Posted in Achievement gap, Developmentally appropriate practice, Early educators, Family engagement, Funding, Head Start, Infants and toddlers, K-12, National, Philanthropy, Pre-K to 3, Pre-kindergarten, Professional development & preparation on July 1, 2015 |
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Photo: Kate Samp for Strategies for Children
Understanding the importance of the birth-to-third-grade continuum, school districts are leading efforts to strengthen programming and create better alignment between preschool and grade school programs.
One example is California where some school districts are reaching beyond their K-12 responsibilities to “to meet the needs of the youngest low-income children who live within their district boundaries – infants and toddlers,” according to an Edsource article.
These efforts are happening against a backdrop of state support. Last month, Governor Jerry Brown signed a fiscal year 2016 budget that “includes over $300 million in increased investments and important policy developments for early care and education,” according to the nonprofit advocacy organization Early Edge California.
But there’s still a lot of work for to be done, and not enough funding to do it. (more…)
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Photo: Alessandra Hartkopf for Strategies for Children
The action never seems to stop in preschool classrooms. But appearances can be deceiving. Researchers from the University of Washington report that children are not always getting enough opportunities for active play.
“Parents feel as if their young children are constantly in motion. But new research suggests that children in preschool have few opportunities for active play and are often sedentary,” a blog on the New York Times’ Motherlode website says.
To conduct this study — “Active Play Opportunities at Child Care” — researchers observed 98 children attending 10 preschools in Seattle. Each preschool was observed for four full days.
The study found that children’s activity was 73 percent sedentary, 13 percent light, and 14 percent of what researchers call “moderate-vigorous physical activity.”
The study found “that for 88 percent of child care time, children were not presented opportunities for active play, so the finding that more than 70 percent of children’s time was sedentary is not surprising.” (more…)
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This is a series of blogs featuring first-person accounts from early educators across Massachusetts.
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My name is Danielle Scanlon, and I work at the YWCA of Central Massachusetts. I have been in the early education and care field for about six and a half years.
As an infant teacher, I appreciate the value of early education and the amount of work infant and toddler teachers put into each lesson. Infants learn more in their first year than any other year of life. Young children, all children, learn best through play, hands on experimentation, and manipulation.
You cannot teach what red and yellow make by reading a book on colors. Infant and toddler teachers know this, so they create activities that let young children discover what happens to colors when they move them around on a giant piece of paper, covering themselves with paint.
I try to get the families involved in their infants’ education by inviting them to our room to help us create the paint art. This helps parents understand the value of play. The parents learn to appreciate that children need to explore using all of their senses, and children need to be able to make a mess to understand cause and effect. (more…)
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