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. Visit its web page for links to all partner organizations. Many have important resources to offer: www.nassauboces.org/rtac
|
|
Here's a goldmine of resources for promoting children's well-being |
|
From learning to label common emotions to handling the loss of a loved one, children need teachers, parents and other caregivers to nurture their social-emotional growth. Head Start has collected a library of resources to make this job easier. "When early educators and families know more about early childhood mental health, they are better able to support children's learning and development." |
|
The resources are part of Head Start's Early Childhood Learning and Knowledge Center (ECLKC) and are organized into four sections: Identifying Feelings, Fostering Empathy, Mental Health and Grief and Loss. (They remind us that the death of a loved one brings enormous challenges for the whole family.)
Some practice briefs have been developed by the ECLKC itself, such as a collection of "everyday ideas" for helping children with challenges as friendships, problem-solving and handling disappointments. Other handouts and guides are from highly regarded entities such as the Center for Early Childhood Mental Health, which offers a downloadable activity book on discovering and discussing feelings.
Of particular note are articles on tough topics like "How to Talk to Kids About Death" (from the Child Development Institute). It points out that choosing not to talk about a loss also sends a message to children--namely, that they shouldn't ask questions, which can lead them to worry more about how the adults are feeling. And the CDI experts run down the developmental stages of understanding death, and why it's appropriate for a 3 or 4 year old to expect the dead person to reappear. Also downloadable: articles about helping children after a disaster or trauma.
|
|
This study says: close academic gaps with outdoor games |
|
It seems counterintuitive, but a study of 4,000 children in England found that play, organized recreation and sports "benefit the mind in ways that children really need in order to do their best."
Researchers from the University of Cambridge acknowledge that achievement gaps between more-advantaged and less-advantaged students are a complex problem, but, according to a report on the science website Phys.Org, "In general, the findings indicate that activities which influence emotional control--such as games that involve co-operation, or encourage children to take responsibility for their actions--could be particularly important during early childhood."
The impact of such activities on achievement seems to be greater for less-advantaged children and changes for different age groups. But, says one of the researchers, "Even giving children less-structured opportunties to run around outside could be of real developmental importance. We really need to ensure that physical activity does not become an area schools feel they can legitimately sacrifice to drive up academic attainment." Read more.
|
|
As pandemic restrictions are lifted, make play the priority |
|
That's the recommendation of author Tim Gill, whose most recent book is Urban Playground, How Child-Friendly Planning and Design Can Save Cities. Gill, who was recently interviewed by CBC radio, points out that the pandemic lockdown has shown us what happens when children are starved of the chance to spend time with their friends, hang out and socialize--what might be called social malnutrition.
"We adults haven't paid a great deal of attention to [play]," he says. "what is, in fact, an amazing sort of learning and adaptive process that helps to equip children for all sorts of challenges in life, as well as being tremendously rewarding, engaging and fun."
He even goes so far as to say that active children, playing outside, with or without their parents, is a sign of a healthy human habitat. "Children are a kind of indicator species." Read more.
|
|
"Plainsies Clapsies" and other sidewalk games |
|
Don't have a large grassy playground? There are still plenty of games you can play, according to the physical literacy nonprofit Active for Life. A recent post suggests sidewalk games like Plainsies Clapsies, which calls for children to clap, twirl, touch their knees, etc. while tossing and catching a ball. But that's not all! An earlier article runs down " One Piece of Chalk, 8 active games" that range from "Avoid the Shark" to old favorites like Hopscotch and Four Square.
"Sidewalk chalk has come a long way," writes Susan Scandiffio. "Chalk now comes in 48 colours, in glitter and in neon. But what hasn't changed is the myriad of ways in which chalk can be used as the basis of many active games."
|
|
Just announced! Intro to NYS Early Learning Guidelines for school district leaders |
|
The New York State Early Learning Guidelines help early childhood professionals and are an excellent tool for planning curriculum and programs for grades Pre-K through 3. In this virtual workshop for Assistant Superintendents and School Building leaders, participants will learn how to use the revised guidelines to support educators in anticipating developmental changes and understanding how to respond with specific instructional, environmental and family engagement strategies.
Date: Tuesday, June 15, 2021
Time: 9:00 a.m to 10:00 a.m.
Presenters: Helen Frazier,, Ivonne Monje and Tatiana Bacigalupe, New York Early Childhood Professional Development Institute
Note: Please join this training using a computer, rather than a phone or tablet. We will be using the online version of the Early Learning Guidelines.
|
|
Summer Institute: weekly webinars you don't want to miss |
|
These virtual workshops are for teachers, teacher assistants, administrations, directors and other early childhood practitioners from public school programs, community-based organizations and private schools.
Keynote
Beyond Butterflies and Books: Supporting Young Children's Science Inquiry and STEM Thinking
Date: Wednesday, June 30, 2021
Time: 9:00 a.m. to 10 a.m.
Presenter: Cindy Hoisington, Education Development Center, Waltham, MA
|
|
Every Wednesday in July and August, we are offering a virtual workshop for Pre-K & K educators. The time: 9:00 a.m. to 10:00 a.m. Click on the button below for descriptions and to register.
Wednesday, July 7, 2021
Simple STEAM Experiments for Pre-K
Wednesday, July 14
Developmentally Appropriate Use of Technology in Pre-K
Wednesday, July 21, 2021
Engaging Emergent Multilingual Learners in Literacy and Language Learning
Wednesday, July 28, 2021
Information coming soon
Wednesday, August 4, 2021
Let's Share: Getting Ready for a New School Year in Pre-K & K, a Professional Learning Circle
Wednesday, August 11, 2021
Introduction to the Revised New York State Early Learning Guidelines
Wednesday, August 18, 2021
Using the Revised New York State Early Learning Guidelines to Support Social and Emotional Development
Wednesday, August 25, 2021
Using the Revised New York State Early Learning Guidlines to Support Culturally Responsive Practice
|
|
June offerings from the Long Island Regional Partnership Center |
|
Fundamentals of Explicit Instruction: Ensuring the Effectiveness of Your Teaching on Student Learning and Achievement
Date: Monday, June 7 and Wednesday, June 9, 2021
Time: 4:00 p.m. to 5:30 p.m.
How to Support Your Child's Vocabulary
Date: Wednesday, June 16, 2021
Time: 6:00 p.m. to 7:30 p.m.
CLICK HERE to access details for all workshops in June and July from the Long Island Regional Partnership Center at LIU. These sessions are virtual and there is no registration fee.
|
|
The Long Island Pre-K Initiative is a collaborating partner in the state-funded Long Island Regional Technical Assistance Center for Pre-K and Early Childhood Education. |
|
71 Clinton Rd. Garden City, NY 11530-9195
Phone: 516-396-2220
www.nassauboces.org/pre-k
|
|
|
|
|
|
|
