We're In This Together: Are You About Quality?

THE GROWING EXPERTISE OF THE PRESCHOOL COMMUNITY

Slowly but surely the message is getting out.  Preschool teachers are professionals, they have degrees or certification or are increasing working toward those certifications, are improving the support, care and instruction they provide young children, are one of a parent's best partners in understanding how young children learn.  We can see this in

• the rise of colleges listed on the U.S. CollegeSearch website which offer early childhood degrees (did you know there are now over 2,000?)
  
• the large number of states funding voluntary pre-K classrooms (only 12 are not providing according to NIEER and some of them like Mississippi are approaching quality early childhood education from a different angle.
  
• according to an article by Dr. Jean Fahey, a professor at Lesley University, and countless other experts, a child's brain is more curious and malleable during the first five years than any other time in their lives - that demands high-quality, developmentally appropriate instruction.

Those of us in early childhood have reason to be proud but we are on the edge of the wave.  We need to do more.

DEFINING QUALITY

One of the best way I know is to have honest, constructive conversations, based on current research and best practices.  Go to authorities such as NAEYC, PreK Now, and the National Institute for Early Education Research (NIEER).  Start a local discussion on what high-quality care of young children needs to look like in your community.  Engage children's policy councils, local schools, and educational foundations.  Begin to organize discussions between preschool and kindergarten teachers.   Get your local PTA/PTO involved in reaching out to families who will be potential members at their school in a year or two.


With this terrific window, created because leaders have spoken up about this important issue, we have a better chance than ever to make a real difference:  to turn children on to learning, prepare them well for the 21st century workplace and empower parents as their child's first and forever teacher.

Policymakers are promoting early high-quality child care, while warning of the dangers of pushing academics too early to the neglect of other developmental areas.  What can we do on the "grassroots" level?  There are many things.  I'd love to hear your ideas.

THIS IS MY IDEA:  I'm starting a FIRE!

One of my initiatives is to partner with Region IV Head Start Association in a collaboration with my company, TLA, Inc.  We have joined the competition for $250,000 in grant money from the Pepsi Refresh Project. 

Especially if you live in the SE states of AL, FL, GA, KY, MS, NC, SC and TN, helping win this grant will have a direct impact on your Head Start classrooms.  Even if you live in another part of the country, the pilot of this program could, as it proves successful, become a model for building authentic partnerships between home and school in the preschool years.

How do you do that?

It's easy.  In five minutes, you can do nearly all these; certainly in only 10 minutes' time.  That's less than a coffee break to make an incredible difference!  Vote now. . .

1) go to the Region IV/BIG 3 Literacy Project link and vote yourself.  Mark a tickler on your calendar and bookmark the page so you can go back and add 7 votes to our totals by voting each day between now and September 30.

2) while you are on that page, capture the Widget and put it on your Facebook page, blog, or website.

3) before you leave the Pepsi Refresh page, also copy the instructions for texting in votes and share that with your friends (text 102675 to Pepsi (73774).  Use the convenient "Promote This Idea" area to share the link with your friends on Facebook, Twitter, or Linkedin. 

4) While you are in the social networking world, follow litambassador on Facebook and Twitter and "retweet" when you see us discussing the project and asking for votes.  That's a great way to get more and more folks voting and sharing!

5) team up with your local Head Start staff to start a wildfire.  Encourage every teacher and parent and staff person (don't forget Board Members) to do the same thing you are doing with voting and sharing.

6) get the local media involved.  Head Start has great stories to tell and the excitement is contagious.

Remember we only have one week.  What will you do to help spread the word?  I'd love to have comments here!

Tips for Planning in the New Year

In follow-up to my appearance on Robert-Leslie's InvestiGator Club webinar series yesterday, I'm providing even more resources on this blog.  I'll be adding several installments, including a link to the webinar contents.  Here's the first:

If you listened in to the webinar, welcome back.  Many of add-on resources I mentioned will be highlighted here.  If you weren't able to join us, a link to the recorded webinar is now available.  We'd love to hear comments back from you either through an email to tla@readingisforeveryone.org, comments posted on this blog or on Robert-Leslie's Facebook and other social networking locations.  Placing WEBINAR in the subject line on mine will assure you get a quick response.  

On to the business of the new school year

What is the literacy loop?


When you combine efforts of teachers, parents and guardians, community, authors and illustrators, librarians and media specialists, all centered around a child, you have the best chance of success for EVERY child.  That's the concept behind the Literacy Loop. 

We know that questioning is a great way to understand at a deeper level so TLA recommends that you use the framework of questioning to plan how to integrate all these partners into your support for children.  In the partner area of evaluation, you can do the same.

Greater Attention on Early Childhood

I was thrilled yesterday to see that Barbara Chester, President of the National Association of Elementary School Principals was quoted in an Education Week article as calling for "focused professional development to help elementary school administrators meet the higher expectations of modern early childhood education".  I was also pleased to see the National Association for the Education of Young Children weighing in to make sure that developmentally appropriate practices are at the forefront of such training.

This also opens a door for expert teachers in the early childhood world to have the kinds of collaborative conversations I talk about in my book for educators of 3-6 year olds, Before They Read.  By addressing the needs of teachers in both arenas, and helping them understand one another's expertise, we can build partnerships that help make the transition to kindergarten easier for young children.  With the right preparation, they come to school with a rich foundation which brings them to the reading table eager and ready to learn.   This book gives you plenty of starting places and I've even created a facilitator's guide for a book study around this title (great idea for joint professional development). 

Don't Forget The Importance of Play

If we push too much rigorous, structured instruction in the preschool years, the product we send to kindergarten is quite different.  We send children, according to the research of Drs. Kathy Hirsh-Pasek, Roberta Michnick Golinkoff, and Diane Eyer (authors of Einstein Never Used Flashcards), more anxious, and less creative. In an overly structured environment, what young children get is deprivation of the "pleasures of creating their own games and the sense of mastery and independence they will need to enjoy running their own lives." 

Here's a bit of play you can engage in with young children that helps them practice (and learn about) rhyming skills.  My friends, Greta and Cora, play Rhymin' Simon with me quite proficiently.  All the while, they are acquiring mastery in the skill through play.  A simpler version, with strong teacher support, helps children learn the basics of how to rhyme.  Teachers have been kind enough to share many stories about children playing the game on their own, once they've learned the basics of knowing when words rhyme.  It's fun!

Extra links to help you grow your own literacy loop:

Facebook/The InvestiGator Club:  Place to watch for updates on the webinar, Supporting the Literacy Loop in Every Classroom:  A Planning Guide for Administrators (and Teachers) in the Preschool Environment.

Resources from Early Childhood InvestiGator Webinar Series.  Here you'll find SEVEN valuable links that extend beyond the content of the webinar (watch it first)!

Visit my website to learn how to play Rhymin' Simon.

Comments in a blog regarding Phillip Kovac's 5 Ways to Change the Status Quo 

Article on The Importance of Play in Human Evolution.

The Cheerios Challenge for First Book - your state (if they are in the top 5) can receive 20,000 books for the children who live there.  Click here to find out more.

Come see The Literacy Ambassador Up close and personal at:

Guest instructor for K/1, 2-3rd grade, 4-6th grade, and 7-8th grade classes for homeschoolers through CCA (home school cover school in Huntsville AL).   More info from 256-882-3668. (weekly September 1 through November 17).

Featured speaker at GA Association for the Education of Young Children - October 8 and 9, 2010 (scholarships for attendance of this conference still available) - Gwinnett Center (metro Atlanta, GA)


Featured Speaker at Region IV Head Start Association Annual Parent Conference - October 14 through 17, 2010 (Myrtle Beach, SC)

Featured Speaker at Alabama Reading Association Conference - November 2-4, 2010 (Birmingham, AL)

Round table session at the Kentucky Engagement Conference - November 19, 2010 (Louisville, KY)

Session at the National Reading Recovery Conference (February 5-8, 2011, Columbus, OH)

Featured Speaker at the IL Reading Council Conference (March 17, 2011), Springfield, IL

More on the way . . .

Not More Professional Development - Ugh!

Do you ever feel this way (or get this response from teachers you supervise?) 

As awareness of the importance of early childhood education grows and we understand the need to share more information about how young children learn and what they need to be learning, everyone in early childhood is focusing more on improving the quality of teaching and so we should.

However, as this becomes a "hot topic", it becomes more and more challenging to find QUALITY training that supports teacher growth and results in improved outcomes for children.  Why spend your money and time if it's not helpful?  How do you find the resources that fit?

First, search out training not just based on availability but also on its impact on your bottom line (does it improve your reputation, does it mean real results in school preparedness with real children, and in the overall development of the children in your care, are you or your teachers positive about the training after experiencing it)?  If you hear "this was a waste of time", don't take it as an empty complaint.  Listen and pass it along to the decision-makers.  In fact, give feedback on every training you attend.

A QUALITY TRAINING CHECKLIST

I encourage all of you to find ways to expand your knowledge.  My area of focus is language and literacy development, but here's a checklist to help you select professional development that fits you (and your staff if you are a director) best in any area.  Also remember that effective training is all about adding value to your organization and to teachers as growing, competent professionals:

#1.  Does the professional development address an area that I or my staff need a stronger knowledge base in? (don't choose training simply because it "fits the required numbers" - that's a waste of time) - think the five domains of learning 

#2.  Is the training offered by a qualified trainer/organization and are they willing to work with you on funding your training event? (hint:  there are a number of inappropriate "heavy on the sales pitch" companies and individuals out there who promote their own agenda without a strong, independent research base - BEWARE!)  Also, free doesn't always mean quality so build your community, state and national collaboratives to fund quality training.  Ask for recommendations from others who have used the trainer you are considering and find out what difference the training made.  If the training is coming from a "mandated source" (such as a state voluntary PreK initiative or resource provider), we sure to give your input to improve the quality of what you receive.

#3.  Does the training involve an opportunity for me (or my staff) to try out and explore, rather than simply overwhelm with information?  This is an essential question to ask before you decide who will provide your training.

#4.  Will there be "take back to the classroom tomorrow" ideas and strategies included?

#5.  What kind of follow-up (internal or external) is provided to assure that the training "sticks"?

Now a few specifics for literacy training:

A Caveat:  Emergent literacy is essential but we can focus too much on it to the neglect of other areas.  Make sure that any literacy trainer you hire understands how young children grow and develop on a broader scale and that they incorporate learning in an "up to your eyeballs, rolling around in the experience" approach..  Balance quality training in this area with training in the other domains.

#6.  Does the training provide you with an integrated rather than "isolated skills" approach?

#7.  Can you envision your children having fun with the recommended approach? (see an example of children learning and having fun playing Rhymin' Simon).

#8.  Are all the strategies and activities tied to a specific learning objective that has at least three research-based foundations?  (this will help you avoid the "fly by night", "fix alls" that really don't work).  Do they address the essential foundations of reading and writing readiness?

#9.  Are there opportunities for the participants to ask questions and get additional information or access additional resources?

#10.  Does the trainer offer you an opportunity to extend the training into a comprehensive implementation plan or just offer an "in and out" workshop?



Now that you know what to ask - go for it!

You'll be making much better decisions about your training plan and budgeting plus you raise the likelihood that you will see meaningful changes as a result of the interaction. 

Don't forget that opportunities for families to learn (in conjunction with teachers or as separate events) are also important.

Getting A Perspective on Literacy as A Part of the Overall Growth of A Child

Certainly literacy is an essential and often focused upon topic when it comes to early childhood. Whether we are reading favorite books like Nancy Carlson's Look Out Kindergarten, Here I Come! or exposing children to rich conversations about language and letters, we are building important skills. However, as I travel the country and visit preschools, I sometimes see an out-of-balance, isolated instruction focus that concerns me.


RESEARCH IS OUR GUIDE

Young children learn best in exploratory, playful environments.  The guidelines from the findings of the National Early Literacy Panel can be used within that context and that's how you will gain the best results.

This group met first in 2002 and was charged with identifying from a review of high-quality research the areas essential for later reading proficiency. These guidelines were released in 2009 and can help us focus on what will bring identifiable results and pave the way for children to learn to read at their prime time.

Six Early Skills Predictive of Later Literacy Achievement

Alphabetic Knowledge
Phonological Awareness
Rapid Automatic Naming of Letters and Digits
Rapid Automatic Naming of Colors and or Objects
Writing or Writing Name
Phonological Memory

Let's look at the first one. ALPHABETIC KNOWLEDGE.

See the girls to the right? They aren't readers yet in the conventional sense but they are exploring that book. The girl on the left is pointing to a letter and they are discussing it.

Don't think strict lesson, sitting at tables or responding to flash cards while children squirm because they are being asked to sit longer than their natural attention span allows.

Instead, think of how you can teach these skills in a playful environment.  These girls just sat down with a book and, in fact, had just been prompted by the teacher to look for letters they knew.

Learning the alphabet can really be facilitated through such positive experiences and games.

Explore the shapes in sand or with sponges on the sidewalk.

Let children feel the letter as they draw their fingers over them.

Sing the ABC song with them while hopping from one letter to another on the floor or ground.

Have a game where children can walk quickly to the other end of the room and pick up a letter that they know, bring it back to you and tell you the name (it can be a race but be careful of untied shoes!)

As you take dictation for them, on artwork or notepaper or wherever, show them how you write that letter of focus and allow them to try the same.

Consistently point out letters you want to emphasize when they appear in print you are sharing with the children (big books, individual or circle time stories, posters on the wall, street signs, and print throughout your center).

As children become more familiar with more letters, you can have all kinds of hunting and finding games to reinforce their rapid recall and identification.  We want them to be able to quickly name any letter we point to eventually and they will be able to do that when they reach a level of automaticity (quick delivery) of the names of letters.

Letter of the week is fine but make sure you aren't drilling the children.  Think of this cool progression: FRIG


Familiarity and exposure to seeing the letters in lots of different contexts
Recognition - children begin to associate the letter shape with its name
Identification - children can point out the letter when you say "show me" or "where is the A?"
Generation - children can look at a letter and say its correct name

This progression from strong support and modeling through limited support to independent mastery is evident in most anything your children learn.

Next time we'll talk about phonological awareness.

Have fun!

A Must Resource for Preschool Teachers: NAEYC

ATTENTION ALL PRESCHOOL and CHILDCARE PROVIDERS,

If you don't know NAEYC (the National Association for the Education of Young Children), check it out. The National Association for the Education of Young Children (NAEYC) is dedicated to improving the well-being of all young children, with particular focus on the quality of educational and developmental services for all children from birth through age 8.

What's in it for me?

That means in plain terms that they have a lot of resources for you. There are free professional development guides, online articles to read (there's currently a great article on real-life writing in the classroom -- did you know that there are developmental stages of writing?), information about accreditation of programs and support for continuing education for teachers, and much, much more. Most of all, it gives preschool educators a place to practice their professionalism and share their knowledge while continually learning themselves.

The Literacy Ambassador® is coming to NAEYC's Washington DC Conference 11/19-20

This year I am privileged to be traveling to Washington DC (next week) for their annual conference, representing my company, TLA, Inc, by presenting on Engaging Families in Their Child's Emergent Literacy with a Goal of School Readiness (2:00-3:30PM on Thursday, Nov 20).  My new books for preschool/K teachers and for parents of preschool children is being released soon and I'm hoping to be able to share them at this conference (if I find a vendor and we can get the books to them in time.  My publisher is working on that but if you are a bookseller exhibiting at NAEYC's conference, give me a shout out!)  Regardless, if you are attending NAEYC, join me!

Maybe you can't make the trip to Washington?

Here are a few great websites to help you on your way as an early childhood educator:

Educationworld.com's Early Childhood Web Resources

Early Childhood.com

PBS Raising Readers

Which resources do you have to grow your professional approach to teaching preschool children? I'd love to hear about them and I'm sure others would too!

Print with a Purpose

As you set up your centers/stations and add to and rearrange/refresh them during the year (please tell me you do that), I want to encourage you to step back and look at the print you have in your children's environment. Although exposure to print is a great tool, it can become just visual "white noise" unless you plan carefully.

When you post ANY print, make sure you have a specific, scientifically-based purpose behind it. I'd rather see 10 things labeled purposefully in your classroom than 20 things labeled just for the sake of having a label. Here's an example:

If we label every piece of furniture and fixture in home living but we never call our children's attention to the print and talk about it (the number of letters in the word, that it is a "word", recognizing letters the child may have mastered or is at least familiar with, talking about the meaning of the word), then we are being wasteful and missing incredible opportunity. A few children might learn conventionally to read that word but all can identify that the word on the thing you sit in, with four legs, is a "chair" and talk about what chairs are used for. Don't let your focus be on decoding; let it be on seeing that print has a purpose and celebrate icing on the cake for your most advanced children if they can decode the word conventionally. It is all about meeting children where they are in their spectrum of development and not skipping over important milestones in the "rush to read".

Use print to show children how print is used in the real world (making lists, charts, comparisons, writing letters home to family, taking dictation from children to caption their artwork or record a retelling or original story).

Also post chilidren's artwork with captions dictated by the children to celebrate their already-present literacy.

You can find out more about environmental print and purposeful print in preschool classrooms through these great resources:

Play in the Preschool Classroom

What Works

An excerpt from Pat Kuby, et al's book on Environmental Print (preschool and early elementary)

The Impact of Environmental Print

How do you purposefully place print in your classroom? Stay tuned next time for how reading aloud adds to print awareness.

Rethinking "Letter of the Week" and Our Approach to Early Childhood Instruction

I was just visiting with a friend of mine, Molly King, a new employee at our local quality care enhancement provider here in Huntsville, AL. She was sharing a few ideas with me about how important it is to "relate to the level" of our students and not instruct like the elementary school teacher. Wow, it was a "light bulb", "what a great idea" moment.

Here are a few thoughts from that conversation:

1) Whenever we think "teaching" and "learning" on the preschool level, it should always be integrated into real life interaction and play. Please no flashcards or black master worksheets! Those may make teaching easy for you but they are not an effective way to approach true learning with preschool children.

2) All over the Internet is the latest, "greatest" fad - teach your baby to read. Expecting an infant to be able to do more than "parrot" back to you is ridiculous for this reason: it ignores the developmental spectrum through which children must travel before they are ready for a complex mental process like conventional reading. Reading, after all, is not word recognition, although that might be a part of it. Reading is gaining meaning from text.

Would you take a baby who had never been near the water and throw it in the 6 foot deep end of the pool? Of course not! That's what you do when you throw a baby into "reading" without the foundational concepts so critical and integral to becoming a conventional reader.

3) Instead, think conversation, reading aloud and sharing stories, and play (intentionally planned and encouraged by you but seen by the child as a simple, fun interaction with their world). Children learn best through play and, as preschool educators, we can dive in with them, be attentive to natural opportunities for teaching to occur and see the light bulbs go on.

Here's an example: the other day I was observing in a preschool classroom. An unfamiliar noise (the sound of a tape player bleeping) went off in another part of the room. The child in front of me said, "What's that?" I said, "Let's go investigate!" She looked at me as if to say, "I don't know what you mean." So I expanded my language to say, "The word 'investigate' means to closely inspect, check things out, find out what is behind, in our case, the noise we heard." When I saw the hint of understanding, I continued, "what could we use to investigate that sound? - our eyes, our ears,our brain?" We quickly grabbed a funnel (for cupping to our ear for better hearing) and a pair of toy binoculars (for closely looking) from the science center where we were. We were off to see what the noise was and where it came from.

In just a few seconds, we were exploring new vocabulary, searching out tools to help us solve the mystery, and using hands-on methods for solving the puzzle. I encouraged the teachers to continue to use that word "investigate" as they interacted with the children that day and to read nonfiction picture books so they can explore more types of investigating.

Read a terrific article by Lillian Katz on the Clearinghouse for Early Education and Parenting website that extends these concepts and talks about a basis in developmentally-appropriate practices and research. It is entitled Child Development Knowledge and Teachers of Young Children. Excerpts from this Internet site would be a great read for individual preschool teachers or as a center for group discussions among staff members during a staff meeting.

Also, there is a great guest blog on I.N.K.which includes several picture books recommended for investigating the natural world. It also includes an important thought from the well-known environmentalist, Rachel Carson. She said, "It is not half so important to know as to feel when introducing a young child to the natural world.” If that link doesn't take you to just the right spot on I.N.K., you can look under their category "youngest readers" and it will take you right to it.

Now, when the pressures to turn preschool into kindergarten into first grade are so great, remember how children learn best and rethink your approach. It's a question of short-term benefit (pleasing over-anxious parents who may not understand the development of their children and going against what you know is best for the children) or long-term benefits, which are the only kind that will make a better future for our children and our world.