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Large group of happy kids, boys and girls playing with blocks in kindergarten class constructing simple houses
PRE-K UPDATE
MARCH 21, 2019
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

Pink coats aren't only for girls: Creating gender-inclusive spaces in Pre-K
A gender-inclusive classroom allows "children to easily move between roles or materials commonly regarded as male or female without any gendered expectations
Little scientist
or barriers," according to the National Association for the Education of Young Children (NAEYC). Such spaces are important because they create an atmosphere in which all children can explore and grow--regardless of how they come to identify themselves later in life.

In a comprehensive article from Young Children magazine that is also available online, the authors start by asking teachers to reflect on their personal understanding of gender. They suggest reworking materials that may inadvertently reinforce stereotypes and creating "makerspaces" with lots of gender-neutral natural materials and loose parts--e.g., pinecones, cardboard boxes, buttons. And they include tips for talking to families about the topic of gender.

Finally, there's a list of picture books selected to "help children develop an expansive, inclusive understanding of gender."  They range from Ada Twist Scientist to The Bat Boy and His Violin to A Fire Engine for Ruthie. Read more.

All those kids' drawings? They're scientifically proven to help them learn, even as they get older
Is writing "better" than drawing? Not according to a recent study: "drawing is superior to activities such as reading or writing..." The reason: drawing encourages people to process information in multiple ways--and it's a powerful way to boost memory.
Kids drawing on white sheet of paper_ closeup

As reported on the education news site edutopia.org, researchers asked students to study words and either write them down or illustrate them. Later they remembered twice as many words if they had made a drawing--a finding that held up in other experiments. 

While they studied college students, the professors who conducted the studies are confident that they apply to, well, everyone. Their suggestions for classroom teachers include strategies often used in Pre-K, such as taking notes in the form of drawings and presenting data in visual form.

The evidence is adding up: "movement breaks are good practice" for children of all ages
A recent article from Northern California public media won't come as a surprise to most Long Island Pre-K teachers. The headline: "Movement and breathing breaks help students stay focused on learning." What's notable is that so many mainstream education organizations picked up the article and disseminated the information via their websites, including District Administration magazine, which says it reaches "virtually every school district in the U.S."

According to educators interviewed for the article, one challenge when kids are encouraged to exercise is making the transition from "high-energy spaces." That's where mindfulness comes in, and can help students calm down and get ready to learn again. Here's a tip from a second-grade teacher: "I never require kids to close their eyes, because that can feel really unsettling. We talk about looking into the palms of their hands...or whatever works for them."
Early education in the headlines

This feature in last Sunday's Newsday led off the business section, and it's message was clear: "The high cost of day care is squeezing Long Island parents, many of whom say services are so unaffordable it makes more financial sense for one parent to stop working and stay home with the kids, to limit their families to one child, or to move to another state."

California looks to lead nation in unraveling childhood trauma. The state's new surgeon general plans a number of initiatives to address ACES--Adverse Childhood Experiences. One is encouraging pediatricians to screen for traumatic stress as routinely as they now checking hearing and vision.

This week's job listings for early ed on Long Island

Part-Time Program Aide (After School Program)
Teacher Aide
Kramer Learning Center, Bay Shore
Apply online at www.acld.org or email to jobs@acld.org

Part-Time Teaching Assistant (9 a.m. to 2 p.m.)
David Joshua Berg Nursery School, Temple Beth Torah, Melville
Email jen@tbtny.org or call 631-643-1200 ext. 4


For the Long Island Head Start positions listed below
Email resumes to humanresources@liheadstart.org or fax 631-758-2953

Full-Time Teacher Assistant
Full-Time Teacher Aide
Full-Time Family Advocate--Bilingual
Full-Time Family Advocate
Long Island Head Start, various

Full-Time Teacher II (Infant/Toddler)
Long Island Early Head Start, Huntington, Islip

Full-Time Family Educator/Home Visitor--Bilingual
Long Island Early Head Start, Islip, Patchogue

Full-Time Teacher
Long Island Head Start, Bay Shore, Bridgehampton

Part-Time Family Advocate--Bilingual
Long Island Head Start, North Fork

Full-Time Temporary Cook
Long Island Head Start, Bridgehampton

Full-Time Cook Assistant
Long Island Head Start, Wyandanch

Full-Time Accounts Payable Bookkeeper
Full-Time Parent Involvement Secretary
Long Island Head Start, Central Administration, Patchogue

Here's how to add your school's staffing needs to this list:
 
Send an e-mail to prek@nasboces.org with the subject line "List our position."
 
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.
 

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.







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