Early Childhood

"No Child Left Behind" is a highly ambitious policy. It is known as the largest educational reform in 40 years. Regardless of the law's goals of bridging the educational gap between all groups of children, there are many things the bill leaves behind.

A recent report by the Bluefield Daily Telegraph (http://www.bdtonline.com/) does a great jobs explaining some of the problem. This article states four main objective of "No Child Left Behind." These are:

1. "instruction be based upon research-based strategies;"
2. "schools provide quality reading instruction;"
3. "parents be given alternatives to low-performing schools;
4. "schools, districts, and states be held accountable for all students’ learning. "
   

That blob of color, scribbled line or fuzzy shape may mean a lot to your child. Now how do you talk to them about it?

The best way is honesty, according to online resource Family Education Network (life.familyeducation.com).

“Children are hungry for true appreciation. They do not want flattery, opinions or even blind support for what they do,” according to the organization. “All children create from who they are in the best way they can.

“If parents and teachers don’t introduce the idea of better and worse, the children won’t either. When children are a littler older, they have already been conditioned to think in this way.”

Early art experience not only encourages creativity, but fosters independence, sensory exploration and happy memories, according to Bright Horizons Family Solutions (www.brighthorizons.com).

There has got to be a reason for all that crying, kicking, screaming and general misbehavior.

Even if university research, educational Web sites and other sources differ on why children act up, they all agree parents should try to find out what's behind it.
“Children misbehave for a reason. Being a parent can sometimes seem like being a detective,” according to The WonderWise Parent, an online resource created through Kansas State Research and Extension. “Why did my child do that? What is he trying to accomplish?

“If the behavior is accidental or if the child did not know it was unacceptable, then the behavior is not really misbehavior. Misbehavior involves deliberate disobedience to a reasonable limit.”

Deliberately acting out could be because:

This is a press release from TV Teachme.

TV Teachme cognitive learning development for art, alphabet and music bring learning to babies
1 -38 months.

(PRWeb) November 29, 2006 -- T.V. Teach Me Art, Letters and Music are the latest in the new science of
cognitive thinking videos for babies that use complex artistic images, soothing melodies and songs. Colorful, high
contrast shapes are used in conjunction with music and sound effects to keep a baby focused, stimulated and
entertained.

Cognitive learning specialists, speech language therapists and television producers were consulted using the latest
research and child learning development discoveries to create cognitive development baby videos.

Current research in the U. S. education system shows that kindergartners in public schools show equal or greater learning gains as compared to those who are privately educated.

The results of this University of Notre Dame study were a surprise to William Carbonaro, the research leader, because of the financial advantages and other major factors benefiting private schools.

The same study at higher academic levels show opposite effects. "... private school students still have substantially higher test scores at the end of kindergarten than public school students," Carbonaro said.

Carbonaro believes that public school systems should launch all-day kindergarten in order to catch up with private achievement levels.

This study was published in the November issue of the American Journal of Education.

Technology is becoming more of a focus in education, noted by university research, Web sites and other sources.

“Computers, multimedia tools, peripherals and applications, satellite downloads and the World Wide Web are becoming more common in schools and classrooms,” according to research posted on California State University’s Web site in 1999. “That infusion of the technologies into schools across the country has created substantial new expectations in K-12 education.”

Computers can help students meet test scores and other expectations early-on, Northwest Regional Educational Library suggests.

“Computers allow representation and actions not possible in the physical world. For example, children can manipulate variables such as gravity or speed and discover the resulting effects,” the Oregon-based nonprofit stated on its Web site in 2001. “Technology offers additional ways to learn and to demonstrate learning. For some children who have unique learning styles, computers can reveal hidden strengths. At the computer, children can approach learning from a variety of perspectives and follow various paths to a goal.

Besides encouraging cognitive skills, technology can help your child develop physically.
Northwest Regional Educational Laboratory suggests tips to help writing skills.

“Fine and gross motor skills develop at varying rates, and learning to write can be tedious and difficult as children learn to form letters,” the Oregon-based nonprofit published on its Web site in 2001. “A word processor allows them to compose and revise text without being distracted by the fine motor aspects of letter formation.”

QuickSource also lists activities to develop qualities such as hand-eye coordination.
One suggests preschoolers paint their own version of a well-known painting.

“Tape the print up for all of the children to see. Discuss the name of the painting and the artist,” the educational resource states on its Web site (www.teacherquicksource.com) “Great artistic masterpieces are stored in museums all over the world. Take this opportunity to bring the most famous works of art to life in the classroom, while encouraging children to explore and reproduce shapes.”

Technology can help children develop language skills, encouraging them to raise their hand in class more often.

“Language empowers children to participate in both the cognitive and affective parts of the educational program,” the Northwest Regional Educational Laboratory posted on its Web site in 2001. “Everyday, playful experiences in print-rich environments expose children to the processes of reading and writing for real purposes. Technology has a place in this environment; language and literacy development are major strengths of technology use with young children through the opportunities and motivation it provides.”

The nonprofit is funded through the U.S. Department of Education and advocates making computers part of every child’s development.

Tape recorders and video cameras are other helpful tools, according to the Northwest Educational Technology Consortium.

While there are many tools to help children learn, technology can accelerate the process, Northwest Regional Educational Laboratory published on its Web site in 2001.

The nonprofit funded through the U.S. Department of Education focused research on how technology fosters social, language, physical, general and cognitive development.

“Children can be successful learners in many different ways,” the organization states. “Properly used, however, computers and software can serve as catalysts for social interaction and conversations related to children’s work.”

Its Web site suggests not only making computers part of any young classroom, but placing them close together to encourage sharing, putting them in a middle area or setting up two chairs in front of each computer so children can easily work together.

Now that you have decided learning another language is important, how do you do it?

Most books, magazines and online sources recommend immersion, but language programs can offer everything from translation to bilingual instruction.

Immersion:

Immersion is absorption into language, such as teaching Spanish elementary classes to English-speaking students.

The type of language learning was first studied in-depth in the 1960s in Canada. English-speaking students were taught classes in French to help them learn their nation’s other official language, according to the National Center for Research on Cultural Diversity and Second Language Learning.

“The first lesson to be learned from immersion is that when language instruction is integrated with instruction in academic content, it is more effective than teaching the language in isolation. Proficiency in the target language is not a prerequisite to academic development; rather, language learning results from using language to perform authentic communicative functions,” the center published in a 1995 report.