Early Education in the News
Many previous studies have shown a correlation between behavior problems and language skill. Children with behavior problems, particularly those with attention deficits and hyperactivity, such as in ADHD, often have poor language skills. Whether one of these problems precedes the other and directly causes it was until recently an open question. But in a longitudinal study published last year, researchers concluded that the arrow points decisively from poor language ability to later behavioral problems, rather than the reverse.
The current study, published in the journal Development and Psychology, shows that it does this by way of self-regulation, a varied concept that includes physical, emotional, cognitive, and behavioral control. Self-regulation is integral to children’s capacity to adapt to social situations and to direct their actions toward future goals. The absence of self-regulation abilities is a key predictor and component of future behavior problems.
Children in the District are attending preschool at higher rates, performing better academically and are more likely to have health insurance, according to an annual report of child well-being indicators released this week. But challenges remain steep for many children in the nation’s capital, where poverty rates are well above the national average.
Indiana's three most populous counties are among five picked for the state's pilot program that will allow low-income Hoosier children to attend preschool.
For the third straight year, New Jersey slid down the rankings of overall children’s well-being and is now out of the top five in the nation, according to the Annie E. Casey Foundation’s annual Kids Count data book, released Tuesday. New Jersey’s strong educational ranking, bolstered by highly regarded and widely available preschool programs, could not offset declines in health and poverty indicators measured by the Baltimore-based foundation. New Jersey regularly ranks high in the report’s indicators, and ranked No. 2 in education for the third straight year, thanks in part to state-funded preschool for 3- and 4-year-olds that reaches 80 percent of the state’s high poverty districts.
Monique Hurtado found a preschool course for her child on the Internet. For years, websites have offered free preschool handouts or activity guides. Now, parents can get an entire preschool curriculum from a computer. It's a sign of where early education may be headed in these times of high preschool costs and long wait lists.
Although North Dakota may have the best economy in the nation for its children, the percentage of children living in poverty hasn’t changed since 2005, according to a national report on children’s well-being. North Dakota ranked high in several areas, but the report, which uses information from 2012, suggests the state could invest more in early childhood education, said Karen Olson, program director for Kids Count North Dakota. The state has the fifth-worst ranking in regard to preschool enrollment. “The research is very clear that the earlier you can start investing in a child’s education and training, the bigger impact you’re going to have,” she said.
While West Virginia’s universal preschool program has been nationally recognized, a report being released Tuesday ranks the state’s program among the worst in the country because it provides access only to 4-year-olds.
The state currently offers free preschool to all 4-year-olds, with enrollment reaching more than 15,000 children last school year, and just last month, the National Institute for Early Education Research ranked West Virginia among the top 10 states in the country for pre-K enrollment.
But state law does not provide the same services to 3-year-olds unless they have an Individualized Education Program, typically designated for children with special needs. Because of that, the Kids Count Data Center report ranked the state 47th in preschool access.
According to Joseph, the EITC now benefits more than one million Illinois children, and he says his organization is now working to expand it to 20 percent of the federal credit over a five-year period. He notes that on most indicators in the report Illinois is close to, or somewhat better, than the national average. Troubling trends remain, however, as the report finds the child poverty rate in Illinois increased from 16 percent in 2005 to 22 percent in 2012. Joseph says this highlights the importance of maintaining and strengthening programs such as food assistance and the state's Child Care Assistance Program. He says Illinois also needs to renew its investment in early childhood education. "We know from a vast body of research evidence this has substantial payoffs in terms of school readiness, educational outcomes later in school, and in terms of economic outcomes in adult life," says Joseph. Since 2009, funding cuts in Illinois have reduced the number of children participating in state-funded preschool by about 25,000.
“It is encouraging to see positive trends for Ohio’s children on several of the indicators,” said Dawn Wallace-Pascoe, KIDS COUNT project manager at Children’s Defense Fund-Ohio. “However, the Data Book’s findings send a clear signal that we need to focus on reducing child poverty, addressing the prevalence of children growing up in high-poverty neighborhoods, and finding secure employment for parents if we are to improve well-being for all children in our state.”
She said the report was mixed for Ohio, as the state improved in several areas, including the number of children without health insurance and the percent of teens who abuse alcohol or drugs.
She said expanding Medicaid will be helpful, as will previous policies for increasing money for early-childhood education. The report showed 56 percent of kids did not attend preschool from 2010-12, slightly more than the national average.
Nearly three out of 10 kids are living in poverty in Arkansas, but the number of children without health insurance has gone down, according to a national study released Tuesday that shows how children fare in each state.
The importance of early childhood education is sometimes an afterthought in our discourse about the general topic of education in the United States. A lot of discussions center on access and success in the higher education realm, sometimes beginning with conversations about the K-12 pipeline. The national push for universal pre-Kindergarten, reinvigorated in recent years by President Obama, has altered the focus of education policy and messaging. It's important to note how social media campaigns have helped to highlight the issue reminding everyone of how important the early years in the development of the brains of young people. One of these campaigns has been uplifted and galvanized by David Johns, the executive director of the White House Initiative on Educational Excellence for African Americans. Johns, a former elementary school teacher and senior education policy adviser to the Senate Committee on Health, Education, Labor and Pensions (HELP), is continuing to use his platform to ensure that the youngest of our citizens are not neglected or ignored. Through his constant usage of the "teach the babies" phrase and the #teachthebabies hash tag on social media he reminds us that, as he often says, "learning begins at birth and the preparation for learning begins well before birth.". . .
In addition to public speeches where Johns has highlighted the importance of ensuring that all children have access to high quality early learning programs including home visiting, child care, Head Start and pre-Kindergarten programs and services, the White House Initiative on Educational Excellence for African Americans contributed to "Being Black is Not A Risk Factor," a report published by the National Black Child Development Institute and co-authored a report entitled "Equity and Excellence: African-American Children's Access to Quality Preschool" with the National Institute for Early Education Research.
Overall, Connecticut ranks seventh in child well-being, which is an improvement from last year when the state ranked at an all-time low of ninth place. The report did include some bright spots for Connecticut. For instance, the state scored 5th in the overall educational well-being of children. Only 37 percent of children in Connecticut do not have access to preschool, which is the lowest rate in the country. Gibson called for expanding the state’s Earned Income Tax Credit program and increased access to early childhood education programs.
Child poverty rates in the U.S. are on the rise, but health and education trends are showing improvements according to the annual KIDS COUNT Data Book by the Annie E. Casey Foundation. Health and education rates are making significant strides.Teen birthrates reached an all-time low; child and teen death rates decreased; preschool enrollment climbed; and more children showed proficiency at reading and math. McCarthy attributed much of the success in health and education to good state policy choices. Several states made greater investments in children's health insurance and educational programs. There is a disparity between regions of the country. Southern states tended to do less well on the children's well-being ratings than Northern states. The five lowest states are Arizona, Louisiana, Nevada, New Mexico and Mississippi, and the top five states are Massachusetts, Vermont, Iowa, New Hampshire and Minnesota.
One of the most important periods of a child’s life happens before kindergarten. Between birth and reaching his or her third birthday, a child will have quick, but important mental and physical growth. “We try to get them early, because early is best,” said Dana Gaskin, the Region III Education Service Center’s Child-Find coordinator. The state recognized that it takes the village to raise a child, and anyone with knowledge of a child needing help can get a trained team to offer assistance to the child’s family.
If the recession was difficult for adults, it was just as hard on young children. Between 2009 and 2013, enrollment in state-funded pre-K programs barely budged, up from 40 to 42 percent. Meanwhile, per-child spending on those pre-K programs fell, and Head Start programs felt the effects of sequestration more acutely than most, with 57,000 kids forced out virtually overnight and their parents stranded to scramble for child care. Policymakers continued to ignore the needs of a growing dual-language learner population. Achievement gaps between rich and poor kindergartners have grown, as have gaps in fourth-grade test scores for low- and high-income children. A new report my colleagues and I released last week, Beyond Subprime Learning: Accelerating Progress in Early Education, charts a path forward for early learning in America with a series of essential improvements–and a few bold ideas that, with enough political will, could fundamentally change the design of the birth-to-third-grade educational spectrum. . .
We propose that states increase their investments in pre-K for 3- and 4-year-olds–with help from the federal government, at first, through a matching program–and take responsibility for those programs. States and school districts are already responsible for the bulk of K-12 educational costs, while the feds tack on about 12 percent of the total funding; pre-K should be incorporated into that system, with teachers paid comparably to K-12 teachers and funded through the same funding formulas as the other grades.
Quality ratings for Nebraska child care and early childhood education programs are the focus of a new system launched July 1 to help parents and guardians evaluate child care facilities when choosing care for their young children. The new system, Step Up to Quality, is aimed at improving the quality of all child care and early childhood education programs statewide ― programs that typically care for children from birth to kindergarten age and are eligible to apply.
In Chicago, VOCEL – a small education non-profit for children from under-resourced communities – is behind one of the first initiatives to use crowdfunding to open a preschool, the AFP reports.
In the fall, Ms. Martino will join the army of new teachers — as many as 1,000 in all — who will lead classrooms across the city as Mayor Bill de Blasio rolls out the first phase of his universal prekindergarten program. This will be Ms. Martino’s first preschool classroom and her first full-time job after a decade as a stay-at-home mother. (Her children are now 6 and 9 years old.). She is working on her second graduate degree, having earned a master’s degree to become a guidance counselor in her 20s. She is one of 95 scholars enrolled in a new, city-funded fellowship program run by the New York Early Childhood Professional Development Institute, which is training new prekindergarten teachers for the fall.
The program — which offers a fully funded master’s degree in early childhood education from the City University of New York, along with a full-time prekindergarten teaching position — was aimed at people who were new to teaching but had a bachelor’s degree in liberal arts, a 3.0 grade-point average and a passion for working with young children.
For Florida's 1 million children growing up in poverty, kindergarten — and even pre-K — is too late to start giving them the help many will need to grow into capable, productive adults. That's the warning of a growing statewide effort to help parents and policymakers pay attention to the critical development years from birth through age 3.
But the message has been slow to reach parents and caregivers — those who can take greatest advantage of that precious and short window. In Florida, where one in four children lives below the federal poverty line and one in nine lives in extreme poverty, child-welfare advocates say few options are available to low-income parents who need quality child care or help in knowing what to do on their own. Meanwhile, the state's universal pre-kindergarten program — overwhelmingly passed by voters and open to every 4-year-old, regardless of family income — fails to meet seven of 10 nationally recommended quality standards, such as child-to-teacher ratio and class size.
Zimbabwe rules the roost in literacy in Africa with many Zimbabweans being accommodated in the regional and international industrial hubs. However, despite the apparent success scored by the Government in the education sector, a myriad problems still persist. The Herald's Senior Writer, Lovemore Ranga Mataire speaks to the Minister of Higher and Tertiary Education, Science and Technology Development, Dr Olivia Muchena for an appraisal of developments in the sector.