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Archive for the ‘Developmentally appropriate practice’ Category

New research on racial segregation in early education has revealed a troubling trend.

“Nationwide, early childhood education is more segregated than kindergarten and first grade, even while enrolling a similar number of students,” according to the an Urban Institute report, “Segregated from the Start Comparing Segregation in Early Childhood and K–12 Education.”

“Early childhood programs are twice as likely to be nearly 100 percent black or Hispanic, and they are less likely to be somewhat integrated (with a 10 to 20 percent black or Hispanic enrollment share).”

Among the reasons this segregation is harmful:

“Research shows that the early years are the best time for children to learn tolerance and respect for kids from other races, cultures and backgrounds,” the Hechinger Report explains.

Halley Potter, a senior researcher at The Century Foundation, tells Education Dive, “Studies show that children learn more, in academic and social measures, when they have the chance to interact with peers who have different backgrounds and experiences. And these peer effects may be especially strong for young children in early education settings, for whom much of the day is spent in play and exploration alongside their peers.” (more…)

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“It is too often that young children, families, and early childhood educators are being forced to grapple with the consequences of historic and systemic oppression. As issues of equity and social justice continue to remain at the forefront of American political and cultural discourse, high-quality early childhood education has emerged as a viable agent of change. The impact of racial disparities in educational opportunity, family separations as a reaction to immigration, and the disproportionate prevalence of poverty are a wake up call. Communities and systems must recognize the need to deeply consider identity development of young children, the norming of discussing and celebrating human difference, and the importance of working against bias and injustice in all of its forms throughout society.”

“Centering Equity: Local Progress and Innovation,” by Lindsey Allard Agnamba, New America, October 7, 2019, part of a new blog series on equity in early childhood education

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“Children with immigrant parents and those exposed to a language other than English in the home (known as Dual Language Learners, or DLLs) are important target populations for such early childhood programs. As of 2013–17, one-fourth of U.S. children ages 5 and under were children of immigrants, and nearly one-third were DLLs. Young children of immigrants are also more likely than their peers to live in low-income households—a priority service population for many home visiting initiatives.

“Yet studies show that DLLs and children in immigrant families are underserved by home visiting services.”

“Leveraging the Potential of Home Visiting Programs to Serve Immigrant and Dual Language Learner Families,” by Maki Park and Caitlin Katsiaficas, the Migration Policy Institute, August 2019

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Clifford Kwong and Amy O’Leary. Photo courtesy of Amy O’Leary

“My mother is the one who tried to scare me around from education,” Clifford Kwong says.

“Every time I showed interest in education, she asked me not to do it.” His mother, who had worked in education for decades, warned that his student loans would be high and his salary would be low.

Her advice: choose business or science.

But as a student at Boston College High School, to fulfill his school’s community service requirement, Kwong chose to work at a child care center in Quincy. “They told me I was a natural,” he says of his time there.

He didn’t think much of this feedback at the time. He was on his way to college at the University of Massachusetts Amherst, and he was taking his mother’s advice.

“I tried science,” Kwong says. “At the end of the day it didn’t feel like it was enough. Whereas at the end of a day doing community service, I felt great after working with kids.” (more…)

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Boston is getting its first outdoor preschool, a program that will expose children to the lessons of nature.

The Boston Outdoor Preschool Network (BOPN) will open this fall. Its classroom will be the Arnold Arboretum, a 281-acre “museum of living plants” owned by Harvard University.

“Most American kids don’t spend large chunks of their day catching salamanders and poking sticks into piles of fox poop,” an article in the Atlantic about a Maryland program notes. “But that’s precisely what students do at the Nature Preschool at Irvine Nature Center in Owings Mills, Maryland. There, every day, dozens of children ages 3 to 5 come to have adventures on Irvine’s more than 200 acres of woodlands, wetlands, and meadows.”

These outdoor programs have “all the same child development goals that more traditional schools have, but they also are committed to accomplishing those goals through experiences in and with nature,” according to the Natural Start Alliance, a network of individuals and organizations that’s part of the North American Association for Environmental Education.

Richard Louv, whose 2008 book, “Last Child in the Woods,” says many children are experiencing a nature deficit disorder, explains: (more…)

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Early education classrooms are bright and fun, but they’re not always open to young children with disabilities.

Massachusetts works hard to meet these children’s needs through its Early Intervention program, but a new paper – “Early Childhood Special Education in Massachusetts,” written by Strategies for Children interns Annapurna Ayyappan and Marisa Fear — points out that there’s room for the state to make improvements.

In 2014, the federal government addressed the problem with a policy statement jointly released by the U.S. Department of Education and the U.S. Department of Health and Human Services that said in part:

“It is the Departments’ position that all young children with disabilities should have access to inclusive high-quality early childhood programs, where they are provided with individualized and appropriate support in meeting high expectations.”

Getting this work done in Massachusetts, Ayyappan and Fear write, is essential:

“Early childhood education has the potential to provide children with the positive experiences that will establish a strong foundation upon which they can grow… Early intervention for children with developmental delays or disabilities targets the brain at a time when its services can have the greatest positive effects.” (more…)

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Sometimes helping children, means helping their parents.

That’s what Roca, Inc., does. A nonprofit organization founded in Chelsea in 1988, Roca disrupts “the cycle of incarceration and poverty.”

Its approach? Relentless outreach.

That used to include a home-visiting program. But in 2012, Roca decided to take a more intensive approach with young moms who, its website says, are “not ready, willing and able to participate in work, school and traditional parenting and home visiting programs.”

“They have a history of intergeneration trauma,” Sunindiya Bhalla says of these mothers. “They have high ACES,” adverse childhood experiences, “and their children have high ACES.” Bhalla is Roca’s chief of 2Gen Strategy & Programming.

The Moms and children that Roca helps may be dealing with violence, trauma, gang involvement, or drug and alcohol use. Some have dropped out of high school. Some have limited English skills or no work history. Often, Bhalla says, no one is teaching these mothers how to be parents. (more…)

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“ ‘I noticed the kids who did not understand English were just sitting off to the side, but the moment the assistant would come and speak their language, they blossomed, their eyes opened up,’ Ponce said.

“Ponce, now a coach for other Head Start teachers, is one of hundreds of preschool teachers and supervisors across California who are getting training this year on how to support children whose families speak a language other than English at home. These students account for 60 percent of children under 5 years old in the state and are often referred to as ‘dual-language learners’ because they are learning two languages as they grow — their home language and English.”

“ ‘These are very exciting times,’ said Patricia Lozano, executive director of Early Edge California, a nonprofit organization that advocates for young children and is helping the California Department of Education implement the grant. ‘We’ve come so far in recognizing the benefits of speaking more than one language. All kids benefit from learning two languages. Hopefully California will be a leader in implementing this everywhere.’ ”

 

“New training for California preschool teachers to help bilingual children prepare for kindergarten,” by Zaidee Stavely, EdSource, March 19, 2019

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