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Archive for the ‘Social-emotional development’ Category

 

Drawing on work done by Harvard’s Center on the Developing Child, this video explains how resilience develops in children.

At just over two-and-a-half minutes long, the video is short enough to be used in talks or shared on social media.

It was posted by the FrameWorks Institute, a nonprofit organization that advances “the nonprofit sector’s communications capacity.”

 

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Lisa Crowley

Lisa Crowley

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

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My name is Lisa Crowley, and I work at Horizons for Homeless Children in Roxbury, Mass., where I am a full-time preschool teacher. I also work part-time at a Walgreens Pharmacy.

I have been in early education and care for 11 years. I started my career as an integrating aide for an autistic child at a Head Start program. The following school year, I became an assistant teacher at the same Head Start program. In 2011, I began my journey at Horizons for Homeless Children.

What’s important about my work is helping homeless children who have experienced trauma. I help them by teaching social-emotional skills, self-help skills, and independence.

As an educator, I am most proud of learning and working with children who have sensory needs and challenging behaviors. I work with these children one-on-one and figure out what their needs are to help them grow and learn like most children their age.

As an example, I am currently teaching a child who has sensory needs and who uses self-injury as a coping skill. I have tried many different strategies with him this past year to reduce the self-injury, and to use different sensory tools to help him cope with frustration, sadness and anger. (more…)

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Photo: Alyssa Haywoode for Strategies for Children

Photo: Alyssa Haywoode for Strategies for Children

Get ready for the fall. It’s going to be a busy public policy season for early education and care. It’s also going to be a great time for advocates to remind policymakers that the evidence for high-quality early education is strong and growing.

Among the highlights of the coming months, five Massachusetts communities will be expanding pre-K enrollment with the help of a federal Preschool Expansion Grant.

In addition, the Massachusetts Legislature’s Joint Committee on Education will hold a hearing for all bills related to early education and care on Wednesday, September 16, 2015.

Several Pre-K bills will be presented, including one filed by Representative Alice Peisch (D-Wellesley) and Senator Sal DiDomenico (D-Everett) called “An Act Ensuring High Quality Pre-Kindergarten Education.”

As we’ve blogged, “The bill calls on Massachusetts to follow New Jersey by providing ‘access to high-quality pre-kindergarten programs for 3-and 4-year-olds living in underperforming school districts.’”

To help make the case for increased investments in early learning, it’s always helpful to draw on existing research. A terrific summary of recent research can be found in the 2013 policy brief, “Investing in Our Future: The Evidence Base on Preschool Education.” The brief was published by the Society for Research in Child Development and the Foundation for Child Development. (more…)

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“The implications of the study’s findings are far-reaching… First, there’s a message to educators that social and emotional learning can be just as important as cognitive skills.”

“The new study, a comprehensive 20-year examination of 800 children from kindergarten through their mid-20s published Thursday in the American Journal of Public Health, found a link between a child’s social skills in kindergarten and how well they were doing in early adulthood.”

“Study: Behavior in kindergarten linked to adult success,” by Kelly Wallace, CNN, July 16, 2015

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“A couple of interesting things here, though – it’s amazing that something that you’re measuring in kindergarten can predict anything at all 15 to 20 years down the road.

“But the second thing that’s important is that not all social skills might matter to the same extent. Teachers also rated these kindergarten students on their aggressiveness, but researchers find that these ratings do not predict whether kids will get in trouble with the police 15 to 20 years later. Again, it’s the pro-social skills – the ability to put yourself in someone else’s shoes – this is what shapes the likelihood that you’ll stay out of trouble later on.”

Shankar Vedantam, NPR’s social science correspondent, speaking in “Nice Kids Finish First: Study Finds Social Skills Can Predict Future Success,” July 16, 2015

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Photo: Alyssa Haywoode for Strategies for Children

Photo: Alyssa Haywoode for Strategies for Children

For all its fun, Summer is also a time when children might experience the “summer slide” of losing ground academically. This problem is particularly acute for children from low-income families, many of whom have been shown to lose two to three months in reading achievement during the summer.

But now cities across Massachusetts are creating opportunities for students to keep learning and growing through activities that are engaging, fun, and educational.

As we blogged last month, many cities kicked off this season by celebrating National Summer Learning Day, a day of advocacy promoted in part by the Campaign for Grade-Level Reading. This summertime work continues in Boston, Holyoke, New Bedford, Springfield, and other communities.

“Research shows that low-income children experience summer learning loss at a much higher rate than their middle-class peers, who typically benefit from enriching summer programs, learning experiences, and homes filled with books and reading,” according to the United Way of Massachusetts Bay and Merrimack Valley. “Over the course of one summer vacation, this summer learning loss creates an approximate three-month achievement gap in reading skills between the two groups of children. By middle school, the cumulative effect adds up to a gap equal to two full years of achievement.” (more…)

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Chris Martes, President and CEO of Strategies for Children, speaking at the launch of Pre-K for MA.  Photo: Alyssa Haywoode for Strategies for Children

Chris Martes, President and CEO of Strategies for Children, speaking at the launch of Pre-K for MA. Photo: Alyssa Haywoode for Strategies for Children

Launched this spring, the Pre-K for MA coalition has been growing, and we’re inviting you to join us by becoming a Voice of Support.

As we blogged in the spring, Pre-K for MA is an effort to expand access to high-quality early education programs. This effort is being led by Strategies for Children and Stand for Children Massachusetts.

As the Pre-K for MA website says, “High-quality early education has been shown to have a significant short- and long-term impact on children’s educational, health, social, and economic outcomes. Yet in Massachusetts, we have not invested enough in Pre-K, leaving the ‘kindergarten readiness’ challenge up to parents to figure out on their own.”

That’s why Pre-K for MA supports a bill filed by Representative Alice Peisch (D-Wellesley) and Senator Sal DiDomenico (D-Everett) called “An Act Ensuring High Quality Pre-Kindergarten Education.”

The bill calls on Massachusetts to follow New Jersey by providing “access to high-quality pre-kindergarten programs for 3-and 4-year-olds living in underperforming school districts,” as this fact sheet explains (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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