Loading....

Reject Online Pre-K!

Decades of research show that young children learn best in real life, where they can explore their physical surroundings and build relationships with peers and adults. But many states are experimenting with inexpensive “online preschools” as a substitute for the face-to-face early education all children deserve. These screen-based programs amount to little more than standardized test prep.

One such program, Waterford UPSTART, recently received millions of dollars from some of the nation’s most prestigious private funders and is planning to expand into at least 20 states – and their ultimate goal is for the public to pick up the tab for online preschool.

UPSTART says they can close the early education gap, but in reality, online pre-K will expand it: low-income, rural, and other underserved children will be isolated in front of screens, while their more well-off peers have access to the face-to-face, hands-on early ed proven to benefit kids, families, and communities.

Tell your state education committee: #RejectOnlinePreK and fund the REAL universal preschool all kids need and deserve!

First Name*

Last Name*

Email Address*

Address, line 1*

Country*

State*

City*

Zip Code*

Send me updates from Campaign for a Commercial-Free Childhood and Defending the Early Years

Campaign for a Commercial-Free Childhood educates the public about commercialism's impact on kids' wellbeing and advocates for the end of child-targeted marketing.

Defending the Early Years (DEY) is an not-for-profit organization working for a just, equitable, and quality early childhood education for every young child. DEY publishes reports, makes mini-documentaries, issues position statements, advocates on policy, and has an active website full of resources, blogs, and activist steps for early childhood educators.

Your Reps

Subject: We need universal pre-K, not "online preschools"

Message:

I am writing to urge you to reject any efforts to fund so-called “online preschools” and instead work with other lawmakers to fund real, universal pre-K. All children deserve high-quality early education, but making pre-K accessible to all requires a significant investment. As a result, companies like Waterford are marketing online, machine-driven programs as an inexpensive substitute for real, hands-on, face-to-face preschool. Waterford’s UPSTART program just received a huge round of funding from private philanthropists who want to “disrupt” early education – but UPSTART, Waterford’s online preschool program, doesn’t offer the things young children truly need in order to learn: exploratory, creative play within the context of relationships with caring adults and peers. It offers only a facsimile of education, selling out kids and families and expanding the very achievement gaps Waterford claims it wants to close. A coalition of child welfare organizations and leading experts on child development has issued a statement regarding online preschool. The statement, available at https://www.commercialfreechildhood.org/sites/default/files/devel-generate/pha/online_pre-k_statement.pdf, explains that there is virtually no evidence suggesting online pre-K improves kids’ long-term outcomes, and that such screen-based programs may put kids at risk of behavior problems, sleep deprivation, delays in social-emotional development, and obesity. It also notes how states like Utah have begun using taxpayer dollars to fund online preschools. As the experts and advocates say in their statement: “Virtual preschool may save states money, but it’s at the expense of children and families. Early learning is not a product. It is a process of social and relational interactions that are fundamental to children’s later development.” I urge you to reject online preschools, and instead invest in the fully-funded, relationship-based, universal pre-kindergarten programs that will benefit children now and in the future.

Remaining:

Your reps

Subject: We need universal pre-K, not “online preschools”

Message:

I am writing to urge you to reject any efforts to use taxpayers’ dollars to bring so-called “online preschools” to South Carolina and instead work with other lawmakers to fund real, universal pre-K. South Carolina is one of a handful of states that is currently piloting Waterford UPSTART, an online preschool program that it claims will get young children ready for kindergarten. The pilots are funded by private donors, but Waterford has made clear that its ultimate goal is to have states foot the bill. All children deserve high-quality early education, but making pre-K accessible to all requires a significant investment. As a result, companies like Waterford are marketing online, machine-driven programs as an inexpensive substitute for real, hands-on, face-to-face preschool. These programs do not offer the things young children truly need in order to learn: exploratory, creative play within the context of relationships with caring adults and peers. It offers only a facsimile of education, selling out kids and families and expanding the very achievement gaps Waterford claims to want to close. And a highly publicized pilot program will propagate the myth that kindergarten readiness can be transmitted through online lessons and mislead families about the relative value of digital education as compared to hands-on learning for young children. A coalition of child welfare organizations and leading experts on child development has issued a Position Statement on Online Preschool. The statement, available at https://www.commercialfreechildhood.org/sites/default/files/devel-generate/pha/online_pre-k_statement.pdf, explains that there is virtually no evidence suggesting online pre-K improves kids’ long-term outcomes, and that such screen-based programs may put kids at risk of behavior problems, sleep deprivation, delays in social-emotional development, and obesity. It also notes how states like Utah have begun using taxpayer dollars to fund online preschools. As the experts and advocates say in their statement: “Virtual preschool may save states money, but it’s at the expense of children and families. Early learning is not a product. It is a process of social and relational interactions that are fundamental to children’s later development.” I urge you to reject online preschools, and instead invest in the fully-funded, relationship-based, universal pre-kindergarten programs that will benefit South Carolina children now and in the future.

Remaining:

Your reps

Subject: We need universal pre-K, not “online preschools”

Message:

I am writing to urge you to reject any efforts to use taxpayers’ dollars to bring so-called “online preschools” to California and instead work with other lawmakers to fund real, universal pre-K. California is one of a handful of states that is currently piloting Waterford UPSTART, an online preschool program that it claims will get young children ready for kindergarten. The pilots are funded by private donors, but Waterford has made clear that its ultimate goal is to have states foot the bill. All children deserve high-quality early education, but making pre-K accessible to all requires a significant investment. As a result, companies like Waterford are marketing online, machine-driven programs as an inexpensive substitute for real, hands-on, face-to-face preschool. These programs do not offer the things young children truly need in order to learn: exploratory, creative play within the context of relationships with caring adults and peers. It offers only a facsimile of education, selling out kids and families and expanding the very achievement gaps Waterford claims to want to close. And a highly publicized pilot program will propagate the myth that kindergarten readiness can be transmitted through online lessons and mislead families about the relative value of digital education as compared to hands-on learning for young children. A coalition of child welfare organizations and leading experts on child development has issued a Position Statement on Online Preschool. The statement, available at https://www.commercialfreechildhood.org/sites/default/files/devel-generate/pha/online_pre-k_statement.pdf, explains that there is virtually no evidence suggesting online pre-K improves kids’ long-term outcomes, and that such screen-based programs may put kids at risk of behavior problems, sleep deprivation, delays in social-emotional development, and obesity. It also notes how states like Utah have begun using taxpayer dollars to fund online preschools. As the experts and advocates say in their statement: “Virtual preschool may save states money, but it’s at the expense of children and families. Early learning is not a product. It is a process of social and relational interactions that are fundamental to children’s later development.” I urge you to reject online preschools, and instead invest in the fully-funded, relationship-based, universal pre-kindergarten programs that will benefit California children now and in the future.

Remaining:

Your reps

Subject: We need universal pre-K, not “online preschools”

Message:

I am writing to urge you to reject any efforts to use taxpayers’ dollars to bring so-called “online preschools” to Arizona and instead work with other lawmakers to fund real, universal pre-K. Arizona is one of a handful of states that is currently piloting Waterford UPSTART, an online preschool program that it claims will get young children ready for kindergarten. The pilots are funded by private donors, but Waterford has made clear that its ultimate goal is to have states foot the bill. All children deserve high-quality early education, but making pre-K accessible to all requires a significant investment. As a result, companies like Waterford are marketing online, machine-driven programs as an inexpensive substitute for real, hands-on, face-to-face preschool. These programs do not offer the things young children truly need in order to learn: exploratory, creative play within the context of relationships with caring adults and peers. It offers only a facsimile of education, selling out kids and families and expanding the very achievement gaps Waterford claims to want to close. And a highly publicized pilot program will propagate the myth that kindergarten readiness can be transmitted through online lessons and mislead families about the relative value of digital education as compared to hands-on learning for young children. A coalition of child welfare organizations and leading experts on child development has issued a Position Statement on Online Preschool. The statement, available at https://www.commercialfreechildhood.org/sites/default/files/devel-generate/pha/online_pre-k_statement.pdf, explains that there is virtually no evidence suggesting online pre-K improves kids’ long-term outcomes, and that such screen-based programs may put kids at risk of behavior problems, sleep deprivation, delays in social-emotional development, and obesity. It also notes how states like Utah have begun using taxpayer dollars to fund online preschools. As the experts and advocates say in their statement: “Virtual preschool may save states money, but it’s at the expense of children and families. Early learning is not a product. It is a process of social and relational interactions that are fundamental to children’s later development.” I urge you to reject online preschools, and instead invest in the fully-funded, relationship-based, universal pre-kindergarten programs that will benefit Arizona children now and in the future.

Remaining:

Your reps

Subject: We need universal pre-K, not “online preschools”

Message:

I am writing to urge you to reject any efforts to use taxpayers’ dollars to bring so-called “online preschools” to New Mexico and instead work with other lawmakers to fund real, universal pre-K. New Mexico is one of a handful of states that is currently piloting Waterford UPSTART, an online preschool program that it claims will get young children ready for kindergarten. The pilots are funded by private donors, but Waterford has made clear that its ultimate goal is to have states foot the bill. All children deserve high-quality early education, but making pre-K accessible to all requires a significant investment. As a result, companies like Waterford are marketing online, machine-driven programs as an inexpensive substitute for real, hands-on, face-to-face preschool. These programs do not offer the things young children truly need in order to learn: exploratory, creative play within the context of relationships with caring adults and peers. It offers only a facsimile of education, selling out kids and families and expanding the very achievement gaps Waterford claims to want to close. And a highly publicized pilot program will propagate the myth that kindergarten readiness can be transmitted through online lessons and mislead families about the relative value of digital education as compared to hands-on learning for young children. A coalition of child welfare organizations and leading experts on child development has issued a Position Statement on Online Preschool. The statement, available at https://www.commercialfreechildhood.org/sites/default/files/devel-generate/pha/online_pre-k_statement.pdf, explains that there is virtually no evidence suggesting online pre-K improves kids’ long-term outcomes, and that such screen-based programs may put kids at risk of behavior problems, sleep deprivation, delays in social-emotional development, and obesity. It also notes how states like Utah have begun using taxpayer dollars to fund online preschools. As the experts and advocates say in their statement: “Virtual preschool may save states money, but it’s at the expense of children and families. Early learning is not a product. It is a process of social and relational interactions that are fundamental to children’s later development.” I urge you to reject online preschools, and instead invest in the fully-funded, relationship-based, universal pre-kindergarten programs that will benefit New Mexico children now and in the future.

Remaining:

Your reps

Subject: We need universal pre-K, not “online preschools”

Message:

I am writing to urge you to reject any efforts to use taxpayers’ dollars to bring so-called “online preschools” to Texas and instead work with other lawmakers to fund real, universal pre-K. Texas is one of a handful of states that is currently piloting Waterford UPSTART, an online preschool program that it claims will get young children ready for kindergarten. The pilots are funded by private donors, but Waterford has made clear that its ultimate goal is to have states foot the bill. All children deserve high-quality early education, but making pre-K accessible to all requires a significant investment. As a result, companies like Waterford are marketing online, machine-driven programs as an inexpensive substitute for real, hands-on, face-to-face preschool. These programs do not offer the things young children truly need in order to learn: exploratory, creative play within the context of relationships with caring adults and peers. It offers only a facsimile of education, selling out kids and families and expanding the very achievement gaps Waterford claims to want to close. And a highly publicized pilot program will propagate the myth that kindergarten readiness can be transmitted through online lessons and mislead families about the relative value of digital education as compared to hands-on learning for young children. A coalition of child welfare organizations and leading experts on child development has issued a Position Statement on Online Preschool. The statement, available at https://www.commercialfreechildhood.org/sites/default/files/devel-generate/pha/online_pre-k_statement.pdf, explains that there is virtually no evidence suggesting online pre-K improves kids’ long-term outcomes, and that such screen-based programs may put kids at risk of behavior problems, sleep deprivation, delays in social-emotional development, and obesity. It also notes how states like Utah have begun using taxpayer dollars to fund online preschools. As the experts and advocates say in their statement: “Virtual preschool may save states money, but it’s at the expense of children and families. Early learning is not a product. It is a process of social and relational interactions that are fundamental to children’s later development.” I urge you to reject online preschools, and instead invest in the fully-funded, relationship-based, universal pre-kindergarten programs that will benefit Texas children now and in the future.

Remaining:

Your reps

Subject: We need universal pre-K, not “online preschools”

Message:

I am writing to urge you to reject any efforts to use taxpayers’ dollars to bring so-called “online preschools” to South Dakota and instead work with other lawmakers to fund real, universal pre-K. South Dakota is one of a handful of states that is currently piloting Waterford UPSTART, an online preschool program that it claims will get young children ready for kindergarten. The pilots are funded by private donors, but Waterford has made clear that its ultimate goal is to have states foot the bill. All children deserve high-quality early education, but making pre-K accessible to all requires a significant investment. As a result, companies like Waterford are marketing online, machine-driven programs as an inexpensive substitute for real, hands-on, face-to-face preschool. These programs do not offer the things young children truly need in order to learn: exploratory, creative play within the context of relationships with caring adults and peers. It offers only a facsimile of education, selling out kids and families and expanding the very achievement gaps Waterford claims to want to close. And a highly publicized pilot program will propagate the myth that kindergarten readiness can be transmitted through online lessons and mislead families about the relative value of digital education as compared to hands-on learning for young children. A coalition of child welfare organizations and leading experts on child development has issued a Position Statement on Online Preschool. The statement, available at https://www.commercialfreechildhood.org/sites/default/files/devel-generate/pha/online_pre-k_statement.pdf, explains that there is virtually no evidence suggesting online pre-K improves kids’ long-term outcomes, and that such screen-based programs may put kids at risk of behavior problems, sleep deprivation, delays in social-emotional development, and obesity. It also notes how states like Utah have begun using taxpayer dollars to fund online preschools. As the experts and advocates say in their statement: “Virtual preschool may save states money, but it’s at the expense of children and families. Early learning is not a product. It is a process of social and relational interactions that are fundamental to children’s later development.” I urge you to reject online preschools, and instead invest in the fully-funded, relationship-based, universal pre-kindergarten programs that will benefit South Dakota children now and in the future.

Remaining:

Your reps

Subject: We need universal pre-K, not “online preschool”

Message:

I am writing to urge you to reject any efforts to use taxpayers’ dollars to bring so-called “online preschools” to Colorado and instead work with other lawmakers to fund real, universal pre-K. Colorado is one of a handful of states that is currently piloting Waterford UPSTART, an online preschool program that it claims will get young children ready for kindergarten. The pilots are funded by private donors, but Waterford has made clear that its ultimate goal is to have states foot the bill. All children deserve high-quality early education, but making pre-K accessible to all requires a significant investment. As a result, companies like Waterford are marketing online, machine-driven programs as an inexpensive substitute for real, hands-on, face-to-face preschool. These programs do not offer the things young children truly need in order to learn: exploratory, creative play within the context of relationships with caring adults and peers. It offers only a facsimile of education, selling out kids and families and expanding the very achievement gaps Waterford claims to want to close. And a highly publicized pilot program will propagate the myth that kindergarten readiness can be transmitted through online lessons and mislead families about the relative value of digital education as compared to hands-on learning for young children. A coalition of child welfare organizations and leading experts on child development has issued a Position Statement on Online Preschool. The statement, available at https://www.commercialfreechildhood.org/sites/default/files/devel-generate/pha/online_pre-k_statement.pdf, explains that there is virtually no evidence suggesting online pre-K improves kids’ long-term outcomes, and that such screen-based programs may put kids at risk of behavior problems, sleep deprivation, delays in social-emotional development, and obesity. It also notes how states like Utah have begun using taxpayer dollars to fund online preschools. As the experts and advocates say in their statement: “Virtual preschool may save states money, but it’s at the expense of children and families. Early learning is not a product. It is a process of social and relational interactions that are fundamental to children’s later development.” I urge you to reject online preschools, and instead invest in the fully-funded, relationship-based, universal pre-kindergarten programs that will benefit Colorado children now and in the future.

Remaining:

Your reps

Subject: We need universal pre-K, not “online preschool”

Message:

I am writing to urge you to reject any efforts to use taxpayers’ dollars to bring so-called “online preschools” to Wyoming and instead work with other lawmakers to fund real, universal pre-K. Wyoming is one of a handful of states that is currently piloting Waterford UPSTART, an online preschool program that it claims will get young children ready for kindergarten. The pilots are funded by private donors, but Waterford has made clear that its ultimate goal is to have states foot the bill. All children deserve high-quality early education, but making pre-K accessible to all requires a significant investment. As a result, companies like Waterford are marketing online, machine-driven programs as an inexpensive substitute for real, hands-on, face-to-face preschool. These programs do not offer the things young children truly need in order to learn: exploratory, creative play within the context of relationships with caring adults and peers. It offers only a facsimile of education, selling out kids and families and expanding the very achievement gaps Waterford claims to want to close. And a highly publicized pilot program will propagate the myth that kindergarten readiness can be transmitted through online lessons and mislead families about the relative value of digital education as compared to hands-on learning for young children. A coalition of child welfare organizations and leading experts on child development has issued a Position Statement on Online Preschool. The statement, available at https://www.commercialfreechildhood.org/sites/default/files/devel-generate/pha/online_pre-k_statement.pdf, explains that there is virtually no evidence suggesting online pre-K improves kids’ long-term outcomes, and that such screen-based programs may put kids at risk of behavior problems, sleep deprivation, delays in social-emotional development, and obesity. It also notes how states like Utah have begun using taxpayer dollars to fund online preschools. As the experts and advocates say in their statement: “Virtual preschool may save states money, but it’s at the expense of children and families. Early learning is not a product. It is a process of social and relational interactions that are fundamental to children’s later development.” I urge you to reject online preschools, and instead invest in the fully-funded, relationship-based, universal pre-kindergarten programs that will benefit Wyoming children now and in the future.

Remaining:

Your reps

Subject: We need universal pre-K, not “online preschool”

Message:

I am writing to urge you to reject any efforts to use taxpayers’ dollars to bring so-called “online preschools” to Alabama and instead work with other lawmakers to fund real, universal pre-K. Alabama is one of a handful of states that is currently piloting Waterford UPSTART, an online preschool program that it claims will get young children ready for kindergarten. The pilots are funded by private donors, but Waterford has made clear that its ultimate goal is to have states foot the bill. All children deserve high-quality early education, but making pre-K accessible to all requires a significant investment. As a result, companies like Waterford are marketing online, machine-driven programs as an inexpensive substitute for real, hands-on, face-to-face preschool. These programs do not offer the things young children truly need in order to learn: exploratory, creative play within the context of relationships with caring adults and peers. It offers only a facsimile of education, selling out kids and families and expanding the very achievement gaps Waterford claims to want to close. And a highly publicized pilot program will propagate the myth that kindergarten readiness can be transmitted through online lessons and mislead families about the relative value of digital education as compared to hands-on learning for young children. A coalition of child welfare organizations and leading experts on child development has issued a Position Statement on Online Preschool. The statement, available at https://www.commercialfreechildhood.org/sites/default/files/devel-generate/pha/online_pre-k_statement.pdf, explains that there is virtually no evidence suggesting online pre-K improves kids’ long-term outcomes, and that such screen-based programs may put kids at risk of behavior problems, sleep deprivation, delays in social-emotional development, and obesity. It also notes how states like Utah have begun using taxpayer dollars to fund online preschools. As the experts and advocates say in their statement: “Virtual preschool may save states money, but it’s at the expense of children and families. Early learning is not a product. It is a process of social and relational interactions that are fundamental to children’s later development.” I urge you to reject online preschools, and instead invest in the fully-funded, relationship-based, universal pre-kindergarten programs that will benefit Alabama children now and in the future.

Remaining:

Your reps

Subject: Expand NC pre-K, not “online preschools”

Message:

I am writing to urge you to expand access to pre-K and reject any efforts to use taxpayers’ dollars to bring so-called “online preschools” to North Carolina. All children deserve high-quality early education, but making pre-K accessible to all requires significant investment. Direct instruction (the methods used in Waterford UPSTART) can show short-term gains in academic skills. Please do not be fooled. True long-term gains – those that lead to better life outcomes into adulthood – are seen when children have engaging and exploratory preschool experiences founded in face-to-face relationships with adults and peers. Companies like Waterford UPSTART market online programs as an inexpensive substitute for real, face-to-face preschool. But they don’t offer what young children need in order to learn. They offer a facsimile of education, selling out kids and families and expanding the very achievement gaps Waterford claims it wants to close. A coalition of child welfare organizations and experts on child development issued a position statement on online preschool, available at https://www.commercialfreechildhood.org/sites/default/files/devel-generate/pha/online_pre-k_statement.pdf. They explain there is little evidence to suggest online pre-K improves kids’ long-term outcomes, and that screen-based programs may put kids at risk of behavior problems, sleep deprivation, delays in social-emotional development, and obesity. It also describes how states like Utah have begun using taxpayer dollars to fund online preschools. The position statement also noted that online pre-K (or “kindergarten readiness programs” as Waterford has rebranded UPSTART) can derail plans to expand access to real, face-to-face preschool. That appears to be the case in North Carolina. In an email to Campaign for a Commercial-Free Childhood and Defending the Early Years, Rep. Craig Horn, UPSTART’s primary champion in North Carolina, claimed that it is only “another tool in the tool box to help kids prepare for Kindergarten and first grade” and not intended to replace real, high-quality preschool. Rep. Horn also told the House Education Committee that bringing virtual pre-K to North Carolina would be accompanied by expanded access to real pre-K (https://soundcloud.com/user-754797769/horn-virtual-pre-k-house-ed-committee-4-16-19). But the House budget only includes funds to study the feasibility of bringing UPSTART to every preschooler in North Carolina, and no funds for expanding access to real pre-K. As the experts and advocates say in their statement: “Virtual preschool may save states money, but it’s at the expense of children and families. Early learning is not a product. It is a process of social and relational interactions that are fundamental to children’s later development.” I urge you to reject online pre-K, and instead invest in relationship-based, universal preschool programs that will benefit North Carolina children now and in the future.

Remaining:

Your reps

Subject: We need universal pre-K, not “online preschool”

Message:

I am writing to urge you to reject any efforts to use taxpayers’ dollars to bring so-called “online preschools” to Ohio and instead work with other lawmakers to fund real, universal pre-K. Ohio is one of a handful of states that is currently piloting Waterford UPSTART, an online preschool program that it claims will get young children ready for kindergarten. The pilots are funded by private donors, but Waterford has made clear that its ultimate goal is to have states foot the bill. All children deserve high-quality early education, but making pre-K accessible to all requires a significant investment. As a result, companies like Waterford are marketing online, machine-driven programs as an inexpensive substitute for real, hands-on, face-to-face preschool. These programs do not offer the things young children truly need in order to learn: exploratory, creative play within the context of relationships with caring adults and peers. It offers only a facsimile of education, selling out kids and families and expanding the very achievement gaps Waterford claims to want to close. And a highly publicized pilot program will propagate the myth that kindergarten readiness can be transmitted through online lessons and mislead families about the relative value of digital education as compared to hands-on learning for young children. A coalition of child welfare organizations and leading experts on child development has issued a Position Statement on Online Preschool. The statement, available at https://www.commercialfreechildhood.org/sites/default/files/devel-generate/pha/online_pre-k_statement.pdf, explains that there is virtually no evidence suggesting online pre-K improves kids’ long-term outcomes, and that such screen-based programs may put kids at risk of behavior problems, sleep deprivation, delays in social-emotional development, and obesity. It also notes how states like Utah have begun using taxpayer dollars to fund online preschools. As the experts and advocates say in their statement: “Virtual preschool may save states money, but it’s at the expense of children and families. Early learning is not a product. It is a process of social and relational interactions that are fundamental to children’s later development.” I urge you to reject online preschools, and instead invest in the fully-funded, relationship-based, universal pre-kindergarten programs that will benefit Ohio children now and in the future.

Remaining:

Your state reps

Subject: We need universal pre-K, not “online preschool”

Message:

I am writing to urge you to reject any efforts to use taxpayers’ dollars to bring so-called “online preschools” to Delaware and instead work with other lawmakers to fund real, universal pre-K. Delaware is one of a handful of states that is currently piloting Waterford UPSTART, an online preschool program that it claims will get young children ready for kindergarten. The pilots are funded by private donors, but Waterford has made clear that its ultimate goal is to have states foot the bill. All children deserve high-quality early education, but making pre-K accessible to all requires a significant investment. As a result, companies like Waterford are marketing online, machine-driven programs as an inexpensive substitute for real, hands-on, face-to-face preschool. These programs do not offer the things young children truly need in order to learn: exploratory, creative play within the context of relationships with caring adults and peers. It offers only a facsimile of education, selling out kids and families and expanding the very achievement gaps Waterford claims to want to close. And a highly publicized pilot program will propagate the myth that kindergarten readiness can be transmitted through online lessons and mislead families about the relative value of digital education as compared to hands-on learning for young children. A coalition of child welfare organizations and leading experts on child development has issued a Position Statement on Online Preschool. The statement, available at https://www.commercialfreechildhood.org/sites/default/files/devel-generate/pha/online_pre-k_statement.pdf, explains that there is virtually no evidence suggesting online pre-K improves kids’ long-term outcomes, and that such screen-based programs may put kids at risk of behavior problems, sleep deprivation, delays in social-emotional development, and obesity. It also notes how states like Utah have begun using taxpayer dollars to fund online preschools. As the experts and advocates say in their statement: “Virtual preschool may save states money, but it’s at the expense of children and families. Early learning is not a product. It is a process of social and relational interactions that are fundamental to children’s later development.” I urge you to reject online preschools, and instead invest in the fully-funded, relationship-based, universal pre-kindergarten programs that will benefit Delaware children now and in the future.

Remaining:

Your state reps

Subject: We need universal pre-K, not “online preschool”

Message:

I am writing to urge you to reject any efforts to use taxpayers’ dollars to bring so-called “online preschools” to Oregon and instead work with other lawmakers to fund real, universal pre-K. Oregon is one of a handful of states that is currently piloting Waterford UPSTART, an online preschool program that it claims will get young children ready for kindergarten. The pilots are funded by private donors, but Waterford has made clear that its ultimate goal is to have states foot the bill. All children deserve high-quality early education, but making pre-K accessible to all requires a significant investment. As a result, companies like Waterford are marketing online, machine-driven programs as an inexpensive substitute for real, hands-on, face-to-face preschool. These programs do not offer the things young children truly need in order to learn: exploratory, creative play within the context of relationships with caring adults and peers. It offers only a facsimile of education, selling out kids and families and expanding the very achievement gaps Waterford claims to want to close. And a highly publicized pilot program will propagate the myth that kindergarten readiness can be transmitted through online lessons and mislead families about the relative value of digital education as compared to hands-on learning for young children. A coalition of child welfare organizations and leading experts on child development has issued a Position Statement on Online Preschool. The statement, available at https://www.commercialfreechildhood.org/sites/default/files/devel-generate/pha/online_pre-k_statement.pdf, explains that there is virtually no evidence suggesting online pre-K improves kids’ long-term outcomes, and that such screen-based programs may put kids at risk of behavior problems, sleep deprivation, delays in social-emotional development, and obesity. It also notes how states like Utah have begun using taxpayer dollars to fund online preschools. As the experts and advocates say in their statement: “Virtual preschool may save states money, but it’s at the expense of children and families. Early learning is not a product. It is a process of social and relational interactions that are fundamental to children’s later development.” I urge you to reject online preschools, and instead invest in the fully-funded, relationship-based, universal pre-kindergarten programs that will benefit Oregon children now and in the future.

Remaining:

Your state reps

Subject: We need universal pre-K, not “online preschools”

Message:

I am writing to urge you to reject any efforts to bring so-called “online preschools” to Nevada and instead work with other lawmakers to fund real, universal pre-K. All children deserve high-quality early education, but making pre-K accessible to all requires a significant investment. As a result, a Utah-based company called Waterford is marketing an online, machine-driven program as an inexpensive substitute for real, hands-on, face-to-face preschool. Waterford’s UPSTART program just received a huge round of funding from private philanthropists who want to “disrupt” early education, and a large chunk of that funding will be dedicated to expanding their program into Nevada. While private funders may be paying for this initial expansion, Waterford has made clear that its ultimate goal is for states to foot the bill. UPSTART doesn’t offer the things young children truly need in order to learn: exploratory, creative play within the context of relationships with caring adults and peers. It offers only a facsimile of education, selling out kids and families and expanding the very achievement gaps Waterford claims to want to close. In addition, a highly publicized pilot program will propagate the myth that kindergarten readiness can be transmitted through online lessons and mislead families about the relative value of digital education as compared to hands-on learning for young children. A coalition of child welfare organizations and leading experts on child development has issued a statement regarding online preschool. The statement, available at https://www.commercialfreechildhood.org/sites/default/files/devel-generate/pha/online_pre-k_statement.pdf, explains that there is virtually no evidence suggesting online pre-K improves kids’ long-term outcomes, and that such screen-based programs may put kids at risk of behavior problems, sleep deprivation, delays in social-emotional development, and obesity. As the experts and advocates say in their statement: “Virtual preschool may save states money, but it’s at the expense of children and families. Early learning is not a product. It is a process of social and relational interactions that are fundamental to children’s later development.” I urge you to reject UPSTART and other online preschools, and instead invest in the fully-funded, relationship-based, universal pre-kindergarten programs that will benefit Nevada children now and in the future.

Remaining:

Your state reps

Subject: We need universal pre-K, not “online preschools”

Message:

I am writing to urge you to reject any efforts to bring so-called “online preschools” to Idaho and instead work with other lawmakers to fund real, universal pre-K. All children deserve high-quality early education, but making pre-K accessible to all requires a significant investment. As a result, a Utah-based company called Waterford is marketing an online, machine-driven program as an inexpensive substitute for real, hands-on, face-to-face preschool. Waterford’s UPSTART program just received a huge round of funding from private philanthropists who want to “disrupt” early education, and a large chunk of that funding will be dedicated to expanding their program into Idaho. While private funders may be paying for this initial expansion, Waterford has made clear that its ultimate goal is for states to foot the bill. UPSTART doesn’t offer the things young children truly need in order to learn: exploratory, creative play within the context of relationships with caring adults and peers. It offers only a facsimile of education, selling out kids and families and expanding the very achievement gaps Waterford claims to want to close. In addition, a highly publicized pilot program will propagate the myth that kindergarten readiness can be transmitted through online lessons and mislead families about the relative value of digital education as compared to hands-on learning for young children. A coalition of child welfare organizations and leading experts on child development has issued a statement regarding online preschool. The statement, available at https://www.commercialfreechildhood.org/sites/default/files/devel-generate/pha/online_pre-k_statement.pdf, explains that there is virtually no evidence suggesting online pre-K improves kids’ long-term outcomes, and that such screen-based programs may put kids at risk of behavior problems, sleep deprivation, delays in social-emotional development, and obesity. As the experts and advocates say in their statement: “Virtual preschool may save states money, but it’s at the expense of children and families. Early learning is not a product. It is a process of social and relational interactions that are fundamental to children’s later development.” I urge you to reject UPSTART and other online preschools, and instead invest in the fully-funded, relationship-based, universal pre-kindergarten programs that will benefit Idaho children now and in the future.

Remaining:

Your state reps

Subject: We need universal pre-K, not “online preschools”

Message:

I am writing to urge you to reject any efforts to bring so-called “online preschools” to Montana and instead work with other lawmakers to fund real, universal pre-K. All children deserve high-quality early education, but making pre-K accessible to all requires a significant investment. As a result, a Utah-based company called Waterford is marketing an online, machine-driven program as an inexpensive substitute for real, hands-on, face-to-face preschool. Waterford’s UPSTART program just received a huge round of funding from private philanthropists who want to “disrupt” early education, and a large chunk of that funding will be dedicated to expanding their program into Montana. While private funders may be paying for this initial expansion, Waterford has made clear that its ultimate goal is for states to foot the bill. UPSTART doesn’t offer the things young children truly need in order to learn: exploratory, creative play within the context of relationships with caring adults and peers. It offers only a facsimile of education, selling out kids and families and expanding the very achievement gaps Waterford claims to want to close. In addition, a highly publicized pilot program will propagate the myth that kindergarten readiness can be transmitted through online lessons and mislead families about the relative value of digital education as compared to hands-on learning for young children. A coalition of child welfare organizations and leading experts on child development has issued a statement regarding online preschool. The statement, available at https://www.commercialfreechildhood.org/sites/default/files/devel-generate/pha/online_pre-k_statement.pdf, explains that there is virtually no evidence suggesting online pre-K improves kids’ long-term outcomes, and that such screen-based programs may put kids at risk of behavior problems, sleep deprivation, delays in social-emotional development, and obesity. As the experts and advocates say in their statement: “Virtual preschool may save states money, but it’s at the expense of children and families. Early learning is not a product. It is a process of social and relational interactions that are fundamental to children’s later development.” I urge you to reject UPSTART and other online preschools, and instead invest in the fully-funded, relationship-based, universal pre-kindergarten programs that will benefit Montana children now and in the future.

Remaining:

Your state reps

Subject: We need universal pre-K, not “online preschools”

Message:

I am writing to urge you to reject any efforts to bring so-called “online preschools” to North Dakota and instead work with other lawmakers to fund real, universal pre-K. All children deserve high-quality early education, but making pre-K accessible to all requires a significant investment. As a result, a Utah-based company called Waterford is marketing an online, machine-driven program as an inexpensive substitute for real, hands-on, face-to-face preschool. Waterford’s UPSTART program just received a huge round of funding from private philanthropists who want to “disrupt” early education, and a large chunk of that funding will be dedicated to expanding their program into North Dakota. While private funders may be paying for this initial expansion, Waterford has made clear that its ultimate goal is for states to foot the bill. UPSTART doesn’t offer the things young children truly need in order to learn: exploratory, creative play within the context of relationships with caring adults and peers. It offers only a facsimile of education, selling out kids and families and expanding the very achievement gaps Waterford claims to want to close. In addition, a highly publicized pilot program will propagate the myth that kindergarten readiness can be transmitted through online lessons and mislead families about the relative value of digital education as compared to hands-on learning for young children. A coalition of child welfare organizations and leading experts on child development has issued a statement regarding online preschool. The statement, available at https://www.commercialfreechildhood.org/sites/default/files/devel-generate/pha/online_pre-k_statement.pdf, explains that there is virtually no evidence suggesting online pre-K improves kids’ long-term outcomes, and that such screen-based programs may put kids at risk of behavior problems, sleep deprivation, delays in social-emotional development, and obesity. As the experts and advocates say in their statement: “Virtual preschool may save states money, but it’s at the expense of children and families. Early learning is not a product. It is a process of social and relational interactions that are fundamental to children’s later development.” I urge you to reject UPSTART and other online preschools, and instead invest in the fully-funded, relationship-based, universal pre-kindergarten programs that will benefit North Dakota children now and in the future.

Remaining:

Your state reps

Subject: We need universal pre-K, not “online preschools”

Message:

I am writing to urge you to reject any efforts to bring so-called “online preschools” to Alaska and instead work with other lawmakers to fund real, universal pre-K. All children deserve high-quality early education, but making pre-K accessible to all requires a significant investment. As a result, a Utah-based company called Waterford is marketing an online, machine-driven program as an inexpensive substitute for real, hands-on, face-to-face preschool. Waterford’s UPSTART program just received a huge round of funding from private philanthropists who want to “disrupt” early education, and a large chunk of that funding will be dedicated to expanding their program into Alaska. While private funders may be paying for this initial expansion, Waterford has made clear that its ultimate goal is for states to foot the bill. UPSTART doesn’t offer the things young children truly need in order to learn: exploratory, creative play within the context of relationships with caring adults and peers. It offers only a facsimile of education, selling out kids and families and expanding the very achievement gaps Waterford claims to want to close. In addition, a highly publicized pilot program will propagate the myth that kindergarten readiness can be transmitted through online lessons and mislead families about the relative value of digital education as compared to hands-on learning for young children. A coalition of child welfare organizations and leading experts on child development has issued a statement regarding online preschool. The statement, available at https://www.commercialfreechildhood.org/sites/default/files/devel-generate/pha/online_pre-k_statement.pdf, explains that there is virtually no evidence suggesting online pre-K improves kids’ long-term outcomes, and that such screen-based programs may put kids at risk of behavior problems, sleep deprivation, delays in social-emotional development, and obesity. As the experts and advocates say in their statement: “Virtual preschool may save states money, but it’s at the expense of children and families. Early learning is not a product. It is a process of social and relational interactions that are fundamental to children’s later development.” I urge you to reject UPSTART and other online preschools, and instead invest in the fully-funded, relationship-based, universal pre-kindergarten programs that will benefit Alaska children now and in the future.

Remaining:

Your state reps

Subject: We need universal pre-K, not “online preschools”

Message:

I am writing to urge you to reject any efforts to bring so-called “online preschools” to New Hampshire and instead work with other lawmakers to fund real, universal pre-K. All children deserve high-quality early education, but making pre-K accessible to all requires a significant investment. As a result, a Utah-based company called Waterford is marketing an online, machine-driven program as an inexpensive substitute for real, hands-on, face-to-face preschool. Waterford’s UPSTART program just received a huge round of funding from private philanthropists who want to “disrupt” early education, and a large chunk of that funding will be dedicated to expanding their program into New Hampshire. While private funders may be paying for this initial expansion, Waterford has made clear that its ultimate goal is for states to foot the bill. UPSTART doesn’t offer the things young children truly need in order to learn: exploratory, creative play within the context of relationships with caring adults and peers. It offers only a facsimile of education, selling out kids and families and expanding the very achievement gaps Waterford claims to want to close. In addition, a highly publicized pilot program will propagate the myth that kindergarten readiness can be transmitted through online lessons and mislead families about the relative value of digital education as compared to hands-on learning for young children. A coalition of child welfare organizations and leading experts on child development has issued a statement regarding online preschool. The statement, available at https://www.commercialfreechildhood.org/sites/default/files/devel-generate/pha/online_pre-k_statement.pdf, explains that there is virtually no evidence suggesting online pre-K improves kids’ long-term outcomes, and that such screen-based programs may put kids at risk of behavior problems, sleep deprivation, delays in social-emotional development, and obesity. As the experts and advocates say in their statement: “Virtual preschool may save states money, but it’s at the expense of children and families. Early learning is not a product. It is a process of social and relational interactions that are fundamental to children’s later development.” I urge you to reject UPSTART and other online preschools, and instead invest in the fully-funded, relationship-based, universal pre-kindergarten programs that will benefit New Hampshire children now and in the future.

Remaining:

Your state reps

Subject: We need universal pre-K, not “online preschools”

Message:

I am writing to urge you to reject any efforts to bring so-called “online preschools” to Hawaii and instead work with other lawmakers to fund real, universal pre-K. All children deserve high-quality early education, but making pre-K accessible to all requires a significant investment. As a result, a Utah-based company called Waterford is marketing an online, machine-driven program as an inexpensive substitute for real, hands-on, face-to-face preschool. Waterford’s UPSTART program just received a huge round of funding from private philanthropists who want to “disrupt” early education, and a large chunk of that funding will be dedicated to expanding their program into Hawaii. While private funders may be paying for this initial expansion, Waterford has made clear that its ultimate goal is for states to foot the bill. UPSTART doesn’t offer the things young children truly need in order to learn: exploratory, creative play within the context of relationships with caring adults and peers. It offers only a facsimile of education, selling out kids and families and expanding the very achievement gaps Waterford claims to want to close. In addition, a highly publicized pilot program will propagate the myth that kindergarten readiness can be transmitted through online lessons and mislead families about the relative value of digital education as compared to hands-on learning for young children. A coalition of child welfare organizations and leading experts on child development has issued a statement regarding online preschool. The statement, available at https://www.commercialfreechildhood.org/sites/default/files/devel-generate/pha/online_pre-k_statement.pdf, explains that there is virtually no evidence suggesting online pre-K improves kids’ long-term outcomes, and that such screen-based programs may put kids at risk of behavior problems, sleep deprivation, delays in social-emotional development, and obesity. As the experts and advocates say in their statement: “Virtual preschool may save states money, but it’s at the expense of children and families. Early learning is not a product. It is a process of social and relational interactions that are fundamental to children’s later development.” I urge you to reject UPSTART and other online preschools, and instead invest in the fully-funded, relationship-based, universal pre-kindergarten programs that will benefit Hawaii children now and in the future.

Remaining:

Your state reps

Subject: We need universal pre-K, not “online preschools”

Message:

I am writing to urge you to reject any future efforts to fund so-called “online preschools” in Utah and instead work with other lawmakers to fund real, universal pre-K. Utah is currently one of only two states in the country that uses taxpayer dollars to fund Waterford UPSTART, a program that claims to prepare young children for kindergarten through online lessons. All children deserve high-quality early education, but making pre-K accessible to all requires a significant investment. Programs like UPSTART market themselves as inexpensive substitutes for actual, hands on, face-to-face preschool. But they can't give what young children truly need in order to learn: exploratory, creative play within the context of relationships with caring adults and peers. A coalition of child welfare organizations and leading experts on child development has issued a statement regarding online preschools. The statement, available at https://www.commercialfreechildhood.org/sites/default/files/devel-generate/pha/online_pre-k_statement.pdf, explains that there is virtually no evidence suggesting online pre-K improves kids’ long-term outcomes, and that such screen-based programs may put kids at risk of behavior problems, sleep deprivation, delays in social-emotional development, and obesity. As the experts and advocates say in their statement: “Virtual preschool may save states money, but it’s at the expense of children and families. Early learning is not a product. It is a process of social and relational interactions that are fundamental to children’s later development.” I urge you to reject future funding for UPSTART and similar online programs, and instead invest in the fully-funded, relationship-based, universal pre-kindergarten programs that will benefit Utah’s children now and in the future.

Remaining:

Your state reps

Subject: We need universal pre-K, not “online preschools”

Message:

I am writing to urge you to reject any future efforts to fund so-called “online preschools” in Indiana and instead work with other lawmakers to fund real, universal pre-K. Indiana is currently one of only two states in the country that uses taxpayer dollars to fund Waterford UPSTART, a program that claims to prepare young children for kindergarten through online lessons. All children deserve high-quality early education, but making pre-K accessible to all requires a significant investment. Programs like UPSTART market themselves as inexpensive substitutes for actual, hands on, face-to-face preschool. But they can't give what young children truly need in order to learn: exploratory, creative play within the context of relationships with caring adults and peers. A coalition of child welfare organizations and leading experts on child development has issued a statement regarding online preschools. The statement, available at https://www.commercialfreechildhood.org/sites/default/files/devel-generate/pha/online_pre-k_statement.pdf, explains that there is virtually no evidence suggesting online pre-K improves kids’ long-term outcomes, and that such screen-based programs may put kids at risk of behavior problems, sleep deprivation, delays in social-emotional development, and obesity. As the experts and advocates say in their statement: “Virtual preschool may save states money, but it’s at the expense of children and families. Early learning is not a product. It is a process of social and relational interactions that are fundamental to children’s later development.” I urge you to reject future funding for UPSTART and similar online programs, and instead invest in the fully-funded, relationship-based, universal pre-kindergarten programs that will benefit Indiana’s children now and in the future.

Remaining:

Campaign for a Commercial-Free Childhood educates the public about commercialism's impact on kids' wellbeing and advocates for the end of child-targeted marketing.

Reject Online Pre-K!

Thank you for standing up for kids!

Thank you for standing up for kids!