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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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Have we been underestimating how much boys depend on their relationships with teachers?
Psychologist Michael Reichert thinks so.
The author of
How to Raise a Boy: The Power of Connection to Build Good Men,
Reichert points to research such as the study that showed boys dramatically change the way they relate to others between the ages of 4 and 6. The reason: "they absorbed norms for how they were supposed to act as boys." For instance, boys started using "posturing and bravado" as they conformed to ideas about how boys are supposed to behave. And in the later school years, they're more likely to drop out than girls.
Reichert asserts that boys learn best in the context of strong, supportive relationships. In fact, he goes so far as to call them "relational learners." "Both boys and girls have rich emotional lives," he says, "but the expression of those feelings may differ because of cultural expectations...we tell boys not to show vulnerability or fear, to suck it up or man up." What's more, when boys experienced breakdowns in the relationship with their teachers, research indicates they start thinking of themselves as failures and to turn off.
The result is that some boys tend to act out--that's the only way they know to deal with intense emotions. And the solution may be as simple as opening up more space for them to talk. "Boys are simply not getting the opportunity to be listened to deeply."
Read more in an interview with Reichert published by Mindshift (California Public Radio).
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STUDIES SAY
Recruiting more male teachers in early education needs to start in high school
That's one of the findings from a team of New York City researchers who've been studying how to recruit and retain more male early childhood teachers--especially
teachers from minority and low-income communities.
As well as offering service learning opportunities for high school students, mentoring men entering the field and providing "equitable pay," the researchers acknowledge that there are social and cultural expectations that may need to change. Read more in a Daily News opinion piece by the three professors from Borough of Manhattan Community College of the City University of New York.
Yale study: gender and race impact how teachers view children's abilities
How teachers assessed elementary school students' math and reading abilities differed by race, ethnicity and gender, according to a new study from a Yale sociologist released last week. But the landscape is...well...complicated. Teachers tend to "advantage" Asian children in comparison to white students in literacy skills, even when the children are similar. When it came to math, teachers tended to rate black children below white peers who were actually on the same level. What's more, "teachers penalized white and black girls, relative to white boys, in their ratings of math ability, but did not disadvantage Asian and Latino girls in the same manner."
Read more.
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YOUR CLASSROOM
"So much stuff!" Can we encourage children to express themselves in art projects without wasting materials?
Paint, tape, paper, glue--art materials like these are essential in Pre-K and Kindergarten classrooms. But have you ever thought to yourself "We're gonna run out!" or "You're using too much!" Early childhood educator Allie Bishop Pasquier has,
and she's thought deeply about how to allow for free expression while at the same time helping children think about how they're consuming materials.
"Children need time, space and materials to explore their world through play," she says. "The more practice they get, the more they can become masters who understand the skill of attaching things doesn't mean the more tape the better."
There are some positive interventions teachers can undertake, however--for example, sitting with kids and showing how you like to draw on both sides of the paper or talking about the materials with them. And you can offer materials in a conservation-minded way. "With paper, use scraps as much as possible, and perhaps make some new paper out of the stuff that isn't going home...Plan experiences with materials that are meant to be used again: clay, loose parts and play dough."
Click here to read more; "So Much Stuff" is part of Pasquier's "Hi Allie" newsletter series.
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ECERS Training-- Choose March or April date
ECERS stands for Early Childhood Environment Rating Scale and is a preferred tool for assessing best practices in Pre-K and Kindergarten classrooms. The Scale covers
areas such as space and furnishings; program structure; language-reasoning; and parent-staff relationships. In addition, the revised edition contains inclusive and culturally sensitive indicators for many items.
You will receive a copy of the ECERS scale, and you will be introduced to its format and how to score it.
Presenter: Joan Rocchetta from the Child Care Council of Suffolk, Inc.
Registration fee: $60. Registration is limited, so please sign up early.
Session 1
Date: Monday, March 30, 2020
Time: 12:30 p.m. to 3:30 p.m.
Place: Eastern Suffolk BOCES, Hines Administrative Center, Patchogue
Session 2
Date: Thursday, April 30, 2020
Time: 12:30 p.m. to 3:30 p.m.
Place: Western Suffolk BOCES, Conference Center, Wyandanch
REGISTER NOW
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One week left to register for Pyramid Model Training
Date: Saturday, February 29, 2020
Time: 8:30 a.m. to 4:00 p.m.
Place: Child Care Council of Suffolk, Inc., Commack
Credit: 7 hours
Registration fee: $100. Note: registration is capped at 30 for this intensive, interactive workshop.
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HELP WANTED
This week's job listings for early ed on Long Island
Full-Time Teacher Assistants (NYS certified)
Full-Time Teacher Aides
Part-Time Teacher Aides
Full-Time Behavior Support Specialist
Kramer Learning Center, ACLD, Bay Shore
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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 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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