Michelle's Memo

A compilation of recent and relevant research and articles with an early education, birth to age 8, focus. Settle in and get cozy.

As this is the introductory memo, I am unsure how frequently we will be issuing this. Although I have this labeled as January/February, we may choose to publish monthly. Any feedback is greatly appreciated. What other resources would you like to see? Is there too much in the topic areas? Not enough? Send feedback to mspence@maplerun.org

In issue 80, January 2018:

Reflection: The First Step for Addressing Bias in Infant and Toddler Programs

Right-Handed? Or Left-Handed?

Eye Contact With Your Baby Helps Synchronize Your Brainwaves

How Caregivers Can Boost Young Brains

Babies Understand When Words Are Related

Cognitive Learning Begins at Birth: Take Part in Infants and Toddlers’ Brain Development

http://fpg.unc.edu/sites/fpg.unc.edu/files/resources/other-resources/January%202018%20BABY%20TALK.pdf

Co-Regulation From Birth Through Young Adulthood: A Practice Brief

Adult caregivers such as parents, teachers, coaches, and other mentors play a critical role in shaping and supporting self-regulation development from birth through young adulthood through an interactive process called “co-regulation.” This brief builds on reviews of the theoretical and intervention literature to provide caregivers and program administrators with guidelines for effective co-regulation support at each stage of development. The brief is based on work conducted by the Duke Center for Child and Family Policy for the Administration for Children and Families (ACF), described in a series of four reports referenced throughout the brief, which can be accessed online at https://www.acf.hhs.gov/opre/research/project/toxic-stress-and-self-regulation-reports.

Over the Fence: Engaging Preschoolers and Families in a Yearlong STEAM Investigation

Young Children, November 2017 Volume 72, No. 5

The 26 prekindergartners at Boulder Journey School had a problem: the playground was surrounded by a tall wooden fence that prevented them from seeing what was on the other side. Over the course of the school year, they researched, designed, modeled, and redesigned solutions, which resulted in building a tree house. Their letter to future tree house users at the school explains:

We wanted to see the cars, mountains, houses, road, trees, flowers, and the people. We were climbing on the fence, and the teachers kept telling us to get down because it wasn’t safe. We were so heavy that the teachers couldn’t lift us up. We built the tree house so we could see over the fence, far, far away. We built it for people to play on, too. The next people who come can play on it too. We had to draw different tree houses and paint them. We built fake tree houses too to get ideas, and then we built a real one. The fake ones were called models. We dug deep holes first. Then our parents helped us build it.

The process of envisioning, designing, and building the tree house was typical of the way curriculum is developed at Boulder Journey School. Teachers routinely and carefully observe children’s actions to identify their interests. Combining those observations with their knowledge of child development, motivation, and learning, educators—along with children, families, and community members—engage in long-term investigations. Inspired by early childhood educators in Reggio Emilia, who view expressive languages—such as painting, drawing, and sculpting with clay—as critical components of education (Edwards, Gandini, & Forman 2011), educators at Boulder Journey School encourage children to explore ideas and subject matter using various mediums to build deep understandings. Throughout the tree house investigation, the children learned a great deal about design, measurement, engineering, aesthetics, and collaboration. https://www.naeyc.org/resources/pubs/yc/nov2017/over-the-fence

Individualizing Instruction to Support Learning

Individualizing instruction can maximize children's learning opportunities. It can also improve their developmental and functional outcomes. In this issue, learn more about how to individualize early care and education for children with disabilities. Find resources with strategies to support instruction for children who have suspected or identified disabilities.

http://fpg.unc.edu/sites/fpg.unc.edu/files/resources/other-resources/Head%20Start%20Disabilities%20Services%20Newsletter%20JULY%202017.pdf

LEARNING FROM ANIMALS: 3 BOOKS FOR BUILDING SOCIAL SKILLS IN YOUR CLASSROOM

As an early childhood teacher, you understand it’s important to get your class ready for kindergarten.

Can your children count to 10? Or 20? Can they sing the alphabet and name the sounds of each letter? Knowing this information will help you, parents, and future teachers recognize the strengths and weaknesses of each child.

But did you know that supporting infants and young children’s social-emotional development is also critical to school readiness and overall success?

According to a new study (http://baltimore-berc.org/wp-content/uploads/2016/03/SocialBehavioralReadinessMarch2016.pdf), researchers found that by the fourth grade, children who entered K-5 behind in social-emotional skills were 80 percent more likely to have been retained and 7 times more likely to be suspended or expelled (link to expulsion article).

Embedding your teaching strategies with social-emotional enhancement is easy–especially when done intentionally with the Pyramid Model. Our methodology and resources help the early childhood workforce promote positive relationships within the context of education.

One of our favorite tools for engaging children in conversations about social challenges is literacy or reading time.

So, here are 3 animal books you can read to your class while also promoting healthy relationships. Click on the links provided to access suggested activities and lesson plans for each story.

http://www.pyramidmodel.org/learning-animals-3-books-building-social-skills-classroom/

What is a Shadow

What is a shadow? Denise Nelson and her class of preschoolers in Worcester, MA tried to answer that question over the course of a three-week exploration—both indoors and out. https://www.naeyc.org/resources/blog/what-shadow

Beyond Mandated Reporting: Building Resiliency with Families

This 1.5 hour webinar will highlight what trauma looks like in young children, the relationship between abuse and disability, as well as offer strategies for building resiliency within families. Specific topics will include:

• Five common misconceptions about child abuse
• Ten signs of child abuse
• What a provider can do
• Resources to assist providers working with families where violence may be an issue or concern

https://learn.extension.org/events/2171

Ontario’s Early Learning–Kindergarten Program: A Transformative Early Childhood Education Initiative

Young Children, September 2017, Vol. 72, No. 4

The Ministry of Education of the province of Ontario, Canada, has initiated a remarkable new full-day, two-year program for 4- and 5-year-olds. The Full-Day Early Learning–Kindergarten Program (FDK) is the government’s transformative response to the vast, ever-growing body of early childhood research indicating that high-quality early learning programs produce long-term benefits to children’s social and academic skills (Ontario Ministry of Education 2017).

Although Ontario began providing publicly funded kindergarten over a century ago, particular hallmarks of the FDK program make it markedly innovative:

• Two years of full-day schooling before first grade, beginning the year children turn 4
• A play- and inquiry-based curriculum
• Optional before- and after-school care
• An instructional partnership, known as the Early Learning–Kindergarten team, between an early childhood educator, or ECE, registered with the College of Early Childhood Educators, and a kindergarten teacher registered through the Ontario College of Teachers
• A principal who works closely with the Early Learning–Kindergarten team
• Planned partnerships with families and local school communities

In FDK, 4- and 5-year-olds (i.e., first- and second-year students) are mixed in each class and typically remain with the same teaching team for their full two years before moving on to first grade.

The Ministry of Education (2017) projects that FDK will pay dividends for all children by supporting their social, emotional, and cognitive development; improving their reading, writing, and math skills; smoothing their transition to first grade; helping them achieve long-term academic success; and ultimately building a stronger future economy. The large-scale monetary investment—over $1.4 billion and growing (Grieve 2012)—and the pioneering nature of this early childhood initiative make it significant not only in Canadian education but even in the global early childhood sphere. In this article, we describe the context surrounding Ontario’s transformation of kindergarten, the salient features of FDK, and some research literature documenting the importance of early childhood education. We conclude with an overview of initial research findings on the new program.

https://www.naeyc.org/resources/pubs/yc/sep2017/ontario%E2%80%99s-early-learning%E2%80%93kindergarten

Take Center Stage: Enriching Academics with Musical Theater in the Primary Grades

Young Children, November 2017 Volume 72, No. 5

As the music begins playing, a slow crescendo rises, a steady rhythm pulses through the classroom. The second-graders stand in a semicircle as Henry, just 7 years old, takes center stage, lifts his face to the audience, smiles, and begins to sing.

Musical theater is a unique form of the performing arts, combining music, theater, and dance. While musicals have traditionally been viewed as a platform for adult performers, musical theater for younger performers has shown a resurgence of interest in the last decade (Isherwood 2009). Participation in the performing arts has been shown to positively impact students’ personal and academic learning (Burton, Horowitz, & Abeles 2000; Rajan 2009). Musical theater gives children opportunities to cooperate with peers and express themselves (Feay-Shaw 2001; Heath 2001; Roberts 2007); for English language learners, research has also found increases in vocabulary and reading fluency (Rajan 2009).https://www.naeyc.org/resources/pubs/yc/nov2017/take-center-stage

Academics vs. Play: The False Dilemma That Some Principals Face

This scenario is all too common. Elementary school principals don’t always recognize how much children learn through play. In fact, play is a vehicle for student-centered learning, allowing meaningful interactions and conversation. Guided play helps children learn to solve problems, persist through challenges, build vocabulary skills, and gain background knowledge in many content areas. Many studies show the value of play-based learning. Yet it is far too rare in the early grades.

We authors work at New America, a DC think tank. Last year, our Early and Elementary Education Policy team convened five focus groups of elementary school principals around the country to explore their perceptions of what instruction should look like in pre-K through third grade classrooms. The groups answered questions on staffing, student transition from pre-K to kindergarten, student assessment, professional development, and the role of a principal. We compiled our findings into a series of briefs called Principal’s Corner: Perspectives on Teaching and Learning Pre-K–3rd Grade.

Principals in our groups had different opinions about the characteristics of strong learning environments in early childhood. Many acknowledged that play is an important teaching tool when working with young children. But the majority of principals felt pressured to limit play time in pre-K, kindergarten, and the early grades to focus on academics. In essence, they did not always make a direct connection between play and learning.

https://www.naeyc.org/resources/blog/academics-vs-play

Balancing Act by Ellen Stoll Walsh

Two mice make a teeter-totter. They're balancing just fine, but then along comes a frog. Can they make room for one more friend on their teeter-totter? What about two? What about more? But then a big bird comes along and wants to play too. Better watch out!

Ernest, the Moose Who Doesn't Fit by Catherine Rayner

Ernest is a rather large moose with a rather large problem. He is so big he can't fit inside his book! Luckily, Ernest is also a very determined moose, and he and his little chipmunk friend aren't going to give up easily. With some tape, odd bits of paper, and plenty of enthusiasm, the pair constructs an enormous gatefold page by themselves, and everything fits together in the end.

Perfect Square by Michael Hall

A perfect square is transformed in this adventure story that will transport you far beyond the four equal sides of this square book.

Shapes that Roll by Karen Nagel

Some shapes roll . . . some don't. Some shapes stack . . . others won't. Some shapes lie down . . .while others stand tall. Circles, squares, and triangles, even ovals and diamonds, are endlessly and intriguingly entertaining in Steve Wilson's world. Karen Nagel's rhythmic text is brought to life by Wilson's troupe of uniquely-shaped characters.

You Are (Not) Small by Anna Kang

Two fuzzy creatures can't agree on who is small and who is big, until a couple of surprise guests show up, settling it once and for all!

The Importance of Early Childhood Programming

Here is a meta-analysis that shows decades of research that clearly demonstrates the positive impacts of Early Childhood Education in helping reduce special education, increasing student achievement, and increased graduation rates.

http://journals.sagepub.com/stoken/default+domain/ycdsVk2Xu4vSV8gxECVS/full

Focus on What Matters in The classroom

In 2009 Professor John Hattie published Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement. This aggregated the findings from 800 meta-analysis of 50,000 research studies, involving more that 150 million students - into what works best in improving student learning outcomes.

Since then Professor Hattie has continued to collect and aggregate meta-analyses to the Visible Learning database. His latest 2017 dataset synthesises 1,400 meta-analyses of 80,000 studies, involving more than 300 million students. This is the largest global research evidence-base into what actually works best in schools to improve learning. http://www.evidencebasedteaching.org.au/hatties-2017-updated-list/

Statement from the National Association for the Education of Young Children (NAEYC) regarding new research on implicit bias and early childhood educators from Dr. Walter Gilliam and the Yale Child Study Center September, 2016

https://www.naeyc.org/about-us/press-releases/statement-naeyc-implicit-bias-research

From Best Practices to Breakthrough Impacts

Experiences in the earliest years of life form the foundation of brain architecture, for better or for worse. Learning, behavior, and health across the lifespan are all built on that foundation. We know today’s best programs and practices can help support child development, but too many children are left behind. Dramatic improvements for all children are not only achievable but also necessary for a thriving and sustainable society. Like any healthy field, ours needs an investment in R&D to move beyond the best of what we know now—to apply cutting-edge science and an innovation mindset to the urgent task of creating the better best practices of tomorrow.

This report is for anyone who shares our sense of constructive dissatisfaction with the status quo. Whether from the worlds of policy, practice, research, philanthropy, or civic leaders and parents who want to make their communities a better place for children, this is an invitation to join a journey of discovery. Leveraging what we are learning from science to generate and test new ideas is a critical, untapped key to unlocking these dramatic improvements.

Suggested citation: Center on the Developing Child at Harvard University (2016). From Best Practices to Breakthrough Impacts: A Science-Based Approach to Building a More Promising Future for Young Children and Families. Retrieved from www.developingchild.harvard.edu.

More resources can be found at https://developingchild.harvard.edu/resources/from-best-practices-to-breakthrough-impacts/

The Early Learning Network

The Early Learning Network is launching its research video series with this introductory video. It explains how the network is exploring practices and policies that close achievement gaps for children in Pre-K through grade 3.

The video also highlights the benefits of a network model and how teams will be sharing their early childhood research findings—including the creation of a publicly available database. Future videos will feature the work of individual research teams across the country.

Connecting the Dots Series

The Connecting the Dots series has cross-cutting themes: the importance of relationships, understanding development, responsive and individualized care and learning experiences, collaboration, and family engagement. The four workshops are presented by experts in their respective fields who will provide interactive, integrated learning experiences that blend theory and practice. Participants may take an individual workshop (all described below), although it is recommended that early interventionists, early childhood educators, and related professionals take all four workshops.

• Engaging Families in Support of Infants' Development through Relationships (February 9, 2018) Jayne Singer, Ph.D. is Clinical Director of the Child and Parent Program in the Developmental Medicine Center at Children’s Hospital Boston, where she works with families of children aged birth through early childhood with a wide variety of medical, developmental, emotional, behavioral, and familial challenges. Dr. Singer is an assistant professor of pediatrics and psychiatry at Harvard Medical School, and is part of the faculty at the Brazelton Touchpoints Center. Dr. Singer will focus on infant development, care, and relationships. She also will address how to support infants with developmental challenges and families experiencing trauma.
• Engaging Toddlers: Enriching This Unique Period of Life Through Intentional Practices (March 23, 2018) Dee Smith, Pedagogical Director, and Jen Olson, Mentor Teacher, from the Campus Children's School at the University of Vermont, will share their knowledge of and experiences with supporting toddlers’ development through practices that authentically emerge from close observation and analysis of children’s engagements with their social, physical, and temporal environments. The presenters will support participants’ knowledge and use of the Vermont Early Learning Standards and offer strategies for fostering toddlers’ social, emotional, and communicative competencies.
• Family Engagement in the 21st Century: Working with Families and Each Other (May 3, 2018) Dr. John Hornstein returns to conclude the series. In this last workshop, he will delve into family-centered practices and strategies for engaging families of infants and toddlers, including families whose children have special needs. He will discuss collaborating with families and professionals (e.g., home visitors, physical and occupational therapists, early childhood mental health consultants) to promote children’s healthy development.
  

https://www.vthec.org/wp-content/uploads/Connect-the-Dots-2-4-v.6.pdf

Getting Ready to Learn Conference

This series is designed to provide participants with starter materials to begin a program for children with autism and similar learning needs. In each WORKshop participants will be making and taking materials, and given a framework and practice for when and how to use them. These WORKshops can be taken individually, but are most effective in a sequence. It is also available for 2 graduate credits (pending).

• Structuring Tasks for Early Learners: Learning How to Learn (February 2, 2018) The use of bright, attractive materials helps children to develop readiness skills, attention, and play. Participants will make a starter set of these materials, practice using them in different contexts, and learn how to modify other learning materials toward the same goals.
• Structuring Tasks for Early Learners: Language, Literacy and Math (March 13, 2018) In this WORKshop participants will create a set of starter materials for content instruction. Participants will learn the importance of using structured formats when teaching language and early academic content. These formats can be used in direct instruction, independent work, and classroom learning.
• Structuring Tasks for Early Learners: Choosing and Using Visual Schedules and Task Sequences (April 10, 2018) In this WORKshop participants will create a toolkit of visual supports for a range of early learners. Participants will learn how to choose supports for young children with a range of learning needs. There will be extensive hands-on practice in the use of these schedules for transition, direct instruction, and independent work. https://www.vthec.org/wp-content/uploads/Flyer-Getting-Ready-to-Learn-Series-v.7.pdf
  

PreK and Kindergarten Conference

Audience: Administrators, PreK and Kindergarten Teachers
Save the date for this year’s Kindergarten Conference – Tapping the Joy of Learning for Each and Every Child...The Sweetness of Success – scheduled for Friday, April 6, 2018 at the Hilton in Burlington, Vermont. Conference organizers are joining with the Pyramid Model Consortium, an internationally recognized professional learning center, to collaboratively develop a conference focused on equity that will celebrate work happening in Vermont as well as provide opportunities to learn from national experts. We are also pleased to announce that Rosemarie Allen, an educational leader for over thirty years, will be our keynote speaker. Her life's work has centered on ensuring children have access to high-quality early childhood programs that are developmentally and culturally appropriate. Watch for an online registration and more information about sessions coming soon.
Contacts: Pat Fitzsimmons at (802) 479-1425 or pat.fitzsimmons@vermont.gov or Kate Rogers at (802) 479-1454 or kate.rogers@vermont.gov

eMTSS Training Opportunities

Teaching Pyramid Observation Tool (TPOT) Reliability Training with Pat Snyder - March 15th-16th at the Hilton, Battery Street in Burlington and again the week of August 3rd

Practice Base Coach Training - May 14th & 15th with September Gerety - Comfort Inn, Berlin

Pyramid Model Train the Trainers: Modules 1-3 with Johanna Wasser, September 24-26, Trader Duke's Hotel, South Burlington

Contacts: Pat Fitzsimmons at (802) 479-1425 or pat.fitzsimmons@vermont.gov or Kate Rogers at (802) 479-1454 or kate.rogers@vermont.gov

Creative Schools Initiative Teacher Institute

PreK-12 teachers are invited to apply to participate in a unique project where they will work closely with national leaders in the field of curriculum integration, partner with experienced teaching artists, and develop innovative curriculum. Acclaimed educator Eric Booth leads the Institute. Participating teacher teams are awarded a $5,200 teaching artist residency and receive three graduate credits. Experience in the arts or identification as an artist is not necessary. The Institute runs June 25-29, 2018 in Montpelier, and November 15-16, 2018 at the Woodstock Inn, in Woodstock. The application deadline is February 15, 2018. Learn more and apply for the Creative Schools Initiative Teacher Institute.
Contact: Paul Gambill, Executive Director, at paul@celvt.org

Functional Behavioral Assessment and Behavior Support Planning Training

Functional Behavioral Assessment (FBA) is a process for identifying the events that reliably predict and maintain problem behavior. A Behavior Support Plan (BSP) then takes the observations made in an FBA and turns them into a concrete plan of action for managing a student's behavior. This two-day training on February 1 and 8, 2018 at the Killington Grand Resort will focus on practical approaches to developing effective FBAs and BSPs. Those interested should come with a team consisting of staff who are selected to develop the capacity to conduct FBA/BSPs, including those with expertise working with students with challenging behavior. Register for Functional Behavioral Assessment and Behavior Support Planning Training.
Contact: Sherry Schoenberg at sherry.schoenberg@uvm.edu

802-524-3613

Email: mspence@maplerun.org
Website: https://www.maplerun.org/o/ecp
Location: 28 Catherine Street, Saint Albans City, VT, United States
Phone: 802-524-3613
Facebook: https://www.facebook.com/Franklin-County-Early-Childhood-Programs-183731097497/
Twitter: @michellespence