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The Long Island Pre-K Initiative is proud to be part of Long Island's Regional Technical Assistance Center for Pre-K and Early Education (LI-RTAC). Visit its web page for links to all partner organizations. Many have important COVID-19-related resources to offer: www.nassauboces.org/rtac
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New study: preschoolers across the U.S. have lost key learning opportunities during the pandemic
Only about 10 percent of 3- to 5-year olds received a "robust replacement" for in-person preschool attendance last spring, according to a new study released last week by the National Institute for Early Education Research (NIEER) at Rutgers University. "Preschools should either re-open or prepare a much stronger response to remote support for young children's learning and development," says NIEER's Senior Co-Director, Steve Barnett.
One of the study's most concerning findings: preschool shutdowns appear to have increased inequities in education. "Home learning environments are more unequal than preschools, and public preschool programs provide their greatest benefit to the most disadvantaged children," says a NIEER press release. "Also, most young children with disabilities experienced a loss of the services required by their Individualized Education Plans."
More than 1,000 parents were surveyed for the study, across the U.S. Findings included:
- Nearly three-quarters (74%) of children's preschools overall closed as a result of the pandemic--and 90% of public program classrooms closed.
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Forty-eight percent of children whose programs closed were receiving some "support for learning and development" at the time of the survey in late May and early June. More than half reported that children had--at some point--been provided with worksheets, paper-based supports or digital support.
- A small number of 5 year olds in the survey were in Kindergarten. But it's interesting to note that of these 96% received supports for remote learning, including teacher feedback.
In an article about the study on education news site The 74, Deputy Chief of Early Childhood for Chicago Public Schools noted that "the goal for incoming Kindergarteners will be really focusing on foundational skills because of the disruption in their Pre-K experience."
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OUTDOOR LEARNING
An obstacle course as a way for children to learn math? Let us count the ways
Spatial relationships, measuring, simple graphs--these are just a few of the ways that building a simple outdoor obstacle course can promote math learning, according to
the Erikson Institute's Early Math Collaborative. It doesn't take a lot to build one. You can even set it up in a backyard using brooms, laundry baskets, outdoor tables and chairs, plus natural materials like sticks or trees.
Directions for completing the course develop spatial understanding. For example, "walk over the broom" or "walk around the tree." Children can measure and compare the length and heights of different obstacles, and older ones can use a stopwatch to determine how long it takes to complete the course and graph the results. Finally, participants can draw a map that shows movement and directions.
Read more about the obstacle course and other ideas for early math learning.
It's time to bring back classic games that kids can play independently, and Let Grow wants to help with free printables
Do you remember playing Mother, May I? Simon Says? Follow the Leader? The nonprofit Let Grow* wants to bring back some of these time-tested backyard games
that kids can play without adult supervision. And to encourage their comeback, it's making available 20 free printable cards with easy to follow directions. What's more, there's a link to video tutorials showing youngsters engaged in each one.
"Once upon a time, backyard games for kids were everywhere," writes Jill Staake of Let Grow. "These days, kids seem to spend more time inside on their own, but it doesn't have to be that way."
Click here to download the free pdf with game instructions.
*Let Grow is a New York City-based organization devote to reducing "overprotection" of children and to promoting the positive effects of giving kids more independence and responsibility.
"It's easy to underestimate children's potential'--an argument in favor of risky play
Climbing trees (and, possibly, falling out of them), collecting caterpillars and making
messes are becoming more popular with kids this summer, according to New York Times parenting reporter Christina Caron. The reason: parents struggling to work from home and watch their offspring at the same time have relaxed some of their normal vigilance. And this may be really good for the children.
Opportunities for children to play outside with other children have decreased over the last several decades, according to the Times article, and this has led to rising rates of anxiety and depression. One expert quoted in the piece points out that "risky" play helps children explore and conquer fears and develop confidence. "It's different, but awesome," says one parent.
Read more.
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PROFESSIONAL DEVELOPMENT
Are you interested in earning the Child Development Associate (CDA) credential? Learn more here
If you're a child care provider or home visitor interested in advancing your career, earning a Child Development Associate (CDA) credential can give you a boost. The Child Care Council of Nassau, Inc. is offering two informational sessions via Zoom so you can learn about the process and its CDA coursework schedule. Both will feature Kathy Reyes, a 2020 CDA graduate and owner of a family day care.
Dates: Tuesday, August 4, 2020 OR Thursday, August 6, 2020
Time: 7:00 p.m. to 8:00 p.m.
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Lessons in leadership, race and gender: an interview with Melodie Baker
An educator who has spent her career working to advance opportunities for disadvantaged students, Melodie Baker has much to share with other leaders in New
York State. Her experience includes serving as Director of Education for the United Way of Buffalo. In 2014, she founded the first first inquiry-based school in Western New York, and earlier had been assistant director of a Head Start program. You can participate in a free Zoom interview with her, moderated by Sherry Cleary, University Dean of Early Childhood Initiatives and Executive Director of the New York Early Childhood Professional Development Institute.
Date: Tuesday, August 4, 2020
Time: 10:00 a.m. to 11:00 a.m.
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PARTNERS
New York State "Baby Bundle" funding
New York State's Council on Children and Families will provide funding to three local agencies to distribute, track and provide feedback on their use of the state's "Baby Bundle" in 2020. The bundle includes a reusable tote bag filled with helpful information such as the books
Starting Life Together and
What To Do When Your Child Gets Sick. Applicants will receive funding to print and include information about local resources.
Click here for the application. Deadline is Thursday, August 6, 2020.
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About Us
The Long Island Pre-K Initiative is a collaborating partner in the state-funded Regional Technical Assistance Center, which supports Pre-K and early childhood education on Long Island. The other collaborating partners are the three Long Island BOCES, the Child Care Council of Nassau, Inc., the Child Care Council of Suffolk, Inc. and the Family Leadership Network.
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NASSAU BOCES
71 Clinton Road, Garden City, NY 11530-9195
Phone: (516) 396-2220 Fax: (516)-396-2355
www.nassauboces.org
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