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Archive for the ‘Curriculum’ Category

“ ‘We believe that preschool is an integral part of the public school system and public school should be universally available because every child can benefit from it,’ said Josh Wallack, Deputy Chancellor of New York City’s Department of Education. ‘Therefore, preschool should be universal.’ ”

“ ‘Trying to do something this quickly presents a lot of challenges,’ Wallack said. But so far, he said, the push for universal preschool here has proven to be ‘a great example of what a municipal government can do when focused on a really ambitious goal.’ ”

“ ‘I feel like children are learning so much more now,’ said [Lauren] Kendall, who was inspired to leave a communications job at Lehman Brothers, the now-defunct investment bank, and become a teacher after Sept. 11, 2001. When she got her first preschool classroom in 2003 though, she said she had to write her own curriculum and figure out what her kids needed.

“Now, Kendall gets support from the district, including a curriculum that helps her plan classroom activities and personal coaching that helps her understand how to best engage young learners.”

“ ‘What’s perplexing to me is: How come we haven’t moved?’ [Marcy Whitebook] said. ‘There were all these excuses you could make 40 years ago about why we were stuck. But now, there’s no excuse.’ ”

“What it will take to create quality preschool for all,” by Lillian Mongeau, The Hechinger Report, via PBS NewsHour, August 16, 2016

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Boston Public Schools preschool teacher Mary Bolt watches Jason DePina Jr., 5, draw a picture of Batman for his book about superheroes in the classroom’s writing section. Photo by Lillian Mongeau/Hechinger Report

Boston Public Schools preschool teacher Mary Bolt watches Jason DePina Jr., 5, draw a picture of Batman for his book about superheroes in the classroom’s writing section. Photo by Lillian Mongeau/Hechinger Report

A new article in the Atlantic (courtesy of the Hechinger Report) — “What Boston’s Preschools Get Right” — looks at how Boston is building high-quality programs — and how some cities are pushing ahead on pre-K even though state and federal governments are lagging behind.

At Dorchester’s Russell Elementary School, a day in a pre-K classroom “could be a primer on what high-quality preschool is supposed to look like,” the article says. “Children had free time to play with friends in a stimulating environment, received literacy instruction that pushed beyond comprehension to critical thinking and communication, and were introduced to complex mathematics concepts in age-appropriate ways. All three practices have been shown to go beyond increasing what children know to actually improving how well they learn in kindergarten and beyond.” (more…)

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Photo: Kate Samp for Strategies for Children

Photo: Kate Samp for Strategies for Children

Washington, D.C, is the “pre-K capital,” “where nearly all 4-year-olds (and most 3-year-olds!) go to school,” according to the online news site LA School Report.

Why does a California-based publication care about Washington, D.C? Because Los Angeles is about to make its own investment in early education.

What makes D.C. a pre-K capital?

“Spurred by a landmark 2008 law, the District enrolls 85 percent or more of its four-year-olds (depending on who’s counting) and an even more remarkable 60-plus percent of three-year-olds.”

So on a Wednesday morning at “the Lincoln Park campus of AppleTree Early Learning, a network of pre-K charter schools,” young students are “nearing the end of a three-week unit on paleontology and archeology.” (more…)

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An Enormous Rainbow envisioned by children at the Richard Murphy School in Dorchester

An Enormous Rainbow over Boston envisioned by children at the Richard Murphy School in Dorchester

Back in January, Boston Mayor Marty Walsh sent a letter to children in the Boston Public Schools’ kindergarten program.

“As Bostonians you have the right to share your opinions about our city,” Walsh wrote. “I hear you are learning about structures as part of the construction unit. I have a question for you: What suggestions do you have about constructions in our city to make Boston a fairer and more interesting place for children?”

Walsh advised the children to take their time answering and to consult with each other as well as with their teachers and their parents. “Write your ideas,” the mayor said, and “make a model” of them.  (more…)

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

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TKMy name is Teddy Kokoros, and for the past 13 years I’ve had the pleasure of working as a preschool and pre-K teacher at the Transportation Children’s Center (TCC) in Boston. I first started working at TCC after completing my associate’s degree in Early Childhood Education at Bay State College’s now defunct Early Childhood Education program. Under the tutelage of my professor Linda Small, I got both the academic knowledge and the field experience via internships that I needed to be a competent early educator.

Initially, after completing my associate’s degree, I transferred to Wheelock College to continue my education but quickly had to drop out to work full-time when my family experienced financial and other hardships. I needed a full-time job to help out. Luckily, TCC, where I had completed an internship, was hiring and gave me a job as a preschool teacher. (more…)

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Photo: Micaela Bedell for Strategies for Children

Photo: Micaela Bedell for Strategies for Children

States face a persistent problem: Classrooms full of children who struggle to read.

“Only about one-third of all children attending school in the United States can read proficiently by fourth grade,” the New America foundation explains on its website. “The numbers are even more dismaying for our most vulnerable students. How can state policymakers lessen the achievement gap and improve literacy outcomes for all children?”

To find answers, New America has taken a look at all 50 states’ birth-to-third-grade policies.

The resulting report is a ranking of states called, “From Crawling to Walking: Ranking States on Birth- 3rd Grade Policies that Support Strong Readers.”

“Accompanying the research are interactive maps of state progress displayed via New America’s data visualization and policy analysis tool, Atlas.” This is an easy, graphic way to access findings for individual states. (more…)

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Photo: Kate Samp for Strategies for Children

Photo: Kate Samp for Strategies for Children

The National Conference of State Legislatures (NCSL) is weighing in on preschool with an article about the challenges of creating programs that maximize best outcomes for children.

Called “Preschool is for Real,” the article starts by noting that children and teachers are doing a lot of hard work.

“Imagine yourself as a preschooler. Everything’s an adventure, from pretending you’re a superhero to chasing a butterfly to painting a self-portrait. There is so much to explore, discover and learn at preschool, and it all feels like play—hours and hours of play,” the article says.

“But behind all the fun and games, preschool teachers have one very serious goal: To prepare children for kindergarten and future academic success. To achieve that, they have the daunting task of helping young children learn specific social, emotional, physical, linguistic, cognitive, literacy and math skills, which are defined in state learning guidelines or standards. All this sounds very much like school, although preschool teachers make it all feel like play.” (more…)

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