In this article, we’ll answer the question “What is PreK?” and delve into the reasons why Pre-K matters and the indispensable role it plays in the learning and development of young children. Learn to distinguish among the different types of pre-kindergarten programming (UPK, VPK, PreK vs TK) and learn why these influential school experiences set the foundation for a child's future learning journey.  

The Benefits of Early Childhood Education  

Pre-K is not just a starting point, but a crucial steppingstone in a child’s K–12 education journey. It may mark their first experience in a classroom-based program and certainly shapes their future learning experiences. It is an entry point to education that occurs during a pivotal time in a child’s development.

Depending on the region, the program children attend at age four may be Prekindergarten (PreK), Universal Prekindergarten (UPK), Voluntary Prekindergarten Program (VPK), or Transitional Kindergarten (TK). Each program has unique eligibility requirements, funding sources, and programming goals that reflect the diverse needs of children and families. However, each of these programs shares a common goal: providing quality early education experiences to young children.

What is PreK?

Prekindergarten or PreK is a program for older preschoolers, typically four years old, preparing to attend kindergarten. PreK programs may take place in public or private settings and vary in length from half-day to full day. High-quality PreK programs offer play-based learning experiences that support whole child development. The daily schedule in PreK typically focuses on a consistent routine with ample time for play-based learning. Rich learning experiences are hands-on, developmentally appropriate, and interdisciplinary. Prekindergartners' positive interactions with their teachers, peers, and learning environment lay the foundation for their future success.

Universal Prekindergarten

Universal Prekindergarten, or UPK, is an initiative in many school systems to provide public prekindergarten programming for children. The term 'Universal' is used when the primary eligibility criterion is age. Most Universal Prekindergarten programs aim to provide free access to prekindergarten programming to as many children as possible. Program availability and capacity vary by district, often due to funding and facility space.

Voluntary Prekindergarten Education Program

Like UPK, the Voluntary Prekindergarten Education Program or VPK is a program that provides free access to PreK to all families regardless of income. In the VPK program all families receive a voucher to enroll their age-eligible children in one year of PreK. Families have the choice to apply to use their vouchers at any location providing prekindergarten programming. In this model, families can choose between private or public schools, private early learning centers, home-based family childcare, and specialized instruction service providers.

PreK vs TK

Transitional Kindergarten, known as TK, is the first year of a two-year kindergarten model.  Like PreK, the primary goal of TK is to provide children with a developmentally appropriate setting for learning. However, TK focuses explicitly on ensuring children develop the skills needed for kindergarten success, emphasizing early literacy, math, language, and social-emotional skills. TK is typically a full-day program. Children enrolled in TK often follow a daily schedule like what they would follow in kindergarten.

Why is Prekindergarten Important?

Prekindergarten programs provide a safe space where children develop perspectives and routines for lifelong learning. Young children are naturally curious and eager learners. During early childhood, neural connections in the brain develop at their fastest rate (National Scientific Council on the Developing Child, 2018). These connections are shaped by children's interactions with caregivers and their environment.

Communities that invest in high quality PreK programming reap long-term benefits that extend through high school and beyond. Children who attend a quality PreK program demonstrate better attendance rates in high school, are more likely to graduate, take the SAT's and attend college than children who do not attend PreK (Gray-Lobe et al., 2021). Moreover, long-term studies have shown that these children have higher incomes and are less likely to commit crimes in adulthood, highlighting the enduring value of investment in early education (Investments in Early Childhood Benefit Our Entire Community, 2015).

Here are some of the characteristics that demonstrate the benefits of prekindergarten.

Intentional

High-quality prekindergarten programming takes place in a developmentally appropriate environment where children's skills thrive. It is a joyful place for children where, as they play, they develop a deep understanding of the world around them. Learning experiences are planned and materials are selected with intention.

Balanced

PreK classrooms that implement a balanced approach of open-ended play, hands-on explorations, and teacher-led instruction create an optimal environment for children’s learning. The daily schedule in a prekindergarten classroom reflects this balance. Components of the schedule include but are not limited to, play-based centers, small group instruction, read aloud activities, and whole group instruction.

Playful

Extensive research in early childhood education underscores the significance of play in children’s learning. When children play, they grow their pro-social brains, and develop their autonomy and agency (Yogman et al., 2018). They also are developing executive function, self-regulation, cognitive, language, and social emotional skills (Yogman et al., 2018).

In the classroom, this open-ended free play typically takes place during centers and outdoor time. In contrast, whole group, read aloud, and small group instruction are generally teacher-led. These brief blocks of time provide space for teachers to explicitly teach concepts such as vocabulary or phonemic awareness. It is important to note that in PreK quality teacher-led instruction is still playful, engaging and fun.

Interdisciplinary

To support optimal development, PreK teachers are responsible for planning intentional interdisciplinary learning experiences. These experiences are focused on the whole child. They provide activities that are hands-on, interesting for children and aligned to learning objectives. They address all domains of development in their planning and instruction, ensuring each child’s individual needs are supported. This approach to teaching and planning supports children in their long-term success.

Secure

To support social development PreK teachers are responsible for creating a classroom environment where children feel safe and secure. They are engaged with children across the school day fostering language acquisition, concept development and social skills. In PreK, teachers continuously gather assessment data to support their instructional decision making. This data, often in the form of checklists and anecdotal notes, provides educators with a picture of what children know, and how to best support their growth and development.

Tips for Implementing Quality PreK Programming

When implementing a prekindergarten, Universal Prekindergarten, Voluntary Prekindergarten Education, or Transitional Kindergarten program, directors should consider the following tips to ensure they are offering the best possible curriculum.

Expert-Led, Well-designed Learning Experiences

Prekindergartners benefit from thoughtfully designed, developmentally appropriate interdisciplinary learning experiences. These experiences should be planned and implemented by highly qualified teachers with specialized training in early childhood education. Planned activities and concepts are linked across content areas and to children's previous learning. Teachers facilitate instructional discussions that draw upon children's prior knowledge and encourage analysis and reasoning. The daily schedule, routines, and transitions maximize children's time engaged in play and learning.

Blend of Play, Exploration, and Instruction

Prekindergartners need opportunities to learn about their world through a blend of open-ended play, hands-on exploration, and direct instruction. For high levels of engagement, the classroom materials and activities should be interesting to children. The materials should be open-ended and promote curiosity, creativity, and problem-solving. The daily schedule should include ample time for children to engage in open-ended play to explore new concepts. When children play independently, teachers observe and encourage their explorations by engaging in conversational feedback loops. Teachers are asking questions, modeling advanced language, and extending children's thinking.

Individualized Learning Progressions

Prekindergartners benefit from a learning progression that values and provides space for individual development. This approach fosters fundamental skills for kindergarten readiness while respecting each child's unique abilities and pace of learning. All domains of child development are interconnected and essential in early childhood education. These domains include but are not limited to social-emotional, cognitive, language, motor, and early literacy and math development. PreK teachers continually assess children's development and learning in each domain using various progress monitoring tools. Anecdotal notes, work samples, photos and videos, and screening assessments give teachers valuable data. Educators use this data to differentiate instructional activities and meet each child's needs.

Nurturing Social Environment

Prekindergartners thrive in a nurturing environment that is carefully designed to foster their development of social-emotional skills. Positive teacher-child interactions are the cornerstone of this development. A caring, supportive, and safe classroom environment plays a crucial role in this process. Here, teachers and children communicate with warmth, empathy, and respect. Classroom activities support children in learning how to work and play with peers, regulate their emotions, and communicate their wants and needs. Educators are responsive and modify their support based on each child's developmental skill level.

Prekindergarten is the first opportunity for most children to step into school. The experience they have in their PreK, UPK, VPK or TK classrooms offers both immediate and long-term benefits. PreK teachers are responsible for creating classroom environments that support whole-child growth and development. They facilitate learning experiences that are hands-on, play based and engaging. Children who attend these programs are not only more successful in kindergarten, but they are more likely to graduate and apply to college. Give young learners the best start with a high-quality prekindergarten program.

Gray-Lobe, G., Pathak, P., & Walters, C. (2021). The Long-Term Effects of Universal Preschool in Boston. https://doi.org/10.3386/w28756

Investments in early childhood benefit our entire community. (2015). Urban Child Institute. http://www.urbanchildinstitute.org/articles/features/investments-in-early-childhood-benefit-our-entire-community

National Scientific Council on the Developing Child. (2018). Understanding motivation: building the brain architecture that supports learning, health, and community participation. [Working Paper]. National Scientific Council on the Developing Child. https://harvardcenter.wpenginepowered.com/wp-content/uploads/2018/12/wp14_reward_motivation_121118_FINAL.pdf

Yogman, M., Garner, A., Hutchinson, J., Hirsh-Pasek, K., Golinkoff, R. M., Baum, R., Gambon, T., Lavin, A., Mattson, G., Wissow, L., Hill, D. L., Ameenuddin, N., Chassiakos, Y. R., Cross, C., Boyd, R., Mendelson, R., Moreno, M. A., Radesky, J., Swanson, W. S., . . . Smith, J. (2018). The Power of Play: A pediatric role in enhancing development in young children. Pediatrics, 142(3). https://doi.org/10.1542/peds.2018-2058