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Archive for the ‘Family engagement’ Category

Photo: Kate Samp for Strategies for Children

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: Kate Samp for Strategies for Children

Photo: Kate Samp for Strategies for Children

“Every week in the United States, child care providers care for nearly 11 million children younger than age 5 whose mothers are working,” according to a new report.

Given those numbers, the United States has to “recognize the value of child care as an investment in early childhood education and as a support system for working families,” if we want to “remain competitive in the 21st-century global economy…”

This annual report — the “2015 State Fact Sheets,” — was just released by the nonprofit organization Child Care Aware of America (CCAoA).

Founded in 1987, CCAoA is “a national membership-based nonprofit organization working to advance affordability, accessibility, development and learning of children in child care.”

The report provides data on “America’s working families and the circumstances they face,” making it a “critical tool for child care advocates, policymakers and program administrators to guide decision-making about child care programs and costs.” (more…)

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Laura Polanco

Laura Polanco

This is a series of blogs featuring first-person accounts from early educators across Massachusetts.

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My name is Laura Polanco, and I work full-time for Worcester Child Development Head Start as a Family Service Associate. I also work part-time for Worcester Family Partnership, helping to facilitate literacy-based playgroups and as a home visitor for the Parent Child Home Program. I have been in the early education and care field for 11 years. During these years, I have held several different positions: a parent volunteer, assistant teacher, teacher, and coach/mentor.

I am still working on my own education. I am blessed to be involved in two programs as I work towards my master’s degree. The first program is a partnership between Quinsigamond Community College and Worcester State University that grants a Leadership Certificate. The other program is Worcester State University’s Improving Teacher Quality Grant. Without these options, I would not be able to financially acquire my Master’s degree. Programs like these help make us stronger educators so that we can provide a high-quality early education to children.

Early childhood sets the foundation for a child’s learning. Just like a house needs a strong foundation to be able to stay up, so does a child. I feel these early years are very crucial in setting the stage for each child to be an immersed learner as they grow. We empower these children to believe and accomplish anything they set out for. These are the most important years of a child’s life. We need to make sure their foundation can endure anything that life may bring their way and that they come out stronger than ever. (more…)

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Erin Butts

Erin Butts

This is a series of blogs featuring first-person accounts from early educators across Massachusetts.

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My name is Erin Butts and I am the teacher/director of the Haggerty Preschool in Cambridge, Mass. The Haggerty Preschool is a 10-month, school-year program that serves children ages 2.9 to 5 years old.

I have been working in the field of early education for the past 14 years. I was a classroom teacher for seven years before moving into the teacher/director role in 2008.

For as long as I can remember, I have always wanted to be a teacher. Much of that desire came from my experience as a preschooler in a Head Start Program and from wanting to give that experience to other children and their families. It was when I had my first student teaching experience in Head Start that I realized I had found my calling and early education was where I needed to be.

I truly do not feel there is any job more rewarding than being a teacher, and there is no greater feeling than the one you get when watching a child learn and grow before your eyes. Creating a classroom culture that evokes kindness and acceptance has been the underlying theme of my teaching philosophy for many years. Helping others see the good in one another is an amazing feat, and to be able to support young children in doing this from an early age is really gratifying. (more…)

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Photo: Alessandra Hartkopf for Strategies for Children

Photo: Alessandra Hartkopf for Strategies for Children

Last December, Massachusetts was awarded a $15 million federal Pre-K Expansion grant for five communities: Boston, Holyoke, Lawrence, Lowell, and Springfield.

Now that six months have passed, we decided to check in with Anita Moeller to see how this grant-funded work is going. Moeller is the director of the expansion grant program at the Department of Early Education and Care (EEC).

It’s a busy season of laying groundwork, Moeller explained. The five communities are working on budgets, identifying teachers, outfitting new spaces, and submitting their final plans to federal authorities.

As EEC Commissioner Tom Weber wrote last fall in the state’s application for this funding, “The Federal Preschool Expansion Grant has inspired Massachusetts to think boldly and to offer a plan that engages and leverages the strengths of the Massachusetts mixed-delivery system to reach more children and advances our goal of achieving a universally-accessible, high-quality system of early education and care.”  (more…)

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Nair Alabachian and Erika Stephenson

Nair Alabachian and Erika Stephenson

This is a series of blogs featuring first-person accounts from early educators across Massachusetts.

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My name is Nair Alabachian. I have been working in the field as a family childcare (FCC) educator in Lynn, Mass., since 2006. The most important part of my job is helping children learn and develop mentally, emotionally, and socially. I support them by giving them a solid foundation. I’ve benefited so much from the courses I took at Merrimack College because I apply the knowledge I have learned. My curriculum, lessons, and instruction are more structured, grounded in theory, and relevant to my students’ lives.

I was a science and math teacher for 20 years in my home country of Bolivia, but there is still so much to learn. My education from Merrimack has helped me to be able to assess students’ strengths and weaknesses. One of the most gratifying (more…)

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Donna Servideo

Donna Servideo

This is a series of blogs featuring first-person accounts from early educators across Massachusetts.

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My name is Donna Servideo and I work at the YWCA of Central Massachusetts. I am a preschool teacher for children who are 2.9 to 5 years of age. I have been in this position for the past eight years. That is also the same amount of time I have been in this field. I graduated with my bachelor’s degree in Early Childhood Education and Human Development and Human Services from Anna Maria College and started my teaching career at the YWCA.

I love this job so much and cannot see myself working in any other field.

The work that I do with preschool age children is very important. I work with the children to get them ready socially and academically for kindergarten. I work closely with the parents so that we can work together to get the children where they need to be. The field of Early Childhood Education is so important. We set the stepping stones for each of these children. Without the hard work we as educators do, there would not be as many children who are ready for kindergarten.  (more…)

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