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Archive for the ‘Play’ Category

Photo: Kate Samp for Strategies for Children

Photo: Kate Samp for Strategies for Children

How are our kids doing? That’s the question New Hampshire Public Radio (NHPR) has been asking in a series called “The First Decade: Early Childhood Disparities and the Future of N.H.’s Kids.”

So we’re taking a look at our New England neighbor to get a sense of how some of this region’s children are doing.

“When it comes to kids’ well-being, New Hampshire ranks high overall in survey after survey. But the real picture of how kids are faring goes deeper than that,” NHPR’s website explains. “Children in poor families continue to lose ground in everything from access to health care to quality education to opportunities to play sports.”

Worse, the opportunity gap between children from lower and higher ends of the income spectrum is likely to grow.

“On the whole, we’ve found that while children in New Hampshire are somewhat better off than those across the nation,” the website notes, “New Hampshire still has a growing trend in inequality in terms of poverty and family income, where low-income children and poor children are on the rise after decades of decline and income is pretty much all but stagnated for those in lower income groups in the past 50 years, but it has actually increased for families in higher income groups. This means that more and more, there is this likely growing gap in outcomes between worse- and better-off children in New Hampshire.”  (more…)

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Danielle

Danielle Scanlon

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

*     *     *

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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eng crop

Michele McDonald for Strategies for Children

“How are we going to make engineering work in an infant space?” asked Monica Dolan, an early educator who works with infants at The Children’s Center, Caltech’s child-care center.

Featured in a news story from Marketplace called “Caltech’s Little Engineers that Could,” Dolan is an early educator who was meeting with “a group of educators gathered to plan their big teaching initiative for the year ahead.”

“The center has always focused on teaching through science and math principles – after all, it is attached to Caltech – but diving into engineering curriculum for little ones was new,” the story says.

At the center, infants build with big, soft blocks.

Toddlers construct a train: “They scour the yard for materials to make carriages and find empty crates… Then a classic engineering problem strikes: resource scarcity. The crates run out and there are still 2-year-olds without a seat on the train. The toddlers solve it by finding chairs to create the needed train carriages.”

Later these students go inside and listen to a story called “Iggy Peck, Architect,” by Andrea Beaty. Iggy is a fictional architect who, at age 2, built a tower in under an hour using diapers that weren’t entirely clean.  (more…)

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Photo: Alessandra Hartkopf for Strategies for Children

Photo: Alessandra Hartkopf for Strategies for Children

Principals can strengthen the pre-K-to-third-Grade pipeline.

Rhian Evans Allvin was reminded of this a number of years ago at a conference. Allvin — executive director of the National Association for the Education of Young Children (NAEYC) — recalls hearing a principal at the conference who “spoke of how he sent out letters to parents of newborns in his district, welcoming them into the learning community and offering a list of available early childhood resources and opportunities.”

Allvin’s experience is part of an article, “Strategies for Aligning Pre-K -3,” in the January/February 2015 edition of Principal Magazine.

The article highlights the release of “Leading Pre-K-3 Learning Communities: Competencies for Effective Principal Practice.”

The guide helps principals “create and support connections between the worlds of birth-to-five and K-12 and… implement developmentally-appropriate teaching and learning practices to ensure successful Pre-K-3 continuums in their schools,” the executive summary explains.

Published by the National Association of Elementary School Principals (NAESP), the full guide can be ordered on the NAESP website(more…)

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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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Don’t worry if you didn’t make it to Harvard earlier this month for a professional education program called “The Leading Edge of Early Childhood Education: Linking Science to Policy for a New Generation of Pre–K.”

The folks over at Harvard’s Graduate School of Education (HGSE) posted a video from the event, which brought together “leading scholars, practitioners, and policymakers to engage with the latest thinking, research, and practice in building and sustaining high-quality pre-K systems, schools, and classrooms.”

“I want to talk about using technology in wise ways with very young children,” Dr. Michael Rich says in this video. Rich is the director and founder of the Center on Media and Child Health at Boston Children’s Hospital. “And I think that to start, we (more…)

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Photo: Caroline Silber for Strategies for Children

Photo: Caroline Silber for Strategies for Children

Full-day preschool programs just got some good news. A new research study found that children who attend full-day programs are more school-ready than those who attend half-day programs.

“This is the first study to comprehensively examine the results of lengthening the preschool day and it has national implications, when only half of students who enter kindergarten each year are fully prepared,” study co-author Arthur Reynolds says in a University of Minnesota news release. Reynolds is a professor at the university’s Institute of Child Development.

According to the news release, “Reynolds says that early childhood education programs have long been known to be key to preparing children for later school success. Now, however, he sees the bigger question to be the effect of increased learning time in early childhood education programs.”

The study — published last month in the Journal of the American Medical Association — looked at children in 11 Chicago schools during the 2012-2013 school year. The children were a “nonrandomized, matched-group cohort of predominantly low-income, ethnic minority children.” Of these, 409 were enrolled in the Child-Parent Centers (CPC) for a full, seven-hour day. And 573 were enrolled in part-day programs that ran on average for three hours.  (more…)

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