By: Alison Lutton
Wow — I just read the articles “Finding our Voice through Narrative Inquiry” by Renetta Goeson and the accompanying article, “The Power of Narrative Inquiry to Transform both Teacher and Mentor,” by Andy Stremmel in the latest volume of NAEYC’s online peer-reviewed journal, Voices of Practitioners, and they are incredible!
They caught my eye because I have been helping states think about what is shared or "core" in knowledge and competencies for early childhood professionals across states, cultures, and sectors of our profession (child care, Head Start and PreK through third grade). I've also been thinking about the role of higher education degrees. They are about developing professional knowledge and competencies but also about so much more. Renetta’s narrative inquiry — in which she explores her own experience growing up on her reservation, Lake Traverse, and her later experiences as a teacher and Tribal Head Start program director — offers valuable insights into the ways that cultural identity and cultural conflict shape the role of the teacher and the image of the child in her Dakota community.
Here's the opening paragraph of Renetta's article: As a director of a tribal Head Start program in South Dakota, I encountered problematic and often contradictory tensions centered on my roles as an early childhood program director, a graduate student at South Dakota State University, and a Native American female seeking to change current constructions of what it means to educate young children in my culture. My goal at the outset of this exploration was to construct a better understanding of how the historical and cultural experiences of my tribal community have influenced current views of early childhood education on my reservation, Lake Traverse.
Andy’s article is about Renetta’s teacher research and how his work with Renetta as mentor and collaborator has been important for his own professional growth.
This is from the opening of Andy's accompanying article:
For a number of years I have worked with Renetta in various capacities as a mentor, a teacher, and a collaborator. During most of this time, she has been the director of a tribal Head Start program in northeastern South Dakota. We have made several presentations together at NAEYC and Native American conferences, telling and retelling the story of her program’s evolution to what has become known as the Sisseton Wahpeton Approach to Early Childhood Education, a Reggio-inspired approach based on the Twelve Virtues of the Oyate (“people”). The journey to reclaiming these virtues and making them the core of the curriculum has not been easy, as Renetta makes clear in her narrative.
Both of these articles are from NAEYC’s new Parallel Voices feature, which pairs a teacher’s own research study with commentary on the teacher research by a supporting teacher educator.
These articles, Voices of Practitioners and its Parallel Voices feature really demonstrate what good teacher education looks like, what real world teacher educators do, and that college degrees are about so much more than skill and competency development.
These are just some of the teacher research studies in the latest Voices of Practitioners that are worth checking out if you get the chance.
Have you read any articles from Voices yet? Which articles spoke to you?
Alison Lutton is the Sr. Higher Education Specialist for Program Recognition and Support at NAEYC
By: Stacia Jackson
Attending a professional development conference is an energizing and exhausting experience. Your schedule is carefully planned with sessions you think will be the most interesting and relevant. With most conferences, however, you plan on being seated, listening to lectures and copiously taking notes. The NAEYC Annual Conference & Expo is not like any other conference. As early childhood educators and advocates, we spend time encouraging children to play and to immerse themselves in a new world. At the NAEYC Annual Conference, I found that it was my turn to play and to try something new.
Presenters made an effort to ensure that their presentations were as engaging as possible, incorporating attendees in their presentations. Small group discussions were ubiquitous and I found myself talking to professionals and students from across the country. However, in my experience we went beyond collaboration and discussion. In many of the sessions I found myself physically taking part in activities or immersed in some sort of sensory-based play. I was reminded of why play is so important for our students as I sat building different Lego structures in Constructing a Bright Future: LEGO Education Preschool and again as I danced and sang in Music, Movement, Drama and Art Make Picture Books Come Along!: Integrated Arts Experience with Fiction and Non-Fiction. These hands-on seminars reminded me that it was not only important for the preschool children to play but also for adults to play as well! Time flew by quickly as I molded modeling clay or played with fidget toys as I learned about play as a social justice component or the value of eliminating zero tolerance policies for gunplay. My brain was exponentially more receptive to these new ideas and concepts, something that I see with my own students as they are learning, but often forget to focus on for my personal growth.
As an early childhood educator, I firmly believe that young children need to be active and engaged in hands-on learning to be successful. As I also work with college students, those principles hold true too. A learner needs to be engaged and enjoy what they are doing in order to learn effectively. As Kelly Ruddin, LEGO Master Trainer and Senior Curriculum Specialist for LEGO Education reminded me, “If we as learners only hear or see something, it is easier to forget. As we hear, say AND do an activity, not only will we remember it, but we will also understand it better.” Hands-on education does not need to stop when schooling is over and is critical for adult minds. Not only does the information “stick” and connect, it also allows the participant to enjoy the process! The NAEYC Annual Conference and Expo enabled me to learn a great deal and remind me of what is most crucial in our field: the joy of play.
Stacia Jackson is the National Program Manager for Jumpstart for Young Children in Washington, DC. She was recognized as a Lasting Legacy Scholarship recipient in 2013.
This statement was recently adopted by the NAEYC Governing Board.
The greatness of a nation is defined by how it treats children, particularly the most vulnerable.
The National Association for the Education of Young Children (NAEYC) is deeply concerned about the current humanitarian crisis of the estimated 60,000 to 90,000 children, some very young, crossing into the United States. These children have been exposed to violence and trauma in their home countries and on their journeys. It is critical that they be provided safe, healthy, and age-appropriate conditions in which they await due process proceedings and family reunification.
As the largest association of early childhood education professionals, NAEYC’s core values dictate that we appreciate the worth and uniqueness of all children. We must confront barriers and biases that limit the ability of every child to reach his or her potential.
Public and private efforts to address this situation must put the rights and needs of children at the forefront of their consideration. NAEYC urges policymakers and the public to take action to
• Ensure that children who enter the country receive respectful protection and support for their well-being;
• Provide resources and training to those who are caring for the children to ensure their health, safety, and age-appropriate support of their learning, and social and emotional development; and
• Generate productive public discourse on achieving equity and opportunity for all children and families.
NAEYC members stand ready to lend their expertise on high-quality early care and education with other organizations and entities who are caring for these vulnerable children.
Putting the Position Statement on Early Childhood Science to Work in Preschool Classrooms and ProgramsFri, 07/11/2014 - 12:32 — gclarke
By: Cindy Hoisington
As an early childhood teacher, I often engaged my young preschoolers in science experiences. Whenever I could, I provided opportunities for them to explore, observe, and think about the world around them. They followed the insects they found on the playground; investigated with goop and other mixtures; designed and built structures using cardboard and paper cups; and created organized collections from the seeds, twigs, and leaves they found on our neighborhood walks.
I saw how science appealed to the children’s natural curiosity and how they benefitted physically, cognitively, and socially from their playful explorations. But what really excited me about engaging young children in science were the sometimes topsy-turvy but somehow logical ideas they came up with to explain how the world worked. “Our block buildings fall down because we’re not wearing hard hats!” “Shadows are bigger outside because the sun is bigger than a flashlight!” “It’s the shaking leaves on the trees that make the wind blow!”
As children shared these early scientific ideas with me over time, I came to understand two things. First, science and young children are “a natural fit.” Three, four, and five year-olds have the emerging capacity to think abstractly, to reason, and to wrestle with scientific ideas. And second, young children are not miniature versions of adult scientists or older science students. Young children engage with science ideas and practices within a unique developmental and experiential context that needs to be acknowledged and respected.
As a professional developer who now works with preschool teachers, these two ideas continue to guide my thinking about science in the early years. For this reason I enthusiastically welcomed NAEYC’s endorsement of the Position Statement on Early Childhood Science Education recently adopted by the National Science Teachers’ Association (NSTA). The mutual support of the NSTA and NAEYC means that those of us who are passionate about science and young children can be confident that the statement reflects an approach that is firmly rooted in both science education research and developmentally appropriate practice.
However, the position statement also makes it clear that providing young children with the types of high-quality science experiences that address these two perspectives is no small task. It incorporates the idea that children need sustained and varied opportunities for inquiry-based, direct, experiential learning over time and across formal and informal settings. Children also require the support of knowledgeable adults who intentionally prepare the environment, structure children’s experiences, support their play, and focus their observations.
The statement calls for knowledgeable educators who understand and can support children’s learning of science content and science and engineering practices that align with NGSS; who incorporate these practices into children’s daily experiences and use science as a purposeful context for integrating meaningful language, literacy, and mathematics skills and concepts.
So, what does all of this mean for you and the role you play related to children’s science learning? For me, as an instructor and coach for early childhood teachers, the position statement is an accessible tool I can use to help teachers think about children’s capacity for doing and learning science. It can help me communicate the importance of maintaining play and exploration at the center of the preschool curriculum. It can help me motivate teachers to become advocates for the time, space, and materials children need to build conceptual understanding. It can help me excite teachers about interpreting children’s science ideas and using them as launching pads for on-going investigations. And finally, the position statement can help me reinforce to teachers the critical role they play, not in answering children’s science questions, but in fostering children’s abilities to reason, reflect, and generate increasingly sophisticated theories about the world around them.
ExchangeEveryDay invited readers to weigh in on the "Best Books for Preschool Teachers" and we’re proud to see four of NAEYC’s books on the list!
- The Intentional Teacher: Choosing the Best Strategies for Young Children’s Learning by Ann S. Epstein
- Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth through Age 8 by Carol Copple and Sue Bredekamp, eds.
- Anti-Bias Education for Young Children and Ourselves by Louise Derman Sparks and Julie Olsen Edwards
- Powerful Interactions: How to Connect with Children to Extend Their Learning by Amy Laura Dombro, Judy Jablon, and Charlotte Stetson
We’d also like to highlight two more preschool teacher favorites, Developmentally Appropriate Practice: Focus on Preschoolers and Teaching Young Children (TYC), NAEYC’s award winning magazine for preschool teachers.
Any other favorites you’d like to add to the list?
This is an exciting time to be part of the early childhood education field.
Never before has there been this significant attention on the value of early learning. It is increasingly recognized as the time in a child’s life where society may have the greatest impact. If we invest time and resources so young children can have access to high quality early learning experiences, we are creating a solid foundation to set them on a strong trajectory of success in school and life.
- It is going to take us investing in the early childhood workforce.
- It is going to take us investing in continuous professional development for early childhood educators--including best practices in using various forms of technology with young children, as well as skill in communicating with parents and others who perhaps subscribe to the "either/or" form of ECE
- It is going to take a public financing system with the goal of making sure that every young child in the United States has access to high quality early learning experiences.
In a recent survey of our members one of the top three topics they cared about most and wanted NAEYC to engage in was technology. I believe our members are hungry for knowledge. They want NAEYC to help guide how to effectively use technology in the classroom.
Q: I understand that parents will develop their understanding of intentional teaching over the course of their child’s time in a program, but what would you say to families in the beginning of the year?
A: Parents may be skeptical about intentional teaching for two opposing reasons.
On the on hand when some parents hear the words “child guided” they may worry children will not learn the basic knowledge and skills they need to be successful in school.
On the other hand, some parents fear that “adult guided” means children will not develop the ability to learn on their own.
Teachers can reassure parents that intentional teachers do prepare children for school, while also encouraging initiative and independence. Children need both types of experiences, depending on the subject matter and their emerging abilities.
So, how do you get this message across? One suggestion is that you help parents feel or experience the benefits of both methods directly. For example, you could plan a meeting for the beginning of the school year where you ask families to recall experiences in their own lives (either as children or adults) when they explored a material or practiced a skill on their own, but were able to get started or advance their technique when a more experienced person provided a helpful hint (such as adjusting the stance of their golf swing, or showing them a feature of an app they hadn’t discovered on their own).
If the set-up allows, divided the parents into small groups and present them with a tool or a physical challenge, and let them try it on their own. Then offer an idea for how they can use or do it in a more complex way (such as using the tip rather than the edge of a carving tool to make impressions in clay). The “aha” moment will come when parents realize that both teaching strategies can be effective. You can then reassure them that children, like adults, learn both ways and that an intentional teacher knows when and how to use each method.
By: Rhian Evans Allvin
Over the past few weeks, I’ve followed the news about the more than 200 Nigerian girls who were kidnapped in April, and participated in the #BringBackOurGirls campaign on my personal social media account. I've reflected on what this event means to early childhood educators and NAEYC.
At its core, the work NAEYC does is about promoting and supporting developmentally appropriate, intentional early learning experiences for all young children. All young children should have access to safe, quality learning environments. It’s what our association and our members work so hard to do - give the children learning experiences that will help them grow and thrive.
NAEYC created an international department in 2013 to meet a growing interest worldwide in NAEYC membership, conferences, standards frameworks, publications and resources. It’s been humbling to have countries from across the globe interested in working with us to promote developmentally appropriate early learning and teacher preparation worldwide. We’ve been encouraged that so many countries are investing energy and resources in early learning.
And yet as the crisis in Nigeria underscores, so many children face a childhood with incredible barriers to a safe, quality education.
Our goal in our international work is to engage with the global early childhood development community to strengthen international early childhood systems as a strategy to improve early care and education for all children.
As we embark on our international work we hold in mind two guiding principles: We must be sensitive to the nuances of varying contexts as we collaborate with our international partners to ensure that our global reach is culturally appropriate. At the same time we must also maintain the integrity of NAEYC’s core principles - that all young children should have access to safe, developmentally appropriate learning environments.
It is our intention that the work we're doing at NAEYC will have a positive impact long term on children, families, and society. It is our deep hope that the current international efforts focused on these girls will have an immediate impact and bring these girls home and make it safe for them to go to school. #BringBackOurGirls
Recent Analysis Downplaying the Importance of Family Engagement Doesn’t Consider Early Childhood
By Kyle Snow and Susan Friedman
In a recent New York Times article, researchers Keith Robinson and Angel L. Harris put forth that, “Parental Involvement is Overrated.” They base their conclusion on analyses of data related to parent involvement among families with children in kindergarten through high school.
The authors note, parent involvement (or, as it’s more commonly called in early childhood, family engagement) is thought to be a critical aspect of children’s success and also a possible means of closing the achievement gap. They argue that it’s not.
In early childhood, family engagement is generally seen as a central element of high quality programs, and important in supporting child development and learning. So is family engagement as important as we early childhood educators think it is? The answer is Yes! Family Engagement is still important and here’s why.
The researchers did not focus on early childhood
A scan of the sources of data on which the authors base their conclusion reveals that the data they refer to primarily involves families with children above 3rd grade. The authors do not source studies involving families with children in grades below kindergarten, and even kindergartenthrough 3rd grade is not deeply represented. Most of the research data they look at is about older children.
'Parent involvement' has many meanings
From the data they analyze, the authors found that most forms of “ traditional” parental involvement, like observing a child’s class, being involved with the PTA, contacting a school about a child’s behavior, helping to decide a child’s high school courses, or helping a child with homework - do not improve student achievement. In some cases, they actually hinder it.
They find that the above-mentioned types of parental involvement bring about no benefit to children’s test scores or grades, regardless of the families’ racial or ethnic background or socioeconomic standing.
When involvement did benefit kids academically it was difficult to categorize, as it was very dependent on the specifics of the child’s grade, the racial, ethnic, and socioeconomic background of the family, and the academic outcome. This shouldn’t be a surprise - the kinds of involvement that would benefit any individual child must reflect the child's need, and his social and cultural context.
Demonstrating effects of family involvement is complicated
Measuring family involvement is not straightforward, and looking across numerous studies it is possible to find dozens of definitions and variables being used. For example: PTA participation is only relevant where there is a PTA program. “Helping with homework” is defined differently by researchers, schools, and families alike.
Another complication is that we assume that if families are involved, then students do better. But some families become involved specifically because their children are not doing well in school and in these cases, involvement would not be related to doing well in school.
In other cases, engaging families as partners – helping them to understand what a child is learning, and what activities can support that learning in the home, is clearly related to improved child learning. In this case, there would be a positive relationship between involvement and learning.
There are differences in how families are involved with young and older children
In the authors' work on the downfalls of helping with homework highlighted in the Atlantic article, "Don’t Help Your Kids with Their Homework," the focus is on the pitfalls of helping older children with assignments like advanced math in high school. This is NOT the same thing as counting apples as a way to expose children to numbers in the early years, reading aloud every day and the many other ways early childhood educators suggest families support their children’s early learning.
Family involvement is very different for families of young children than for families of high school children. Engaging families as partners – helping them to understand what a child is learning, and what activities at home can support that learning (like reading aloud), is clearly related to improving child learning.
What can we learn from this?
The authors make two points about the nature of family involvement.
First, one type of typical involvement – participating in PTA, visiting classes, and so on - does not appear to have much effect on student achievement. Rather, valuing education, discussing the child’s activities in school, and requesting specific teachers, seem to have greater effects.
An analysis of Head Start data reported in 2011 came to a similar conclusion – children who benefited from Head Start maintained their advantage most when families were active participants in their child’s learning and experiences in school – and not when more traditional forms of involvement – like sitting on parent boards and observing classes – were considered.
Second the authors suggest that schools need to find ways of involving families that are not limited to the conventional model – join the PTA, chaperone a field trip, and so on. These roles may have value to the schools, families, and communities, but not necessarily the child. Schools (and teachers) can find ways of bringing families into their child’s learning in more authentic and dynamic ways. This is where early educators can provide examples and possibly leadership.
- NAEYC’s Engaging Diverse Families tool-kit contains lots of ideas for family engagement beyond joining the PTA
- Family Engagement and Early Childhood Education – a blog post from NAEYC that highlights other recent research on family engagement
- Family Involvement Makes a Difference, a report from the Harvard Family research project
- Family Engagement, Diverse Families, and Early Childhood Education Programs: An Integrated Review of the Literature - summarizes research on family engagement in early childhood
- Parent, Family, and Community Engagement Framework - Head Start Approach to School Readiness is an important element of the Strengthening Families model used in many early childhood programs
- The NAEYC For Families website offers ideas and tips to help families supporting children's learning at home