Posted in Boston, Cognitive development, Curriculum, Demographics, Developmentally appropriate practice, Early educators, English language learners, Funding, Head Start, Language development, Literacy, MA Legislature, Pre-kindergarten, Professional development & preparation, QRIS, Research on August 6, 2015 |
Leave a Comment »
Photo: Alyssa Haywoode for Strategies for Children
Fall is coming and it’s going to be a busy season for early education and care advocates. There’ll be hearings on important legislation and the crucial work of drafting the budget for fiscal year 2017.
To make the advocacy case, try this useful tool: the 2013 policy brief “Investing in Our Future: The Evidence Base on Preschool Education.”
As we blogged earlier this week, the brief is a “review of the current science and evidence base on early childhood education.” Yesterday, we looked at the impact on children’s academic skills and on their socio-emotional development.
In today’s blog, we’ll look at what the brief says about early education’s quality, its long-term outcomes, and its effect on diverse subgroups.
“Children show larger gains in higher-quality preschool programs,” the brief says, summing up the research. “Higher-quality preschool programs have larger impacts on children’s development while children are enrolled in the program and are more likely to create gains that are sustained after the child leaves preschool.”
“The most important aspects of quality in preschool education are stimulating and supportive interactions between teachers and children and effective use of curricula.” (more…)
Read Full Post »
Tomorrow and Thursday, the Department of Early Education and Care — in partnership with WIDA Early Years — is hosting a two-day institute on the WIDA Early English Language Development (E-ELD) Standards Framework.
“Participants will gain a deeper understanding of the WIDA Early English Language Development (E-ELD) Standards Framework, and how to apply that understanding to their daily work with children,” according to a program announcement.
We recently blogged about E-ELD here.
Participants who attend the institute will be able to:
• “Identify the foundational principles and components of the WIDA E-ELD Standards Framework” (more…)
Read Full Post »
Photo: Alessandra Hartkopf for Strategies for Children
This blog was originally published on May 9, 2013.
Children’s vocabulary is a key ingredient of learning to read with comprehension, but recent research finds limited instruction in vocabulary in kindergarten – and too little to enable children with small vocabularies to close the vocabulary gap that is evident long before they begin school.
Susan B. Neuman, a professor in educational studies at the University of Michigan in Ann Arbor, and Tanya S. Wright, an assistant professor of teacher education at Michigan State University in East Lansing, analyzed observations of 55 kindergarten teachers’ instruction in a variety of school districts. They found limited instruction in vocabulary in most settings, but low-income children were least likely to be taught the kind of sophisticated, academic words that will help them succeed in school
“Vocabulary is a deceptively simple literacy skill that researchers and educators agree is critical to students’ academic success, but which has proved frustratingly difficult to address,” Education Week reports. “By age 3, when many children enter early preschool, youngsters from well-to-do families have a working vocabulary of 1,116 words, compared to 749 words for children in working-class families and 525 words for children on welfare, according to a seminal 2003 longitudinal study by Betty Hart and Todd R. Risley, authors of the 1995 book ‘Meaningful Differences in the Everyday Experience of Young American Children.’
“The consensus among researchers and educators has been that students must close such vocabulary gaps to succeed academically and deal with rigorous content. (more…)
Read Full Post »
“Singing—much like rhyming—is a special form of language that improves children’s memory, and teaches them rhythm and melody. Brain research has shown that when children are sung to, both the left and right sides of their brains are activated, strengthening their neural connections. Singing can also teach children new vocabulary words.
“But children don’t get the same benefits from listening to a CD or musical video. According to Sally Goddard Blythe, director of the Institute for Neuro-Physiological Psychology, the benefits to brain development occurs best when a parent or caregiver sings directly to, and with, a young child.”
“Even Singing Off Key Can Bring a Smile to Children’s Faces,” a blog post on the website Too Small to Fail, March 11, 2015
(And parents, don’t just sing to your child, think about how they can participate in the song.)
Read Full Post »