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Two Resources on Readiness

Developing Kindergarten Readiness and Other Large-Scale Assessment Systems
The Center for Applied Research at the National Association for the Education of Young Children (NAEYC) has developed new guidance to support states’ development and implementation of kindergarten readiness assessment systems. Developing Kindergarten Readiness and Other Large-Scale Assessment Systems: Necessary Considerations in the Assessment of Young Children (December 2011) is available online at http://www.naeyc.org/resources/research/kreadinessassessment

Links Between Behavior and Achievement
An important study suggests the inability to pay attention can be one of the biggest hurdles to achievement in kindergarten. The study shows that kindergarteners with attention problems scored lowest on math and reading tests among a set of defined groups, those identified by attention skills and aggressive behavior, socioeconomic statuses, race and gender. Check out this recent article in BirthtoThrive Online for details.

Watching Teachers Work: Using Observation Tools to Promote Effective Teaching in the Early Years and Early Grades

The New America Foundation's Early Education Initiative has published a new report, Watching Teachers Work: Using Observation Tools to Promote Effective Teaching in the Early Years and Early Grades (2011), by Lisa Guernsey and Susan Ochshorn. The authors describe how valid and reliable observation tools could be used to promote effective teaching in PreK-3rd grade programs. Additionally, for states that have or are developing Quality Rating and Improvement Systems (QRIS) for publicly-funded early childhood programs, the report recommends the inclusion of observation tools that focus on how professionals interact with the infants, toddlers and preschoolers in those programs. To learn more and to access the report, go to http://education.newamerica.net/publications/policy/watching_teachers_work

Family Engagement in Early Childhood: A Resource Guide

The Harvard Family Research Project produced this selective list of resources about engaging and supporting families with young children as a support to Race to the Top – Early Learning Challenge grantees. Turns out this list of journal articles, practical guides, webinars, and presentations will be useful for grant recipients, along with any other states, districts, and local programs interested in building or expanding their family engagement work. Resources for planning, policy development, and professional development are organized into sections by topic, as follows:

• Culturally And Linguistically Appropriate Standards for Family Engagement
• Training Early Childhood Educators on Family Engagement
• Promoting Family Support and Engagement Statewide
• Sharing Data with Families
• Creating Programs that Engage Families

Resources on Public Policy Developments and Appropriations for Fiscal Year 2012

The National Association for the Education of Young Children (NAEYC) has created a summary of state early care and education developments, categorized by issue areas. It highlights selected enacted legislation; new initiatives approved by the state executive branch; major funding increases, decreases, or level-funding; and additional significant fiscal or policy changes that impact early childhood education for Fiscal Year 2012. Download the document at http://www.naeyc.org/policy/statetrends/state-early-care-education-policy-developments-FY12. NAEYC has additional information and resources on state policies and trends on their website at http://www.naeyc.org/policy/statetrends.

The New America Foundation's Federal Education Budget Project has released a guide that details and explains fiscal year 2012 funding for the U.S. Department of Education. The guide includes an analysis of funding for major education programs, an explanation of the key steps in the budget process, including the Budget Control Act, which shaped final fiscal year 2012 appropriations, an explanation of Pell Grant funding and changes to eligibility rules, a timeline of congressional action taken during the fiscal year 2012 budget process, and a table comparing 2012 spending levels to 2011 levels, the president's budget request, and House and Senate spending proposals. To view the 2012 Education Appropriations Guide, go to http://newamerica.net/publications/policy/2012_education_appropriations_guide

Sources: NAEYC, New America Foundation

Study Shows Preschoolers Spend Too Much Time on Sedentary Activities

Most children at child care centers, preschools and nursery schools spend hours doing sedentary activities and aren't spending much time playing outside, research has shown. The study, published in Pediatrics, the journal of the American Academy of Pediatrics, found that educators said they know vigorous activity is important to children. But they cited several barriers, including concerns about injuries, focus on academics and limited outdoor space and playground equipment. Details and further examples are included in an article from USA Today.

Growing Ideas: Free, Online Materials

The University of Maine Center for Community Inclusion and Disability Studies (CCIDS) has updated and expanded Growing Ideas Tipsheets and Resources for Guiding Early Childhood Practices. These free online materials offer early childhood and school age care professionals, parents, and guardians, current information on a wide variety of topics in the form of tipsheets, resource pages, and for many topics, virtual toolkits. Explore resource collections on topics that range from Friends & Feelings: Social-Emotional Development in Young Children to Confidentiality: Respecting the Privacy of All Families. Access these resources at http://ccids.umaine.edu/resources/ec-growingideas/

Working Paper on Changing U.S. Child Population

The Annie E. Casey Foundation has released a KIDS COUNT working paper that shows considerable demographic shifts within the U.S. child population. The number of children in some areas of the country (such as Texas and Nevada) and some demographic groups (including children of mixed race) have grown significantly, while they have declined in other areas (Vermont and New York) and other groups (such as non-Hispanic whites). The Changing Child Population of the United States: Analysis of Data from the 2010 Census (November 2011), by William O'Hare, is available online at http://www.aecf.org/KnowledgeCenter/Publications.aspx?pubguid={667AADB4-523B-4DBC-BB5B-C891DD2FF039}

Research Findings - Preschoolers' Classmates Influence Their Language Skills

A recent article in e! Science News (10/26/11) discusses findings from a new study, which suggest that preschool students affect one another’s language development and relatively less-skilled students seem to be more affected than highly skilled students. The authors question the practice seen in many publicly-funded programs of placing disadvantaged children with relatively low skill levels with similarly performing peers. To learn more, go to http://esciencenews.com/articles/2011/10/26/preschoolers.classmates.influence.their.language.skills

Language and Early Literacy Activities: Free and Reproducible

Washington Learning Systems is making available, at no cost, activities for supporting the literacy of young children (0-5) in English, Spanish, Vietnamese, Mandarin, Somali, Burmese, and Russian. These materials are appropriate for children with disabilities as well as children who are developing typically and can be used effectively in home, community, and educational settings. Each activity includes a description and hints for making the activity fun and developmentally appropriate. An activity checklist can be used to help family members and caregivers notice skill development and to examine and grow their own interactions with children.

The materials are made available by Angela Notari-Syverson and colleagues, and may be copied and distributed as long as they are not sold. To download materials go to http://www.walearning.com and click on the button that says "Literacy Resources" on the tool bar at the top of the page. You will need to create a logon account using your email address and a password.

Kindergarten? Or Pre-K and Kindergarten? What Makes the Biggest Difference on 3rd Grade Reading Skills?

A study from the Center for Public Education looks at the effect of combinations of pre-k and kindergarten on third-grade reading skills. The study focused on two combinations -- no pre-k and full-day kindergarten vs. pre-k and half-day kindergarten -- and found that a combination of pre-k and half-day kindergarten was significantly better. Students attending pre-k and half-day kindergarten are more likely to have higher reading skills by the third grade than those attending full-day kindergarten alone. The impact of pre-k and half-day kindergarten was greatest for Hispanic children, black children, English Language Learners (ELL), and children from low-income families. The chances of Hispanic children and those below the poverty line reaching a higher reading level ranged anywhere from seven percent (for the basic third-grade reading level, "comprehension of words in context,") to over 20 percent (for the higher "extrapolation" level). The authors note that the findings do not take program quality into consideration, and that one could reasonably infer the impact of high-quality pre-k would be even greater. Findings also don't take into account how much time students spent in pre-k. See the report: http://tinyurl.com/8abqr4a

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