By: Cass Ryan
In August 2016, early childhood program administrators from across the country came together for NAEYC’s first Summer Camp for Program Administrators. The day began with a field trip to the National Building Museum’s ICEBERGS exhibit, followed by an afte
rnoon workshop exploring the relationship between creativity and leadership in early learning programs.
This interactive experience was guided by a series of activity challenges designed to inspire exploration, creativity, and teamwork. The shared learning experience was also an opportunity for administrators to network and explore the benefits of collaboration, creative risk taking, and innovative leadership.
Check out these highlights of our workshop participants immersing themselves in the museum experience!
“Directors and administrators actually talking about situations and giving their solutions to the situations. Another set of eyes! Another set of ears!Selecting groups was a great idea!”
—Carol Masten, Workshop Participant
Be Playful. Visit “PLAY, WORK, BUILD,” and build something together! In the Play, Work, Build exhibit of the National Building Museum, groups collaborated, building a variety of structures to encourage cooperation and communication. Arches, houses, levers, and animals were the result!
Be Bold. Go down an ICEBERGS slide. Get a picture or it didn’t happen!
The ICEBERGS slides were enjoyable for all (including service dogs in training!), and introduced new perspectives on how to engage with a community environment.
Participants were challenged to brainstorm locations in their own communities where they could take teachers for a similar creativity-inspiring experience.
Be Thoughtful. With your new team, brainstorm a list of the topics/concepts a teacher could include in a lesson plan inspired by this exhibit.
“We use the project approach at my school, and I think we could take a field trip together and brainstorm a mini study during our set-up week in the future—just like we did this morning!”
—Kristen Klotz Bowman, Workshop
Time was available for groups to discuss their ideas, which were then exchanged with others during the afternoon portion of the workshop, at NAEYC headquarters.
Be Inspired. Climb to the highest point in the ICEBERGS exhibit and take a picture.
Back at NAEYC Headquarters, the afternoon workshop focused on identifying connections between creativity and leadership that result in a sense of unity within programs. Conversations were engaging and informative as attendees connected their museum experience to their work as program administrators. Activities included contributing to Mind Maps, taking creativity tests, and sharing responses to questions such as
- What would you like to hear when people describe your program?
- What things can I do to foster connections between teachers?
The conversations, combined with the museum activities, provided an opportunity for program administrators to collaborate with one another and experience the power of team building firsthand.
“NAEYC has extended the concept of life-long learning by encouraging educators to take risks, be creative and innovative, and be passionate about providing the best learning experiences for all children.”
Join us in Washington, DC, at these upcoming professional learning events:
December 8, 2016
Infusing developmentally appropriate practice into your interactions can reinvigorate teachers and encourage family involvement. Come prepared to actively engage with your peers to learn about leadership, creativity, and the power of reciprocity in our professional relationships!
April 28, 2017
Gossiping teachers, children who don’t nap, parents who pack sweets for snack! Join us to learn how using the NAEYC Code of Ethical Conduct can guide program administrators as they navigate these rocky, everyday dilemmas.
August 16, 2017
Experience the joy of a field trip, connect with fellow program administrators, and be prepared to feel excited and revitalized. Stay tuned for the next location!
Register now for these unique learning experiences: www.naeyc.org/ecp/trainings
Cass Ryan is a Professional Learning Coordinator at NAEYC
This blog post introduces the cluster (themed group of articles) for the November issue of NAEYC's journal, Young Children.
Urban educators share many of the same joys, rewards, and challenges as their peers in suburban and rural areas, and yet there are also unique aspects to teaching in urban environments. Paying attention to the nuances of the context in which children learn and live is part of developmentally appropriate practice. I was reminded of this on my way to work one day, thinking about the cluster for this issue of Young Children.
Walking on a busy sidewalk in Washington, DC, I nearly walked into a caterpillar emerging from its husk as it dangled from a tree—an unexpected encounter with nature in the city. As pedestrians hurried by, I called out, “Watch out for the caterpillar!” so they would avoid running into it. I thought about how differently we experience nature in a city than in a rural or suburban area with less foot traffic—a good reminder about how important it is for educators to think about the specific context in which they teach and children learn.
In this issue of Young Children, we share seven stories of best practice, innovative ideas, and new research related to teaching young children in urban programs. From teaching STEM skills to preparing teachers to support children’s positive racial identities, the articles offer many lessons learned—food for thought to inspire all educators.
Second-graders in a Boston public school brainstormed how to solve a problem they observed in their community—too much trash on the playground.
As they developed solutions through inquiry, they learned and explored key concepts related to science, technology, engineering, and math. Find out more in “Community-Based Engineering: STEM Experiences From a Second Grade Urban Classroom,” by Tejaswini Dalvi, Kristen B. Wendell, and Joseph Johnson.
Supporting positive racial identities—New research
Two recent reports from the University of Pittsburgh—one from its Center for Urban Education and one from its Office of Child Development—highlight the role societal racism plays in denying students of color the opportunities needed to thrive in school and the importance of helping children develop positive racial identities at a very young age. Read about this in Ira E. Murray and Adam Alvarez’s article, “Research to Practice: New Research on Helping Children Develop Positive Racial Identities.” Highlighting teachers’ voices Hear about the hopes, challenges, and successes of a master preschool teacher and instructional coach in San Antonio, an arts educator in the Bronx, and an early childhood educator and guest lecturer in San Francisco, in “Three Cities, Three Educators,” by Cristina M. Lopez, Isauro M. Escamilla Calan, and Hector Rivera.
Preparing new teachers for urban classrooms
All new teachers need mentoring and guidance, but these supports are critical in urban public schools, which have significantly low teacher retention rates. Lea Ann Christenson describes a partnership between Towson University and Baltimore’s Department of Education that provides supports to bolster the success of new teachers in Baltimore schools, in “Preparing Preservice Teachers to Support Young Children in Urban Settings.”
Supporting dual language learners
Karen N. Nemeth discusses some trends impacting city schools, including an increasing concentration of children and families with many different home languages—some the schools have never before supported. She offers examples of best practice in “Extreme Diversity in Cities: Challenges and Solutions for Programs Serving Young Children and Their Families.”
Building strong relationships with all children
In “Culturally Responsive Strategies to Support Young Children With Challenging Behavior,” Charis Price and Elizabeth A. Steed share five strategies that teachers can draw on as they establish nurturing practices to help all children engage in positive, prosocial interactions with teacher and peers. These relationship-building techniques are particularly relevant for teachers as they reflect on their own practices and biases, specifically toward African American boys.
Calling on community stakeholders
In this Viewpoint, “Building a More Inclusive Sandbox: Inviting New Collaborators to Support Children, Families, and Early Learning,” Titus DosRemedios encourages educators to bring together diverse professionals from different fields—librarians, public housing administrators, pediatricians, bankers, parent leaders, and educators—to expand early learning opportunities for children in their communities.
Back to the caterpillar—visit naeyc.org/YC to see a Young Children favorite on nature education in cities: “Exploring the Natural World With Infants and Toddlers in an Urban Setting,” by Alyson E. Williams.
As always, we’d love to hear from you. Send us a note with your thoughts on this issue at email@example.com.
Susan Friedman is Senior Director, Content Strategy and Development at NAEYC.
By: Mary Harrill
In November, NAEYC will publish a special tribute issue of Voices of Practitioners (VOP)— NAEYC’s journal of teacher research—in memory of Gail Perry, its former editor. NAEYC has long supported teacher research efforts in the early childhood field, as it advances the field’s understanding of child development and produces creative approaches to building high-quality learning experiences for young children. Teacher research also serves as a bridge between early learning practitioners and higher education, which is the primary pipeline for the early childhood education workforce.
In the preparation of educators, there is so much that prospective and practicing professionals should learn. For example, our students should be well-grounded in the content that they teach, have a deep understanding of how to assess children’s learning needs, and draw upon a wide range of instructional practices. Early childhood professionals should also have a strong understanding of child development to provide a foundation for choices they make about curricular content, assessment tools, and pedagogy. Finally, early childhood teachers and administrators must develop capacity to build relationships with children, families, and communities.
High quality teacher education programs can go far in supporting early childhood professionals to be prepared, yet we can’t prepare our teachers for everything. Educators always face unknowns—new dilemmas and complex situations. To be successful, teachers must address these problems with flexibility and forethought. One very good way to prepare early childhood professionals for these inevitable puzzles of practice is to equip them to be teacher researchers. While this venture is a joint responsibility for leaders of early learning programs and higher education, this post addresses the role of higher education.
Teacher Research Promotes Agency in Teachers
At a general level, developing teacher research skills supports our students’ readiness for complex situations and grows their effectiveness as teachers. It does so by promoting a sense of agency. Specifically, teacher research provides skills and a mindset that provide teachers with the confidence to take action on behalf of children and families. Thus, teacher researchers work alone, or in collaboration with colleagues, to address challenges and to seek opportunities that advance children’s learning and development.
Teacher Research Develops Inquiry in Teachers
Teacher research also builds teachers’ capacity to be reflective in their practice—to constantly ask why and what if questions as they observe their children and the classroom dynamics. It also provides a framework to help teachers evaluate their own teaching and consider how better to serve their children and families. Examples of such reflective and forward thinking professionals can be found in the articles of Voices of Practitioners. There, early childhood teacher researchers have tackled questions about how to develop and strengthen children’s conflict management skills (Holly Dixon’s article in the Fall 2016 issue), understanding how young children experience musical theatre (Rekha Rajan’s article in the Winter 2015 issue), and how to meaningfully incorporate technology in a transitional kindergarten classroom (Carlyn Joy Bracken’s article in the Summer 2015 issue).
Teacher Research Contributes to the Research to Practice Pipeline
Teacher research also expands our view of teachers as knowledge creators, because by its very nature, it is grounded in real-time classroom experiences—a beautiful example of how research should connect to practice. A stronger research to practice pipeline is desperately needed in our education system. Too often, education research—whether conducted by higher education, think tanks, professional organizations, or advocacy groups can fall into one or more buckets: it isn’t grounded in what is actually happening in classrooms; the research doesn’t examine critical questions around children’s learning or teachers’ practices; or, the findings of research are never translated for the most important audiences - teachers, school leaders, families, and children. When teachers conduct research in their own classrooms, these problems with traditional educational research can all be addressed.
Teacher Research Connects Higher Education and Local Practice Settings
Teacher research also provides a path for higher education professionals to create reciprocal partnerships with local early learning settings. Indeed, partnerships between the early childhood settings and higher education ought to be the most highly valued dimension of our preparation programs and should be beneficial to higher education and to the local settings. Higher education needs these relationships so that it can offer quality field experiences to candidates. Providing professional development that is centered on supporting teacher research at its partner sites is one way for higher education to uphold the reciprocal relationship and support sites in addressing their most pressing demands.
Teacher Research Builds Professionalism in Teachers
The act of teacher research contributes significantly toward building professionalism in teachers; that is, autonomy, decision-making capacity, inquiry-orientation, resourcefulness, advocacy, and ethical conduct. It is this sense of professionalism that is addressed in Standard Six of NAEYC’s Professional Preparation Standards. These are the standards by which NAEYC accredits associate degree programs and recognizes quality in baccalaureate and master’s degree programs. These skills and perspectives of professionalism and teacher research take our pre- and in-service teachers a long way towards being ready for children, classrooms, and schools, for the responsibilities of work, and the demands of the profession when they leave our programs. One example of the impact of teacher research in this area is described in an article in the Fall 2016 VOP tribute issue. In the article, Debra Murphy, a professor of early childhood education, writes about making teacher research a cornerstone of the early childhood associate degree program at Cape Cod Community College and how it has grown candidates’ sense of agency and their capacity to enhance young children’s learning experiences and how it has strengthened her own teaching.
With the upcoming publication of the 2016 tribute issue of Voices of Practitioners, I encourage higher education programs to reflect on how they incorporate teacher research into their curriculum. Specifically, teacher education programs for early childhood educators should consider using teacher research as part of their programs’ efforts to address Standard Six of NAEYC’s Professional Preparation Standards. More generally, teacher research can provide a framework that changes how we view teachers as professionals and the level of professionalism we expect in the field of early childhood education.
NAEYC will continue to elevate teacher research through Voices of Practitioners and a range of teacher research focused sessions at our national convenings. In addition, for higher education faculty who are attending NAEYC’s Annual Conference, ACCESS and NAECTE are holding a joint roundtable discussion on teacher research for their members. This roundtable will take place on November 2nd as part of these groups’ annual meeting events. You can find more information on their web sites.
I encourage NAEYC members to connect with Voices of Practitioners online at www.naeyc.org/publications/vop/. Voices articles are also now a part of every issue of Young Children. We are eager to hear from NAEYC members about other ways in which you would like NAEYC to elevate and support teacher research. Please reach out to us with your ideas!
Mary Harrill is Senior Director of Higher Education Accreditation and Program Support at NAEYC
By: Amanda Discala
Nearly ten months ago, I was a first-time participant at the 2016 Public Policy Forum when NAEYC announced its own first-time electoral advocacy effort - the Early Ed for President campaign, designed to elevate the conversation around early childhood education and educators in the 2016 election cycle.
Since then, NAEYC members like me, and friends, Affiliates and partners all around the country have carried the Early Ed for President messages to candidates far and wide, making sure they know about the importance of early childhood education! And every one of the 105,320 (and counting!) likes and follows on social media mean our voices are growing. We’ve heard both Presidential candidates talk about child care and early learning - and we want to hear more.
With Election Day just weeks away, we need every one of you to join us. Here are five things you can do - in just five minutes per day - to join the movement and make sure early childhood education is being embraced on the road to the White House (and the state house, and the school house!)
Are you on Facebook? Check out Facebook.com/supportearlyed for the most up-to-date information and engaging conversations. Or maybe Twitter is your thing! Follow @NAEYC and @SupportEarlyEd - and share tweets and pictures using the #EarlyEdIn16 hashtag. That way, your friends and colleagues will learn about Early Ed for President and why it’s important— and they’ll share as well!
Visit the Early Ed for President website, sign the Supporter Wall, and watch an Early Ed for President webinar! Looking for more to do on the site? Check out Early Ed Wins to learn what’s already happening all around the country and donate $16 in 2016 to support the cause. In addition NAEYC’s Public Policy and Advocacy team will be hosted a webinar on the Early Ed for President campaign on Wednesday, October 26, watch the full webinar today!
Join the Public Policy or Advocacy Committee at an NAEYC Affiliate near you (and follow them on social media) to become part of local and regional efforts to advocate for access to high-quality early care and education for all children and families.
Reach out to your candidates and elected officials with stories about your experiences. Or write a letter to the editor of your local paper describing how early childhood education is an issue everyone can support. (And don’t forget to thank your elected officials who have supported and continue to support this bipartisan cause that benefits us all)!
- VOTE. Make sure your friends and family vote. Make sure all the parents who drop off their kids vote. Make sure the educators and staff who work in your center vote. Organize a “Take Your Child to Vote” campaign in your classroom or center so that kids can see and engage in this critical right and responsibility.
Early Ed for President is a campaign that all candidates can support, and sharing the message is something that we can all get behind! Go #earlyedin16!
Amanda DiScala, Owner/Educational Director of Bridges to Learning Child Development Center and President of NJAEYC
As Washington, DC’s heat and humidity begin to fade and the leaves start to fall, government officials and civil society representatives from around the world gather for the 2016 Annual Meetings of the International Monetary Fund and the World Bank Group. For 70 years, this meeting has provided a platform for discussions about the world economy. This year those conversations include what we as early childhood professionals have long known—evidence that young children are the best economic investment that any parent, community, or government can make. The Human Capital Summit: Investing in the Early Years for Growth and Productivity will make the case for investing in the early years. This global conversation on early childhood development is further fueled by today’s release of the Lancet Early Childhood Development Series: Advancing Early Childhood Development: From Science to Scale. NAEYC is excited to bring you a glimpse of the insightful research presented in the Series, written by leading global experts and members of the Society for Research in Child Development. By connecting practice, policy, and research we as a society can ensure all young children thrive and learn in a society dedicated to ensuring they reach their full potential.
— Stephanie Olmore, Senior Director, Global Engagement, NAEYC
The last decade has ushered in tremendous economic growth in many parts of the world, lifting families out of poverty both in the United States and elsewhere. Science on the importance of child development continues to grow, helping to make the case for increased investments in young children and helping parents focus on the activities that help children the most, leading to promising declines in the gap between high-income and low-income children in the United States.
But these gains are not equally distributed. With this new sense of optimism about our ability to effect change for young children, it is now time to turn our attention to the majority of the world’s children, who are born and raised in low- and middle-income countries. As outlined in a new series of articles on early childhood development just released by the Lancet, a stunning 43 percent of these children are at risk for poor developmental outcomes due to poverty, inadequate caregiving, poor nutrition, and health status. That translates into hundreds of millions of children a year who are not able to play, grow, and learn in ways that will unlock their developmental potential. As outlined in the Lancet series, these children begin life facing inequity, with mothers who may have experienced undernutrition themselves. The children may not have had the opportunity to attend high-quality schools and may have had limited access to health care and good nutrition.
The good news is that we now have the knowledge to intervene effectively on behalf of these children. As the Lancet series states, by implementing high-quality programs that integrate health, nutrition, and stimulating, supportive caregiving, we have the potential to significantly improve the odds facing the world’s children. The need to engage in questions of how best to support children globally is more relevant every day, given the large numbers of children who come to the United States as refugees or immigrants, and the growing interdependence between all countries in the wake of climate change, regional conflicts, and terrorism. As well, the United Nations recently has begun implementation of the 2015–2030 Sustainable Development Goals, which include a focus on children throughout the 17 Goals , signaling the commitment of the world’s policy makers to support early childhood development. World Bank President Jim Yong Kim recently stated his intention to hold countries accountable for reducing stunting, referring to children with poor growth due to malnutrition, a lack of stimulation, and toxic environments. As important as that single indicator is, much more action is needed to move toward full implementation of programs that integrate health, nutrition, and stimulation—the necessary combination for young children’s development.
In particular, research shows strong new evidence of added positive impacts gained from integrating a focus on nurturing care—on the part of parents, of course, but also of caregivers, teachers, home visitors, and community health workers. For example, when families receive integrated parenting support in basic health, nutrition, and antenatal and postnatal care, impacts on children’s learning and development are more robustly positive. Likewise, when teachers and caregivers learn to incorporate nurturing approaches to support learning and families, early childhood development programs are strengthened. Finally, social protection policies—those that provide poverty reduction and income support—are strengthened when they incorporate strengthening families and parenting.
The United States has years of experience in the design and implementation of programs and policies that are now leading to positive changes on behalf of young children. With this foundation, we can apply this wealth of knowledge to children globally. Conversely, the United States has much to learn from innovations in parenting, poverty reduction, education, and integrating care from low- and middle-income countries as well as other OECD (Organization for Economic Cooperation and Development) nations. Through partnerships between policy makers, practitioners, researchers, and advocates, together we can make a difference in the lives of millions of children.
Click here for more information or to view the Lancet event.
Abbie Raikes is the Director of Global Early Childhood Development at the Department of Health Promotion and Behavior.
Hirokazu Yoshikawa is the Co-Director of the Global TIES for Children Center at NYU.
Attendees of the 2015 NAEYC Annual Conference await the Grand Opening of the Exhibit Hall.
By: Emily Warne
Being the daughter of an early childhood educator has some serious advantages. My mother, a NAEYC member, nurtured our sense of curiosity, understood the importance of meaningful play, and always made learning fun.
Not everyone is born with a formal educator as a parent, but that’s okay—because they have you. Every day, you provide children with high-quality early learning experiences that greatly impact their lives by developing the basis for later success.
Families recognize the important role you play in society, and they want the best for their children. That includes making sure that the professionals that shape their children’s futures have access to ongoing professional development and the latest in early childhood research and technology.
And while there are many ways that you can enrich your career, attending the NAEYC Annual Conference is simply the best opportunity to enhance your skills and connect with thousands of other professionals who share your passion for educating young children.
No one knows that better than NAEYC Member Christina Amato, who is determined to attend this year’s conference and decided to start a fundraiser to help cover the costs of registration and travel expenses to Los Angeles.
She downloaded the NAEYC Funding Tool-Kit and used its letter templates to approach the families of the children whose education she is responsible for every day at Ganon Early Childhood Education Center in San Mateo, CA.
“I used the letter to parents from the NAEYC website as a guide to inform supporters of what the conference is and how it would benefit not only their child, but the center as a whole,” she explains.
Then, she took it one step further, creating a GoFundMe page and sending the link to parents, as well as her own friends and family members via her personal Facebook account. “I also talked to as many parents as I could face-to-face to tell them about the exciting opportunity that I had to attend the conference,” she says. “With each milestone, I kept the families informed of the progress.”
It worked—in as little as two months, Christina has already raised over 65% of her goal, and she still has plenty of time to collect additional donations before the conference begins November 2. “I am ecstatic about the amount I was able to raise so far,” she says.
Her advice for other educators who may be thinking about fundraising to attend the conference but are unsure if it will be successful? Just go for it!
“I was scared at first that no one would support me,” she explains. “But, it turns out, I have an amazing support system and great work community. I am always looking for new ways to gain more knowledge in my career as an early childhood educator and by attending NAEYC’s Annual Conference, I can do just that.”
Thousands of early learning professionals agree, and amongst them are hundreds who creatively fundraise to attend the conference. Many “crowdfunding” platforms exist online to help collect donations from families, friends, and even local businesses. These include GoFundMe, the website that Christina used, as well as Indiegogo, Donorschoose and more.
With the help of these websites and the NAEYC Funding Tool-Kit, Christina was able to raise the necessary funds to attend the most important conference for early childhood professionals in the country, and so can you. Good luck!
Emily Warne is the Senior Marketing Manager at NAEYC.
“Class of ’27”: New Television Documentary Explores Issues Confronting America’s Rural Children and FamiliesFri, 09/09/2016 - 11:59 — NAEYC Guest Blogger
By: Cathy Grace
Barb Fabre knows something about children. She has served as the Director of the White Earth Child Care for over 17 years and is nationally recognized for her work with Native American children in rural areas of the country. The White Earth Nation in rural Minnesota is where Barb and her husband have raised their children and are sharing the parenting duties of their grandchildren with their son. Over five years ago, Nathan became a single parent of two children, a 2 ½ year- old son and 6 month- old daughter. His then wife and mother of the children had become addicted to prescription drugs which led to heroin addiction, jail time and a choice to give up custody of her children. Barb recalls the hardest part of the ordeal was the months social services required Nathan to go to work and leave the children in the care of their mother, even though she was abusing drugs at the time.
Even with all the training and experience Barb had as a professional early childhood educator, she sought guidance from friends and colleagues on how to help her grandson understand why his Mom was gone and not coming back. At times his anger flares and he takes it out on the remaining parent and family members. Barb says it is hard to know what to say and she worries how this loss will affect both children, especially her grandson, since he remembers his Mom. Simply put, there is not a “how to” book on explaining the sickness of drug addition to children as young as Nathan’s and very few mental health counselors to help them understand. Given that currently 300 children on the reservation are in foster care due primarily to parental addiction to drugs, Barb feels very fortunate her family is together.
Barb’s story and the lives of children of the White Earth Nation are told in the documentary, Class of ‘27. Her story illustrates that life in rural America is not a one size fits all combination of the lives portrayed on the Walton’s, Little House on the Prairie, and Lassie. The documentary gives us a glimpse of the real lives of the children in three rural locations in our country. While the locations are different, the messages are the same; children in rural America are the forgotten ones in our country, poverty is sucking the life from communities and the families who live there, and drug addiction is the major cause of family dysfunction in many rural communities.
Owsley County, in eastern Kentucky is located 45 minutes from a 4 lane highway and with a population of 4,654 it is the second least populated county in the state. The major industries are the school district, a nursing home and the court house. Through the narration of Betsy Coomer, a Head Start teacher with 23 years of experience, and others, we come to know some of the children in her classroom. We hear about the dissolution of the families due to drug addiction and the toll hunger takes on the children as they are trying to learn. Betsy’s message to her children is “we are learning and you will be ready for kindergarten”, because she believes education is the only way out of the debilitating poverty that surrounds them and their families.
A migrant family from California allows us to follow their annual journey to Oregon where they are seasonal workers picking fruit 7 days a week with no guarantee they will be paid. Through the eyes of the teen age daughter and staff members of a migrant Head Start Center, we follow the younger children in the family as they attend the 9 week session. We see the bus arrive for the parents to place their still sleeping children on board at 5 AM and the bus deliver the children back to the living quarters at 5 PM, making it a long day for all. For most of the children this is the only school type activity they receive before entering kindergarten. The transformation of the teen is presented in a way that highlights the most important message in the entire documentary,” Give it all at your school and don’t let us be stepped on.”
Rural children are no different from other children in America, but the circumstances in which many find themselves are unique. The challenges associated with the relationship between rurality and the high percentages of families in poverty have largely been ignored when policies and budgetary decisions regarding early education, job training and social services have been made in Washington. It is not to say that poverty is unique to rural America, but it is fair to say that the solutions to moving families out of poverty in rural America are unique and have not been explored in an equitable manner.
Interested in the intersection of rural issues and early childhood?
Cathy Grace is gauging interest in forming an NAEYC Interest Forum to help the early childhood community understand the needs of rural children. Come to the interest forum’s exploratory meeting at the 2016 NAEYC Annual Conference in Los Angeles, or contact Cathy directly to express your interest.
How do I watch “Class of ’27”?
Click here to stream online September 14, 2016–December 12, 2016. Spanish language caption versions will also be available online.
For more information visit the WORLD Channel's website.
Cathy Grace, EdD, is codirector of The Graduate Center for the Study of Early Learning at the University of Mississippi.
By: Jenifer Fuller
During my first few semesters of college, I devotedly searched to discover where I belonged. I knew I wanted to gain knowledge and skills so I could be a professional who worked with children, but I did not know in what capacity. Then, I took one of my first child development classes—infant development. I found my career and my passion in one beautiful package! The class shifted the trajectory of my life threefold: it was taught by one of my most influential mentors (who has helped to guide and propel me down my career path); it instilled in me a deep passion for educating and nurturing very young children; and it introduced me to NAEYC. Just as my mentor and my passion for early childhood education continue to inspire and motivate me, being an NAEYC member continually benefits my professional life.
As a student, you are constantly given new information. From the theories of Vygotsky and Piaget to positive guidance to creating enriching, child-centered environments, students are hungry for more knowledge as they work toward becoming early childhood professionals. You dedicate yourself to being an excellent student—balancing internships and jobs and trying to have some semblance of a social life (beyond conversations with the barista while ordering at your favorite coffee shop)! When considering this hectic agenda, what makes an NAEYC student membership worth the investment?
The latest research and literature
Never doubt that a small group of thoughtful, committed citizens can change the world. Indeed, it's the only thing that ever has. —Margaret Mead
As an early childhood professional, you are passionate about ensuring that all young children thrive and learn in a society dedicated to ensuring they reach their full potential. In a society that seems to undervalue early childhood education, becoming a part of an organization that supports your core values and beliefs is critical to your success and well-being. Struggling to change the developmentally inappropriate trends in our education system without support is exhausting, and the impact is minimal. As a member of NAEYC, with a group of like-minded individuals, you can accomplish much more.
You are committed to staying current on research in the field but find it overwhelming to search for and review literature from multiple sources (not to mention, some of it could be more engaging!). As a student member of NAEYC, you have access to a curated selection of the latest articles, research, and blogs by both new and veteran professionals in a variety of disciplines. Furthermore, you receive a 20 percent discount on materials from the NAEYC store, including the latest must-read books in early childhood. With current, relevant research at your fingertips, you can be an active, up-to-date participant in the classroom.
Professional development opportunities that meet your needs
The art of teaching is the art of continuing to learn. Teachers are the most important learners in the classroom.—Donald Graves
Few experiences can be as frustrating as spending time and resources on professional development that fails to provide you with the knowledge and encouragement you expected to receive. NAEYC student members are privy to members-only professional learning opportunities, as well as discounts on registration to national conferences and events with student-specific sessions and professional development opportunities. These opportunities allow you to use your valuable time and money gaining professional development that is high quality and pertinent to your interests and needs.
You have likely heard that building a strong network is one of the most important strategies for creating a sturdy foundation from which to launch your professional career. As an emerging young professional, seeking knowledge from experienced colleagues is exceptionally helpful as you come to discover what those currently practicing know. A student membership in NAEYC provides you with a network of members—from your community and beyond—with whom you can connect and discuss questions, challenges, and successes. Having these connections with practicing professionals in a variety of early childhood roles provides you with invaluable experiences that will encourage you to find a career path that fits your unique passions and skills.
As a student member of NAEYC, you also have exclusive access to digital interest forums covering nearly 30 unique topic areas, including a student forum. Interest forums provide a digital means of expand your network of early childhood professionals who share your passions.
Expand your network and increase your opportunities
Follow your passion; it will lead you to your purpose. —Oprah Winfrey
You want to share with the world your passion for serving young children. A student membership in NAEYC provides you with a rich, incomparable organization, offering resources that prepare you to be a successful professional beyond graduation. Finding a program that aligns with your goals, respects you as the knowledgeable young professional you are, supports you in refining your skills, and enables you to put into practice the values and beliefs you esteem, all while aligning with NAEYC values and beliefs can be an overwhelming task. NAEYC gives its student members an advantage—the opportunity to utilize NAEYC’s online career center. The career center allows you to focus your search on positions that align with your passions and career goals and to clearly present your strengths and potential to prospective employers. Searching for a job through the NAEYC career center makes the task easier—you can apply for positions using features like saving required documents, maintaining your personal information, and more.
Beyond these tangible benefits, joining NAEYC means that you are a member of the most influential organization of early education professionals. Being a student member of NAEYC tells the world that you are an emerging young professional committed to providing high-quality early learning experiences for young children, and you fully grasp the immense importance of the work our field accomplishes.
Click here to learn more about NAEYC student membership, and take advantage of a limited-time student membership offer.
Jenifer Fuller, MS, CFLE, is the education specialist at Tulsa Community College, where the A.A.S. and A.S. programs in Child Development, as well as the Child Development Center, are all nationally accredited. She is active in her local AEYC chapter and serves on the NAEYC Young Professionals Advisory Council.
By: Kate Kane
When I describe the goals of my early childhood classroom to families, I share that social and emotional development is an intentional and significant part of our curriculum. Families need some information about how helping their children develop social and emotional skills is deeply connected to their learning. Kids need to experience being part of a group, regulating their emotions, and negotiating complex social conflicts in order to truly learn cognitive material like math concepts and early literacy skills.
In my classroom, we believe that the crux of social and emotional learning is creating a classroom where children feel both empowered and invested. We use a variety of strategies to facilitate children’s individual skills as they interact with peers and learn to navigate the complex issues around them.
The key to teaching children social and emotional skills is creating a classroom culture built on community. Strong communities have members who have shared goals and experiences, who feel empowered to contribute, who trust in one another, and who feel understood and capable as individuals. These attributes enable teamwork, cooperation, a willingness to negotiate, and the ability to draw on one another’s skills.
Translating this idea of community into reality in an early childhood classroom presents a unique opportunity. Young children are ripe for responsibility and for the chance to have some control over their own worlds. And as they experience their first peer relationships and a new world away from their families, the classroom can become a community in which each child is an active member.
The children in my class contribute to classroom rules and participate in discussions with teachers about fair consequences. Early in the year, we create a classroom manifesto that distills the community’s belief system. The statements in the manifesto are always in the affirmative—for example, “We use kind voices with one another,” “We keep bodies and feelings safe,” and “It’s okay to make mistakes.” Teachers guide the class and model empathy as the children collectively discuss breaches in the manifesto and encourage theirs peers to cooperate. The manifesto is meaningful to children because it is in their language and it is framed in the lens through which they see the world.
Focus on Trust and Relationships
Also early in the school year, it is important to offer opportunities to build relationships. Playing games and facilitating projects in which children can find out how they are the same and how they are different, and providing forums for each child to demonstrate his or her interests and strengths, are activities that lend themselves to future teamwork. In addition, having classroom discussions in which every child is encouraged to have a voice, and allowing ample time for unstructured play in which children can create their own networks and connections with each other and can experiment with conflict resolution, is ultimately the crux of community.
Setting the foundation of familiarity and trust in the classroom lays the groundwork for a group of children to develop intimacy and chemistry over time, and begin to function as a self-organizing system. Children feel more motivated to change, grow, and learn when they understand the wider implications of their individual contributions to the classroom.
Co-create Rules With Children
Members of any strong community must be invested in the rules of their environment. They also help nurture a feeling of ownership and accountability. A classroom community built with rules created by children (with the teacher’s guidance) enhances crucial social and emotional skills by holding children accountable. Co-created classroom rules foster individual students’ capabilities, requiring them to self-regulate, demonstrate flexibility, and see different perspectives and giving them the opportunity to create the world they inhabit.
Give Children A Say
Empowering children to have some influence over decisions in play and in choice of study means allowing children to have input in curriculum topics, parts of the daily schedule, and the physical space around them. When the class negotiates together, they begin to exercise their social and emotional skills in independent yet cooperative ways.
When teachers resist the urge to micromanage play and activities, they give children the space they need to explore, experiment, and make—and learn from—mistakes. The experience of working together to solve problems in both play and projects creates opportunities for children to learn important cooperation skills. It also requires children to rely on one another and to learn from one another’s individual capabilities. Of course the teacher has a role in guiding the children but the community is stronger when children can guide their play and participate in creating the class manifesto.
The classroom provides a unique environment for children to experience peer relationships and to create their own community of learning. A strong classroom community is one in which students feel empowered and valued, and one in which children will ultimately thrive.
Kate Kane is head teacher at Cambridge-Ellis School, in Cambridge, Massachusetts. She has a blog dedicated to classroom community at http://chronicleoftheclassroom.wordpess.com/ .
Readers may also be interested in the NAEYC-published book, Rituals and Traditions: Fostering a Sense of Community in Preschool.
Finding the Nuggets and Identifying White Noise: Making Sense of Recent Reports on Teacher PreparationThu, 07/21/2016 - 15:14 — NAEYC Guest Blogger
By: Mary Harrill
Looking for some summer reading to inform your thinking on how to advance the profession? Recent reports offer research, policy recommendations, and thought leadership about ways to advance the preparation of early childhood educators. Here are three for consideration.
The National Center on Education and the Economy’s (NCEE) recently released Not So Elementary: Primary School Teacher Quality in Top-Performing Systems. The report shines a light on the complexity of preparing elementary teachers—often dismissed in U.S. policy and public arenas—and identifies common features in other educational systems that have led to better-prepared educators.
The report focuses on education systems—Finland, Shanghai, Japan, and Hong Kong—that have distinctly different contexts than the U.S.:
- They have centralized K-12 curriculum
- Their K-12 student populations (and their teacher candidates, for that matter) do not reflect the broad diversity of U.S. classrooms
- Most have fairly centralized teacher preparation systems
However, the lessons learned from them are deeply relevant for U.S. efforts to improve the preparation of elementary school teachers. These countries system’s feature:
- Attention to candidate selectivity (whether it is entry to or exit from preparation programs and/or entry into the profession
- Specialization in content (for candidates during preparation and as an organizing structure for elementary schools)
- Teacher preparation program content that includes a deep focus on content knowledge, pedagogical content knowledge, and alignment with the elementary curriculum
- Professional development systems for teachers that reinforce and expand on preparation program content
What’s the Key Takeaway? In order to significantly improve elementary teacher preparation in the U.S., we need to incorporate a systemic approach that ties together the common features of the high-performing elementary teacher preparation systems identified in the report. A tall order, indeed, given highly decentralized U.S. elementary teacher preparation program systems, teacher licensure systems, and elementary school systems, but a vital order to fill.
Last spring, the Center on Enhancing Early Learning Outcomes (CEELO) released Early Childhood Teacher Education Policies: Research Review and State Trends. The report highlights the importance of promoting the baccalaureate degree as the standard credential for early childhood educators and examines the research, policies, workforce conditions, and other factors that serve as barriers to and reality checks and supports for advancing this goal. The report provides a generous range of early childhood educator preparation policies—based on a review of several states’ policies. Not surprisingly, it found wide variation across states in the required education credentials for early childhood educators and in state capacity to increase the number of early childhood educators with baccalaureate degrees. It also examined early childhood finance structures and the impact they have on education credentials. CEELO identified several different policy mechanisms that states are using to improve the quality of early childhood education credentials and to support educators in advancing their credentials.
What’s the Key Takeaway? Raising the level and quality of early childhood educators’ education credentials is complex and necessary, and should be undertaken through a systemic approach. Policy efforts in this arena must recognize that wages and working conditions in early childhood settings are inextricably linked to the pursuit of (and quality of) education credentials.
The National Council on Teacher Quality (NCTQ) recently released Some Assembly Required: Piecing Together the Preparation Preschool Teachers Need. Any NCTQ report on teacher preparation should be considered with a huge grain of salt, given the problematic research methodology (as noted here and here) the organization uses and its predictable negative conclusions about the state of teacher preparation programs. As with other NCTQ reports, it evaluates only a small fraction of preparation programs—in this case, only 5% (or less) of early childhood education degree programs at the associate, baccalaureate, and master’s degree levels—and uses NCTQ’s signature “research” methodology: a document review of syllabi, handbooks, and student observation templates. The focus of this report is on how higher education is preparing candidates for some of the knowledge and skills essential to develop in early childhood educators—such as understanding child development, having a strong literacy foundation, and understanding and introducing early math and science concepts. Unfortunately, the report doesn’t examine the preparation of early childhood educators in other necessary and significant areas of knowledge and skills—such developing strong relationships with families and communities, having a strong grounding in assessment and appropriate instructional practices, and developing the early childhood educator’s professionalism (these happen to be cornerstones of NAEYC’s Professional Preparation Standards).
What’s the Key Takeaway? While the report is not a helpful examination of the quality of early childhood teacher preparation programs, it does provide a window into some of the content found in early childhood programs and rightly points to wide variations in content.
NAEYC recognizes that there is much work to be done to strengthen the early childhood workforce, but the good news is that there are efforts within NAEYC (such as its higher education accreditation and recognition systems and the Power to the Profession initiative) and beyond to address this. It is important to celebrate the field’s progress to date and to continue to use the best of what we are learning from practice, research, and policy to improve the preparation of early childhood educators. This work is essential to our shared goal: that all young children have access to a high-quality early childhood education.
Mary Harrill is Senior Director of Higher Education at NAEYC.