Excellent article dealing with violence in children

http://dhss.alaska.gov/ocs/Documents/Publications/pdf/DV_HealingWounds.pdf

The Value of Family Engagement in the Classroom

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Home > Research News You Can Use: Family Engagement and Early Childhood Education

Research News You Can Use: Family Engagement and Early Childhood Education

Related Resources

Spotlight on Young Children and Families »

Other Resources

From Parents to Partners: Building a Family-Centered Early Childhood Program » From Teaching Young Children: At home activities to share with families » The NAEYC Engaging Diverse Families Project » Literature Review: Family Engagement, Diverse Families, and Early Childhood Education Programs Coming soon: Project summary, tool kit, and best practices in action

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By Kyle Snow, Ph.D.

Meaningful family engagement in children’s early learning supports school readiness and later academic success. Parental involvement is a critical element of high-quality early care and education. It has been mandated by the Head Start framework since Head Start’s inception in 1964, built into model programs like Abecedarian, outlined in Developmentally Appropriate Practice (DAP), and incorporated into NAEYC standards for programs serving young children.

A pair of recent studies underscores the importance of family involvement in early education experiences. The first study looks at how frequently families engage in certain activities at home that promote readiness skills in relation to their views about several readiness skills. The second study examines family home practices as they relate to child outcomes while enrolled in Head Start.

Families Expectations for Children at Kindergarten Entry Have Changed, but Their Home Practices Have Not

The first study, released in February, 2012 by the National Institute for Early Education Research, used two waves of data (1993 and 2007) from the School Readiness Supplement to the National Household Education Survey(NHES).  The NHES collects data from a nationally representative sample of families with school-age children. The School Readiness Supplement collects data specifically about young children (age 3 and 4) and their families as the children approach school age.

The authors of this study examined the degree to which parental expectations for what children need to enter school have changed over time, and look at whether family practices related to child learning also may have changed. They found that compared to families of young children in 1993, parents in 2007 indicated greater awareness of several “essential” competencies for children when they enter kindergarten (e.g., knowing letters, using pencils, counting to 20, and taking turns). Parents in 2007, compared with those in 1993, also reported higher levels of child cognitive skills and abilities (e.g., identifying colors, recognizing letters, counting beyond 20, writing their name, reading written words and reading storybooks),  but no change in the children’s self-regulation. At the same time, the frequency of specific family activities that contribute to children’s readiness were lower or unchanged between 1993 and 2007 (Although there was an increase in the percentage of parents reading daily to their 4-year-olds and a reduction in hours per day that the children spent watching television.).

These findings produce a paradox: Between 1993 and 2007, parent expectations for what skills children need for kindergarten rose dramatically, and parents in 2007 reported greater levels of skills among their 3- and 4-years-olds than did parents in 1993, but there were few changes in the use of family activities to support those skills. The authors suggest that the dramatic increase in availability and use of preschool and prekindergarten programs may account for this. They suggest that some parents are “outsourcing” formal early learning activities to early childhood programs. Certainly, since 1993, expectations that programs support early childhood development have risen dramatically, which in turn has increased demands for program accountability.

Head Start Children Benefit from Increased Family Engagement and Activities in the Home

A second study, released by the National Bureau of Economic Research (NBER) in December 2011, explores how family activities in the home contribute to children’s development while they are attending Head Start programs. This study applied complex econometric modeling to data from the Head Start Impact Study to examine changes in families’ tendencies to engage in a broad range of activities that support child development. It sought determine how changes in family activities relate to Head Start program elements and evidence of child growth indicated through assessment scores.

The central findings suggest that families increase their home activities to support child development during the time their children are enrolled in Head Start, and they continue with these activities even after enrollment ends. This is not terribly surprising, given the emphasis Head Start has long placed on the role of families in program success, including codifying it within Head Start regulations. Another important finding is that some program governance procedures and structures used by Head Start, such as parent councils, do not relate strongly to family practices at home. While such approaches do engage families in the program, allowing them to participate and exert a degree of local ownership and investment, they do not affect home activities. Instead, what the analyses suggest is that as programs develop and demonstrate children’s skills, family activities to support children also increase. Clearly demonstrating an improvement in child skills reinforces parenting educational and education-related activities in the home.

What Do These Studies Mean for Early Childhood Programs Today?

Together, these studies suggest several important considerations for early childhood programs and professionals.
First, it is important to recognize that parents have expectations for what skills children need for kindergarten entry. These expectations change over time, and there are important differences across families in what are perceived as necessary readiness skills. Many parents look to early education programs to instill those skills. In that role, programs are positioned to enhance family understanding of what children need to best be prepared for school entry.

Parent engagement through involvement in program governance is part of Head Start program design and a tenet ofNAEYC’s Code of Ethical Conduct (see Section II). Beyond formal structures for program governance, programs should regularly involve families in informal decisions that affect the classroom and their children’s experiences within it. Regular communication between families and programs and between individual teachers and families reinforces the complementary roles that families and early childhood programs play in supporting children’s development.

Teachers can engage parents in early learning when they share children’s progress and growth using best assessment practices. Regular updates on children’s growth can encourage families to engage in more learning-related activities at home. An analysis of NAEYC data revealed that accredited programs are more likely than nonaccredited programs to communicate children’s assessment results to families as part of their programmatic activities, and also suggested that bringing families into the assessment process is among the hardest criteria for programs to meet.

When children’s progress can be tied to classroom activities and home activities, development and learning are strongly reinforced and further family involvement is inspired. Discussing changes in a child’s readiness skills can open a dialogue about the child’s strengths and any areas of potential concern for families or teachers. Then families and teachers can work in partnership to ensure that children continue to receive appropriate instruction and related experiences to further their development.

Great Article on "Behavior Challenges" in preschool children

http://www.earlychildhoodnews.com/earlychildhood/article_view.aspx?ArticleID=235

Early Childhood Resources

• Course Media: "The Resources for Early Childhood"
  Five early childhood professionals discuss their preferred and trusted resources.
• Part 1: Position Statements and Influential Practices
  • NAEYC. (2009). Developmentally appropriate practice in early childhood programs serving children from birth through age 8. Retrieved May 26, 2010, from http://www.naeyc.org/files/naeyc/file/positions/dap
  • NAEYC. (2009). Where we stand on child abuse prevention. Retrieved May 26, 2010, from http://www.naeyc.org/files/naeyc/file/positions/ChildAbuseStand.pdf
  • NAEYC. (2009). Where we stand on school readiness. Retrieved May 26, 2010, from http://www.naeyc.org/files/naeyc/file/positions/Readiness.pdf
  • NAEYC. (2009). Where we stand on responding to linguistic and cultural diversity. Retrieved May 26, 2010, from http://www.naeyc.org/files/naeyc/file/positions/diversity.pdf
  • NAEYC. (2003). Early childhood curriculum, assessment, and program evaluation: Building an effective, accountable system in programs for children birth through age 8. Retrieved May 26, 2010, fromhttp://www.naeyc.org/files/naeyc/file/positions/pscape.pdf
  • NAEYC. (2009, April). Early childhood inclusion: A summary. Retrieved May 26, 2010, from http://www.naeyc.org/files/naeyc/file/positions/DEC_NAEYC_ECSummary_A.pdf
  • Zero to Three: National Center for Infants, Toddlers, and Families. (2010). Infant-toddler policy agenda. Retrieved May 26, 2010, from http://main.zerotothree.org/site/PageServer?pagename=ter_pub_infanttodller
  • FPG Child Development Institute. (2006, September). Evidence-based practice empowers early childhood professionals and families. (FPG Snapshot, No. 33). Retrieved May 26, 2010, fromhttp://community.fpg.unc.edu/sites/community.fpg.unc.edu/files/imce/documents/FPG_Snapshot_N33_EvidenceBasedPractice_09-2006.pdf
  Part 2: Global Support for Children's Rights and Well-Being

  • Article: UNICEF (n.d.). Fact sheet: A summary of the rights under the Convention on the Rights of the Child. Retrieved May 26, 2010, from http://www.unicef.org/crc/files/Rights_overview.pdf
  • Websites:
  • World Forum Foundation
    http://worldforumfoundation.org/wf/wp/about-us
    This link connects you to the mission statement of this organization. Make sure to watch the media segment on this webpage
  • World Organization for Early Childhood Education
    http://www.omep-usnc.org/
    Read about OMEP's mission.
  • Association for Childhood Education International
    http://acei.org/
    Click on "Mission/Vision" and "Guiding Principles and Beliefs" and read these statements.

  • Part 3: Selected Early Childhood Organizations
    • National Association for the Education of Young Children
      http://www.naeyc.org/
    • The Division for Early Childhood
      http://www.dec-sped.org/
    • Zero to Three: National Center for Infants, Toddlers, and Families
      http://www.zerotothree.org/
    • WESTED
      http://www.wested.org/cs/we/print/docs/we/home.htm
    • Harvard Education Letter
      http://www.hepg.org/hel/topic/85
    • FPG Child Development Institute
      http://www.fpg.unc.edu/
    • Administration for Children and Families Headstart's National Research Conference
      http://www.acf.hhs.gov/programs/opre/hsrc/
    • HighScope
      http://www.highscope.org/
    • Children's Defense Fund
      http://www.childrensdefense.org/
    • Center for Child Care Workforce
      http://www.ccw.org/
    • Council for Exceptional Children
      http://www.cec.sped.org/
    • Institute for Women's Policy Research
      http://www.iwpr.org/
    • National Center for Research on Early Childhood Education
      http://www.ncrece.org/wordpress/
    • National Child Care Association
      http://www.nccanet.org/
    • National Institute for Early Education Research
      http://nieer.org/
    • Pre[K]Now
      http://www.pewstates.org/projects/pre-k-now-328067
    • Voices for America's Children
      http://www.voices.org/
    • The Erikson Institute
      http://www.erikson.edu/
    Part 4: Selected Professional Journals Available in the Walden Library

    Tip: Use the A-to-Z e-journal list to search for specific journal titles. (Go to "How Do I...?", select "Tips for Specific Formats and Resources," and then "e-journals" to find this search interface.)

    • YC Young Children
    • Childhood
    • Journal of Child & Family Studies
    • Child Study Journal
    • Multicultural Education
    • Early Childhood Education Journal
    • Journal of Early Childhood Research
    • International Journal of Early Childhood
    • Early Childhood Research Quarterly
    • Developmental Psychology
    • Social Studies
    • Maternal & Child Health Journal
    • International Journal of Early Years Education

Children's Identity Struggles

"Children today are still trying to figure out all their identities and who the people around them are and who they are and are being bombarded by both negative and positive messages of who they are."

Louise Derman-Sparks

Professor Emeritas

Pacific Oak College,CA

Multimedia Presentation, "The Passion for Early Childhood Education."

Some words of Wisdom about Preparing Children For School

"As you consider whether to move a child into formal academic training, remember that we want our children to do more than just learn to read and write;we want them to learn in a way that they become lifelong readers and writers.  If we push our children to start learning too far ahead of their own spontaneous interest and their capacity we may sacrifice the long range goal of having them enjoy such pursuits."

Dr. Lillian G. Katz

Quotes from President Lyndon B. Johnson

"There are no problems we cannot solve together and very few that we cannot solve by ourselves."
Lyndon B. Johnson

"Education is not a problem.
Education is an opportunity."
-Lyndon B. Johnson

CHILDHOOD INFLUENCE #1- MY MOTHER MARILYN WATSON

               

 My absolute best influence in my childhood has to be the wonderful mother that God has perfectly placed for me in my life.  My Mom taught me so many things throughout my life like how to be a hard worker, compassion, gentleness, how to have a servants heart and humility just to name a few.  My relationship with my mother has definitely changed over the years and I now feel honored to call her my friend!  I talk to her almost every day and know that she will show me unconditional love and always be there to support and encourage me.  There have definitely been hard times in my family’s life but my mother has shown me how to never give up and to rely on my faith during these rough patches in life but also the good times as well.  My mother’s favorite quote which still stick with me today is “I can do all things through Christ who gives me strength.”  There have been so many favorite memories over the years from vacations to shopping trips to baking Christmas cookies and apple pies and family day trips. I even won a local pie contest with her winning recipe!  I have definitely most of my personality traits because of my Mom and definitely feel that I am a better person because I know her!

Influence #2 My Father, Brian Watson

Influence #2

A second influence in my life is my father.  My father is probably the most organized, practical and efficient person I have ever met in my life.  He taught me how to be loyal, dedicated, and to never quit a job until it is finished the right way.  He is an excellent manager of money and has taught us all how to live within our means.  He also has a very funny side to him as well and loves to be the “jokester.”  Practical jokes are one of his favorite things to do and I remember being scared out of my wits at haunted houses and him doing something silly just to ease the tension.  My father was also a history major in college and helped each one of us develop a love of learning and an appreciation for what our generations beforehand taught us.  My favorite memories are going to the Statue of Liberty and Gettysburg Battlefield exploring all of the monuments and even though we acted like we were bored out of our minds, we loved every minute of it!

Influence #3 MY GRANDPA MELVIN THOMAS

My next influence would be my grandfather, Melvin David Franklin Thomas.  He worked at American Standard for most of his life but also served one of the most respected positions, driving a tanker in WW2 where his unit was one of the ones that went in to free Auschwitz. He was a very strong person but also one of the most kind hearted, loving compassionate men I have ever met in my life.  He would drop whatever he was doing to help out someone in need.  After he retired, he was the head maintenance person at his church and I remember countless times going with him to buy groceries for shut ins, going to fix someone's car or shoveling someone's driveway in the winter.  He was such a humble man, he never wanted anything in return, just to do what he could to help.  I definitely get this trait from Him- sometimes people might say I am a pushover, but I genuinely enjoy meeting the needs of other people.  I can never remember a time where he said something negative about anyone or ever hearing him complain- he was and still is My Hero!

Influence #4- My Grandmother, Gladys Thomas

Another major influence in my life was my grandmother Gladys Thomas.  She and my grandfather made such a profound impact on my life.  They are both in Heaven and I miss them both more than words can even say.  My grandma or Boots, as everyone called her, was such a character.  She spent her career working in the shoe department at Macy's and definitely passed this love of shoes on to me.  She was a very caring individual, even though she spent most of her life in chronic pain.  She was an artist as well and definitely passed on her love of poetry and various forms of art on to me.  I have nowhere near her talent, but love to experiment with different art mediums.  One of her favorites was "Daffodils" by William Wordsworth and I can remember reciting this with her from a very young age.  Another great memory was baking in the kitchen with her.  She taught me how to make a perfect Lemon Meringue Pie and Homemade Lasagna.  She taught me so many things, but especially how to treat people with respect and show generosity to those in need.

My Childhood Influence#5- Uncle Richard Thomas

My next and probably most exciting influence in my life has to be my uncle Richard Thomas.  Prior to my birth my uncle was the epitemy of a hippy, wild, free spirited, and very spontaneous.  He experimented with drugs and alcohol but went to rehab and cleaned himself up shortly before I was born.  He went on to be a psychologist.  He is a very positive, easy going fun guy who always tries to find the good in people.  A favorite memory is that every Saturday morning that he could he would take my sister and I to I-Hop for Breakfast or to the movies to hang out.  He taught us to laugh and have fun no matter what is happening in life and that sometimes after a hard day, you just need to have a dance party in the kitchen.  I am more of a shy reserved person, but he taught me how to have loose and have fun.  I don't see him very much but whenever we get together we end up laughing all night and being goofy!

A Child who has my Heart!

                This is Ja'Nyre.  I first met Ja'Nyre at Open House in August this year and the second I saw him I felt a connection with him.  He seemed so young and innocent and I was completely unaware of how much this little soul had been through that week. He asked me if I wanted to play in the kitchen with me and of course I said Yes and in the process of introducing ourselves to each other he started telling me about his family.  He said that his Mom was really sad that day because they had just come from his cousin's funeral.  He went on in detail to explain to me that his cousin was in a gang and trying to get out because he recently had a child but that someone came to his house and shot him in the head.  I immediately felt this need to protect him and make school a safe place where he can forget all the drama and violence in his life.  I want him to see that there can be more to life than that and to have a successful future one day!

            Ja'Nyre has a lot of energy and is very easily distracted.  My focus this year has been finding ways to help him see the value in school and learning and self control.  When he applies himself  he is a very smart little boy and I see his self-confidence growing each day.  He is excited to tell his Mom all that he did at school each day she comes and he shows off all his work.  We still have a way to go, but I have hope that he will make it in school and in life!!

MY FAVORITE CHILDREN'S BOOK

This is my favorite children's book.  I love it because you can do a whole month's worth of extension activities with it.  The activities are limitless...math,science, literacy,drama,language, and nutrition are just a few.  We always order caterpillars and watch the transformation into butterflies.  Children are thrilled by this process and make predictions as to how long it will take, what color they will be, and how many will hatch.  There are tons of art activities you can do also.  My favorite part of the book though is explaining to the kids not to judge people by how they look- everyone can turn into a beautiful butterfly with a lot of love and guidance! 

“Unless someone like you cares a whole awful lot,
Nothing is going to get better. It's not.” 
― Dr. Seuss, The Lorax

All About Me

                    Hello,
My name is Heather and I am completely new to blogging, but will give it a go!  I have the pleasure of teaching the next generation of tomorrow's leader.  I have about 15 years experience working with early childhood education and have to say I love every minute of it.   It is so fascinating to see how excited these little treasures are to learn all about the world around them.  I believe the role of a teacher is a very important and that we need to seize every opportunity to make a positive difference in the children's lives that we encounter.  In the words of Henry Adams "A teacher affects eternity; he can never tell where his influence stops."