the same way you do. Find someone who will give your keiki the nurturing and skills your child needs to learn, grow and discover the world around. Find someone who will join you as a daily partner in your keiki's individual development. Look for an environment that nurtures your keiki's healthy development. Quality means the home or center is inviting, safe and clean. Quality means age-appropriate activities are available for your child.

How do you know if this is a good place for your child? Be sure to find out:
  1. If the childcare center or home is accredited and licensed.

  2. If you can come for a visit anytime.

  3. The number of children that are cared for by the provider or teacher in charge.

  4. What activities will be available for your child each day.

  5. The center or home has a list of references (and make sure you call them.)

  6. If the provider has training in early childhood development.

The National Association for the Education of Young Children (NAEYC) and its Hawaii Chapter (HAEYC) state that quality early childhood programs should provide:
  • Safe and nurturing environments.

  • Settings that promote physical, social, emotional and intellectual development of young children.
  • Frequent, positive, warm interactions among adults (caregiver) and children.

  • Planned learning activities that are age and developmentally appropriate (block building, painting, reading, and tell stories, dress-up, quiet and active play and outdoor play.)

  • Trained teachers or providers, who specialize in early childhood development, early brain development, and early care and education.*

  • Ongoing professional development for staff and director.

  • Low adult to child ratio.**

  • Nutritious meals and snacks.

  • Regular two-way communication with parents and parents are always welcomed.

  • Effective and responsive administration

*Minimum NAEYC requirements for a lead preschool teacher are Child Development Associate (CDA), associate degree in early childhood or a child development. The preferred teacher or provider has a bachelor degree in early childhood or child development. For infant toddler lead caregivers they need an additional 30 hours of infant/toddler training. NAEYC Accreditation assures quality for early childhood programs. Accredited programs havesystematic reviews and on-going improvement plans in place.

** Adult to child ratio and group size should be as small as possible. Hawaii state licensing requirements require the following adult: children ratios:
  • 1:8 for two-year-olds

  • 1:12 for three-year-olds

  • 1:16 for four-year-olds


      • Please use the following resources in your search for a quality, licensed and/or accredited childcare facility.

      PATCH Hawaii
      Zero To Three
      I Am Your Child

      Early Brain Development

      Babies are born with 100 billion brain cells (neurons). These brain cells grow and connect with each other in systems that control a keiki's ability to speak, see, hear, move, touch and develop emotions. Loving touches, soothing talk, and lots of interactions encourage healthy early brain development. With the 100 billion neurons, your keiki can learn just about anything. But, your keiki cannot develop more brain cells after birth, and those that are not used will fade away.

      10 KEIKI BRAIN BOOSTERS

      TALK
      Talk soothing and often to your keiki. Your keiki may not talk yet, but loves to hear your voice A LOT! When your keiki hears your words over and over again, you are developing the language and speech part of the brain. The more you talk the more the brain will develop and grow.

      READ
      Read to your keiki EVERYDAY. Show your keiki lots of books with pretty and funny pictures. Point out what your keiki is seeing in the books, and make all those funny animal sounds.

      PLAY
      Play with your keiki. Play is pure learning for keiki. Play is fun and play is the work of keiki. You are your keiki's first teacher, so get down on the floor and start playing and teaching. Make sure you have safe, colorful toys that are right for your keiki's age.

      LOVE
      Be warm, loving and responsive to your keiki. Cuddle, cradle, hug, and touch your keiki often. Keiki respond to touch, which helps to keep them calm and comforts them. Keiki who are rarely touched can actually have brains that are smaller than normal.

      SING
      Sing, make music together, listen to silly songs and soft lullabies with your keiki. Singing is just like talking. Regardless of your music talent, singing promotes the speech and language part of your keiki's brain.

      ROUTINES AND RITUALS
      Establish comfortable routines and rituals for your keiki. Routines and rituals associated with a good feeling are reassuring to your keiki. Keiki that have safe and predictable interactions have been found to do better in school.

      LIMIT TV
      Be selective and limit TV time. Carefully chose TV programs and videos, and make sure to chose a time when you can watch too. Some images may be fun for your keiki, but many other can be confusing or frightening. Talk about the program, explain what you are watching, and do not use the TV as a babysitter.

      TEACH DON'T PUNISH
      Teach your keiki, but don't punish. Discipline that is constructive and positive is a teaching tool. Don't expect your keiki to do what you say all the time. Remember that keiki need clear requests and plenty of praise for positive behavior. Redirect your keiki when possible, and never hit or shake a keiki. Shaming or harshly criticizing are damaging forms of punishments as well.

      QUALITY CHILDCARE
      Chose quality early care environments for your keiki. While you are at work or school, make sure your keiki is with a trained and loving childcare provider. Look for a provider who has a degree or training in early childhood development. Find a family childcare home or center that is accredited, licensed, clean and safe. Make sure you can visit anytime. Once you have found someone, and stay involved!

      TIME FOR YOU
      Take time for yourself. Make plans to ensure that you have time for yourself. The better rested you are, the happier you feel and the less stress you have, the easier it will be for you to take good care of your keiki. The small things you do for you can make the difference.

      Adapted from "The First Years Last Forever," by I AM YOUR CHILD campaign.

      The First Five Years Tips

      The First Five Years Last Forever
      download The First Five Years brochure (page link to first five years).

      10 Tips for Parents & Caregivers

      #1 Be warm, loving and responsive.
      When keiki receive warm, responsive care they are more likely to feel safe and secure with adults who take care of them.

      #2 Respond to keiki's cues and clues.
      Recognize and respond to the sounds, movements and expressions that your keiki makes.

      #3 Talk, sing and read to your keiki.
      These interactions help your keiki's brain make the connections it needs for growth and later learning.

      #4 Establish routines and rituals.
      Daily routines and rituals associated with pleasurable feelings are reassuring for children. For example, teach your keiki to know it's nap time by singing a song and closing the curtains everyday when it is time for a nap.

      #5 Encourage exploration and play.
      While many of us think of learning as simply acquiring facts, children actually learn through playing. Parents should encourage the exploration and be receptive when the child needs to return to them for questions and security.

      #6 Make television watching selective.
      Television by itself can't teach an infant language, and it can't teach a child how to communicate. Sit and watch television with your keiki and talk about what you are viewing.

      #7 Use discipline as an opportunity to teach.
      In addition to consistent and loving adult supervision, teach your child limits. Never hit or shake a keiki.

      #8 Recognize that each keiki is unique.
      Keiki grow at different rates. Their ideas and feelings about themselves reflect, in large measure, parents' and caregivers' attitudes toward them.

      #9 Choose quality child care and stay involved.
      Visit and observe how caregivers respond and interact with the babies and keiki in their care. Seek a caregiver with a clean and safe setting who responds warmly and responsively to your keiki's needs. Check the provider's references.

      #10 Take care of yourself.
      Parents and caregivers need care, too. When you are exhausted, preoccupied, irritable or depressed, you will probably have a harder time meeting the needs of young children. Reach out and get some help.

      Parent Tips

      This section contains tips for parents and caregivers.

      Brochures
      • The First Five Years brochure discusses the importance of a keiki’s first five years and how to ensure healthy development.
      • At the Beach is a brochure which provides parents with ideas on how to turn a trip to the beach into a day that is filled with learning.
      • Hawaii is a gorgeous place to raise your children. GBA’s Outside brochure provides parents with information on how the beautiful outdoors can provide children with a wealth of learning opportunities.

       

      Articles

      Parent Resources

      The Parent Page

      A parent's job is not easy. All parents want the best for their keiki. The links here are for parents. The information is intended to help you help yourself so you can take better care of your most valuable possession - your keiki.



      • Hawai`i Island Resources for Families

      • Keiki o Hawai`i
        Local directory and resources.

      • Parent Guide: A Resource for Families
        This publication focuses on parent and family involvement and provides information on effective parenting practices, as well as examples of successful partnerships between parents, schools, and community organizations.

      • The Parent Line
        Information on health, nutrition, and family planning; child care, preschool, and play activities; and parent education and family support.

      • ParentsPlace.com
        Find other interesting features on beauty and style, health and well-being, and diet and fitness at ParentsPlace.com

      • pacthawaii.org
        Respite Care (Time-out) Programs with PACT (Parent and Child Together) provides a much needed break from child care responsibilities for parents who are under stress and cannot afford childcare.

      • workingmother.com
        Working moms can appreciate help and resources meant to make their job a little easier. Motherhood.org is a resource website and WorkingMother magazine offers articles of interest to working moms.

      • motherhood.org


      • fatherhood.org
        There is a nation-wide movement to re-emphasize the role of fathers and increase their involvement in the lives of their children. Fatherhood.org is a website devoted to that purpose.

      Born Learning

      Born Learning is a project of United Way which is a public engagement and material distribution campaign that provides important information about what young children need every day to ensure quality early learning. It is designed to support parents in their critical role as their child’s first teacher.

      Children and Families

      Parents and families need to create safe and healthy learning environments at home so that their keiki may become strong, caring, and successful adults. We encourage everyone to learn more about the immeasurable opportunities that can enrich the lives of Hawai`i’s keiki.

      Join the Campaign!

       

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      Hawai`i legislators have told us, “We never hear from the public about children’s issues. We need to know what they think.”

      In response, we created Be My Voice Hawai`i – an organized way the public can let their legislators know what they think about children’s issues.

      If you haven’t already, join the campaign and we’ll keep you informed of the issues and bills about children & their families that are due to cross legislators’ desks so you can tell legislators how you want them to vote. We’ll make it one-click easy – you can use a pre-filled form or write your own.

       

      Giving

      Good Beginnings Alliance is a non-profit organization that is dedicated to ensuring all young children in Hawai`i have the opportunity to become thriving, successful adults. To this end, we call attention to the needs of our children; we use data to connect the dots for business, community, education, healthcare, and government; and we develop recommendations and comprehensive solutions for those in power.

      Yes! I would like to show my support for GBA.

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      Giving through JustGive is safe and confidential.

       

      If you prefer to mail in your donation, please send your check made to:

        Good Beginnings Alliance 33 S. King Street #200 Honolulu, HI 96813

      Please indicate if you wish your donation to be anonymous, in memory or in honor of someone special. For other questions about donating to GBA, contact our CFO, Lloyd Kaneshige, at 808-531-5502 x315 or via email: .(JavaScript must be enabled to view this email address)


      Other forms of Giving that we accept:

      Bequest
      By naming GBA in your will, you can create a permanent source of support for children. While the bequest is the most common form of “planned giving,” other options, such as gift annuities, are also accepted. Significant tax savings are part of the strategy for planned gifts. An estate planner or attorney can be very helpful in determining the best plan for you.

      Appreciated Stock
      Many donors find gifts of appreciated stock to be an excellent way to support a charity. There may be considerable savings on capital gains through a stock gift (ask your broker or financial planner).

      Corporate Matching Gift
      You may work for a company that matches employees’ charitable contributions. If so, you can double your giving power! Ask your employer for details.


       

      Publications

      Good Beginnings is proud to present Hawaii-based publications that provide our community with information and strategies that will ensure all of Hawaii’s children are safe, healthy and ready to succeed.

      If you would like to support our efforts in publishing these documents, please consider making a donation to Good Beginnings Alliance.

      Playing to Learn

      Issue Briefs

      Content & HI Preschool Standards

      Family & Community Guidelines

      First Five

      Executive Guide

      Transitions

      Reports & Studies

      Early Childhood Data

      Good Beginnings is proud to present links that provide our community with information and strategies that will ensure that all of Hawaii’s children are safe, healthy, and ready to succeed.

      General

      Child Health

      Child Poverty

      Education & Care

      Child Safety

      Child Policy Information

      Schools and Teachers

      Here are a few useful resources so Schools and Teachers can stay in the know.

      Business Leaders

      The Good Beginnings Alliance is involved with many leaders from business and philanthropy including Keiki Funders Network from the philanthropic community, our own Business Council as well as partnerships with the Hawaii Business Roundtable and the Chamber of Commerce.  Partnering with the private and philanthropic sectors is critical for leveraging investments in early childhood.  Please contact us for more information.

      Annual Reports

      We are pleased to share with you our accomplishments through our Annual Reports. Our Annual Reports are a celebration and acknowledgement of Good Beginnings partnerships and accomplishments.

      GBA Annual Reports:

      GBA Annual Reports to the Legislature:

       

      The Hawai`i Early Childhood Workforce Study

      The Hawai`i Early Childhood Workforce Study, “Who Cares for Hawaii’s Keiki in Centers?” began in 2000. Good Beginnings in partnership with Ho’owaiwai Na Kamalii distributed surveys to nearly 400 center-based early childhood centers in Hawai`i. The responses have provided Hawai`i with specific and current data on qualifications and compensation levels of the early childhood workforce; training and educational needs of these specific workforce; enrollment, capacity and demands of early childhood centers; and utilization rates for early childhood services.

      EC Workforce Study Executive Summary

      EC Workforce Study

      Financing Strategies to Support a Coherent Early Care and Education System in Hawaii (July 2003)

      This report provides guidance for designing and financing a coherent system that ensures access to high-quality early care and education services for all of Hawaii's young children.

      The author suggests a framework for such a system and features an array of strategies to support it. Specific financing mechanisms and strategies used elsewhere in the nation are explored and discussed in the context of their potential application in Hawaii. Hawaii Community Foundation commissioned this report from early childhood policy consultant Teresa Vast and provided it to Good Beginnings Alliance for use in its various policy initiatives and related efforts.

      Planning a Compensation Initiative for Hawaii’s Early Care and Education Workforce

      This report explores key policy and design issues for Hawaii to consider in developing a compensation initiative. The report also provides an overview of current and recent initiatives launched in other states.

      The focus of this study is on statewide and local efforts that directly increase the wages, bonuses, and/or benefits that practitioners earn in the private sector early care and education workforce based on education levels. Related initiatives, such as professional development, quality improvement, and unionizing efforts, are also discussed in relationship to overall efforts to increase qualifications and compensation.

      The Economic Impact of the Early Care and Education Industry in Hawaii

      This study shows that early childhood education, as an industry cluster, is a critical component of healthy economies - a component that creates jobs, generates local income, and enables parents to work and local businesses to thrive.

      The study is a tool to inform the business and financial sectors that working with the early childhood sector not only benefits children, but also plays an integral role in Hawaii’s economic sustainability.

       

      Reports and Studies

      Good Beginnings is proud to present Hawaii-based publications that will provide our community with information and strategies that will ensure that all of Hawaii’s children are safe, healthy, and ready to succeed.

      How many children are in need? How much money does the state allocate for preventive early childhood programs? How many teachers in early childhood programs have their degrees? At Good Beginnings we believe it is essential to answer these and many other questions to accurately set a course to improve the well being of young children.

      Statewide Approach to Transitions

      Elementary schools receiving Title I dollars must support the transition of students from early childhood into kindergarten. The Task Force surveyed transition activities statewide, researched best practices, and developed a framework for transition programs that is now being piloted in Waianae with Native Hawaiian organizations and the DOE.

       

      Executive Guide to Work & Family Solutions

      This a valuable tool for employers. The Guide provides businesses with different options on how best to support their employees with families.

      The Guide offers practical solutions on how to become a progressive family friendly business! Good Beginnings is pleased to join with the Hawaii Community Foundation’s BizKids in assisting employers in finding ways to ensure the financial health of their companies and the welfare of young children with working parents.

      Download Executive Guide (177 KB)

      The First Five Years

      The first five years of a child’s life are very important. A child’s experiences during these early years help shape the way they will learn, think, and behave for the rest of his or her live.

      Family and Community Guidelines

      The School Readiness Task Force believes that the family is a child's first and most important teacher. Strategies have been developed on how families and communities can support their keiki so that they enter school ready to succeed.

      download Family and Community Guidelines (984 KB)

      The Family and Community Guidelines are companion pieces to the Hawaii Preschool Content Standards that translate formal language into ‘user-friendly’ strategies to help families prepare their children for school.

      Hawai`i Preschool Content Standards

      Hawai`i’s Preschool Content Standards describe the content of well-rounded preschool programs.

      They cover the five developmental domains that are meaningful to preschool four-year-olds. These content standards were developed to align with the DOE’s K-2 Content and Performance Standards. Both the Hawai`i State Legislature and the Board of Education have adopted the standards and dissemination has begun in public and private preschools statewide.

      2006 Hawai`i Preschool Content Standards

      Hawai`i Preschool Content Standards POSTER


      School Readiness Definition
      Young children are ready to have successful learning experiences when there is a positive interaction among the child’s developmental characteristics, school practices, and family and community support. - School Readiness Task Force, 2003 Legislature Act 13



      The 2003 Legislature made this definition a law when they passed Act 13. This definition underscores the shared responsibility that schools, families, and communities have in supporting young children. In Hawai`i, we are all publicly accountable for helping our children be successful in school.

      These preschool content standards represent one way preschools can support children’s learning and success in school - by offering learning opportunities in their programs that promote the full development of our young children.



      What are Hawai`i Preschool Content Standards?
      Hawai`i’s content standards describe the content of well-rounded preschool programs. They cover the five developmental domains that are meaningful to preschool four-year-olds. For example, one domain, called Social and Personal Development, has five standards that describe the opportunities a preschool program should provide four-year-olds.

      • Physical Development, Health & Safety
      • Social and Personal Development
      • Communication, Language Development & Literacy
      • Cognitive Development
        • Symbolic Play
          •      
        • Mathematics
          •      
        • Science
          •      
        • Social Studies

      • Creative Development
             

        • Art
          •      
        • Music
          •      
        • Creative Movement/Drama
          •      
        • Aesthetic Appreciation

      Who are Hawai`i Preschool Content Standards for?

       

      • Hawai`i’s content standards are for preschool teachers and directors first. They may also be shared with parents of preschoolers to help them understand the “content domain” of a quality preschool program.
        •  
      • Professional organizations, foundations, other funders, and state agencies may also find the content standards useful when working in the area of early education.
        •  

         
      How were Hawai`i Preschool Content Standards created?

      They were written by Hawa`ii early childhood educators with extensive consultation from all parts of the community. They were reviewed by early childhood experts in other states.

      Why are Hawai`i Preschool Content Standards Important?

       

      • Hawai`i’s preschool content standards can guide a review of your preschool’s curriculum. Such use can help show which areas are strong, which need strengthening, and which areas may be missing altogether.
        •  
      • Because the content standards build toward K-12 expectations for children in Hawaii public schools, their use as a preschool curriculum guide should help to ease the transitions to elementary school for young children and their families.
        •  
      • The use of content standards as a program’s review guide would contribute to the NAEYC accreditation process. However, they do not affect licensing.
        •  
      • Most of all, their use can enhance children’s learning and achievement.
        •  


      Hawai`i Preschool Content Standards are:

       

      • Guidelines for comprehensive developmentally-based preschool programs.
        •  
      • NOT a curriculum and should not be confused with curriculum: they can guide selection or design of curriculum.
        •  
      • NOT assessment strategies, but they can guide the selection or design of young children’s assessment. See NAEYC position statement on assessment (www.naeyc.org).
        •  
      • NOT child outcomes, nor do they prescribe what all four-year-olds must learn. However, when these learning opportunities are present in a preschool program, they will enhance children’s curiosity and learning.
        •  

      I did review the Standards, paying special attention to my special area of expertise: beginning literacy and social skills… I consider this a very sound document… Having participated in a committee to create similar guidelines for Alaska, I know how difficult such a task can be and I congratulate the committee on a fine job. - Marjorie Fields, Reviewer University of Alaska SE

      Our faculty were among those who developed the standards and we recognize along with the developers that early childhood education is the foundation for all other levels of education, including higher education. If we are to reach our potential as a state and nation of learners, we must provide the best possible education for our youngest citizens… Research indicates that meaningful standards that are thoughtfully implemented lead to positive learning outcomes for young children. - Randy Hitz, Dean UH Manoa, College of Education

      Want To Know More?

      Are you interested in learning more about Hawai`i Preschool Content Standards - how they might look in a classroom’s day-to-day activities; how you might use them to review curriculum; how you could share them with parents?

      If so, please contact Good Beginnings Alliance. Training modules for using Hawai`i Preschool Standards are being developed.

      Issue Briefs

      Good Beginnings develops Issue Briefs to share current research and data, synthesizing national and local policy and best practice in order to advance the system growth of Early Childhood in Hawai’i.

      Playing to Learn

      This book is a complete how-to manual on leading and organizing a successful Play & Learn Group.


      For a copy of Playing to Learn, please send $24.95 with your completed order form to:

      Good Beginnings Alliance
      33 South King Street, Suite 200
      Honolulu, HI 96813

      What are Play & Learn Groups?

      Typically they are parents, grandparents, and or/family child care providers coming together with their young keiki to enjoy a morning of informal play activities. Usually there is a brief circle time for children as well as a discussion time for adults.

      To find out if there is a Play & Learn Group in your community, please visit your island page.

      Early Childhood Models

      These are a few of the other sister efforts around the county that we are aware which might provide you with useful information.

      North Carolina - Smart Start is a public-private initiative that provides early education funding to all of the state's 100 counties. Smart Start funds are administered at the local level through local nonprofit organizations called Local Partnerships

      Child Policy Information

      National Data State Data Detailed Information
      Let's Invest in Families Today (Invalid link - Page cannot be found) Information about federal, federal-state, and state-designed policies that could be used to promote economically secure families, strong, healthy families, children ready for and succeeding in school.
33 South King Street, #200, Honolulu, HI 96813 | Phone: 808 531.5502 | Fax: 808 531.5702 | Email: gba@goodbeginnings.org
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