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PRE-K UPDATE
FEBRUARY 10, 2021
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 (RTAC). Visit its web page for links to all partner organizations. Many have important COVID-19-related resources to offer:  www.nassauboces.org/rtac 

This new report runs down strategies for supporting math learning for young Dual Language Learners

"Giving all children a solid foundation in early math is critical to their future success," write the authors of Language Counts: Supporting Early Math Development for Dual Language Learners*.  "In fact, research shows that children's early math skills are an even better forecast of their future academic success than reading skills."

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That's why they have pulled together practical strategies for the classroom, case studies and recommendations for policymakers into their downloadable 42-page report. 

One important recommendation is to engage families in understanding the importance of math--perhaps by using parent ambassadors. "[They] are often able to connect with other parents in an authentic way, sharing their own questions about early math development. This can be especially important for parents who did not grow up in the U.S. and may have different experiences with math learning and approaches than their children."

For example, a parent from Chicago quoted in the report has learned that "math is everywhere. You don't need a specific language to do math."

*The report was prepared by Bellwether Education Partners, a national nonprofit, and funded by the Heising-Simons Foundation.
YOUR CLASSROOM
"We create a new image of ourselves in the new language"-- helping Emergent Multilingual Learners feel valued
Maryam Samani isn't only an early childhood educator--she is also an English Language Learner. She shares her unique perspective in a recent blog post for the
New York Early Childhood Professional Development Institute. Adults learning a new language already have a strong sense of self, even if they struggle with expressing thoughts and feelings. Young children, on the other hand, are still developing and need support to build a positive sense of themselves as multilingual learners.

According to Samani, "...the teaching team needs to validate, highlight and nurture the identity of the non-English-speaking child. These children need to know and feel that they are seen as whole people, and that their multilingualism is a strength." And she has several practical suggestions for how to do this, including finding opportunities to reference the child's language and alphabet, and using visual components of the child's culture in the classroom, such as fabrics, crafts and artifacts. 
BOOKSHELF
NAEYC explains how to use picture books to to promote positive identities
It can be hard to address issues of racism and bias with preschoolers. The National Association for the Education of Young Children (NAEYC) has come to the aid of educators with a two-part series that explains how to use read alouds to promote positive self-identities for all children. As well as a case study and general guidance, each article recommends and describes three picture books. Each title is accompanied by a "try this" for classroom discussions.

For example, the picture book You Matter invites students to think about what it means to matter, to have a sense of belonging. Teachers can emphasize the different ways we are connected and discuss children's experiences when they were made to feel they didn't matter. Click here to read part one. Click here to read part two.
PROFESSIONAL DEVELOPMENT
This month's Professional Learning Circle: Sharing How We Use Technology
Side view head shot smiling mixed race lady freelancer wearing headset_ communicating with client via video computer call. Millennial pleasant professional female tutor giving online language class.
A Professional Learning Circle-or PLC-is a group of educators that meets regularly, shares expertise and works collaboratively to learn from one another. With support from an experienced moderator, the PLC will offer the opportunity to share your practice and learn from one another. 

Date: Wednesday, February 24, 2021
Time: 7:00 p.m. to 8:00 p.m

For webinars focusing on special education, here's an important resource
The New York State Education Department's Office of Special Education has funded a Regional Partnership Center at LIU's Center for Community Inclusion (CCI). It joins the Early Childhood Family and Community Engagement (FACE) Center as a source for no-cost webinars that zero in on support for children with disabilities. For example:

Transition from Early Intervention to Preschool Special Education for Professionals
Date: Wednesday, March 3, 2021
Time: 6:30 p.m. to 8:30 p.m.

Planning for the Transition from Preschool Special Education to Kindergarten for Families
Date: Wednesday, March 10, 2021
Time: 6:30 p.m. to 8:30 p.m.

Function-Based Thinking in Preschool 
Dates: Thursday, March 11 and Monday, March 15, 2021
Time: 4:00 p.m. to 6:00 p.m.


Join the Long Island Leadership Initiative's "Survive to Thrive" webinar covering Chapter 5: Program Curriculum
It's not too late to join the monthly webinars inspired by the book From Survive to Thrive: A Director's Guide to Leading an Early Childhood Program. This month's topic is program curriculum, including models, resources and various approaches. A week after the webinar, a learning community will continue the discussion. 

Date: Thursday, February 18, 2021
Time: 12:00 p.m. to 1:00 p.m.
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. 




NASSAU BOCES 
71 Clinton Road, Garden City, NY 11530-9195
Phone: (516) 396-2220  Fax: (516)-396-2355
www.nassauboces.org