Browsing: Child Development
The 2015 Institute of Medicine and National Research Council’s (IOM & NRC) Transforming the Workforce report highlights the state’s role in creating a pathway for early care and education (ECE) teachers to acquire education and professional develop
By Valora Washington and Jeffrey Gross. Valora Washington is the Founder and Director of the CAYL Institute (www.cayl.org) and CEO of the Council for Professional Recognition (www.cdacouncil.org). Jeffrey Gross is Director of the New Americans Integrat
Empty windows of opportunity?
Type: Post
John T. Bruer, Brookings Nonresident Senior Fellow, Economic Studies, Center on Children and Families, recently wrote about the seductive appeal of brain science in assuring optimal brain development and life-long wellbeing. He noted that “The advocacy
This year at the CEELO Roundtable in New Orleans, Steve Barnett talked about the findings reported in The State of Preschool 2014. He noted that we might be considered to be “on the sunny side of the street,” at the moment: quality is up in some states
When Research and Emotions Collide
Type: Post
Certain practices evoke strong reactions among early educators. Kindergarten “red-shirting (Katz, 2000),” academic “hothousing” (Hills, 1987), and developmentally inappropriate practice raise ire, yet pale in comparison to the issue of retaining childr
Common Core and DAP: Seeking clarity
Type: Post
April 20, 2015 Kyle Snow, Ph.D, Director, Center for Applied Research, National Association for the Education of Young Children, discusses Common Core State Standards and Developmentally Appropriate Practice. The numerous, and diverse, entries in this
We are all teachers and learners
Type: Post
This response on literacy standards, conversation, and the Common Core State Standards is from Sharon Ritchie, Ed.D., Senior Scientist, FPG Child Development Institute-UNC CH. I am a strong supporter of the Common Core. From the outset let me qualify t
What is Developmentally Appropriate Math?
Type: Post
Douglas H. Clements, preschool and kindergarten teacher, Kennedy Endowed Chair in Early Childhood Learning, Executive Director, Marsico Institute for Early Learning and Literacy, and one of the members of the Common Core work groups, responds (with ass
In this post, Jere Confrey, Joseph D. Moore Distinguished University Professor, Science, Technology, Engineering and Mathematics (STEM) Department, College of Education, North Carolina State University, discusses why the Common Core State Standards fo
Vincent Costanza, Executive Director, Race to the Top-Early Learning Challenge, New Jersey Department of Education, and parent, responds on the issue of Parents don’t understand the CCSS and are concerned about what they mean for their children. As a s
Collaboration and complexity
Type: Post
The first responses addressing concerns about CCSS in early childhood education are from Kathleen A. Paciga, Columbia College Chicago; Jessica L. Hoffman, Winton Woods City School District; and William H. Teale, University of Illinois at Chicago. Conc
The good, the bad, and the solution
Type: Post
The first responses addressing concerns about CCSS in early childhood education are from Kathleen A. Paciga, Columbia College Chicago; Jessica L. Hoffman, Winton Woods City School District; and William H. Teale, University of Illinois at Chicago. Lite
The first responses addressing concerns about CCSS in early childhood education are from Kathleen A. Paciga, Columbia College Chicago; Jessica L. Hoffman, Winton Woods City School District; and William H. Teale, University of Illinois at Chicago. Rigo
There’s been lots of discussion about the Common Core State Standards recently, and their impact on classroom activity and child outcomes. Common Core is a major policy initiative to reform K-12 classroom practices, raise expectations and implement a n
The Center for Enhancing Early Learning Outcomes is committed to building the capacity of state early education administrators to advance the state’s goals for children. This year CEELO is focusing specifically on the theme, Leading for Excellence in E
Young immigrants and dual language learners: Participation in pre-K and Kindergarten entry gaps
Type: Post
In a recent webinar, NIEER discussed what it means to be Hispanic and a DLL (a dual language learner) or Hispanic and come from a home with immigrant parents. We showed that Hispanic children, DLLs, and children with an immigrant background have lower
The second “I” in QRIS
Type: Post
As quality rating and improvement systems (QRIS, QRS, and Tiered QRIS) take hold across states with support from federal agencies via the Race to the Top Early Learning Challenge’s high-quality, accountable programs and Preschool Development Grant oppo
In a response for the Washington Post Answer Sheet, Steve Barnett, director of the National Institute for Early Education Research deconstructs a new Cato Institute policy brief by David J. Armor, professor emeritus of public policy at George Mason Uni
In the age of accountability, data collection seems to be in vogue. Data are now routinely collected nationwide on children, classrooms, and teachers. The data help teachers and schools improve their programs to meet the needs of children attending. Mo
Anticipating quality for all children
Type: Post
I remember the anticipation each fall as school was about to begin. So much was going on in my mind. Who was going to be in my class? What kind of year was it going to be? What were we going to learn? I was excited. I was nervous. These memories are no