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House Bill 3237: Government Nanny Bill
Representatives Takumi and Sonson.
This bill was one of two “government nanny” bills that focused on early learning programs for children 5 and under. House Bill 3237 passed both branches of the Hawaii legislature but the version the House passed was different from the bill the Senate passed. A conference committee was created with members for both branches in an attempt to come up with a compromise for this bill.
The Hawaii legislature closed on May 5, 2006, and the bill is dead.
|1/25/2006||(House) Introduced and Pass First Reading.|
|1/30/2006||(House) Referred to EDN/LAB, FIN, referral sheet 6|
|2/13/2006||(House) The committees on EDN recommend that the measure be passed, with amendments. The votes were as follows: 8 Ayes: Representative(s) Takumi, Berg, Arakaki, Cabanilla, Green, Hale, Shimabukuro, Finnegan; Ayes with reservations: none; 0 Noes: none; and 5 Excused: Representative(s) Chang, Harbin, Kahikina, Waters, Ching.|
|2/13/2006||(House) The committees on LAB recommend that the measure be passed, with amendments. The votes were as follows: 6 Ayes: Representative(s) Caldwell, Nakasone, Chong, Shimabukuro, Meyer, Stevens; Ayes with reservations: none; 0 Noes: none; and 3 Excused: Representative(s) Ito, M. Oshiro, Souki.|
|2/17/2006||(House) Passed Second Reading as amended in (HD 1) and referred to the committee(s) on FIN with none voting no (0) and Green, Hale, Souki, Takumi, Tanaka excused (5).|
|2/27/2006||(House) The committees on FIN recommend that the measure be passed, with amendments. The votes were as follows: 14 Ayes: Takamine, Kawakami, Chong, Evans, Lee, Magaoay, Nakasone, Nishimoto, Tanaka, Tsuji, Wakai, Yamane, Yamashita, Moses; Ayes with reservations: none; 0 Noes: none; and 4 Excused: Carroll, Meyer, Pine, Stevens.|
|3/7/2006||(House) Passed Third Reading as amended in (HD 2) with none voting no (0) and none excused (0).|
|3/7/2006||(House) Transmitted to Senate.|
|3/9/2006||(Senate) Received from House (Hse. Com. No. 341).|
|3/9/2006||(Senate) Passed First Reading and referred to EDM/HMS, WAM.|
|3/20/2006||(Senate) The committee(s) on HMS recommend(s) that the measure be PASSED, WITH AMENDMENTS. The votes in HMS were as follows: 5 Aye(s): Senator(s) Chun Oakland, Ihara, Fukunaga, Hooser; Aye(s) with reservations: Senator(s) Kokubun ; 0 No(es): none; and 1 Excused: Senator(s) Trimble.|
|3/20/2006||(Senate) The committee(s) on EDM recommend(s) that the measure be PASSED, WITH AMENDMENTS. The votes in EDM were as follows: 5 Aye(s): Senator(s) Sakamoto, Hooser, Chun Oakland, Nishihara, Hogue; Aye(s) with reservations: none ; 0 No(es): none; and 1 Excused: Senator(s) Tsutsui.|
|3/21/2006||(Senate) The committee(s) on WAM recommend(s) that the measure be PASSED, WITH AMENDMENTS. The votes in WAM were as follows: 10 Aye(s): Senator(s) Taniguchi, Tsutsui, Espero, Hooser, Inouye, Kanno, Kim, Kokubun, Nishihara, Sakamoto; Aye(s) with reservations: none ; 2 No(es): Senator(s) Hemmings, Slom; and 3 Excused: Senator(s) English, Fukunaga, Trimble.|
|4/11/2006||(Senate) Passed Third Reading, as amended (SD 2). Ayes, 18; Aye(s) with reservations: none. Noes, 3 (Senator(s) Hemmings, Slom, Trimble). Excused, 4 (Senator(s) Ige, Ihara, Kim, Whalen). Transmitted to House.|
|4/13/2006||(House) House disagrees with Senate amendment (s).|
|4/17/2006||(House) House conferees appointed: Takumi, Caldwell, Nakasone Co-Chairs; Finnegan.|
|4/17/2006||(Senate) Senate Conferees appointed: Sakamoto, Chair; Chun Oakland, Taniguchi, Co-Chair(s); Tsutsui.|
|4/19/2006||(House) Bill scheduled for Conference Committee Meeting on Thursday, 04-20-06 at 3:30 pm in conference room 329.|
|5/5/2006||(House) Legislature adjourned.|
None at this time.
One of the goals of the Office of Early Learning created by House Bill 3237 will be to ensure voluntary access to early learning programs for all children age 4. Additionally, the Office of Early Learning is to implement a plan to motivate and promote the value of and participation in early childhood learning programs for parent and the general public.
Currently H.B. 3237 appropriates an unspecified amount for the operation of the Office of Early Learning and $2.4 million for four pilot programs, one in each county. These pilot programs are to include:
- parenting, caregiver, and family childcare education with social and emotional training;
- play and learn group and parent participation preschool programs;
- summer transition programs for children entering kindergarten or junior kindergarten.
Under Senate Bill 3101 the early learning task force would implement standards for age and developmentally appropriate curriculum. While these standards would only be for public programs at this time, the task force would be required to submit a report over the next two years to proposed legislation to advance early education.
S.B. 3101 appropriates $250,000 for the early learning task force in 2006-2007 as well as $1,000,000 for junior kindergarten services. Another $300,000 in this bill is appropriated for Families for Resources and Early Access to Learning (Families for REAL) a 10-week program for parents and children age birth to 5 in the public school system. There is an additional appropriation of $700,000 for Early Head Start and Head Start in this bill, too.
Both of these bills seek to spend several million dollars for early childhood care and education while claiming that this will have a long-term impact on their development. However, most studies have shown that any educational gain made by placing young children in school is lost by the 3rd grade.
A 2005 study conducted by Stanford University and the University of California found attendance at preschool programs hindered young children's social skills.
This study reported that "attendance in preschool centers, even for short periods of time each week, hinders the rate at which young children develop social skills and display the motivation to engage classroom tasks, as reported by their kindergarten teachers." The negative behavior that was demonstrated by this study included "children's externalizing behaviors (such as, aggression, bullying, acting up), interpersonal skills (such as, sharing and cooperation), and self control in engaging classroom tasks."
For more information see our issue analysis: "Institutionalized Early Childhood Education and Development Background and Issues."
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