My three grandchildren marinate in adult attention. Love, books, toys. I've watch all four parents in action, up close and over time, and have nothing but admiration. They rock.
The only problem, as I see it, is that all children aren't given such a leg up in life.
Not close. Most stories vanish, but this one has sat in mind for nearly 40 years, and I thought I would post it now, to mark the end of my surgical recovery period and prepare for my first column being published tomorrow.
This is a story was written as part of a team producing a series, "The Critical Years." We developed a questionnaire, working with the Board of Education, the Erikson Institute, and Chapin Hall Center for Children at U of C (we did things up right, back in the day) and sent hundreds to Chicago Public School kindergarten teachers, following up with focus group interviews with teachers and parents — I remember sitting in a room at the Robert Taylor Homes, conducting an interview with half a dozen parents, thinking, "We're not in Berea anymore...."
As shocking as this story is, in my memory, the reality was worse. Children would show up to kindergarten not knowing their names — they'd know a nickname, "I'm Little T!" They wouldn't know the primary colors.
Whenever critics of Chicago Public Schools are slamming CPS for their results, I remember this story and want to pipe up, "But consider where students start at. A lot of these kids are royally screwed from Day One — with the best conceivable education, many would never catch up."
The news today is hardly better. One in four adults in Cook County is functionally illiterate. The ham-handed slashers of the Trump administration have gutted Headstart and other programs designed to throw a lifeline to such kids. I'd be a little reluctant to share such an old story with you, were I not completely confident we could write the same thing today. Maybe we should. That said, it's quite long — feel free to skim.
This story ran on the front page, bylined, "By Don Hayner and Neil Steinberg."
A 5-year-old boy came to kindergarten at Drake Elementary School last year not knowing common words like "doll" and "cat."
He didn't know how to look at a picture book, or how to do things most children learn "from just being alive," said Judith Bowden, his teacher at Drake, 2722 S. King.
The boy's mother is illiterate and could not read to him, which Bowden said was a major cause of his school problems.
More than six of 10 children in city public school kindergartens are not read to by parents, according to teachers responding to a Chicago Sun-Times survey.
By comparison, nine of 10 kindergartners in Wilmette public schools are read to by their parents, as are 87 percent of middle-and upper-income children attending Chicago public schools. Yet experts say reading aloud to children is crucial to their educational development.
"The single most important activity for building the knowledge required for eventual success in reading is reading aloud to children. This is especially so during the preschool years," according to the landmark 1984 report Becoming a Nation of Readers by the Commission on Reading.
One ongoing study by Linda Meyer, a senior scientist at the nationally recognized Center for the Study of Reading in Champaign, goes even further. Meyer's study suggests that parents reading to their children is not enough. There must be quality reading that involves an exchange of questions and insights between parents and children.
Teachers surveyed said six of 10 children have parents who do not know how to prepare them educationally for kindergarten. Teachers in Wilmette said only one of 10 children has such parents and slightly more than two of 10 middle- and upper-income Chicago children have parents who don't know how to prepare them.
Typical survey responses from kindergarten teachers:
"The children are left to take care of themselves." "Parents don't talk to children or ask them questions." "Nobody worked with these children. Television is their baby-sitter."
Many Chicago children are far behind when they start school. And while the study indicates parents want to help, it also shows they don't know how.
Educators, who for a long time looked within the school system for the key to academic improvement, are increasingly looking to parents.
"It is unlikely that we will be able to make a major difference for the child unless we place equal priority on education and academic remediation for the parent," warned a 1988 Ford Foundation study, Toward a More Perfect Union: Basic Skills, Poor Families and Our Economic Future.
Once a young child falls behind, he may never catch up, said Burton L. White, director of the Center for Parent Education in Newton, Mass., and author of The First Three Years. He added:
"The child who is delayed at age 3 when he enters Head Start invariably, with virtually no exceptions, is behind on language. And if he's nine months or more behind on language, the chances are very good he'll never be an average student. Ever. The probability that any Head Start program is going to make him even an average student is very, very low."
Teachers said some parents don't even talk to their children.
"Many young parents don't know, for example, that even though a child is not verbal, the mother or father being verbal helps language develop," said Laura Devon, spokeswoman for Ounce of Prevention, a statewide project assisting children at risk.
Besides lacking basic parenting skills or information, parents have some ideas that are just plain wrong.
"When you think you've heard the worst, something the next day always tops it," said Cheryl Stampley, a nurse working with new parents at the Robert Taylor Homes.
Often, mothers feel that showing attention to newborns will "spoil" them. Some fathers feel that, until they are 6 months old, babies cannot see. Or hear. Or feel pain.
A surprising number of parents will not put their children in a crib. They're afraid of crib death, although the crib itself, of course, has nothing to do with Sudden Infant Death Syndrome.
A parent does not have to be poor to be overwhelmed with the responsibility of child rearing. Middle-class parents also frequently don't know what children need.
"As bright as they are, they are totally unprepared (to be parents)," said Pat DeMar, director of a Family Focus drop-in center in Lincoln Park.
While poor parents may lack knowledge, said DeMar, affluent parents, ironically, sometimes have too much.
"They read numerous books, on child bearing, on child rearing, but they reach a point where they're so well-read they lack security in their own instincts," DeMar said. "I worked at Cabrini-Green and Robert Taylor, and I saw better parenting because they felt their instincts were OK."
Without adequate parental involvement, children can be so far behind when they enter school they have great difficulty catching up, even if the school does its job.
At Terrell Elementary School, 5410 S. State, next to the Robert Taylor Homes, fourth-graders made a year's worth of progress in reading during 1987. Yet they still remained about 1 1/2 years behind the national norm.
"We have to work twice as hard to get the children half as far," said Terrell Principal Reva Hairston.
Parents often instill in their children a distaste for school that never goes away.
One young mother, Kathy Jackson, sees her lack of participation as the cause of her son Robert, 11, having trouble in school.
"He's not interested in school," said Jackson, "I didn't read to him, I didn't do anything with him. I believe that had a lot to do with it." She said she has begun to read to her younger son, Rodney, who is enrolled in the Dewey Child Parent Center, 638 W. 54th Pl., and that he seems to like school.
It's futile telling some parents to read to their kids. "There is that tug-of-war between being a responsible parent and doing what you want to do," said Laura Devon of Ounce of Prevention, a statewide project aiding children at risk.
Many parents are illiterate. One of every three to four adults in Chicago is functionally illiterate. From 650,000 to 1 million Chicagoans above the age of 16 read below the sixth-grade level. Only one-half of 1 percent of these adults are enrolled in literacy programs, according to the Chicago Literacy Coordinating Center.
Illiteracy itself, though, needn't prevent a parent from enriching a child's early years and helping to foster a desire for learning.
"Even if you can't read yourself, you can contribute by telling your child anything from fairy tales to stories of your childhood. You create a social event in which the child gets the idea of gaining meaning," said James Garbarino, president of the Erikson Institute for Advanced Study in Child Development.
Many parents are themselves children. In 1986, 9,959 children were born to teenage parents in Chicago. If these children were entering Chicago public schools today, they would represent one-third of all kindergartners. Studies show teenage parents are more hostile and punitive to their children. They also don't talk or listen to them as much as older parents do.
"I was 15 when I had my little girl," said Estasia, a mother in the Beethoven Project, which assists parents in caring for their children. "I had to give up cheerleading. I loved that uniform. She was my responsibility, from the moment I got home from school."
"There is that tug-of-war between being a responsible parent and doing what you want to do," said Devon of Ounce of Prevention.
"Often young parenting increases the incidence of child abuse and neglect. We've seen that in news accounts of the last couple months, where a mom left her baby in a cold garage. Many young moms might think it is OK to leave an infant in that situation for a couple hours."
More than 10 percent of the babies born in Chicago are also dangerously underweight, according to the Public Health Department. Low birth weight - anything below 5 1/2 pounds - is caused by a range of prenatal factors, from drug abuse to poor nutrition to depression.
Low birth weight is a factor in 70 percent of Chicago's infant mortalities, and surviving low-weight infants have a greater chance of suffering physical and mental handicaps.
Most poor parents want the best for their children, according to the Sun-Times study. They just don't know how to get it.
The survey shows that 65 percent of parents come to school to discuss their children's progress more often than the two times required to pick up report cards.
"You don't discuss your child's progress unless there is interest," said Ted Sanders, Illinois education superintendent, commenting on that figure.
And nearly six of 10 try to help their child with homework, according to the study.
"I've never met a parent who didn't want her child to succeed, but some of them don't know what to do," said Reva Hairston, principal at Terrell for the last 12 years.
"So much depends on the home life and how much parents do with their children as far as listening and talking to the child," one teacher wrote, echoing a sentiment of many of those surveyed.
Although a distinct minority, some parents seem to have almost no involvement with their children's education after they start school.
About 14 percent of children have parents who have never come to school, not even to pick up their children's report cards.
"Many children raised themselves, and come to school when they feel it's time," said Pam Stevens, director of the Dewey Child Parent Center. "I went to a house on a home visit, and the door was open, the babies walking around, and the parents nowhere to be found."
Almost one of 10 children is regularly more than 15 minutes late for school, and 15 percent of all children miss more than five days of school a month, according to the Sun-Times study.
Bowden of the Drake school said she has one child who was absent 51 days and another who was absent 40 days this school year."I think some parents are so overwhelmed with their own problem they can't see, so their priority is self preservation," she said.
Teachers say many parents don't like to visit schools because it reminds them of their own academic failure.
"When they come to school, it's because their children are destructive," said Dr. Grace Dawson, principal of Beethoven School. "They come to school for negative, not for positive, reasons."
While parental involvement will improve a child's chances of school success, increasing that involvement is not easy.
"It would be nice if we said to parents that involvement is in your child's best interest, and they would do it," said Dewey director Pam Stevens. "But we have to use all kinds of bribes and incentives. We have to persuade. We have to be evangelical. There's a big gap between where we are and where we are supposed to be."
— Originally published in the Sun-Times, June 29, 1988
A 5-year-old boy came to kindergarten at Drake Elementary School last year not knowing common words like "doll" and "cat."
He didn't know how to look at a picture book, or how to do things most children learn "from just being alive," said Judith Bowden, his teacher at Drake, 2722 S. King.
The boy's mother is illiterate and could not read to him, which Bowden said was a major cause of his school problems.
More than six of 10 children in city public school kindergartens are not read to by parents, according to teachers responding to a Chicago Sun-Times survey.
By comparison, nine of 10 kindergartners in Wilmette public schools are read to by their parents, as are 87 percent of middle-and upper-income children attending Chicago public schools. Yet experts say reading aloud to children is crucial to their educational development.
"The single most important activity for building the knowledge required for eventual success in reading is reading aloud to children. This is especially so during the preschool years," according to the landmark 1984 report Becoming a Nation of Readers by the Commission on Reading.
One ongoing study by Linda Meyer, a senior scientist at the nationally recognized Center for the Study of Reading in Champaign, goes even further. Meyer's study suggests that parents reading to their children is not enough. There must be quality reading that involves an exchange of questions and insights between parents and children.
Teachers surveyed said six of 10 children have parents who do not know how to prepare them educationally for kindergarten. Teachers in Wilmette said only one of 10 children has such parents and slightly more than two of 10 middle- and upper-income Chicago children have parents who don't know how to prepare them.
Typical survey responses from kindergarten teachers:
"The children are left to take care of themselves." "Parents don't talk to children or ask them questions." "Nobody worked with these children. Television is their baby-sitter."
Many Chicago children are far behind when they start school. And while the study indicates parents want to help, it also shows they don't know how.
Educators, who for a long time looked within the school system for the key to academic improvement, are increasingly looking to parents.
"It is unlikely that we will be able to make a major difference for the child unless we place equal priority on education and academic remediation for the parent," warned a 1988 Ford Foundation study, Toward a More Perfect Union: Basic Skills, Poor Families and Our Economic Future.
Once a young child falls behind, he may never catch up, said Burton L. White, director of the Center for Parent Education in Newton, Mass., and author of The First Three Years. He added:
"The child who is delayed at age 3 when he enters Head Start invariably, with virtually no exceptions, is behind on language. And if he's nine months or more behind on language, the chances are very good he'll never be an average student. Ever. The probability that any Head Start program is going to make him even an average student is very, very low."
Teachers said some parents don't even talk to their children.
"Many young parents don't know, for example, that even though a child is not verbal, the mother or father being verbal helps language develop," said Laura Devon, spokeswoman for Ounce of Prevention, a statewide project assisting children at risk.
Besides lacking basic parenting skills or information, parents have some ideas that are just plain wrong.
"When you think you've heard the worst, something the next day always tops it," said Cheryl Stampley, a nurse working with new parents at the Robert Taylor Homes.
Often, mothers feel that showing attention to newborns will "spoil" them. Some fathers feel that, until they are 6 months old, babies cannot see. Or hear. Or feel pain.
A surprising number of parents will not put their children in a crib. They're afraid of crib death, although the crib itself, of course, has nothing to do with Sudden Infant Death Syndrome.
A parent does not have to be poor to be overwhelmed with the responsibility of child rearing. Middle-class parents also frequently don't know what children need.
"As bright as they are, they are totally unprepared (to be parents)," said Pat DeMar, director of a Family Focus drop-in center in Lincoln Park.
While poor parents may lack knowledge, said DeMar, affluent parents, ironically, sometimes have too much.
"They read numerous books, on child bearing, on child rearing, but they reach a point where they're so well-read they lack security in their own instincts," DeMar said. "I worked at Cabrini-Green and Robert Taylor, and I saw better parenting because they felt their instincts were OK."
Without adequate parental involvement, children can be so far behind when they enter school they have great difficulty catching up, even if the school does its job.
At Terrell Elementary School, 5410 S. State, next to the Robert Taylor Homes, fourth-graders made a year's worth of progress in reading during 1987. Yet they still remained about 1 1/2 years behind the national norm.
"We have to work twice as hard to get the children half as far," said Terrell Principal Reva Hairston.
Parents often instill in their children a distaste for school that never goes away.
One young mother, Kathy Jackson, sees her lack of participation as the cause of her son Robert, 11, having trouble in school.
"He's not interested in school," said Jackson, "I didn't read to him, I didn't do anything with him. I believe that had a lot to do with it." She said she has begun to read to her younger son, Rodney, who is enrolled in the Dewey Child Parent Center, 638 W. 54th Pl., and that he seems to like school.
It's futile telling some parents to read to their kids. "There is that tug-of-war between being a responsible parent and doing what you want to do," said Laura Devon of Ounce of Prevention, a statewide project aiding children at risk.
Many parents are illiterate. One of every three to four adults in Chicago is functionally illiterate. From 650,000 to 1 million Chicagoans above the age of 16 read below the sixth-grade level. Only one-half of 1 percent of these adults are enrolled in literacy programs, according to the Chicago Literacy Coordinating Center.
Illiteracy itself, though, needn't prevent a parent from enriching a child's early years and helping to foster a desire for learning.
"Even if you can't read yourself, you can contribute by telling your child anything from fairy tales to stories of your childhood. You create a social event in which the child gets the idea of gaining meaning," said James Garbarino, president of the Erikson Institute for Advanced Study in Child Development.
Many parents are themselves children. In 1986, 9,959 children were born to teenage parents in Chicago. If these children were entering Chicago public schools today, they would represent one-third of all kindergartners. Studies show teenage parents are more hostile and punitive to their children. They also don't talk or listen to them as much as older parents do.
"I was 15 when I had my little girl," said Estasia, a mother in the Beethoven Project, which assists parents in caring for their children. "I had to give up cheerleading. I loved that uniform. She was my responsibility, from the moment I got home from school."
"There is that tug-of-war between being a responsible parent and doing what you want to do," said Devon of Ounce of Prevention.
"Often young parenting increases the incidence of child abuse and neglect. We've seen that in news accounts of the last couple months, where a mom left her baby in a cold garage. Many young moms might think it is OK to leave an infant in that situation for a couple hours."
More than 10 percent of the babies born in Chicago are also dangerously underweight, according to the Public Health Department. Low birth weight - anything below 5 1/2 pounds - is caused by a range of prenatal factors, from drug abuse to poor nutrition to depression.
Low birth weight is a factor in 70 percent of Chicago's infant mortalities, and surviving low-weight infants have a greater chance of suffering physical and mental handicaps.
Most poor parents want the best for their children, according to the Sun-Times study. They just don't know how to get it.
The survey shows that 65 percent of parents come to school to discuss their children's progress more often than the two times required to pick up report cards.
"You don't discuss your child's progress unless there is interest," said Ted Sanders, Illinois education superintendent, commenting on that figure.
And nearly six of 10 try to help their child with homework, according to the study.
"I've never met a parent who didn't want her child to succeed, but some of them don't know what to do," said Reva Hairston, principal at Terrell for the last 12 years.
"So much depends on the home life and how much parents do with their children as far as listening and talking to the child," one teacher wrote, echoing a sentiment of many of those surveyed.
Although a distinct minority, some parents seem to have almost no involvement with their children's education after they start school.
About 14 percent of children have parents who have never come to school, not even to pick up their children's report cards.
"Many children raised themselves, and come to school when they feel it's time," said Pam Stevens, director of the Dewey Child Parent Center. "I went to a house on a home visit, and the door was open, the babies walking around, and the parents nowhere to be found."
Almost one of 10 children is regularly more than 15 minutes late for school, and 15 percent of all children miss more than five days of school a month, according to the Sun-Times study.
Bowden of the Drake school said she has one child who was absent 51 days and another who was absent 40 days this school year."I think some parents are so overwhelmed with their own problem they can't see, so their priority is self preservation," she said.
Teachers say many parents don't like to visit schools because it reminds them of their own academic failure.
"When they come to school, it's because their children are destructive," said Dr. Grace Dawson, principal of Beethoven School. "They come to school for negative, not for positive, reasons."
While parental involvement will improve a child's chances of school success, increasing that involvement is not easy.
"It would be nice if we said to parents that involvement is in your child's best interest, and they would do it," said Dewey director Pam Stevens. "But we have to use all kinds of bribes and incentives. We have to persuade. We have to be evangelical. There's a big gap between where we are and where we are supposed to be."
— Originally published in the Sun-Times, June 29, 1988


