Feeds:
Posts
Comments

Archive for the ‘Language development’ Category

“Though parents are often concerned about the effects of too much screen time on young children, it may be the adults who need to set aside their devices.

“Recent research by Kathy Hirsh-Pasek, a psychology professor at Temple University and a senior fellow at the Brookings Institute, reveals the detrimental effects of parent screen time on their children’s language development.”

“Language doesn’t just unfold, Hirsh-Pasek explained. The way it really happens is being in an environment of adults involved in conversation. The more exposure, the more language your child will learn. When conversation is a back-and-forth of sounds and expressions, early learning is optimized, even with video chats on services like FaceTime, for instance.

“Not only do text and email alerts that parents turn to look at interrupt early language acquisition, they distract parents from baby’s cues.

“ ‘Look at what baby is looking at. Comment on it,’ said Hirsh-Pasek. ‘The thing we don’t do these days is have quiet attentiveness without the beeps and the sounds. They need to not see us constantly turn away. They need our full attention.’ ”

“Parent distraction can hinder babies’ language skills,” by Kim Doleatto, South Coast Today, April 19, 2018. “Editor’s Note: This is the first in a series of columns about early childhood literacy and boosting reading skills.”

Read Full Post »

Photo: Kate Samp for Strategies for Children

 

Children who are Dual Language Learners (DLLs) are a global group. They come from places like China, Pakistan, Brazil, Bhutan, Nepal, and Mexico. They bring dozens of languages into classrooms — and they create an opportunity for early educators to grow to meet these children’s needs.

Despite this “superdiversity,” “little research to date has focused on effective approaches for multilingual and multicultural early childhood programs and classrooms,” a report — “Growing Superdiversity among Young U.S. Dual Language Learners and Its Implications” — from the Migration Policy Institute explains.

And while there are programs to support Spanish-speaking DLLs, the report adds, “similar provisions for speakers of other, less commonly spoken minority languages are rare, making such services even less accessible for a substantial portion of DLLs and their families.”

“At a time when DLL children are speaking a far more diverse range of languages, many communities across the United States are experiencing classroom superdiversity with little to no guidance on effective practices for promoting their cognitive and socioemotional development.” (more…)

Read Full Post »

Photo: Caroline Silber for Strategies for Children

 

A new report –“Quality for Whom?”– from the Migration Policy Institute (MPI) points to two converging trends:

1) the number of immigrant children in the United States is growing in many states as is the number of children whose parents do not speak English, and

2) States have been working hard to increase the quality of early programs using Quality Rating and Improvement Systems (QRIS)

That’s why, the report notes, QRIS efforts should embrace the needs of culturally and linguistically diverse families (CLDs) and of diverse early childhood staff.

“It is critical for stakeholders to address equity issues in early childhood for several reasons,” one of the report’s authors, Julie Sugarman, told us. “First, because children from an immigrant background make up a quarter of all children ages 0 to 5 and immigrants make up 18 percent of the early childhood workforce — a significant share of the field.  (more…)

Read Full Post »

Image: New America

Image: New America

 

It’s too late to take technology away from young children. They’re already pros at using cell phones and tablets. So instead of asking if technology should be used in early education, a report from the national think tank New America looks at how best to use technology to promote early literacy.

Children do still need human interactions. Positive relationships with adults help them develop strong language and learning skills. However: “Digital tools can be used to help support these positive interactions,” according to New America’s recent report, “Integrating Technology in Early Literacy: A Snapshot of Community Innovation in Family Engagement.”

“Programs across the country are beginning to use technology to engage families,” the report’s author, Shayna Cook, told us in an email. “Over the past year and a half, we analyzed how early learning and family engagement programs have begun to experiment with innovative tools to reach families and help young children develop early language and literacy skills.” (more…)

Read Full Post »

Photo: Kate Samp for Strategies for Children

Photo: Kate Samp for Strategies for Children

A recent study shows that home visiting programs can dramatically improve children’s school readiness.

The study report — “Long-Term Academic Outcomes of Participation in the Parent-Child Home Program in King County, WA,” — explains:

“The Parent-Child Home Program (PCHP) is an intensive two-year home-visiting program aimed at increasing school readiness among young children from families who face multiple obstacles to educational and economic success, such as poverty, low literacy, limited education, and language barriers.”

Families enroll “when children are about two years old and receive two 30-minute visits per week for 23 weeks in each year of the program, for a total of 92 visits.”

The home visitor “shares a language and cultural background with the family” and “uses a non-directive approach and a high-quality toy or book, which is left as a gift for the family, to model behaviors for parents that enhance children’s development.” (more…)

Read Full Post »

Photo: Caroline Silber for Strategies for Children

Photo: Caroline Silber for Strategies for Children

 

“Americans do not know that up to a million childcare teachers today are at-risk for functional illiteracy,” Elizabeth Gilbert explains in a recent Washington Post blog.

These adults can end up “mirroring” their social disadvantages to the children they work with, according to Gilbert, who is the coordinator of the “Learn at Work Early Childhood Educator Program Labor” in the Labor Management Workplace Education Program at the University of Massachusetts Amherst.

As we blogged last year, Gilbert is calling for dynamic change.

“After working for nearly two decades in community-based childcare settings in disadvantaged communities in Massachusetts, mirrors became a way for me to comprehend what I was seeing, and to capture and reveal this world in a way that others could understand,” Gilbert writes in the Post blog. (more…)

Read Full Post »

This slideshow requires JavaScript.

“Our bottom line is a sense of urgency and we know that you all feel it,” Elizabeth Burke Bryant, the executive director of Rhode Island KIDS Count, said last week at the Campaign for Grade-Level Reading’s (CGLR) New England Regional meeting. “The sense of urgency is greater than ever.”

The problem: too many children cannot read proficiently.

As CGLR says on its website, the country faces a challenge: “Reading proficiency by third grade is the most important predictor of high school graduation and career success. Yet every year, more than 80 percent of low-income children miss this crucial milestone.”

The good news: “We’re starting to see communities produce results,” Ron Fairchild, a senior consultant at CGLR, said at the meeting.

Indeed, the issue of early reading proficiency is compelling more and more communities to join the effort – 232 local communities are now members of CGLR’s national network, up from an initial cohort of 124 when the campaign launched in 2011.

Held at Worcester Technical High School, the meeting was an opportunity for 70 participants from four states to share the effective work that’s being done around the country to boost children’s reading skills. (more…)

Read Full Post »

Older Posts »

%d bloggers like this: