Webinar: Sesiones sobre el aprendizaje en dos idiomas



11 a.m. y 5 p.m. EST 

¡Inscríbase en línea ahora!
El Centro Nacional de Desarrollo, Enseñanza y Aprendizaje en la Primera Infancia (NCECDTL, sigla en inglés) se complace en presentarles dos sesiones sobre el aprendizaje en dos idiomas. Estas sesiones se transmitirán en vivo desde la Conferencia Anual de ZERO TO THREE (CERO A TRES). La primera sesión explora la evaluación de los niños que aprenden en dos idiomas (DLL, sigla en inglés), y la segunda se enfoca en la implementación de la metodología planificada para el lenguaje (PLA, sigla en inglés) con el fin de apoyar el desarrollo del idioma de todos los niños.

Las sesiones:

  • 11 a.m.–12:30 p.m. EST: Las evaluaciones funcionales y los niños que aprenden en dos idiomas
  • 5–6:30 p.m. EST: La construcción de los cimientos para las prácticas de lenguaje en aulas de niños que aprenden en dos idiomas. ¿En qué consiste y qué valor tiene la Metodología planificada para el lenguaje?

¿Quién debería participar?

Estas sesiones beneficiarán a gerentes de educación, directores y gerentes de centros de Head Start, Early Head Start, programas Head Start para migrantes y trabajadores de temporada y programas Head Start para indios estadounidenses y nativos de Alaska; proveedores de cuidado infantil; y todo el personal que trabaja directamente con niños que aprenden en dos idiomas.

Cómo inscribirse:

La participación en las sesiones en vivo son gratis. Seleccione este enlace para inscribirse: https://ztt.digitellinc.com/ztt/live/3


Si tiene preguntas, contáctese con NCECDTL por correo electrónico al ecdtl@ecetta.info o llame gratis al 1-844-261-3752.

Keeping Play in Kindergarten


After two rewarding years of teaching pre-K, I felt ready for the new challenge of teaching kindergarten. I knew there would be some substantial changes as I moved from the world of pre-K to the more traditional K-12 school model. After all, DC kindergartners are expected to master the more rigorous Common Core standards which include the requirement for students to “read emergent-reader texts with purpose and understanding.” Nap time was gone and lesson planning would soon consume a large portion of my weekends.

These were all changes I had anticipated and even welcomed. The major change I did not anticipate was the dramatic shift away from play-based learning in favor of direct teacher instruction. The play kitchen was gone, along with the vast stretches of time dedicated to center-based learning in which students were able to choose their preferred activity. I spent a lot of my time as a kindergarten teacher trying to find the right balance between allowing opportunities for play and ensuring that all of my students experienced significant academic growth throughout the school year.

Source: EdCentral

Available at: http://www.edcentral.org/kinderplay/

Program for parents helps sustain learning gains in kids from Head Start to kindergarten


An instructional program for parents helps young children retain the literacy skills and positive learning behaviors acquired in Head Start and retain them through to the end of the kindergarten year, according to researchers funded by the National Institutes of Health.

The program appears to offset what education researchers call “summer loss,” or the tendency of children to forget during summer break what they learned during the previous year.

Head Start is a federal program designed to improve school readiness among children living in poverty. In the current study, researchers evaluated the Research Based, Developmentally Informed Parent (REDI-P) program. The problem of summer loss has long been known to affect children of all ages, but it is especially pronounced among children from disadvantaged backgrounds who are just starting school.

The program is centered around home visits from educational counselors, who provide parents with materials, such as books and learning games, and coach them on how to use them.The materials reinforce the social and academic lessons, and preparations for kindergarten that the children learned in the Head Start classroom.

Source: National Institutes of Health (NIH)

Available at: http://www.nih.gov/news-events/news-releases/program-parents-helps-sustain-learning-gains-kids-head-start-kindergarten

Early Learning Language and Literacy Series


Welcome to the Early Learning Language and Literacy Series! This series of professional development modules on early literacy learning, birth to kindergarten, is designed to support the work of early education initiatives across the fifty states and the territories to support the language and literacy development of young children. The two key objectives for the Early Learning Language and Literacy Series are:

  1. To provide teachers with background information/research on early language and literacy
  2. To provide evidence-based strategies to support the language and literacy development of young children

Intended Audience. These modules are designed for professionals who are working with young children, birth to five. Participants may include teachers and administrators from early learning centers, family child care, Head Start, home visiting programs, nursery or preschools, or Early Intervention programs. Students from high school or college-level early education programs can also benefit from the presenters’ rich knowledge-base and informative presentations. The modules may be used for family education topics as well.

Facilitator Role. Facilitators have a critical role in assuring the successful delivery of the literacy series. Facilitators should be early childhood content experts with some basic knowledge about emerging literacy in young children. They should be comfortable with a webinar delivery system for professional development.

Format and Suggested Delivery. The series consists of 14 webinar-based modules, which together present a comprehensive look at literacy learning for young children and provide the viewers with a strong foundation for supporting children’s literacy development in their settings.

Each module is a stand-alone session and can be presented to a group independently or in a different order than is suggested. However, it is strongly recommended that all 14 modules be delivered as a series to expose participants to the full range of language and literacy domains, skills and instructional techniques that support young children’s development. Additionally, Module One provides the framework for the remaining 13 sessions and should be delivered first as the introduction to the series.

Getting Started. In addition to the video presentations, facilitators will have access to a set of documents that will enhance the delivery of the Early Learning Language and Literacy Series. They are housed in two locations: the Facilitator Toolkit and within 14 individual Module Kits. An overview of the series and supplemental materials are included in the Facilitator Toolkit. The individual Module Kits include all of the materials needed to facilitate that particular session. The Facilitator Toolkit and individual Module Toolkits should be used in tandem.

Source: GRADS360°, Preschool Development Grants, U.S. Department of Education

Available at: https://pdg.grads360.org/#program/early-learning-language-and-literacy-series

Talking is Teaching Community Guide & Resources


On this page, you’ll find resources designed to help you tackle the word gap and support early learning and brain development. Our resources include the Community Campaign Guide, with lessons learned from our “Talking is Teaching: Talk, Read, Sing” campaigns in Tulsa and Oakland. You’ll also find creative assets available for free download, relevant word gap references, training materials, tips for parents and more. This website is intended for a wide audience, so we hope you’ll find what you’re looking for. And if you have questions, feel free to drop us a line.

Pre-registration is required for some of these materials, so please fill out the registration form where indicated and follow the accompanying instructions. We hope these resources will serve you well, and are truly grateful to you for joining this effort.

Source: Too Small To Fail

Available at: http://toosmall.org/community

Word Health: Addressing the Word Gap as a Public Health Crisis


Over the past twenty years, scientists and researchers have built the case that the earliest moments of a child’s life offer a unique opportunity to shape her future. The brains of infants and toddlers develop at an incredible rate, forming the foundation for lifelong learning and health. The stimulation that children receive in these early years powerfully influence not only their academic and material success, but also – critically – their physical and mental health as well. An emerging body of research links poor health outcomes and chronic illness to unmet social and environmental factors, as well as to adverse childhood experiences.

While higher-income families seem to be reaping the benefits of this brain research and boosting their children’s advantage, families with fewer resources and less education are not. There is a gap in knowledge and understanding about the power of language-rich interactions – such as talking, reading, and singing – with infants and toddlers that has long-term implications for children, and society at large. Decades of research, including studies that have been replicated and deepened in recent years, demonstrate that there are important disparities in the language exposure of young children. These disparities are predictors of children’s development, success in school and even long-term health outcomes.

Taken together, the brain research coupled with these disparities suggest a public crisis related to the early development of young children, which impacts not only those children and families, but also the promise of social mobility, equality, health, and economic future of our country.

One tangible, feasible, and actionable strategy is to address the “word gap,” or the difference in both the number of words and the quality of conversation heard by low-income children as compared to children in higher income households.

This paper provides a framework to consider early childhood development broadly, and the word gap specifically, as not only a school readiness issue, but as a public health issue and the topic of a public health campaign. Like efforts to put babies on their backs to sleep and to reduce tobacco use, this paper argues that we need to combine media and action campaigns aimed at changing personal behavior with changes in public policy to support the broader ecosystem for parents and caregivers. Through a widely targeted and thoughtful campaign, individuals and the public and private sectors will come to understand the problem and help to raise awareness, which will lead to more families and caregivers talking, reading and singing with young children, and ultimately improving children’s health and educational outcomes for all children.

Too Small to Fail has issued a Community Campaign Guide, which walks local leaders through the steps of creating a word gap campaign, or enhancing a current campaign with word gap messaging. Those interested in building a local word gap campaign should review that guide, as well.

Source: Next Generation

Available at: http://thenextgeneration.org/publications/word-health-addressing-the-word-gap-as-a-public-health-crisis

ED.gov Initiatives: Early Literacy


This site is designed to provide educators, administrators, policymakers and community stakeholders with basic information about the importance of effective reading instruction in the early grades, and focuses on the steps schools might take to ensure that kindergarten and first-grade students receive the supports they need to read on grade level by third grade. This site will showcase:

  • the essential components supporting effective reading instruction;
  • tools and resources to help educators and communities improve reading instruction;
  • success stories from the field, including innovative uses of federal funding streams; and
  • other features.

Source: US Department of Education

Available at: http://www2.ed.gov/about/inits/ed/earlyliteracy/index.html

Evaluation, Step by Step: The Case of Raising A Reader

November 19, 2014

By David Murphey

For years, researchers have noted that most of the interventions communities offer children and families—whether mentoring programs, after-school arts and crafts, midnight basketball, tutoring, or teen centers—have little hard evidence behind them.  With few exceptions, these activities haven’t undergone the kinds of rigorous tests we expect from many other things we rely on—medicines, cars, computers—to do what they’re promoted to do. This makes little sense, both because the appropriate research tools are available, and because children deserve better than a-wing-and-a-prayer. A recent Child Trends research report details the trajectory of a promising, low-cost, early education and parent engagement program, Raising A Reader (RAR), that has built an evidence base and is continuing to use research to refine its model.

Youth development scientists tell us we’re building, brick by brick, this evidence base, primarily through carefully designed evaluation studies. Experienced evaluators understand that evaluation is more often a developmental, bootstrapping process: it starts with a program’s becoming committed to ongoing learning through use of data, evolves through small “plan-do-study-adjust” feedback loops that result in successive improvements in how the program is carried out, and develops into a grounded theory of change with testable propositions about how particular activities lead to short-, mid- , and long-term results for participants. Only then does it make sense to begin to answer the question, “does it work?” Nevertheless, there is often pressure to demonstrate evidence of effectiveness before programs have reached this level of maturity.

Raising A Reader (RAR) is an early-literacy promotion program that encourages shared book-reading between children and parents, especially those parents less likely to choose this activity on their own. RAR works with families with children birth to eight years of age. A series of parent training workshops give participants an enhanced understanding of their role, and particularly of the value of encouraging literacy at home by developing a routine of shared reading between parent (or sibling) and child. Each week, classroom teachers send children home with a colorful bag of developmentally appropriate books. RAR also connects children and their families to local libraries, to encourage a lifelong habit of book borrowing. RAR reaches more than 100,000 children annually, across 32 states.

We hear frequently that parents are a child’s first teachers, and a great deal of research has established that what parents do outweighs nearly any other single influence on children. However, good parenting is neither inborn, nor limited to those with “the right” temperament; it can effectively be learned by all parents.

RAR has many of the challenges shared by other child- and family-serving programs: serving diverse populations, maintaining family engagement over time, identifying which program elements are optional and which are essential. Child Trends, and other external evaluators, have worked with RAR in recent years to help them improve their knowledge of what’s working, and refine their programming accordingly. The recent Child Trends research report on this work is an instructive example of how a number of quality-improvement steps prepare the groundwork for a more comprehensive evaluation.

A number of positive findings have already emerged from earlier evaluations. Parents who complete RAR are more likely to share books with their children on a regular basis. And RAR parents report their children are more engaged in shared literacy activities. The Child Trends report concludes that:

RAR is grounded in a robust body of research that highlights the importance of family involvement in promoting children’s literacy;

RAR, through numerous small-scale evaluations in a wide variety of sites across the country, has established strong emerging evidence for the effectiveness of its program model; and,

Building on those previous findings, RAR is preparing for a large-scale, multi-site, impact evaluation, using random assignment, in order to inform its expansion goals.

Evaluation is an ongoing enterprise, not a line in the sand. Some promoters refer to “proven” programs—but science, unlike mathematics, doesn’t deal in proofs; rather, it makes successive attempts to refine and generalize knowledge. The program that worked in Milwaukee did not work in El Paso—the discrepancy becomes the spur to further investigation. Judgment about effectiveness will always be contingent, subject to revision as we gather more information.

Source: Child Trends

Available at: http://www.childtrends.org/evaluation-step-by-step-the-case-of-raising-a-reader/

Empowering Our Children by Bridging the Word Gap


By Mary Shankar, White House Office of Science and Technology Policy

Research shows that during the first years of life, a poor child hears roughly 30 million fewer total words than her more affluent peers. Critically, what she hears has direct consequences for what she learns. Children who experience this drought in heard words have vocabularies that are half the size of their peers by age 3, putting them at a disadvantage before they even step foot in a classroom.

This is what we call the “word gap,” and it can lead to disparities not just in vocabulary size, but also in school readiness, long-term educational and health outcomes, earnings, and family stability even decades later.

It’s important to note that talking to one’s baby doesn’t just promote language development. It promotes brain development more broadly. Every time a parent or caregiver has a positive, engaging verbal interaction with a baby – whether it’s talking, singing, or reading – neural connections of all kinds are strengthened within the baby’s rapidly growing brain.

That’s why today we are releasing a new video message from President Obama focused on the importance of supporting learning in our youngest children to help bridge the word gap and improve their chances for later success in school and in life. The President’s message builds on the key components of his Early Learning Initiative, which proposes a comprehensive plan to provide high-quality early education to children from birth to school entry.

Source: The White House

Available at: http://www.whitehouse.gov/blog/2014/06/25/empowering-our-children-bridging-word-gap

Literacy Promotion: An Essential Component of Primary Care Pediatric Practice


Reading regularly with young children stimulates optimal patterns of brain development and strengthens parent-child relationships at a critical time in child development, which, in turn, builds language, literacy, and social-emotional skills that last a lifetime. Pediatric providers have a unique opportunity to encourage parents to engage in this important and enjoyable activity with their children beginning in infancy. Research has revealed that parents listen and children learn as a result of literacy promotion by pediatricians, which provides a practical and evidence-based opportunity to support early brain development in primary care practice. The American Academy of Pediatrics AAP recommends that pediatric providers promote early literacy development for children beginning in infancy and continuing at least until the age of kindergarten entry by 1 advising all parents that reading aloud with young children can enhance parent-child relationships and prepare young minds to learn language and early literacy skills; 2 counseling all parents about developmentally appropriate shared-reading activities that are enjoyable for children and their parents and offer language-rich exposure to books, pictures, and the written word; 3 providing developmentally appropriate books given at health supervision visits for all high-risk, low-income young children; 4 using a robust spectrum of options to support and promote these efforts; and 5 partnering with other child advocates to influence national messaging and policies that support and promote these key early shared-reading experiences. The AAP supports federal and state funding for children’s books to be provided at pediatric health supervision visits to children at high risk living at or near the poverty threshold and the integration of literacy promotion, an essential component of pediatric primary care, into pediatric resident education. This policy statement is supported by the AAP technical report “School Readiness” and supports the AAP policy statement “Early Childhood Adversity, Toxic Stress, and the Role of the Pediatrician: Translating Developmental Science Into Lifelong Health.”

Source: American Academy of Pediatrics

Available at: http://pediatrics.aappublications.org/content/early/2014/06/19/peds.2014-1384.abstract