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PRE-K UPDATE
MAY 22, 2019
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Here's the latest news from The Long Island Pre-K Initiative, your source for
expert training and useful resources:
www.nassauboces.org/pre-k
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New research: High-quality Pre-K programs don't just help children--they help their offspring, too. Especially boys
Since the mid-1960s researchers have been following children who attended the Perry Preschool in Ypsilanti, MI. Then 3- and 4-years-old, these youngsters were chosen because they were poor, black and, according to an article in Education Week,
"considered to have low IQ." They've been studied ever since, and now are in their 50's.
Through the years, findings included "no sustained gain in IQ," but there were many other positive benefits such as improved cognitive and social-emotional skills, better
health and increased employment as adults.
Now, Professor James Heckman has carried out a new analysis, this time focusing on the children of the original Perry students. The results: "...the original participants of the program had significant gains in personal and family life outcomes that provided their children with
positive second-generation effects on education, health, employment and civic life. Early childhood education resulted in stronger families and significantly contributed to upward mobility in the next generation." (Click here
for Heckman's summary of the results.)
What's interesting, according to the Education Week report, is that these positive effects were seen even though the Perry alumni were just as likely to live in low-income neighborhoods as their peers who didn't attend the program.
Also highlighted by Heckman is the fact that boys benefited more from the Perry Preschool experience--"and the wide range of beneficial effects are particularly strong for the male children of participants, especially those of male participants."
Click here to read the full article in Education Week.
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Only weeks left to register for our One-Day Summer Institute: Don't miss out on these interactive workshops
We often hear that the professional development offered by The Long Island Pre-K Initiative is teachers' only choice for workshops that are specifically for Pre-K & K, instead of "watered down" versions of sessions for elementary teachers. That's why
we're emphasizing developmentally appropriate practices in the line-up of workshops for our One-Day Summer Institute. They include:
Developmentally Appropriate Strategies for Screen Time in Early Childhood
At the same time the American Academy of Pediatrics recommends limited screen time for young children, many Pre-K and Kindergarten classrooms are equipped with a variety of electronic devices.
Presenters: Pam Renneisen, St. Joseph's College, and Ryan Dorfman, Middle Country Public Schools
Playing With Math in Mind
You'll explore some of the ways children play with mathematical concepts and will develop ideas for incorporating natural exploration into your instructional strategies.
Presenter: Joan Rocchetta, Child Care Council of Suffolk, Inc.
The Power of Read-Alouds for Nurturing Hearts, Minds and Hands
In this workshop, you'll explore the limitless possibilities of using picture books as co-teachers to connect reading, writing, talking and play.
Presenter: JoEllen McCarthy, literacy consulant and Book Ambassador for The Educator Collaborative.
The rest of the line-up:
- Classroom-Tested Strategies for Challenging Behaviors
- How to Make Eco-Conscious Decisions for Healthy Early Childhood Programs
- Moving Beyond Chicka Chicka Boom Boom: Best Practices for Early Literacy
- The Why and How of Successful Dual Language Programs in Pre-K & K
Keynote: High-Quality Learning for a Changing World
Presenter: Beverly Falk, Director of Graduate Programs in Early Childhood Education, CCNY Graduate School of Education
One-Day Summer Institute
Date: Thursday, June 27, 2019
Time: 8:30 a.m. to 2:30 p.m.
Place: Western Suffolk BOCES Conference Center, Wyandanch
Registration fee: $75 per person, includes coffee/tea in a.m. and lunch
Credit: 6 hours of CTLE or OCFS credit
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What's new for playground safety: a dose of danger
No one wants children to get hurt, and now researchers around the world are urging parents and schools to allow children to engage in risky play as way to keep them safer.
For example, health and science writer Lauren Vinopal explored this topic for the website fatherly.com. "Risky play helps children develop essential physical abilities and
skills while curbing fears. In many forms, it's not only developmentally appropriate, but also, according to researchers, a critical way that kids learn to be resilient."
In a May 10 article, Vinopal runs down six types of healthy "risky play" identified by Norwegian researcher Ellen Sandseter. These include climbing, running and roughhousing (also called rough and tumble play). Roughhousing, for example, has been found to be especially important for boys and teaches boys and girls how to manage aggression--a vital skill.
"I came to the counterintuitive conclusion that engaging in risk is actually very important in preventing injuries."
This quote leads off a comprehensive New York Times article, coincidentally also published on May 10. Writer Richard Schiffman visited opening day at the adventure playground on Governors Island (sometimes called the junkyard playground). He watched kids play enthusiastically with dismembered mannequins, old tires, wooden
packing crates, etc. He then interviewed playground experts, like Meghan Talarowksi who researched playgrounds in the U.S. vs London.
Talarowski found that kids were more physically active and stayed in the British playgrounds longer. And surprisingly, despite the fact that these playgrounds had less fixed equipment and more "seemingly hazardous" elements, there were fewer injuries than in the U.S.
Norway's Sandseter told the Times that when we prevent children from doing things like climbing and running fast, "they get bored, and are tempted to perform rash stunts like...standing on the shoulders of others on the swings."
Canadian scientist Mariana Brussoni is the author of the quote in green above. "Children are learning how their bodies work, how the world works," she says. When they engage in what we perceive as risky play, they are actually "learning fundamental skills that ultimately protect them."
Read more.
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This week's job listings for early ed on Long Island
Infant/Toddler Specialist
Early Childhood Specialist
Child Care Council of Nassau, Inc., Garden City
Email resume, cover letter and salary requirements to hr@childcarenassau.org
Full-Time Infant Toddler Teachers
Stony Brook Child Care, SUNY Stony Brook
Apply online and use req. #1900872 or use the word "childcare" in the search bar
For the Long Island Head Start positions listed below
Email resume to humanresources@liheadstart.org or fax 631-758-2953
Full-Time Teacher Assistant
Full-Time Teacher Aide
Subsitute Teacher Aide
Long Island Head Start, various locations
Full-Time Teacher II (Infant/Toddler)
Long Island Early Head Start, Huntington, Islip
Full-Time Family Educator/Home Visitor
Long Island Early Head Start, Patchogue
Part-Time Family Advocate--Bilingual
Long Island Head Start, North Fork
Full-Time Teacher
Long Island Head Start, Bridgehampton
Full-Time Certified Teacher
Long Island Head Start, Bay Area
Full-Time Accounts Payable Bookkeeper
Full-Time EHS-CCP Secretary
Long Island Head Start, Central Administration, Patchogue
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Here's how to add your school's staffing needs to this list:
In the body of the e-mail, include the following information:
For our records:
- Your name
- Your position
- Your e-mail and phone number
For the listing in our e-newsletter
- The name of your school and the town it's located in. You can include your web address, if you have one.
- A very brief description of the position or positions you want to fill. (For example: "Part-time Teacher Assistant" or "Full-time Pre-K Teacher."
- Information about how potential applicants should contact your for details or to apply. (For example: "Call Jane Smith at 631-xxx-xxxx" or "Send e-mail to jane.smith@schoolname.org")
It's important to understand that:
We will not include information about salary. We will not include any descriptions of your school or program, although we can include a link to your school's web site.
We will publish your information a single time. If you still have openings, you can e-mail us again with the details and we will run the information again.
Our e-newsletter is typically sent out on Wednesday mornings. However, it may be mailed on a different day, depending on content or technical considerations.
The Long Island Pre-K Initiative reserves the right to edit information; space in the e-newsletter is very limited.
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About Us
The Long Island Pre-K Initiative is a grant-funded project that seeks to strengthen partnerships between school districts and community-based organizations and to share information about research, policy and best practices for early learning. Administered by Nassau BOCES, it is supported with expertise from The Early Years Institute and funds from the Rauch and Hagedorn Foundations. Our partners: Eastern Suffolk BOCES, Western Suffolk BOCES, and the Child Care Councils of Nassau and Suffolk.
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NASSAU BOCES DEPARTMENT OF STRATEGIC INITIATIVES
71 Clinton Road, Garden City, NY 11530-9195
Phone: (516) 396-2220 Fax: (516)-396-2355
www.nassauboces.org
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