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This resource lays out what early childhood education is and why it is important. It talks about what guidelines are needed to cross to become an early childhood educator. It talks about how you have to be patient and nurturing in order to deal with younger children, which I agree with. At the core, adults need to be ready to deal with children and handle all the different things they throw at us.

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What is Early Childhood Education? | Goodwin College

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Early childhood education is a period of foundational learning for young children. Learn what ECE is, and what it means to be an early childhood educator today.

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This one has different links that take us to different websites as a resource. It also allows people to apply for grants to help children with early education. It mainly talks about kids education starting from kindergarten to 12th grade.

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The Department of Education is dedicated to supporting educational and social emotional outcomes for young children from birth through 3rd grade.

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This resource gets more into why general education is important with iron-clad statistics. I think it is important to point out how important early childhood is for their futures and even for our futures. Even though it is an ad trying to get more childhood educators but it backs it up with a lot of facts. School is such a crucial part of growing up and it makes for more mature adults.

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03/26/2024

Early childhood education (ECE) involves the formal education and care of young children by non-family members in specialized settings before those children start primary school.

An early childhood education program typically involves children up to 8 years of age. This type of education is grounded in the understanding that early childhood is a critical period of development, where children learn foundational skills, attitudes, and learning patterns.

The importance of early childhood education lies in its impact on a child's emotional, cognitive, and social development. Research indicates that high-quality early childhood education from professionals such as preschool teachers can offer a range of long-term benefits, including:

Improved readiness for school

Better academic performance in classes

A reduced need for special education services

Higher rates of high school graduation

Improved social behaviors

Early childhood education also provides a crucial support system for families that offers guidance in nurturing their child's development.

The Benefits of Early Childhood Education for Children and Society

According to National Academies, research indicates that ECE offers numerous benefits for kids and society. For example, students such as preschool children who attend quality early childhood education programs tend to have better language and communication skills, improved problem-solving abilities, and heightened creativity. They also develop social skills - such as cooperation, empathy, and conflict resolution - that are essential for building positive relationships with their peers and adults.

The Development of Healthy Habits

A high-quality early childhood education program goes beyond the academic and social development of a child in the early years; it plays a crucial role in promoting physical health and well-being among young students. ECE programs often prioritize physical activities, ensuring that children participate in regular exercise and develop healthy habits from an early age. This emphasis on child health not only promotes overall well-being, but it also helps young students to avoid the onset of chronic diseases later in life.

Long-Term Positive Outcomes for Children

According to The Science Behind It, studies have indicated that children who receive positive educational experiences in an elementary school or another teaching facility are more likely to become productive members of society. For example, they are more likely to have higher employment rates and lower involvement in criminal activities. Additionally, effective ECE programs help reduce educational disparities and promote social equity.

Cost Savings for Society

By investing in high-quality early childhood education, societies can reduce the need for costly remedial education and special education services. Moreover, children who receive quality education during childhood are more likely to graduate from high school and pursue higher education, leading to a more skilled and competitive workforce.

It is important to recognize that the benefits of early education extend beyond individual development and have an effect on society. By providing children with a strong foundation during their formative years, we are investing in a brighter future for our communities and cultivating well-rounded individuals who will positively contribute to society.

The Challenges of Early Childhood Education

While early childhood education offers immense potential, it faces various challenges. One significant challenge is ensuring access to quality education for all children, regardless of their socioeconomic background. The limited availability of early childhood education, especially in disadvantaged areas, can create inequalities in educational opportunities.

The lack of accessible early childhood education options can have long-lasting effects on children's development. Children from low-income families who do not have access to quality educational programs are more likely to start school at a disadvantage and struggle to catch up with their peers academically and socially. This gap can persist throughout their educational journey, impacting their education and potential job opportunities.

A Lack of Sufficient Resources

Adequate funding is necessary to maintain high-quality ECE programs, attract skilled educators, and provide ongoing professional development. Without proper resources, ECE centers may struggle to provide a stimulating, nurturing environment that supports early childhood development and can enhance student learning.

A Shortage of ECE Professionals

The shortage of trained professionals in the ECE field poses a significant challenge. Many educators - like preschool teachers - play a crucial role in shaping children's learning experiences and fostering their social and emotional development.

However, the demanding nature of the job, coupled with relatively low wages, can make it difficult to attract and retain qualified instructors. This shortage affects the quality of education but also increases the workload and stress levels for teachers.

The Requirements for Promoting Quality Early Childhood Education

Efforts to enhance early childhood education programs should involve various stakeholders, including policymakers, educators, schools, families, and communities. To promote quality ECE, it is crucial to invest in comprehensive training and professional development programs to ensure adequately paid teachers. Instructors need support in keeping up with research-based practices and implementing innovative approaches to meet the ever-evolving, diverse needs of children.

This collaboration will allow for a seamless transition from an early childhood program to elementary school and ensure continuity in a child's learning journey. Engaging parents as partners in their child's education will not only strengthen family bonds, but also enhance the overall quality of the educational experience.

Guidance from Experienced ECE Pros

Another important factor that can promote high-quality ECE is the training of new teachers. A new teacher can establish a mentor or coaching relationship with other experienced early childhood education professionals.

As a result, that instructor can be in a supportive environment where knowledge and skills can be shared to create more effective early childhood education programs. This mentorship helps new teachers navigate the challenges of early childhood education and also provides a platform for continuous professional growth.

The Physical Environment of Classrooms

The physical layout of classrooms can significantly impact children's learning experiences. Creating inviting, stimulating spaces that cater to different learning styles and interests can encourage engagement and exploration. By incorporating natural elements - such as plants and natural light - and providing a variety of materials and resources, teachers can create a supportive environment for children's mental health and physical development.

Opportunities in Early Childhood Education

If you're considering pursuing a career as an early childhood educator, the role offers a unique opportunity and a profound responsibility. You'll need to possess a passion for teaching and for developing curiosity, resilience, and empathy in young learners.

The demand for qualified professionals is increasing, driven by the growing recognition of the importance of quality education. Pursuing a career in this field allows individuals to make a meaningful difference in the lives of young children and shape the future of education.

Education can offer various career opportunities for teachers who want to focus on teaching young children. Professionals in this field can pursue various roles, such as early childhood educators, administrators, curriculum specialists, and child development specialists. These roles involve planning and implementing age-appropriate activities, observing and evaluating children's progress, and facilitating their growth.

Early Childhood Educators

These instructors are skilled in designing and implementing developmentally appropriate activities that promote curiosity, creativity, and critical thinking skills in students, preparing children for the demands of future education. By fostering a love for learning in their students, they lay the foundation for a lifelong journey of discovery and growth.

Administrators

Administrators are responsible for managing and overseeing the operations of childcare centers, preschools, and other early learning programs. They ensure compliance with licensing regulations, develop policies and procedures, and coordinate with staff, parents, and community partners. Administrators play a vital role in creating a positive and inclusive learning environment, where children feel safe, supported, and valued.

Curriculum Specialists

Curriculum specialists in early childhood education are experts in designing and evaluating educational programs and materials. They collaborate with educators to develop curricula that aligns with national standards and best practices.

Also, curriculum specialists provide ongoing professional development and support to educators, ensuring they have the knowledge and skills to deliver high-quality instruction. By staying up to date with the latest research and trends in early childhood education, curriculum specialists contribute to the continuous improvement of teaching and learning practices.

Child Development Specialists

Child development specialists focus on understanding and supporting the unique needs and abilities of young children. They assess children's developmental milestones, identify any potential delays or challenges, and provide interventions or referrals as needed.

These specialists work closely with families and educators to create individualized plans that promote children's optimal growth and development. By advocating for the well-being and rights of young children, these specialists play a vital role in ensuring that every child has the opportunity to reach their full potential.

Where Can ECE Professionals Work?

There are a wide range of professional opportunities in early childhood education. Here are some of the primary places where educators can work:

1. Preschools: In this setting, preschool teachers work with children three to five years of age. The focus is on acquiring basic educational skills, socialization, language development, self-expression, and play-based learning in early childhood education programs.

2. Childcare centers: In childcare centers, an early childhood educator provides care and education for infants and toddlers, as well as older kids in before-school, after-school, and summer programs.

3. Private homes: As nannies or in-home childcare providers, early childhood educators offer personalized care and educational activities, often for younger children, in the family's home environment.

4. Public and private elementary schools: Some teachers work in the elementary schools of a local school system, particularly in pre-kindergarten (pre-K) and transitional kindergarten programs.

5. Special education settings: Instructors with additional training may work with young kids who have special needs, designing and implementing programs to meet individual developmental goals.

6. Community and family support services: Some professionals may be employed by organizations that offer parenting classes, family literacy programs, and other support services.

Obtaining an Early Childhood Education Degree from APU

The profound impact of education extends far beyond the preschool years, laying a foundation for lifelong learning and well-being. For an early childhood education teacher, recognizing the critical role of early childhood educators in young students' developmental journey requires comprehensive training and preparation.

American Public University offers an online associate degree in early childhood education tailored to the needs of an early childhood education teacher. The courses for our early childhood education degree are structured to accommodate student needs through an online format, ensuring both affordability and flexibility.

With instruction from dedicated and seasoned professionals, our well-rounded curriculum is designed to prepare students to acquire the essential knowledge and skills to positively impact the developmental journey of young learners. Start your academic journey today!

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What Is Early Childhood Education and Why Is It Essential?

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What is early childhood education? This article covers the importance of early childhood education and how it helps young students.

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This resource discusses how education starts at birth. We learn from the time we are born to the time we pass away. It also discusses how important it is to have good, proper child care for your child. It talks about how changes in funding effect education as well as what has changed since covid.

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Why early childhood care and education matters

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A range of research and evidence has converged to support this claim. First, neuroscience has shown that the environment affects the nature of brain architecture - the child's early experiences can provide either a strong or a fragile foundation for later learning, development and behaviours.

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This resource has 12 important benefits about child education. It talks about promoting creativity and different types of growth. Our future is our children and we should be focused on how to help them. It talks about how important it is to have positive adults around.

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12 Key Benefits of Early Childhood Education and Why They Matter

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Explore the benefits of early childhood education. Learn how early childhood education offers cognitive development, social growth, and academic performance.

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This resource discusses that every child is willing to learn no matter what disability they have. It talks about what different things to do to help incorporate their learning. They can get tables that they can write on or different things to paint, just to help with fine motor skills. I love that it talks about how kids accept other kids no matter what they have different.

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Adapted from The Essentials: Supporting Young Children with Disabilities in the Classroom, by Pamela Brillante. Copyright © 2017 by the National Association for the Education of Young Children.

When you open your classroom door this new school year, you'll be welcoming preschoolers with a variety of experiences, strengths, and challenges. For some children, this will be their first time in a classroom, and they may struggle to follow routines and grasp concepts. Others will arrive having a lot of experience with books and language, and some may be dual language learners. A few children in your new class might have disabilities or developmental delays that impact their learning, social skills, or behavior.

You may be wondering, How do I support children with disabilities or developmental delays when I don't have any training to do that? All children learn best in a developmentally appropriate program that offers them the supports they need to participate successfully alongside their classmates. Many children with disabilities benefit from simple accommodations and modifications, while other children may need more specialized, individualized supports provided by special education professionals. These professionals will work with you, the children, and their families to help the children learn and thrive.

To be an effective teacher, remember that regardless of individual needs, children are first and foremost children-and best practices for young children are best practices for all young children. Here are some ideas to help you set the stage for a great year for everyone.

Try basic modifications

Painting and drawing: Some children have a hard time painting or drawing on a tabletop because it involves using very small muscles in the hands and wrists, which may not be developed yet. Try also setting up easels, which allow children to stand and use bigger arm movements that originate from the shoulders, which often is easier.

Books: Make board books available, and add jumbo paper clips to regular book pages to make them easier for children to turn. These modifications help children with motor delays but are also fun for everyone.

See the child as a child first

Each child is unique, and every child can learn. Look beyond a child's disability or label, and get to know her as a person. Observe children to discover what interests each one and to get ideas about what might motivate her. Talking and playing with children provides important opportunities for building trusting relationships. Set learning goals, choose strategies, and assess children's progress. And just as you do for all children, have high-but realistic-expectations for children with disabilities or developmental delays.

Reexamine your beliefs and knowledge

To be an excellent educator for all the children in your classroom, stay in touch with your inner teacher. Review both your understanding of child development and your toolkit of practices. Honestly examine your beliefs about children and families. Then think deeply about your responsibility to make learning-and the physical environment-engaging, developmentally appropriate, and accessible for all children.

Tap into the expertise of special education professionals

If a child has an identified disability or developmental delay, he receives services specified in his Individualized Education Program (IEP). The child's teacher should either be given a copy of the IEP or opportunities to review it. Don't hesitate to ask the special education teacher, early intervention coordinator, or administrator to explain anything that is confusing. They can help you adapt and modify your curriculum, physical space, materials, and educational expectations so the child can participate as fully as possible in classroom routines and activities. These professionals can also support you in identifying the child's strengths and interests, helping you find relevant ways to connect your teaching to each child.

Speech, physical, and occupational therapists who work directly with a child can also brainstorm adaptations and modifications with you. For example, for a child who has difficulty with balance and large motor control, a physical therapist could provide a special chair for the classroom and work with you to find other comfortable seating options that let the child be part of the group.

Make simple changes

Design the classroom space, routines, and activities so they are adaptable and can be used by the children in a variety of ways. This proactive approach supports children's strengths and can be modified to address children's needs. Plan activities that require more than one child's participation to accomplish a task. Instead of an adult always working with a child with a disability, pair the child with a peer buddy. Provide dress-up items with multiple ways to fasten them. Find ways to absorb background noise to avoid distracting children.

Strategies to try

While there are many strategies to support children with disabilities, here are a few.

Environment: Arrange the classroom furnishings so all children-including children with visual or physical disabilities-can move and maneuver around the room and learning centers by themselves. Make sure materials are within reach. Watch for classroom clutter and unstable flooring (throw rugs that move easily) that make the classroom space inaccessible for some children.

Routines: The best routines have a predictable beginning, middle, and end. Use visual supports, such as pictures or props, to teach children routines, help them stay engaged, and aid them in transitioning between different activities.

Peers: Peers who do not have disabilities can model positive prosocial and communication skills and demonstrate everyday routines that young children with disabilities can imitate. Classmates can also help children develop social relationships and increase their motivation to be part of classroom activities.

Noise: Managing noise in the classroom plays an important role in both learning and behavior. Loud classrooms affect a child's ability to understand increasingly complex language. Carpets and other sound-absorbing materials, like wall hangings, heavy drapes, felt, and chairs with tennis balls on the bottom of metal legs, all help reduce classroom noise.

Materials: Modifying materials in the classroom can have a big impact on independence. Add pencil grips to crayons and markers to make them easier for children with motor difficulties to hold. Gluing small knobs to puzzle pieces make them easier to pick up.Create opportunities for refugee parents to share their traditions.

Determine where individual children need more support

What do you expect children to do and learn during typical routines and activities? Consider this, then think about the supports you can provide to help a child with a disability be more independent and successful. Break down activities into smaller, more manageable tasks for her, and teach the tasks one by one. To help the child transition to a new activity, give her a picture or symbol of the area to show where to go next. If a child uses a nonverbal mode of communication (picture symbols, sign language), teach all of the children to use it.

Finally, trust your knowledge and instincts

Whatever the needs of the children in your classroom, learn to trust your instincts and rely on your professional expertise and judgment. Be willing to seek help from others who have valuable experience and knowledge to share with you. These are important things you can do not just for children with disabilities but for every child in your classroom!

COMMONLY USED SPECIAL EDUCATION TERMS

When there is a child with a disability or developmental delay in your class, you're likely to hear a dizzying variety of terms from special education professionals. Here are a few helpful definitions.

Assistive technology (AT): any item, piece of equipment, software program, or product system that is used to increase, maintain, or improve the functional capabilities of children with disabilities. Assistive technology helps with speaking, seeing, hearing, learning, walking, and many other functions. Different disabilities require different assistive technologies (wheelchairs, walkers, braces, educational software, pencil holders, communication boards).

Developmental delay: a significant lag in a child's achievement of developmental milestones in one or more areas of development (cognitive, language, motor, social-emotional)

Disability: a physical or mental condition-such as hearing loss, cerebral palsy, autism, or Down syndrome-that affects the way the body works or develops and that significantly limits a person's abilities in one or more major life activities, including walking, standing, seeing, hearing, speaking, and learning [Americans with Disabilities Act (ADA) of 1990 (Public Law 101-336)]

Inclusion: the practice of educating children with disabilities in the same classroom as their same-age peers who do not have disabilities. Inclusion is part of the philosophy that people are more alike than different, that differences make classrooms and experiences richer, and that everyone-children with and without disabilities, families, educators, and communities-benefits when children are educated together.

Individualized Education Program (IEP): a written plan for a child between the ages of 3 and 21 that outlines the child's learning goals and the services to be provided to meet his educational needs

Individuals with Disabilities Education Act (IDEA) of 2004 (Public Law 108-446): the law that governs how states and agencies provide early intervention and special education services to children and young adults

Interdisciplinary (or multidisciplinary) team: a team of professionals who evaluate a child to determine whether a delay or disability exists and whether she qualifies for services

Least restrictive environment (LRE): the educational setting that allows a child-to the maximum extent possible-to be educated with his same-age peers who do not have disabilities

Referral: a formal request that is often made by families, physicians, or teachers to begin the special education evaluation process

Sensory processing issues: difficulty handling and responding to sensory input
Note: While you may occasionally hear the older term mainstreaming used to mean inclusion, the two are not interchangeable. Mainstreaming describes a child with a disability participating in a program with her peers for just part of the day or for specific activities where she can participate without the teacher making any changes to the activity. Inclusion is the philosophy that children can engage in activities with their peers even if those activities need to be adapted or modified in some way for children to be successful.
Author's note: Different terms, such as challenged, differently abled, and s pecial needs, are used to refer to individuals with disabilities. While these terms appear to be inoffensive and seem to emphasize positive qualities, they are euphemisms and are not frequently used in the disability advocacy community (Syracuse University Disability Cultural Center). The Essentials: Supporting Young Children with Disabilities in the Classroom (the book the information in this article is adapted from) uses "child with a disability," and we do also.

Photos © NAEYC/iStock

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Every Child Belongs: Welcoming a Child with a Disability

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When you open your classroom door this new school year, you'll be welcoming preschoolers with a variety of experiences, strengths, and challenges.

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I like this resource because it has different yet effective ways to help those who hav not had English as their first language. In my experience some school districts hire bilingual aides that can help children better understand and write English. I like that it provides a helpful table and encourages educators not to get discouraged if kids do not learn as quickly. Every child learns at different levels.

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The new question-of-the-week is:
What is the single most effective instructional strategy you have used to teach English-language learners?
This series is part of a longer series of questions and answers inviting educators from various disciplines to share their "single most effective instructional strategy."

There are many more to come!

Today, Valentina Gonzalez, Denita Harris, Cindy Garcia, and Deedy Camarena offer their responses.

Before we get to today's guest, I'd like to share my own answer.

Two that contributors to this series don't mention and are ones I like to use often are the Language Experience Approach (LEA) and Total Physical Response (TPR).

Two particularly useful posts that have not yet made it into that summary collection (I update them every summer) are Thirteen Instructional Strategies for Supporting ELL Newcomers and Ten Strategies for Teaching English-Language Learners Online.

Now, to responses from today's guests:

Picture Word Inductive Model
Valentina Gonzalez is a former classroom teacher with over 20 years in education serving also as a district facilitator for English-learners, a professional-development specialist for ELs, and as an educational consultant. Valentina delivers professional development and coaches teachers on sheltered instruction strategies. Her work can be found on Seidlitz Education and on MiddleWeb. You can reach her through her website or on Twitter @ValentinaESL:
Shifting the way we approach teaching English-learners can have a positive effect on their success in our schools. When we see our English-learners' assets first, we recognize everything they come with and value not only their culture but also the content and literacy they bring to the table.

I've found the Picture Word Inductive Model (Calhoun, 1998) to be one of the most effective instructional techniques in my experience teaching ELs. The benefits of using PWIM with English-learners are many. This literacy technique is quite flexible and can be used cross-curricularly no matter the grade level, language level, or content. PWIM leverages students' funds of knowledge and builds upon them. Through the PWIM, ELs are engaged in thinking and in all language domains: listening, speaking, reading, and writing with scaffolds and supports such as visuals and sentence stems or frames. This method can be used in all grade levels and cross-curricularly.

These are the steps I use to implement an adapted version of PWIM with English-learners and how each step benefits ELs:

This engaging instructional strategy helps to lower students' anxiety levels, which increases participation. After using the PWIM with numerous student groups, these are some tips I can offer to educators who haven't tried it before:

Carefully select images that are compelling to your age group of students.

Try color coding or chunking labeled words (ex.: all verbs in orange, adjectives in blue, etc.).

Keep in mind students' language-proficiency levels when creating sentence stems and frames. Students with advanced English proficiency will benefit from more sophisticated sentence structures.

Don't stress about doing it all in one day. Gage your students and make adjustments as needed.

On a subsequent day, use the generated words as a sorting activity. Ask students to work with a partner to put the words in groups and label the groups.

Co-create a sentence-patterning chart with the class. Some groups of students may need this level of support during Step 7.

Below is an example of a PWIM and sentence-patterning chart mash up. Combining these two techniques enhances ELs' listening, speaking, reading, and writing in English.

Sentence Frames
Denita Harris is a curriculum coordinator for the MSD of Wayne Township, Indianapolis. She has over 20 years of experience as a teacher, assistant principal, and district-level administrator. Harris is the recipient of the 2019 INTESOL (Indiana Teacher of English to Speakers of Other Languages) Best of the Best in K-12 Education, and the 2017 and 2020 African American Excellence in Education Award. Find her on Twitter @HarrisLeads:
The single most effective strategy I have used and would highly recommend when teaching English-language learners is the use of sentence frames for writing and speaking, the productive skills, accompanied with a word bank, word phrases, and/or pictures.

English-languagelearners possess a wealth of knowledge, and it is our obligation, as educators, to tap into their knowledge and continue to build upon what our students already know and can do. We must remember our students are in the process of learning a new language and are not in the process of learning a language; therefore, we can provide the words and the grammatical structures of the new language to help guide them in speaking and writing.

Here is an analogy to consider. English-language learners have the tools (vocabulary in their native language). They come to us with these tools; however, while learning English, they may not yet know the names of all the tools or how to use them properly to accomplish a task completely (speaking or writing in English). Our responsibility is to provide our students with the names of each tool (vocabulary in English) and demonstrate to them, through sentence frames, how they might utilize these tools to accomplish a complete task (express a complete thought or sentence in English). A sentence frame can be made up of only one sentence or several sentences to assist students in structuring paragraphs.

The use of sentence frames for writing and speaking not only give English-language learners a framework to communicate through both oral and written language, sentence frames also help build students' self-efficacy. When students have the language to contribute to classroom discussions and are able to express their thoughts on paper, they begin to feel a part of the classroom community, and that makes all the difference.

Comprehensible Input
Cindy Garcia has been a bilingual educator for 14 years and is currently a district instructional specialist for PK-6 bilingual/ESL mathematics. She is active onTwitter @CindyGarciaTX and on her blog:
The single most effective strategy that I used to teach English-language learners is comprehensible input. Comprehensible input means that the teacher speaks in such a way that students are able to understand what is being said even when they do not know or understand all of the words being stated. Below are some strategies to make input comprehensible:

Slow down rate of speech and enunciate clearly. As students are listening, they are also working to process what is being said and how that fits with what they already know. At the same time, ELLs are translanguaging and making sense of teachers' academic language. ELLs are developing their English language, and it is very important that they hear those initial and ending sounds of words in order to add them to their vocabulary. Sometimes when we speak too quickly, we drop important sounds such as "ing".

Avoid figurative language and idioms. While these phrases might make sense to you and emphasize a point, to ELLs they might break down their comprehension. Students will probably end up with a literal translation that makes no sense. For example, saying it was a piece of cake will be translated to it was a portion of a dessert, not it was easy! Not only that, but ELLs might stop listening as they try to figure what that idiom means.

Use gestures and total physical response (TPR). Language can sometimes be abstract and not precise. There can also be words that exist in English that do not exist in other languages. For example, toes do not have a Spanish equivalent. In Spanish, we have hand fingers and feet fingers. Using exaggerated gestures can help make the meaning of new vocabulary more clear to students. Using TPR, students also learn to associate a movement with a word, and that will make it more likely that they internalize that new vocabulary.

Collaborative Summarizing
Deedy Camarena is the coordinator for English-language development (ELD), dual and world languages, at the Santa Clara County Office of Education in California:
Second, students find one partner to dialogue with and " create a negotiated list that reflects their combined agreement on the three to six most important ideas." Once students have discussed the most important ideas, they turn them into one, collaborative 15-word summary. Teachers can strategically pair up students, or students can choose. Students must first determine the negotiating rules they will follow. For example, act respectively, cite evidence to prove your opinion, or use academic-language sentence frames, such as Kate Kinsella's, for discussing and collaboration. Students use these sentence frames to support the function of negotiating and intentionally use academically language correctly. The purpose of negotiating with their partner is to "identify who or what is the most important in the section, [and] identify what the subject is doing,"( English Learner Toolkit of Strategies).

Third, have each pair meet with another pair. One student from each pair reads their summary. Then, they dive in and renegotiate a common summary for their new group of four and add it to their graphic organizer.

Fourth, each group of four chooses another group of four to repeat the renegotiating process. Once again, the group will add this new summary to their graphic organizer.

Fifth, ask groups to edit their summaries for meaning, language, and word choice. As the focus of Collaborative Summarizing is utilizing purposeful dialogue to practice oracy, this could be an optional step.

Sixth, chose one student from the group to present the summary to the class. As ELLs have varying comfort levels of reading in front of a class, give the students time to practice in their group. Once a sufficient amount of time has passed, bring the class together to listen to the summaries.

Thanks to Valentina, Denita, Cindy, and Deedy for their contributions!

Please feel free to leave a comment with your reactions to the topic or directly to anything that has been said in this post.
Just a reminder; you can subscribe and receive updates from this blog via email (The RSS feed for this blog, and for all Ed Week articles, has been changed by the new redesign-new ones are not yet available). And if you missed any of the highlights from the first nine years of this blog, you can see a categorized list below. I am also creating a Twitter list including all contributors to this column.

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The Six Most Effective Instructional Strategies for ELLs-According to Teachers (Opinion)

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Teachers share their "go-to" strategies for teaching English-language learners, including sentence starters and Total Physical Response.

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This resource discusses different issues affecting the youth today, the biggest one is bullying. One of the biggest ones thats overlooked is a family member passing and I was blessed to not lose a close family member until I was older. It talks about how adults can cope with their kids as well. It talks about foster kids and adoption which is a thing some children have to deal with.

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To thrive, a child must experience the consistent and ongoing care by a loving, nurturing caregiver, whether that person is a parent or substitute caregiver. The security and support that such an adult can provide gives a child the self-confidence and resiliency to cope effectively with stress.

To mature emotionally and socially, children must interact with people outside the home. These interactions typically occur with close relatives, friends, neighbors, and people at child care sites, schools, places of worship, and sports teams or other activities. By coping with the minor stresses and conflicts inherent in these interactions, children gradually acquire the skills to handle more significant stressors. Children also learn by watching how the adults in their lives handle distress.

Like adults, children are impacted by events that occur outside of their own communities. For example, shootings at schools and other public places or events are widely covered by all types of media, and most children learn about them in some way when they happen. School shootings in particular receive much coverage by traditional media platforms such as television, radio, and newspapers, and digital media platforms such as news and discussion web sites, and social media such as Facebook, Twitter, and Instagram. The older the child, the more access that child has to information about these events. In addition, accounts of political differences regarding polarizing issues such as immigration and gun control are often delivered by various media using extremely aggressive and polarizing language. Even issues such as health insurance are often discussed with extreme emotion or in a hostile manner. These types of information delivered in such a manner can be anxiety-provoking for anyone but can be particularly stressful and damaging for children. Parents may be unable to lessen their child's stress or limit any damage because they may not even know what their child has heard outside of the home.

As children mature into adolescents and young adults, they develop their own sense of independence of thoughts and actions. Parents, along with schools and religious institutions, have always been tasked with directing children's education and helping them develop their beliefs. Children's thoughts and beliefs are also shaped by outside influences. One of the leading outside influences is social media. As social media's influence has exploded during the past few years, children have access to information as well as to misinformation through smart phones, tablets, laptops, smart watches, and other mobile devices like never before. Parents and caregivers are often unaware of the sources of information to which their children are exposed and often do not have the opportunities to control these significant influences. It is easy for most young children to access information that is inaccurate, inappropriate, or inconsistent with parental values. It is imperative for all parents and caregivers to be aware of all of the sources from which their children receive information. Awareness is best accomplished by having open discussions with children, parental monitoring of online activity, and as needed, limiting access to inappropriate content.

Events affecting the child may also have negative consequences for people close to the child. Everyone who cares for a sick child, or a child who has serious behavioral problems, is under stress. The consequences of such stress vary with the nature and severity of the illness or behavioral problem and with the family's emotional resources and other resources and supports.

Many life events, including illness or death of someone close (see Death of a Family Member or Loved One), divorce, and bullying, are scary or unpleasant for children. Even events that do not directly affect the child, such as natural disasters, war, or terrorism, may cause anxiety. Fears about all of these, rational or irrational, can preoccupy a child. Parents may avoid discussing anxiety-provoking events, such as a shooting in a school in another community, with their child in the hope their child is unaware of the event. It might be better for parents to assume their child is aware of the event and gently explore the child's understanding of it. It is best for the child to learn about, or at least discuss, an anxiety-provoking event with a parent.

Children often have difficulty talking about unpleasant topics. However, open discussion can help the child deal with difficult or embarrassing topics and dispel irrational fears. A child needs to know that anxiety is normal and that anxious feelings will lessen over time. Parents who routinely discuss difficult topics with their children from an early age often find their children more open to talking about the complex issues they face as adolescents.

Parents should discuss difficult topics during a quiet time, in a safe and comfortable place, and when the child is interested. Parents should remain calm, present factual information, and give the child undivided attention. Acknowledging what the child says with phrases such as "I understand" or with a quiet nod encourages the child to confide. Reflecting back what the child says is also encouraging. For example, if a child mentions anger about a divorce, a parent could say, "So the divorce makes you angry" or "Tell me more about that." Asking how the child feels can also encourage discussion of sensitive emotions or fears. For example, fear of abandonment by the noncustodial parent during a divorce or guilt for causing the divorce.

By talking about their own feelings, parents encourage children to acknowledge their fears and concerns. For example, about a divorce, a parent might say, "I am sad about the divorce, too. But, I also know it is the right thing for mommy and daddy to do. Even though we cannot live together anymore, we will both always love you and take care of you." By doing this, parents are able to discuss their own feelings, offer reassurance, and explain that divorce is the right choice for them. Many children, particularly younger ones, need to hear the same message repeatedly. Parents should not underestimate the value of the reassurance offered by these messages.

A parent may also have to address a difficult aspect of the child's own behavior. For example, a parent who suspects the child or adolescent of using drugs or alcohol should address the issue directly with the child. A parent might say, "I am worried that you are using drugs. I feel this way because. . . ." It is important for the parent to speak in a clear and calm manner, expressing both the concerns about the child's behavior as well as their support and love. After the parent's concerns have been stated, the child should be offered an opportunity to speak. The child and the parent should develop a plan of action that may include an appointment with a pediatrician or a counselor.

Recent events have highlighted the importance of family discussions. The COVID-19 pandemic has injected politics, values and beliefs, and civil demonstrations into what once would have been simply a "health care" discussion. The pandemic has had an impact on everyone, including children, and parents should be prepared to discuss the multitude of COVID-related issues with their children. Similarly, political issues, including racial tensions, voting rights, and reproductive rights, have returned to a prominent place in national and local news. As adults struggle to reach consensus on these areas of conflict, it is even more difficult for children to understand these issues and how to respond. Given social media and the internet, parents need to recognize that their children will be aware of these social issues and must help guide their children in how to process them.

NOTE: This is the Consumer Version. DOCTORS: CLICK HERE FOR THE PROFESSONAL VERSION

CLICK HERE FOR THE PROFESSONAL VERSION

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Overview of Social Issues Affecting Children - Children's Health Issues - MSD Manual Consumer Version

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To thrive, a child must experience the consistent and ongoing care by a loving, nurturing caregiver, whether that person is a parent or substitute caregiver. The security and support that such an adult can provide gives a child the self-confidence and resiliency to cope effectively with stress.

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Ive worked in a Kindergarten class for about 7 years, so readiness for it is a big deal to me. What I like the most about this resource is it discusses how to explain to your child that school is almost everyday and for a few hours but that you will be back to get them. It talks about how to hold a pencil and about the ABC's and numbers and shapes. I feel like this resource is really good for first time parents with kindergarters.

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Kindergarten readiness is about what kids should know and be able to do when they start school.

Social-emotional development is as important as physical and academic skills.

No matter what your child's age, there are things you can do to help them be ready for kindergarten.

The first day of kindergarten is a big deal. It's a new step in your child's education and a special event in your family. You'll take lots of photos and maybe shed a few tears.

But as you look forward to that special day, you might find yourself wondering...

Is my child ready for kindergarten?

How do you know? And what does that even mean? All good questions.

We have some answers for you. We'll explain how you and your child can get ready for kindergarten and give you some tips on how you can help your child on that special day.

Now, some of you may be thinking...

I have a baby. I can come back later, right?

Stick around. There are a lot of simple, everyday things you can do with your baby now - before they can walk or talk or use scissors - to help them learn and develop the skills they'll need later on. The sooner the better, but no matter how old your child is, starting now is great.

So let's get started...

What is kindergarten readiness?

Kindergarten readiness (sometimes called "school readiness") is a way to describe the things a child should know and be able to do when they start kindergarten. These skills and abilities are related to different areas of child development (sometimes called "domains"), including:

Health and physical skills ("motor skills")

Social and emotional development

Language skills

Approaches to learning

General knowledge

There's a lot to learn in that first year of school, and in addition to the lessons and activities, a kindergarten classroom also has schedules and directions to follow, lines to stand in and other children to get along with. So kids need social and behavioral skills - like independence, curiosity and self-control - as much as they need early academic skills - like counting or knowing some of the letters in their name.

Arizona's School Readiness Framework has a formal definition of kindergarten readiness and the domains of child development. It's intended for teachers, but take a look if you want a more detailed explanation.

What do kindergarten teachers think?

Who knows more about being ready for kindergarten than kindergarten teachers? We asked some kindergarten teachers from across Arizona about what children need to be ready for their first day of school:

Language and early literacy skills (like vocabulary and how to handle books)

Listening skills ("Attending kindergarten involves lots of listening!")

Independence

Self-control

Focus

Persistence

Following directions (with one or two steps)

Fine motor skills (to hold writing tools or use scissors)

Writing their name

Counting to five

Bathroom skills (going by themselves, washing their hands, how to blow their nose and sneeze into their elbow, etc.)

Sharing and taking turns

Being a friend

A lot of these are social-emotional skills.

That's right. Knowing their letters and numbers is helpful, for sure, but based on our understanding of early brain development, the skills that are most important for success in school - and in life - are things like communication, problem solving and working well with others. These skills start developing from birth and throughout their first five years, when a child's brain grows faster than at any other time in life. Kids keep learning and developing in later years, too, but early childhood lays the foundation for their future learning.

Now that you know more about kindergarten readiness, let's talk about how you can help your little one be ready for success in school.

When should I enroll my child in kindergarten?

In Arizona, children can start kindergarten if they are age 5 before September 1. And by law, children must be enrolled in school or an approved alternative program by age 6. Check with your local school district for more information. Some schools start holding kindergarten registration events in January.

What can I do to help my child be ready for kindergarten?

If you have a preschooler who will be entering kindergarten next school year, it's not too late to start getting them ready. Here are some tips:

Going to preschool makes a big difference.

Having some previous classroom experience can help make the transition to kindergarten much easier. Research shows that children who attend quality child care and preschool programs go on to do better in school.

"When I taught kinder, it was more difficult for those students who didn't have any previous school experience. Something as simple as lining up was difficult for them because they didn't know what a line was. So those early childhood learning experiences are so, so important."

Michelle Doherty, former Arizona Teacher of the Year

"Kids have to get used to being away from their family for long days, sitting and listening to a story, taking turns in line - the social and emotional things. When students have had those experiences before coming to my class, you can see that. I think that quality preschool is more important than it ever has been."

Michelle Novelli, Rodel Exemplary Kindergarten Teacher

Kindergarten transition programs can help, too.

If your child is one of the many in Arizona who didn't attend preschool, you might want to look for a kindergarten transition program, which are designed to give kids some classroom experience before their first day of school. Together with a parent, children attend a series of classes, usually in the summer before they start kindergarten. Kids are introduced to what an elementary school and kindergarten classroom looks like and how to stand in line, listen and follow a teacher's directions. Kindergarten transition programs may be offered by school districts, family resource centers and even some public libraries.

Help your child be more independent.

The months leading up to the first day of school are the ideal time to help your little one develop the independence and self-confidence they'll need to be ready for the transition to kindergarten, but it's never too early to start. Give your child simple tasks or chores, like making their bed, dressing themselves and clearing their own dishes. These things take practice, but over time, you'll teach your child to be more independent.

"There are simple ways you can encourage independence in your child during your regular daily routines. Find those tasks that you still do for your child that they are capable of learning to do for themselves, such as pouring their own bowl of cereal or picking out their own clothes. If they run into a roadblock, give them a chance to problem solve before jumping right in to take over. As they find themselves doing more for themselves and working through obstacles, they will also build a sense of independence and perseverance that is well worth the milk spills and mismatched clothes."

Abbey Walejko, kindergarten teacher at Kyrene Monte Vista Elementary School in Phoenix

Read with your child every day.

When you make reading part of your daily routine, you're helping your child develop the language skills they'll need to learn to read. Reading and telling stories together is quality time with you, and children's books also introduce new and unusual words that you might not use in everyday conversation. That's important, because vocabulary is a big part of school success. Find books that your child is interested in, and ask them questions about the story while you're reading - "What do you think will happen next?" Reading together also helps your child develop other skills to prepare them for kindergarten.

"Students should have some exposure to being read to. Read books to your child so they are practicing some listening skills, some daily routines and procedures of what it would look like for a teacher to read to their student in the classroom."

Kathleen James, kindergarten teacher at Chinle Elementary School

It's never too soon to start helping your child learn and grow. From the very beginning, children are learning and developing language, social skills and other things they'll need to be successful in school and in life. And long before you enroll your child in kindergarten, there are simple things you can do to support their healthy development and learning.

You are your child's first teacher.

But you don't need flashcards or worksheets. That's not how very young children learn. Just do your best to be a loving, responsive caregiver. Play with them. Read to them. Talk with them, even before they can use words. Give them as many positive, stimulating experiences as you can. All of these everyday moments add up to what your child needs to be ready for school.

Talking with your child develops language skills.

When babies and toddlers hear words and language from caring adults, their brains develop the connections they'll need to learn to use language and, later, to learn how to read. Studies show that children whose parents and caregivers regularly talk and read with them develop larger vocabularies and go on to become better readers and do better in school.

More than the amount of words a child hears, it's quality talk that matters most. Even before your child can use words themselves, engaging them in short, back-and-forth conversations helps them develop vocabulary and language skills. It also supports their social-emotional development. Just a few minutes at a time can make a big difference.

Make reading together part of your daily routine.

More than any other piece of advice, kindergarten teachers say that reading with your child is a great way to help prepare them for school.

"Make reading part of life. Read to your child. Have that lap time every day when you're sharing books and words and stories. Your child may go through a phase when their favorite book is Green Eggs and Ham and they want you to read that book every night for four months. Go ahead and read it. For the thousandth time, go ahead and do it. You may not realize it, but it's exciting for them, and they're building literacy skills. Young kids need to hear words and sentences and rhymes to develop the skills they need to learn to read."

Michelle Novelli, Rodel Exemplary Kindergarten Teacher

Reading and telling stories together is quality time with you, and children's books also introduce new and unusual words that you might not use in everyday conversation. That's important, because vocabulary is a big part of school success.

Give them learning experiences.

Your child learns and grows when you give them opportunities to get out in the world to explore and discover new things. That could be in nature, at the library, free community events, on the bus or anywhere. It doesn't have to be all day. Sharing as many different life experiences as you can with your child helps them develop social skills, vocabulary, curiosity and excitement about learning.

You can also encourage learning at home through play and art activities. Writing begins with scribbling, so give your toddler safe writing tools, like crayons, chalk or markers. Have them scribble and draw, and ask them questions about their drawings.

Keep your child healthy and smiling.

Your little one learns through their senses and experiences. Their eyesight, which develops rapidly in early childhood, is a big part of how they explore, discover and connect with you and their other caregivers. And because they learn so much through their eyes, it's important to make sure your child's vision health is part of their regular check-ups.

And just like they need regular check-ups with their doctor, your child needs a dental check-up starting at age 1 and every year after that to prevent tooth decay, which is a leading cause of school absences. The good news is that tooth decay is 100% preventable.

Check in on your child's development.

While all children develop differently, it helps to know if your child is meeting typical milestones. Developmental milestones are the things most children can do by a certain age. How your child plays, learns, speaks, acts and moves offers important clues about your child's development. Talk with your child's doctor if you have any questions or concerns.

Find free early childhood programs and services near you.

From birth to age 5, your child's brain grows and develops more than at any other time in life. That's why their early years are so important. First Things First has free early childhood programs to help you support your little one's healthy development and learning. Use our online search tool to look for free programs and services in your Arizona community. Information is available in both English and Spanish.

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Authored by Authored by: Nicole Dravillas-Fravel, Encian Pastel

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