The blog is on vacation. It will resume on Tuesday, September 2, 2014. Enjoy the final days of summer.
“Talking, reading, and singing to your baby are the easiest ways to help them grow up smarter, happier and with a brighter future to look forward to. In fact 80 percent of a child’s brain is developed by the age of three, and your words are a very influential part of that development. Even before your child can talk back, your words help their brain grow.”
In “An Open Letter to My Son’s Kindergarten Teacher,” Phillip Kovacs outs himself as one of those parents.
“You know, the ones who are constantly checking in, perhaps over protective to a fault,” Kovacs writes in his letter, which ran last month in the Huffington Post.
Then, as if he were at the world’s most uptight cocktail party, Kovacs unfurls his resume.
“In my defense I feel like I know a bit more about this whole school thing than most parents. Having taught kids and now teaching teachers, I have learned a good deal about what goes on in classrooms nowadays.
“There is also the matter of me teaching university courses that deal with educational policy (yuk!) and educational psychology (wow!). Did you know that most of our current educational policy flies in the face of science?”
Stick with Kovacs, though, and you hear something important.
“Neuroscience, for example, tells us no two brains are alike, which makes me wonder why we are trying to make all of the children common.”
And one of the brains that Kovacs is wondering about is his son’s.
Kovacs’ son “can count to ten when we are counting Angry Birds, but he has some trouble with transfer. Everything above 12 is a mystery to him, but he’s eager to discover what goes on up there!” Continue Reading »
Last week, federal officials announced that applications are available for a new $250 million Preschool Development Grants competition, funding that will help states start new high-quality preschool programs or expand existing ones.
Jointly administered by the Department of Education and the Department of Health and Human Services, the program is meant to help close the opportunity gap for the nation’s youngest children.
“Preschool Development Grants are not intended to simply add more seats to just any existing state-level program; there is a strong focus on program quality,” Ed Central, a New America Foundation blog, explains.
And as U.S. Secretary of Education Arne Duncan said in a Department of Education press release, “This new grant competition will prepare states to participate in President Obama’s proposed Preschool for All program — a federal-state partnership that would promote access to full-day kindergarten and encourage the expansion of high-quality preschool programs for 4-year-olds from low- and middle-income families.” Continue Reading »
“Our message is a broad, universal one. We can raise overall achievement in the United States if we get into preschool and take advantage of the magic and power of music.”
Maria Runfola, associate professor of music education in the Department of Learning and Instruction at the University at Buffalo, SUNY, in the news release, “Music curriculum aims to nurture preschoolers’ language skills,” July 29, 2014
This post was originally published on May 2, 2013.
As someone who has been writing for a long time, I’m well aware how hard it is to write about something you only partially understand. Now, Education Week reports, there’s an increased focus on teaching writing as a way to improve students’ reading skills. The trend also responds to concerns among employers and college professors about young people’s writing and analytical skills. The article is part of Ed Week’s Rethinking Literacy series. (See “Writing Undergoes Renaissance in Curricula.”)
“The shift is still nascent, but people in the field are taking notice. It marks a departure from recent practice, which often includes little or no explicit writing instruction and only a modest amount of writing, typically in the form of stories, short summaries, or personal reflections, rather than essays or research projects on topics being studied,” Ed Week reports.
“On a literacy landscape that rarely features explicit writing instruction, and where the writing that does take place is often unconnected to reading, experts say, these kinds of projects are unusual for the way they connect writing and reading. Attention to reading has persistently been high, they say, but a focus on writing has waxed and waned in the past few decades. ‘Now we’re seeing a lot more attention to the idea that writing about a text can improve reading about that text,’ said literacy expert Timothy Shanahan, the chairman of the department of curriculum and instruction at the University of Illinois at Chicago.”
In one first grade class in Vermont, for instance, children read “The Lorax” by Dr. Seuss, first for fun and finally to hunt for ways the protagonist protects the earth. They write a paragraph about the story’s theme supported by these examples.
Research supports the emphasis on writing. “’Writing to Read,’ a 2010 meta-analysis of 93 studies of writing interventions, found that writing had consistently positive effects on students’ reading skills and comprehension,” Ed Week reports. “Writing about what they read was particularly helpful to students’ comprehension, but so were taking notes on what they read, answering questions about it, and simply writing more.”