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Archive for the ‘Social-emotional development’ Category

 

How have families been doing during the pandemic?

NIEER (the National Institute for Early Education Research) used a national survey to find out.

“The pandemic has dealt a one-two punch to the nation’s young children, decreasing opportunities to learn in preschool programs while sapping parents’ capacity to support learning at home,” W. Steven Barnett says in a news release. Barnett is NIEER’s senior co-director and founder and an author of the survey report.

The survey results were collected in December 2020 “from a nationally representative sample of one thousand and one parents of children age three to five.” This builds on a previous survey that NIEER conducted last spring.

“Overall, we found the pandemic resulted in significant loss of important learning opportunities for young children through the fall into December,” NIEER says in a press release.

“Participation in preschool programs declined sharply from pre-pandemic levels. Although most who attended preschool programs did so in-person, this was not true for young children in poverty who had less than 1/3 the access to in-person education of children in higher income families.” (more…)

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Rosanna Acosta. Photo courtesy of Rosanna Acosta.

 

My name is Rosanna Acosta. I work in Springfield, Mass., as an early childhood educator in my own home daycare, Little Star Daycare. I have been in the field for four years.

The important part of my work is providing the foundational principles of education for young children in a safe and nurturing environment where they can grow and learn. I encourage parents and families to continue this education at home and to nurture their children to support their growth and development.

As an educator, I am always proud when I see my students grow each and every day. One of my favorite memories is when I went grocery shopping once and was hugged by one of my past students who said how much they’ve missed me. The parents told me that even after leaving my program, their child would talk about me and the things they learned and did. This showed me that my work really has an impact on the lives of my students. Regardless of the time that has passed, their early education experiences stick with them as they get older.

My own education started in the Dominican Republic, where I went to elementary and middle school. My family migrated to the United States, where I earned my GED. In 2020, I decided to go back to school, and now I am continuing my education at Springfield Technical Community College, where I am working on earning my CDA (Child Development Associate) certification as well as an associate degree in Early Education Childhood Development. I am also participating in a professional development program. We meet regularly every two months to discuss new activities and developments. (more…)

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“At the family child care center she runs out of her Dorchester home, Dottie Williams has started asking parents to send teddy bears along with their kids.

“Ms. Dottie’s NeighborSchool serves children between five months and four years old, an age range for which Williams said touch is an important way of bonding. To translate the ritual of a hug to the COVID-19 era, she now asks the kids to hug their own teddy bear while she hugs hers.

“ ‘Children are very, very creative, and when you’re creative with them, they can adjust,’ Williams told lawmakers Tuesday.

“As advocates and child care providers continue to call for an infusion of public funds to help the industry cope with added costs and lost revenue associated with providing care during a pandemic, stuffed animal-facilitated hugs are among several short-term adjustments speakers highlighted during the Education Committee’s virtual oversight hearing.”

 

“COVID-19 forcing innovation at child care centers: Ripple effects linger as key industry is strained,” by Katie Lannan, State House News Service story in The Salem News, Jul 7, 2020

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“The critical role that childcare plays in society has never been more apparent. But as decisions get made about reopening guidelines and adult-child ratios, are we forgetting the rights of children and of those who care for them? (more…)

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Photo: Kate Samp for Strategies for Children

 

Here at Strategies for Children, COVID-19 has kept our advocacy focus on funding, health, and safety. Now that early childhood programs are reopening, we want to shine a spotlight on mental health.

As children, parents, and staff members continue to navigate life during a pandemic, they may need help managing mental health challenges.

Young children face a particularly high risk of being negatively impacted by the pandemic, Aditi Subramaniam said during a Strategies for Children Zoom call. She is the Early Childhood Mental Health Partnership Manager at the Massachusetts Society for the Prevention of Cruelty to Children.

Children may experience intense feelings or regress developmentally, and it may be emotionally tough for them to engage in social distancing, Subramaniam added. Fortunately, this risk can be mitigated by ensuring that children receive nurturing, responsive, and consistent care from caregivers and providers.

To help children, caregivers and providers can draw on several resources. (more…)

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Photo: Courtesy of Jodilynn Machado

 

At the YMCA Southcoast in New Bedford, coping with the COVID-19 pandemic started with offering emergency child care.

Now the Y is also getting ready to reopen its child care program by early July – working to keep children engaged and meet strict state safety regulations.

Providing emergency child care

“We’re changing gloves constantly, between every transition that we do, gloves are being changed, masks are being put on,” Jodilynn Machado, the Y’s child care director, said last month in the midst of providing emergency child care for 30 children ages 2.9 to 13 years old, including seven preschoolers.

In addition, Machado and her staff were also doing a lot of cleaning, sanitizing chairs, toys, and anything else that the children in their care have touched.

“We also check in with parents,” Machado said, “we always ask them if there’s anything that they need that we can assist them with.” One pressing need for many families has been food. So the Y has connected them to food programs. (more…)

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Photo: Kate Samp for Strategies for Children

 

Jessie Colbert wanted to address a silent epidemic: postpartum depression (PPD).

PPD and peripartum depression (which covers a range of emotional health challenges that occur before and after birth) can affect mothers – and sometimes fathers — and Colbert says not enough people are talking about it.

“The shame and the stigma and the silence perpetuates the problem both individually and in terms of our addressing it better as a public health issue,” Colbert said in a recent New England Weekend podcast. (more…)

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Karen Fabian teaching a yoga class for children. Photo courtesy of Karen Fabian

 

“I began to practice yoga for the first time ever in 1999. And after taking my first teacher training in 2002, I knew I wanted to teach full time,” Karen Fabian says. So she shifted out of her corporate career in health care administration, and started teaching in 2003.

“Over time, I started my own brand, Bare Bones Yoga. And I’ve been doing that ever since.”

These days, Fabian’s work includes teaching yoga to preschoolers, which she’s been doing for 13 years. She ran a program at the South Boston Neighborhood House for two years. And she currently teaches at two programs in Boston’s Charlestown neighborhood that are part of Partners Healthcare system.

It’s easy to stereotype yoga as a silent practice done in a quiet room. But that’s not the way Fabian teaches it.

She engages children on multiple levels, mixing yoga poses with language and literacy. It’s familiar territory for Fabian: her mother was a preschool teacher for 35 years.

“Toddlers and four-year-olds, they really like Tree pose,” Fabian says of her youngest yoga students. “Kids, as young as two-and-a-half will do downward dog; it’s a universal pose that kids of all ages will do, even little ones.” (more…)

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New research on racial segregation in early education has revealed a troubling trend.

“Nationwide, early childhood education is more segregated than kindergarten and first grade, even while enrolling a similar number of students,” according to the an Urban Institute report, “Segregated from the Start Comparing Segregation in Early Childhood and K–12 Education.”

“Early childhood programs are twice as likely to be nearly 100 percent black or Hispanic, and they are less likely to be somewhat integrated (with a 10 to 20 percent black or Hispanic enrollment share).”

Among the reasons this segregation is harmful:

“Research shows that the early years are the best time for children to learn tolerance and respect for kids from other races, cultures and backgrounds,” the Hechinger Report explains.

Halley Potter, a senior researcher at The Century Foundation, tells Education Dive, “Studies show that children learn more, in academic and social measures, when they have the chance to interact with peers who have different backgrounds and experiences. And these peer effects may be especially strong for young children in early education settings, for whom much of the day is spent in play and exploration alongside their peers.” (more…)

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Clifford Kwong and Amy O’Leary. Photo courtesy of Amy O’Leary

“My mother is the one who tried to scare me around from education,” Clifford Kwong says.

“Every time I showed interest in education, she asked me not to do it.” His mother, who had worked in education for decades, warned that his student loans would be high and his salary would be low.

Her advice: choose business or science.

But as a student at Boston College High School, to fulfill his school’s community service requirement, Kwong chose to work at a child care center in Quincy. “They told me I was a natural,” he says of his time there.

He didn’t think much of this feedback at the time. He was on his way to college at the University of Massachusetts Amherst, and he was taking his mother’s advice.

“I tried science,” Kwong says. “At the end of the day it didn’t feel like it was enough. Whereas at the end of a day doing community service, I felt great after working with kids.” (more…)

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Child/adult interactions are special and powerful – and don’t get the attention that they deserve.

Junlei Li is working to change that with Simple Interactions, an initiative that seeks to “encourage, enrich, and empower human interactions around children and their helpers.”

As we’ve blogged, Li was the co-director of the Fred Rogers Center for Early Learning and Children’s Media at Saint Vincent College. Now he’s the Saul Zaentz senior lecturer in early childhood education at the Harvard Graduate School of Education (HGSE).

Li “developed the ‘Simple Interactions’ approach to help identify what ordinary people do extraordinarily well with children in everyday moments and made that the basis for promoting positive system change,” his HGSE website says.

These child/adult interactions can occur in a range of settings, from early childhood and K-12 classrooms to afterschool programs and pediatric hospitals.

Li draws inspiration for his work from Fred Rogers, the famous children’s television show host of “Mister Rogers Neighborhood,” who left an indelible mark on generations of young viewers. (more…)

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