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Archive for the ‘Developmentally appropriate practice’ Category

Image: Raising of America

Image: Courtesy of the Raising of America project

A new documentary is being released this fall: “The Raising of America: Early Childhood and the Future of Our Nation.” The project, which also includes a multimedia series, “will reframe the way we look at early child health and development,” according to the temporary website.

The project “explores how a strong start for all our kids leads not only to better individual life course outcomes (learning, earning and physical and mental health) but also to a healthier, safer, better educated, more prosperous, and more equitable America.”

In a preview of the documentary, Judith Lichtman, senior advisor for the National Partnership for Women and Families, outlines the national challenge of supporting family. “We talk a good game in this country about being family friendly. But in providing for the economic and social needs of families we are woefully behind other countries.” (more…)

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Photo: Alessandra Hartkopf for Strategies for Children

Photo: Alessandra Hartkopf for Strategies for Children

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!” (more…)

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Photo: Alyssa Haywoode for Strategies for Children

Photo: Alyssa Haywoode for Strategies for Children

Last week, NPR Ed — which explores how learning happens — ran a series called Playing to Learn, a multimedia look at “why people play and how play relates to learning.” It’s a delightful summertime look at how play engages and educates children — and adults.

Here’s a sample of the Playing to Learn reports.

Where the Wild Things Play

“Free and unstructured play: It’s vital for children,” NPR host Melissa Block says in the introduction to this report. “Research shows a connection between play and kids’ social, emotional, and cognitive development. But playtime in America’s cities is in decline.”

Fortunately, NPR reporter Eric Westervelt finds a stronghold of play at an adventure playground in Berkeley. It’s a “free-range, public playground” where “kids have to talk to each other, problem solve — and they get messy together.”

But as this report explains, “play is in trouble.” Recess has been trimmed. And play is increasingly more structured and controlled. (more…)

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Photo: Kate Samp for Strategies for Children

Photo: Kate Samp for Strategies for Children

Looking for insights on how to improve K-12 education? Consider the lessons offered by the early childhood education field, Joan Wasser Gish advises in a recently published Education Week commentary called “Four Lessons from Early Education.”

Wasser Gish is a member of the Board of the Massachusetts Department of Early Education and Care as well as the principal at Policy Progress, a public-policy consulting firm based in Newton, Mass. And from 2005 to 2006, she was Strategies for Children’s director of policy and research.

There are “four lessons that elementary and secondary education could draw from the early-childhood sector as leaders seek to build P-16 systems and re-imagine schools capable of helping all children attain the skills they need to succeed in the 21st-century economy and society,” Wasser Gish writes. These lessons are:

 1. Expand the mission by engaging families.

“In high-quality early-childhood-education settings, the mission is to serve children and their families. This mission takes different forms in each community, but the federal Head Start program, which serves low-income, at-risk children across the nation, is illustrative: Head Start emphasizes developing relationships with families to support parents as their child’s first teacher and promote positive parent-child interactions.” (more…)

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14359821987_be01fd4731_mYesterday, The Annie E. Casey Foundation released the 25th edition of its KIDS COUNT Data Book, a statistical look at children’s well-being.

The report shows that, “Children have a greater opportunity to thrive and succeed in Massachusetts than in any other state,” according to the Massachusetts Budget and Policy Center (MassBudget), the home of KIDS COUNT here in the commonwealth.

This is exciting news for Massachusetts, but it comes with an important caveat: There is still much more work to do.

The Massachusetts KIDS COUNT data profile reports that 15 percent of the state’s children lived in poverty in 2012. And despite being first in the nation in education and fourth grade reading, 53 percent of this state’s fourth graders cannot read proficiently. Thirty percent of children have parents who don’t have secure jobs. And while an impressive 99 percent of Massachusetts’s children have health insurance, it’s also true that this state’s children are as likely to abuse drugs and alcohol as children across the country.

MassBudget released the new data yesterday at an event hosted by Nurtury (formerly Associated Early Care and Education) in its brand new Learning Lab in Jamaica Plain where Governor Deval Patrick spoke, along with state legislators, local leaders, and Chris Martes, Strategies for Children’s new president and CEO. (more…)

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Photo: Micaela Bedell For Strategies for Children

Photo: Micaela Bedell For Strategies for Children

Early childhood is getting new attention from the 4th Annual Healthy People/Healthy Economy Report Card.

“The annual report card examines progress in 12 issue areas that can be linked to improvements in public health,” according to a news release from the Boston Foundation, a member of the Healthy People/Healthy Economy Coalition, which released the report.

“Research continues to show that high quality early childhood care and education not only prepare children for success in school, they create a foundation for good health over the course of a lifetime,” the report says, adding, “Children who receive good care and education in their preschool years gain as much as a full year of development and educational growth compared to children entering school without the benefit of early services.”

“Expanding early childhood education has been a key piece of education discussions this year, but we know its impact isn’t limited to academics,” Paul Grogan, president and CEO of the Boston Foundation, said in the news release. Grogan is also co-chair of the Healthy People/Healthy Economy Coalition. (more…)

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Photo: Kate Samp for Strategies for Children

Photo: Kate Samp for Strategies for Children

Kindergarten is changing, according to a recent Education Week article called “The Case for the New Kindergarten: Challenging and Playful.”

Not only are more children enrolled in kindergarten — nationally, 56 percent of children attended full-day kindergarten in 1998, compared to 80 percent today (and 88% in Massachusetts) — but kindergarten classrooms “are also far more academically oriented.”

“Our research shows that most kindergarten teachers now think academic instruction should begin in preschool and indicate that it’s important for incoming kindergartners to already know their letters and numbers. Today’s kindergarten teachers are spending much more time on literacy and expect their students to learn to read before first grade.”

The article was written by Daphna Bassok, an assistant professor of education and public policy at the Curry School of Education at the University of Virginia, Amy Claessens, an assistant professor at the Harris School of Public Policy Studies at the University of Chicago, and Mimi Engel, an assistant professor of public policy and education at the Peabody College of Education and Human Development at Vanderbilt University. (more…)

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