"Four-year-old Yasmin, who is Black, walks into the dramatic play area, enjoying the sound of the beads in her braids clicking to the rhythm of her steps. Her teacher, Ms. Cindy, who is White, and her friend Alexis, who is Black, are sitting on the floor, talking and braiding the dolls’ hair. Ms. Cindy and Alexis take turns choosing beads to put in the dolls’ braids.
There are a number of ways early childhood educators can approach race in the classroom. We refer to these practices as race-related teaching practices (RRTPs). In this article we begin to address the need for these practices by offering categories for thinking about RRTPs and suggesting ways teachers can use children’s literature to welcome related conversations."
For the full article, visit Young Children, Vol. 71, No. 2.
In urban waste-material adventure playgrounds, children can build, climb, graffiti, and create.
Ensuring that all children are entering kindergarten with the foundational academic skills they need to succeed is a major priority for researchers, policymakers, and practitioners alike. Early childhood education programs show promise toward this goal. Research suggests that participation in a high-quality early childhood education program can enhance children’s development, reduce achievement gaps at kindergarten entry, and even have long-term benefits for children’s school trajectories.
Most states provide pre-kindergarten programs for 3- and/or 4-year-old children. The programs are often for children who might otherwise enter school behind their peers because of life circumstances such as poverty, not speaking English, or identified disability.
Evaluations of pre-K programs have found that they prepare children for success when they enter kindergarten and into later grades.
Education is an issue that serves as a linchpin for many of the other issue concerns of voters, such as job security, economic opportunity, wage stagnation and economic mobility. Helping families and communities provide children with high-quality early education from birth to age five has emerged as a family issue which the vast majority of Democrats, Republicans and independents can agree upon and urge action.
India makes my point. So do Bangladesh and China and Turkey and Colombia and the Democratic Republic of Congo and Malaysia.
All have investment in early learning as part of the national agenda. (In recent years I have visited early learning centers in each of these countries.)
While we in these United States are especially blessed to partake of a rich and generous country and to live in full freedom, in some places and in some ways we are not as future-focused as we might think.
In national surveys of state oversight and program standards for child care, the Department of Defense repeatedly comes out on top.