Technology in Pre-K

Hello Friends,

As we know, young children perceive the importance of technology in our lives, and this is not a recent development. What is new is the the rate of change in our technlogical capabilities. Because computer technology has become ubiquitous in our society, it seems like a natural progression to introduce it at a very early age. Educators need to look at this impulse very carefully, though. Not every important development that society embraces can be accessible to the very young child.

There are few experiences a young child can have through a computer which would not be more meaningful in real life. Counting monkeys on a screen is not superior to actually counting a concrete set of objects the child can manipulate with his hands. The early childhood years are an important formative period and one of the greatest dangers is that tasks and ideas which are better suited to the elementary years may get pushed into the early childhood curriculum in the name of preparation.

Young child are having a real and very important life right now, they are not living in preparation for kindergarten. If teachers focus on tasks that are developmentally appropriate, there should be no need to concern ourselves with children's readiness, they will be ready for much more than just kindergarten, they will be on the road to becoming life-long learners.

But if we allow the tasks and tools of the elementary years to occupy the hands and minds of young children, they may fail to develop the abilities to interact with the environment (and the people in it)in meaningful ways. What are your thoughts about using technology with the youngest learners? We would not encourage families to plop their child in front of the TV. What's so different about an i-Pad? Here's an article in EdWeek--check out their thoughts on this topic.  Let's talk.

Proper Role of Ed-Tech in Pre-K a Rising Issue

How Can I Coach A Resistant Teacher? (Part 2)

Hello Friends,

Current research regarding professional development for preschool teachers indicates that coaches can have a positive impact on helping preschool teachers address the challenges they face. Specifically, coaches can provide timely and focused feedback, enable teachers to develop skills to self-regulate their learning, and support teachers to become more intentional practitioners. In these roles, coaches can facilitate a shift in teachers' practice to accommodate current accountability expectations. Here is the second part of the article on coaching folks who don't want to be coached. It is interesting!

How Can I Coach A Resistant Teacher? (Part 2)

What do you think about coaching in early childhood programs? Have you been a coach or have you been coached? Let's talk!

"How Can I Coach a Resistant Teacher?" (Part 1)

Hello Friends,

Coaching in education is a change from traditional roles. The primaryfocus of the coach is to ask questions that are open-ended and promote thinking. Listening, probing for deeper meaning, and being non-judgmental are critical skills. Good coaching is built on a foundation of trust. It occurs when the coach creates a open, respectful and inviting setting. Coaching cannot be forced.

This two part article addresesses how to work with a resistent teacher. Part 2 will come tomorrow.

What are your thoughts about coaching in education? Can it help teachers? Let's talk.

"How Can I Coach a Resistant Teacher?" (Part 1)

To Close the Opportunity Gap, We Need to Close the Vocabulary Gap - Bridging Differences - Education Week

Hello Friends,

What is the achievement gap? It has been defined as the gap  in achievement that separates poor children and students of color from their more affluent peers. The achievement gap has been the focus of discussion, research and controversy for nearly 40 years. The good news is that the gap narrowed considerably through the late 1980s, particularly between blacks and whites; however, progress since then has been marginal — and the lack of achievement of minority students remains one of the most pressing problems in education.

Today, the average black or Hispanic high school student currently achieves at about the same level as the average white student in the lowest quartile of white achievement. Black and Hispanic students are much more likely than white students to fall behind in school and drop out, and much less likely to graduate from high school, acquire a college or advanced degree, or earn a middle-class living.

Are you asking the question "What does this have to do with preschool?" Well, studies report that three and four-year old children who are exposed to preschool have a greater chance of academic success throughout their schooling.
 Here are some interesting thoughts on the cause of the gap and how to close it.


To Close the 'Opportunity Gap,' We Need to Close the Vocabulary Gap - Bridging Differences - Education Week

Secretary Arne Duncan at the National Head Start Assoc. Conference

Hello Friends,

Secretary Arne Duncan gave remarks at the National Head Start Association conference held last week National Harbor, MD. This is evidence of the administration's interest in coordinated preschool programming. You can access the text of his remarks here:

Play Can Be an Effective Strategy for Assessment

Hello Friends,

There is an extensive body of research about play and the positive effects on early childhood learning and development. In general, research shows strong links between creative play and language, physical, cognitive, and social development. Play is a healthy, essential part of childhood. Infants explore their world through their senses while adults in their world foster their development and learning through playing games with them. Toddlers engage in pretend play when they imitate actions and events they have experienced in their family life. As they grow into four and five year olds, young children engage more and more in play activities that expand their knowledge of the world around them, develop their motor skills, and focus on their peers.

The link below connects you to some information on using play in observation and assessment. What do you think about play as an assessment measure? Do you use it for your observations?
Let's talk!

Play Can Be an Effective Strategy for Assessment

More Pre School? Yes! Let’s do it Right.

More Pre School? Yes! Let’s do it Right.