Become Sam's New Friend

This year turned out to be a pretty good year for pre-k. Even though a number of programs have faced budget cuts, the majority of states who already have pre-k programs have maintained or strengthened their services this year. The American Recovery and Reinvestment Act,served as a "down payment" on the president's early education plan and the Early Learning Challenge Grants were included in the fiscal year 2010 education budget.

You can help make 2010 a pre-k turning point and keep funding for high quality programs strong by becoming a pre-k advocate. By registering with Pre-K Now you will be informed of upcoming state and national pre-k bills, pre-k news, and networking opportunities that connect you with other advocates in your state and around the country. Please take a moment to register yourself as a Pre-K Now advocate at the 2010friendsforsam.org website. The future is up to you - as a constituent your voice is important to many policy makers, because it is closer to home. Register by December 31st and help us reach our goal of 2010 new friends for Sam and pre-k.

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Bureaucratic Social-emotional Development

It seems that the federal government is finally realizing that learning does not start at age six. A recent research summit at Georgetown University, reported on by Lisa Guernsey at Early Ed Watch, brought together the federal departments of Education and Health and Human Services. The summit focused on the latest research into early learning and professional development. Kathleen Sebelius, Secretary of Health and Human Services and Arne Duncan Secretary of Education literally rubbed elbows as they shared common ground on the importance of early learning.

Collaboration between departments of education and health and human services has been long-in-coming. David Kirp first discussed the idea of Head Start, a Health and Human Services program learning how to share the pre-k sandbox with state-funded preschool programs. The overlapping services and, in some models, braided funding of state and federal monies has spurred the social emotional development of some governmental bureaucracies. Let's hope that the country catches on and starts to think of service delivery to children first before thinking about which program will deliver it.

 

This melting away of the distinctions between education and childcare can only lead to more respect for preschool teachers and hopefully, a more child-friendly entry into the educational system. If this happens then we might see a shift in the reason for pre-k. Instead of pre-k getting kids ready for school, with more collaboration between departments of education and human services, schools could become more ready for kids. In states this is already happening. Is it happening in yours?

Image: http://www.nydailynews.com/news/national/2009/10/22/2009-10-22_production_of_swine_flu_vaccine_is_way_behind_government_promised_.html

I thought this was a story, Dad

"I thought this was a story, Dad." That is what my son said last night as I read him his bed time story, "Circle Dogs" by Kevin Henkes. The tale is simpler than Henkes' usual books that focus preschoolers' emotional development ("Chrysanthemum," "Owen".) This one just talks about the daily lives of two dachshunds. My son balked at the way I was reading because I was just so excited about his emerging reading skills that I tried to get him to read the word "up". Just this year he started to sound out words, even though he knew all the letter sounds last year.

 

But he could tell I was trying to teach and he wasn't having it. Neither of my children have allowed me to teach them in the topic I consider my specialty: early literacy. Well, actually I have taught them, but not while they were paying attention. I taught them when I used big words and explained the meanings to them, pointed out environmental print, and sang alphabet songs when they were younger. What they wouldn't let me do is "direct teach" them anything.

So last night, when I wanted my son to sound out one of the easiest words in the English language after he had already read "dog", he wasn't having it. This brings me to my point, how we teach out own children - and our students - affects how they approach learning. My son considers the job of learning to read a "school" job right now. He wants to love reading and keep our stories about us and so, he rejects my trying to turn a moment of emotional connection into an academic lesson. At school though, he is making huge strides. He doesn't like the homework he has to do very much, but he likes the responsibility of having to do it. It is teaching him a little about having to do things we don't want to do efficiently and with integrity. Knowing when as well as how to push out kids is almost as important as knowing when not to. How do you teach without teaching, and when do you put it aside.