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Archive for the ‘English language learners’ Category

Photo: Kate Samp for Strategies for Children

Photo: Kate Samp for Strategies for Children

What do you think young children need to develop strong social/emotional and learning skills?

Let the Department of Early Education and Care (EEC) know.

EEC is holding three public hearings in Boston, Brockton, and Worcester to get public feedback on a draft of proposed social-emotional learning standards.

Called the “Pre-School and Kindergarten Standards in the domains of Social-Emotional Development and Approaches to Play and Learning,” the draft can be downloaded by clicking here.

The need for standards is clear. As the draft explains: “The preponderance of outcomes from both research and evidence-based practice clearly show the strong connection between social and emotional learning, academic learning, and success in life. In fact this synergistic development of social and emotional and academic skills promotes and facilitates higher order thinking.”  (more…)

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Photo: Alessandra Hartkopf for Strategies for Children

Photo: Alessandra Hartkopf for Strategies for Children

This post was originally published on March 5, 2014. 

A new report published by the Society for Research in Child Development — “Multilingual Children: Beyond Myths and Toward Best Practices” — focuses on “the strength of being multilingual and its benefit for children’s later outcomes and well-being.”

Endorsed by the American Academy of Pediatrics, the report draws on more than 100 studies. “The qualitative review concludes that multilingualism is an advantage to be nurtured and maintained rather than a risk factor to be eradicated early in a child’s life,” Education Week explains in a recent review of the report.

In the Education Week piece, Allyssa McCabe, a lead author and a psychology professor at the University of Massachusetts Lowell, debunks two myths covered in the report. (more…)

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Photo: Alyssa Haywoode for Strategies for Children

Photo: Alyssa Haywoode for Strategies for Children

How can preschool programs best serve children who are new to this country or whose first language is not English? A training session is providing answers.

The Massachusetts Department of Early Education and Care (EEC) and the Office of Refugees and Immigrants (ORI) are offering a session called “New Start: Supporting Multilingual Young Children and Immigrant and Refugee Families.”

The next one is this Friday, November 21, 2014, from 9 a.m. to 4 p.m. at Tufts University’s Cabot Asean Auditorium – Building M151 at 160 Packard Avenue in Medford. Click here to register.

The training session is run by MIRA and the Multilingual Action Council (MAC) at the Aspire Institute in Wheelock College.

The one-day session addresses a substantial need.

“In Massachusetts more than one in four children under the age of six live in a multi-lingual household, so focusing on meaningfully engaging these families in their children’s development will help to ensure the best outcomes for our young learners,” according to Jennifer Amaya-Thompson, the Head Start State Collaboration Office Director at EEC. (more…)

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Photo: Alessandra Hartkopf for Strategies for Children

Photo: Alessandra Hartkopf for Strategies for Children

This post was originally published on November 25, 2013.

“The time is now to redesign this country’s approach to language and literacy instruction, and governors who choose to can lead the charge,” according to the National Governors Association (NGA) report, “A Governor’s Guide to Early Literacy: Getting all Students Reading by Third Grade.

Acknowledging the fact that only one-third of America’s fourth graders are reading proficiently, the report points out that America’s governors can help address this challenge. They can build a bridge between knowledge and action, connecting what researchers know to what policymakers do.

What the Research Says

To provide the research background on the literacy issue, the report points to three widely accepted research findings:

1. “Starting at kindergarten is too late.” Because literacy skills start developing at birth and because achievement gaps show up early, infants, toddlers and preschoolers need effective, high-quality early education and care programs that introduce early literacy concepts.
(more…)

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Photo: Alessandra Hartkopf for Strategies for Children

Photo: Alessandra Hartkopf for Strategies for Children

What’s the best way to teach children to read? The answers can spark heated debates.

That’s what happened in New York City when Schools Chancellor Carmen Fariña called for “more schools to adopt aspects of balanced literacy, including its emphasis on allowing students to choose many of the books they read,” according to the New York Times. Balanced literacy programs use both phonics and whole language techniques to teach reading.

Addressing the debate, CUNY’s Institute for Education Policy hosted a discussion last month (now posted on YouTube) called “Teaching Children to Read: The Good, The Bad, and the Ugly.” It featured both Catherine Snow, an esteemed expert on children’s language and literacy development and currently a professor at the Harvard Graduate School of Education, and Susan Neuman, the former U.S. Assistant Secretary for Primary and Secondary Education and an education professor at New York University. (more…)

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Photo: Micaela Bedell for Strategies for Children

Photo: Micaela Bedell for Strategies for Children

“Early education is in the spotlight like never before… yet real progress is elusive,” according to a report being released today by the New America Foundation called: “Beyond Subprime Learning: Accelerating Progress in Early Education.”

“President Barack Obama has repeatedly called for increased investments in child care, pre-K, home visiting, and other programs,” the report says. “Thirty-five states entered the federal Race to the Top – Early Learning Challenge grants competition, which has so far invested about $1 billion in 20 states’ infrastructure. A long-overdue reauthorization bill for the Child Care and Development Block Grant overwhelmingly passed the Senate this year, with potential in the House.”

In addition, the report notes that philanthropies, governors, and state legislatures increasingly recognize the importance of investing in children.

Nonetheless, the report says, achievement gaps have widened. There aren’t enough seamless transitions from pre-K to grade school. Too many low income children aren’t getting the support they need. And Congress isn’t providing stable funding. (more…)

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Photo: Micaela Bedell for Strategies for Children

Photo: Micaela Bedell for Strategies for Children

The interesting thing about Liz Belsito’s favorite children’s book — “Whose Mouse Are You?” by Robert Kraus, which her parents read to her when she was young – is that the book’s theme of family engagement echoes a key theme in Belsito’s career.

“I’ve always tended to wear the family support hat,” Belsito said of her work, in a recent interview. A college graduate of UMass Amherst with an MSW from SUNY Albany, Belsito said that within social work she focused on public policy.

Today, Belsito is the Race to the Top Project Director at the Massachusetts Department of Early Education and Care (EEC). She oversees the efforts funded by the $50 million, federal Race to the Top — Early Learning Challenge grant that Massachusetts was awarded in 2011. EEC has used the grant to build on the earlier work Massachusetts has done to build a high-quality and responsive system of early education and care.

Now that there are 18 months left in this four-year grant, we asked Belsito to tell us about recent and upcoming Race to the Top efforts. (more…)

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