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Archive for the ‘Professional development & preparation’ Category

Photo: Alyssa Haywoode for Strategies for Children

Today, the Massachusetts Legislature’s Joint Committee on Education will hold a hearing for early education and care bills filed in the 2017-2018 session. Strategies for Children (SFC) urges the committee to report favorably on An Act Ensuring High-Quality Early Education H.2874 and S.240, lead sponsors: Representative Alice Peisch (D-Wellesley) and Senator Sal DiDomenico (D-Everett).

 

The problem:

Massachusetts has a significant and persistent achievement gap that’s evident long before children enter school. Too many children show up for school already behind, and too many of them will never catch up. It’s time to level the playing field for Massachusetts children. The state could and should do more to invest in young children’s early learning.

Experts agree that high-quality preschool has a short- and long-term impact on young children’s educational, social and health outcomes. Preventing problems now, rather than remediating them later, is a cost-effective investment that benefits children and taxpayers alike.

High-quality preschool helps establish a strong foundation for children’s learning in K-12, but currently an estimated 40% of the commonwealth’s 3- and 4-year-olds are not enrolled in any formal preschool program. (more…)

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Eva’s parents are “in quite a bind: having to choose between leaving baby Eva in the care of others at this young age or losing job security during this crucial family transition. They also worry about even finding child care that they can afford. Eva’s parents are not alone. Many parents in our nation are feeling these pressures.”

“Getting it Right for our Babies,” The Center for the Study of Child Care Employment, the University of California, Berkeley, June 6, 2017

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What do we know about preschool?

To find answers, researchers in different disciplines from a number of universities and from the think tank Brookings set up a task force to review the evidence “on the impact of state-funded pre-kindergarten programs.”

The result is a new report, “The Current State of Scientific Knowledge on Pre-Kindergarten Effects,” released by Brookings and Duke University. Videos of related panel discussions are available here.

This effort produced “one, clear, strong message,” NPR reports. “Kids who attend public preschool programs are better prepared for kindergarten than kids who don’t.”

“This timely report can guide states and local communities, including several here in Massachusetts, as they continue to expand access to high-quality preschool,” Titus DosRemedios, director of research and policy at Strategies for Children, says.

Included in the report is a six-part consensus statement that says: (more…)

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Photo: Kate Samp for Strategies for Children

Next month, Harvard’s Graduate School of Education is hosting a two-day program on the Science of Early Learning and Adversity.

Participants will learn about the “leadership and organizational strategies that support the design and implementation of strong early learning environments — those that buffer stress, reduce challenging behaviors, and promote development.”

“…working with expert facilitators and colleagues, participants will develop a strategic plan for leadership related to stress and classroom management in the early learning environments they lead.”

This event will be on June 22 and June 23, 2017, and it is open to “early education directors and administrators across the mixed delivery system,” as well as to coaches and leaders of early education service organizations. Tuition is $199. (more…)

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2017 Gala Award Winners

The 16th Annual Early Educator Awards Gala was held last Friday. It was an evening of dinner, dancing, and awards that was emceed by our own Amy O’Leary, director of Strategies for Children’s Early Education for All Campaign.

“Early education and care is getting a lot of attention at the local, state, and national level. None of the progress we have made for young children and families in Massachusetts would have been possible without the early educators who work across the state,” O’Leary said. “This is a critical time for all of us who are committed to young children and high-quality early childhood education. To succeed, we must all continue to work together. It was an honor to help celebrate this work at the gala.” (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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My name is Wheeler DeAngelis. I am a Teaching Fellow at Lemberg Children’s Center at Brandeis University in Waltham, Mass. My first experience in the field was when I was a high school senior and volunteered for a child development class in a local elementary school, but I’ve been teaching professionally for two years.

I graduated from the University of Connecticut in 2015. I was a member of the Early Childhood Development and Education cohort – which I cannot speak highly enough about. UConn’s program focuses not only on the science of teaching (brain development, milestones, etc.) but also on the art of teaching (classroom management, parent interactions, and co-teaching). What really drew me to the program was the fact that it offers fieldwork and student teaching opportunities with infants and toddlers as well as preschoolers.

I think everyone who teaches young children has, at some point, been at a party where someone asked the same perplexing, astigmatic, exasperating question, “What can you teach babies?” The obvious answer is “EVERYTHING!” but as that rarely seems to satisfy people’s curiosity, I’ve come to rely on an analogy. (more…)

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A Lectio Institute. Photo: Alyssa Haywoode

We’re excited to share news from our former Strategies for Children colleague Kelly Kulsrud.

As we blogged last year, Kelly left Strategies to become a co-founder and executive director of Lectio, an organization that maximizes the impact of literacy programs for children by helping stakeholders design more effective literacy programs. Now, Lectio is planning to celebrate its work and call for more progress.

Since last year, Lectio has been tackling a key problem. As its website explains:

“Despite great promise and tireless efforts, most children’s literacy programs, instruction, and services produce only negligible effects.”

The solution: Lectio runs institutes to help literacy programs assess their impact.

“We guide stakeholders through a comprehensive analysis of their literacy programs and services, focusing on their goals, design, desired outcomes, and resource allocation.” (more…)

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