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But what should it look like?","publishDate":1668510059,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">SEATTLE — On a bright October morning, two dozen 4- and 5-year-olds were scattered around a classroom at Impact Salish Sea Elementary in south Seattle, enthralled by plastic food, dolls, blocks and clay. In the center of the room, four children buzzed around a wooden play kitchen, mixing various pretend food items in pots and pans. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I’m making chocolate cupcakes,” proclaimed Rosa, age 5. A few feet away, Jordyn, 4, was carefully washing plastic dishes in a bright red sink filled with water, before drying them off with a blue towel. When their teacher, Shareece DeLeon, took a seat at a pint-sized table in the middle of the kitchen, the children paused and turned to look. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Our customer is here!” one student proclaimed. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">With challenging elementary standards and kindergarten readiness assessments looming, some may question whether educators should be spending so much time on play. But child development experts agree that this type of playful activity is exactly what young students should be doing every day — now more than ever since young children lost crucial opportunities to play and build social and pre-academic skills during the pandemic.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Play is uniquely imperative for young children given that the parts of the brain that are most developed in the earliest years are those that respond to play and activity, experts say. Young children have shown \u003c/span>\u003ca href=\"https://parentingscience.com/benefits-of-play/\">\u003cspan style=\"font-weight: 400\">improved language skills\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, math skills and problem-solving skills after playing. Certain types of \u003c/span>\u003ca href=\"https://srcd.onlinelibrary.wiley.com/doi/abs/10.1111/cdev.12695\">\u003cspan style=\"font-weight: 400\">imaginative play\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> have been found to improve perseverance. When children play, their brains release \u003c/span>\u003ca href=\"https://www.primalplay.com/blog/play-and-the-feel-good-hormones\">\u003cspan style=\"font-weight: 400\">chemicals\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that can impact memory, motivation, attention and mood, and help regulate emotions and support social skills. Play is so powerful, there is evidence that it can \u003c/span>\u003ca href=\"https://hechingerreport.org/twenty-six-studies-point-to-more-play-for-young-children/\">\u003cspan style=\"font-weight: 400\">close achievement gaps\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> between children ages three to six.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We don’t have to see it as a choice between play or academics, play should be academics for preschoolers,” said \u003c/span>\u003cspan style=\"font-weight: 400\">Alissa Mwenelupembe, the senior director for early learning program accreditation at the National Association for the Education of Young Children (NAEYC)\u003c/span>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But what does that look like? Experts and educators \u003c/span>\u003cspan style=\"font-weight: 400\">generally agree on \u003c/span>\u003ca href=\"https://www.naeyc.org/our-work/families/five-essentials-meaningful-play\">\u003cspan style=\"font-weight: 400\">a few main principles\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> when it comes to quality play for young kids: It should be a defining feature of the day and not just a brief diversion, like recess; there should be some element of choice — allowing kids to pick an activity and decide how to pursue it; it should be enjoyable and spontaneous; and in most cases, a supportive adult should provide at least some guidance and help reinforce academic and social emotional concepts. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Beyond those tenets, what learning through play looks like on the ground — or playground, as the case may be — can vary greatly based on a program’s approach or philosophy. Play in early ed settings is more deliberate and nuanced — not to mention important — than the casual observer realizes. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\"> “When you’re actually really being intentional with how they’re going to play, they do pick up a lot more and they understand a lot more,” said DeLeon. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_60263\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-60263\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Mader-Play-PreK2-800x533.jpg\" alt=\"A teacher accepts plastic food items from one of her students.\" width=\"800\" height=\"533\">\u003cfigcaption class=\"wp-caption-text\">Shareece DeLeon, a teacher at Impact Public School’s Salish Sea Elementary, accepts plastic food items from one of her students during a 90-minute block of play time. \u003ccite>(Jackie Mader/The Hechinger Report )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">At Impact Salish Sea Elementary, one of three elementary charter schools in the Seattle area run by Impact Public Schools, educators focus on “imaginary play,” like pretending to run a restaurant or hospital, as a tool to teach young children self-regulation and cognitive skills. The approach is partially inspired by Russian developmental psychologist Lev Vygotsky, who saw \u003c/span>\u003ca href=\"https://www.child-encyclopedia.com/play-based-learning/according-experts/role-make-believe-play-development-self-regulation\">\u003cspan style=\"font-weight: 400\">imaginative play as a critical activity\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to support a child’s development. This differs from “immature play,” where children “don’t interact with each other and flit from thing to thing,” said Deborah Leong, co-founder and president of Tools of the Mind, the organization behind the curriculum used by Impact and \u003c/span>\u003ca href=\"https://toolsofthemind.org/learn/locations-alignments/\">\u003cspan style=\"font-weight: 400\">dozens of other school\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> districts and charter schools nationwide.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers act as “play mentors” to help children develop and create a scenario, build props, and plan out their play. Classrooms embrace themes — like grocery store or home — and transform their space accordingly. Children have around 90 minutes each day for this play time.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This daily experience ultimately supports the development of “mature” play, where children are able to stay in pretend roles for a longer period of time, Leong said. “It’s the foundation for being able to imagine a world that’s different from what you’re living in,” she said.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_60266\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-60266\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Mader-Play-PreK5-800x533.jpg\" alt=\"The front of a school building with bricks and windows. The school name, Impact, is written above the double door entrance.\" width=\"800\" height=\"533\">\u003cfigcaption class=\"wp-caption-text\">Impact Salish Sea Elementary, in south Seattle, is one of three charter schools run by Impact Public Schools. \u003ccite>(Jackie Mader/The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Just a few weeks into the school year, the students at Impact Salish Sea were still learning the routines of their transitional kindergarten classroom, a year meant to prepare 4- and 5-year-olds for kindergarten. Play period began one mid-October morning with students picking a colorful clothespin from a board and affixing it to their shirt. The different colors of the clothespins corresponded to various play centers in the classroom. As children fanned out across the room, the classroom’s two teachers circulated. They stopped to watch various students, asking questions about their play, and encouraging them to count as they used blocks to build rocket ships or problem solve when the water in the sink became too cold. When a young charge approached DeLeon after the doll she wanted was taken by another student, DeLeon encouraged her to go talk to her peer and try to work it out. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While such classrooms can look different from traditional elementary classrooms, and even appear chaotic at times, students are indeed learning how to interact with their peers and solidifying early math, science and literacy skills. “It’s not just play for play’s sake,” said Lauren Ellis, senior director of programs at Impact Public Schools, though free play is also important, she added. Students at Impact also receive nearly an hour of recess a day, play games throughout the day and have a block of free play near the end of the day. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Having frequent opportunities to play is something experts with NAEYC look for when assessing the quality of preschools. Regardless of the school’s curriculum or approach, NAEYC evaluators want children to be engaged in play and have some choice about their activities for a “substantial” part of the day, said Mwenelupembe.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One sign of quality play is when children are interacting with materials and peers, she added. Teachers should be asking questions that “stretch” emerging knowledge, and helping children navigate conflicts. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_60264\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-60264\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Mader-Play-PreK3-800x533.jpg\" alt=\"Two children play with blocks and other tools during a morning play session at Impact Salish Sea Elementary.\" width=\"800\" height=\"533\">\u003cfigcaption class=\"wp-caption-text\">Students at Impact Salish Sea Elementary play during a long, morning play session. The school uses a curriculum by Tools of the Mind that emphasizes imaginative play. \u003ccite>(Jackie Mader/The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Play can be seen as a spectrum, ranging from direct, teacher-led instruction on one end, to free play on the other, said Kathy Hirsh-Pasek, a professor of psychology at Temple University and senior fellow at the Brookings Institution. While there are benefits to other types of play, the sweet spot for classrooms is in the middle at “guided play,” she added, where children play with a learning goal in mind and educators provide gentle guidance. That does not, however, include activities that some teachers may view as play, she added, like making letters out of Play-Doh. “That is direct instruction in play clothes,” she said, since children are being told exactly what to do with their materials.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Yet some play advocates lean more toward a form of free play that includes no adult-directed learning goal or teacher direction. AnjiPlay, a philosophy that originated in the Zhejiang Province of China about 20 years ago and has pilot programs around the world, provides children with at least two hours of uninterrupted outdoor play each day using materials like \u003c/span>\u003ca href=\"http://www.anjiplay.com/materials\">\u003cspan style=\"font-weight: 400\">ladders, barrels and climbing cubes\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Children have additional play time inside, read daily and spend time reflecting on their play through drawings and discussion.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The goal, as stated on the organization’s website, is to enable “\u003c/span>\u003ca href=\"http://www.anjiplay.com/rights\">\u003cspan style=\"font-weight: 400\">deep and uninterrupted engagement\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">” in a chosen play activity. While teachers are on hand, they do not steer or guide students at all. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Children make the distinction between play that belongs to them, and play that is coming from somebody else,” said Jesse Coffino, CEO of Anji Education, Inc. and chair of the True Play Foundation. “I don’t see guided play as play,” he said. “There’s specific learning outcomes that an adult has decided are important.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This type of child-led, free play is beneficial and all too often lacking, said Doris Bergen, a distinguished professor emeritus at Miami University of Ohio’s Department of Educational Psychology whose research has focused on child development and play. Bergen finds it worrisome when “children have too much structured time when they’re young,” adding that they should be permitted to make up their own rules and pursue their own interests at least part of the time. “They need to have some control, and some time where they are deciding what to do … and where to be, and what to use.” \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_60261\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-60261\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Mader-Play-PreK6-800x600.jpg\" alt=\"\" width=\"800\" height=\"600\">\u003cfigcaption class=\"wp-caption-text\">Experts say providing ample time for play is even more important now than ever, helping to mitigate the impact of the pandemic on young children, many of whom missed out on opportunities to play and build relationships with their peers. \u003ccite>(Jackie Mader/The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">The obstacles to introducing more play opportunities can be formidable: \u003c/span>\u003ca href=\"https://slate.com/human-interest/2014/11/teaching-pre-k-higher-standards-not-enough-training-and-the-importance-of-purposeful-play.html\">\u003cspan style=\"font-weight: 400\">Rigorous\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> academic concepts are \u003c/span>\u003ca href=\"https://www.researchgate.net/publication/307895775_Pulling_preK_1_into_a_K-12_orbit_the_evolution_of_preK_in_the_age_of_standards\">\u003cspan style=\"font-weight: 400\">sliding down\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to the preschool years as kids are prepped for more challenging early elementary grades. In addition, research shows teachers may not have support for play-based learning from some school \u003c/span>\u003ca href=\"https://www.naeyc.org/resources/blog/academics-vs-play\">\u003cspan style=\"font-weight: 400\">principals\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> who don’t understand that young children learn most readily through play, or teachers may get \u003c/span>\u003ca href=\"https://www.tandfonline.com/doi/full/10.1080/1350293X.2019.1678717?src=recsys\">\u003cspan style=\"font-weight: 400\">pushback from parents\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> who fear children won’t be prepared for kindergarten. Play and free-choice time can be even more restricted in classrooms that serve \u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/pii/S0885200609000726?via%3Dihub\">\u003cspan style=\"font-weight: 400\">high rates of low-income, Black or Hispanic children\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, research shows. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Given the constraints many teachers are under when introducing or \u003c/span>\u003ca href=\"https://thechart.blogs.cnn.com/2012/01/04/playtime-for-preschoolers-essential-study-says/\">\u003cspan style=\"font-weight: 400\">expanding play time\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, some experts try not to get consumed in debates over approach. Instead, they say, they advise educators to get going however they can. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Any amount of play someone brings, we should be celebrating it,” said Sally Haughey, a former early childhood educator who taught in public and private settings for nearly 20 years before founding an organization that trains educators in play-based learning. Teachers who want to include more play can start simply by adding some student-led play time in their day, she added. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Start with what’s freely chosen and just keep expanding it.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Even if teachers have a strict curriculum to teach, it’s possible to infuse more play, said Temple’s Hirsh-Pasek. “It’s redoing the mindset of how you teach the curriculum,” she added, like swapping out a worksheet about numbers with a physical activity where kids can jump, run and compare distances to learn about counting, adding and subtracting. More training and support could help. “It’s imperative that we start putting it in teacher preparation right now,” she said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Amber Unger, a pre-K teacher in Milwaukee who has been teaching for 14 years, encourages teachers to look at their schedules to find a few minutes a day to add or expand free-choice play. If teachers typically start the day with desk work, for example, she suggests swapping that out with play time, even just once a week to start. Unger’s efforts are supported by her district, which has embraced a play-based approach to pre-K, but she knows other teachers who don’t have that support. “We all have different situations,” she said. “You just need to do the best you can with the knowledge and experience you have.” \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_60262\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-60262\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Mader-Play-PreK1-800x533.jpg\" alt=\"A 4-year-old child washes dishes as part of a classroom activity.\" width=\"800\" height=\"533\">\u003cfigcaption class=\"wp-caption-text\">Jordyn, 4, washes dishes during a unit about the home in one of Impact Salish Sea’s transitional kindergarten, or TK, class. \u003ccite>(Jackie Mader/The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Unger, who also runs a \u003c/span>\u003ca href=\"https://creamcityteacher.com/\">\u003cspan style=\"font-weight: 400\">website\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> which helps teachers incorporate play-based learning strategies, slots a “play workshop” into her longest, uninterrupted block of time each day. During that time, children are free to play at 17 different centers around her classroom. Over the past few years, she has increased the amount of play in her room by looking for opportunities to make moments “playful” during the day: encouraging students to pretend to be butterflies while walking down the hallway or using playful activities to reinforce skills taught during brief periods of direct instruction, like making patterns out of shells and corks. “Play is the vehicle to make that happen,” she said. “I 100 percent, confidently believe that play allows our students to practice what we are teaching them.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Still, Unger said it’s taken years of research and practice to nurture her approach to play-based learning, and she is still learning and finding what works best for her students. “I definitely see more opportunities for play than what I did five years ago,” she said. “I was so hung up on doing play ‘right’ … There isn’t a right way and a wrong way to do play.”\u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about \u003ca href=\"https://hechingerreport.org/the-complex-world-of-pre-k-play/\">learning through play\u003c/a> was produced by \u003c/span>\u003c/i>\u003ca href=\"http://hechingerreport.org/\">\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation. Sign up for \u003ca href=\"https://hechingerreport.org/earlychildhood/\">Hechinger Report newsletters\u003c/a>.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Correction: This article has been updated to reflect Lauren Ellis’ job title.\u003c/p>\n\n","blocks":[],"excerpt":"Young kids benefit from learning through play. But what should it look like?","status":"publish","parent":0,"modified":1668614122,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":32,"wordCount":2376},"headData":{"title":"Young kids benefit from play. But what should it look like? - MindShift","description":"Experts and educators agree that play should be central to pre-K. It should also involve choice and reinforcement of learning by adults.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Young kids benefit from play. But what should it look like?","datePublished":"2022-11-15T11:00:59.000Z","dateModified":"2022-11-16T15:55:22.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"60248 https://ww2.kqed.org/mindshift/?p=60248","disqusUrl":"https://ww2.kqed.org/mindshift/2022/11/15/the-complex-world-of-pre-k-play-young-kids-benefit-from-play-but-what-should-it-look-like/","disqusTitle":"Young kids benefit from play. But what should it look like?","nprByline":"Jackie Mader, \u003ca href=\"https://hechingerreport.org/\">The Hechinger Report\u003c/a>","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","path":"/mindshift/60248/the-complex-world-of-pre-k-play-young-kids-benefit-from-play-but-what-should-it-look-like","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">SEATTLE — On a bright October morning, two dozen 4- and 5-year-olds were scattered around a classroom at Impact Salish Sea Elementary in south Seattle, enthralled by plastic food, dolls, blocks and clay. In the center of the room, four children buzzed around a wooden play kitchen, mixing various pretend food items in pots and pans. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I’m making chocolate cupcakes,” proclaimed Rosa, age 5. A few feet away, Jordyn, 4, was carefully washing plastic dishes in a bright red sink filled with water, before drying them off with a blue towel. When their teacher, Shareece DeLeon, took a seat at a pint-sized table in the middle of the kitchen, the children paused and turned to look. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Our customer is here!” one student proclaimed. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">With challenging elementary standards and kindergarten readiness assessments looming, some may question whether educators should be spending so much time on play. But child development experts agree that this type of playful activity is exactly what young students should be doing every day — now more than ever since young children lost crucial opportunities to play and build social and pre-academic skills during the pandemic.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Play is uniquely imperative for young children given that the parts of the brain that are most developed in the earliest years are those that respond to play and activity, experts say. Young children have shown \u003c/span>\u003ca href=\"https://parentingscience.com/benefits-of-play/\">\u003cspan style=\"font-weight: 400\">improved language skills\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, math skills and problem-solving skills after playing. Certain types of \u003c/span>\u003ca href=\"https://srcd.onlinelibrary.wiley.com/doi/abs/10.1111/cdev.12695\">\u003cspan style=\"font-weight: 400\">imaginative play\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> have been found to improve perseverance. When children play, their brains release \u003c/span>\u003ca href=\"https://www.primalplay.com/blog/play-and-the-feel-good-hormones\">\u003cspan style=\"font-weight: 400\">chemicals\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that can impact memory, motivation, attention and mood, and help regulate emotions and support social skills. Play is so powerful, there is evidence that it can \u003c/span>\u003ca href=\"https://hechingerreport.org/twenty-six-studies-point-to-more-play-for-young-children/\">\u003cspan style=\"font-weight: 400\">close achievement gaps\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> between children ages three to six.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We don’t have to see it as a choice between play or academics, play should be academics for preschoolers,” said \u003c/span>\u003cspan style=\"font-weight: 400\">Alissa Mwenelupembe, the senior director for early learning program accreditation at the National Association for the Education of Young Children (NAEYC)\u003c/span>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But what does that look like? Experts and educators \u003c/span>\u003cspan style=\"font-weight: 400\">generally agree on \u003c/span>\u003ca href=\"https://www.naeyc.org/our-work/families/five-essentials-meaningful-play\">\u003cspan style=\"font-weight: 400\">a few main principles\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> when it comes to quality play for young kids: It should be a defining feature of the day and not just a brief diversion, like recess; there should be some element of choice — allowing kids to pick an activity and decide how to pursue it; it should be enjoyable and spontaneous; and in most cases, a supportive adult should provide at least some guidance and help reinforce academic and social emotional concepts. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Beyond those tenets, what learning through play looks like on the ground — or playground, as the case may be — can vary greatly based on a program’s approach or philosophy. Play in early ed settings is more deliberate and nuanced — not to mention important — than the casual observer realizes. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\"> “When you’re actually really being intentional with how they’re going to play, they do pick up a lot more and they understand a lot more,” said DeLeon. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_60263\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-60263\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Mader-Play-PreK2-800x533.jpg\" alt=\"A teacher accepts plastic food items from one of her students.\" width=\"800\" height=\"533\">\u003cfigcaption class=\"wp-caption-text\">Shareece DeLeon, a teacher at Impact Public School’s Salish Sea Elementary, accepts plastic food items from one of her students during a 90-minute block of play time. \u003ccite>(Jackie Mader/The Hechinger Report )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">At Impact Salish Sea Elementary, one of three elementary charter schools in the Seattle area run by Impact Public Schools, educators focus on “imaginary play,” like pretending to run a restaurant or hospital, as a tool to teach young children self-regulation and cognitive skills. The approach is partially inspired by Russian developmental psychologist Lev Vygotsky, who saw \u003c/span>\u003ca href=\"https://www.child-encyclopedia.com/play-based-learning/according-experts/role-make-believe-play-development-self-regulation\">\u003cspan style=\"font-weight: 400\">imaginative play as a critical activity\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to support a child’s development. This differs from “immature play,” where children “don’t interact with each other and flit from thing to thing,” said Deborah Leong, co-founder and president of Tools of the Mind, the organization behind the curriculum used by Impact and \u003c/span>\u003ca href=\"https://toolsofthemind.org/learn/locations-alignments/\">\u003cspan style=\"font-weight: 400\">dozens of other school\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> districts and charter schools nationwide.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers act as “play mentors” to help children develop and create a scenario, build props, and plan out their play. Classrooms embrace themes — like grocery store or home — and transform their space accordingly. Children have around 90 minutes each day for this play time.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This daily experience ultimately supports the development of “mature” play, where children are able to stay in pretend roles for a longer period of time, Leong said. “It’s the foundation for being able to imagine a world that’s different from what you’re living in,” she said.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_60266\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-60266\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Mader-Play-PreK5-800x533.jpg\" alt=\"The front of a school building with bricks and windows. The school name, Impact, is written above the double door entrance.\" width=\"800\" height=\"533\">\u003cfigcaption class=\"wp-caption-text\">Impact Salish Sea Elementary, in south Seattle, is one of three charter schools run by Impact Public Schools. \u003ccite>(Jackie Mader/The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Just a few weeks into the school year, the students at Impact Salish Sea were still learning the routines of their transitional kindergarten classroom, a year meant to prepare 4- and 5-year-olds for kindergarten. Play period began one mid-October morning with students picking a colorful clothespin from a board and affixing it to their shirt. The different colors of the clothespins corresponded to various play centers in the classroom. As children fanned out across the room, the classroom’s two teachers circulated. They stopped to watch various students, asking questions about their play, and encouraging them to count as they used blocks to build rocket ships or problem solve when the water in the sink became too cold. When a young charge approached DeLeon after the doll she wanted was taken by another student, DeLeon encouraged her to go talk to her peer and try to work it out. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While such classrooms can look different from traditional elementary classrooms, and even appear chaotic at times, students are indeed learning how to interact with their peers and solidifying early math, science and literacy skills. “It’s not just play for play’s sake,” said Lauren Ellis, senior director of programs at Impact Public Schools, though free play is also important, she added. Students at Impact also receive nearly an hour of recess a day, play games throughout the day and have a block of free play near the end of the day. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Having frequent opportunities to play is something experts with NAEYC look for when assessing the quality of preschools. Regardless of the school’s curriculum or approach, NAEYC evaluators want children to be engaged in play and have some choice about their activities for a “substantial” part of the day, said Mwenelupembe.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One sign of quality play is when children are interacting with materials and peers, she added. Teachers should be asking questions that “stretch” emerging knowledge, and helping children navigate conflicts. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_60264\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-60264\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Mader-Play-PreK3-800x533.jpg\" alt=\"Two children play with blocks and other tools during a morning play session at Impact Salish Sea Elementary.\" width=\"800\" height=\"533\">\u003cfigcaption class=\"wp-caption-text\">Students at Impact Salish Sea Elementary play during a long, morning play session. The school uses a curriculum by Tools of the Mind that emphasizes imaginative play. \u003ccite>(Jackie Mader/The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Play can be seen as a spectrum, ranging from direct, teacher-led instruction on one end, to free play on the other, said Kathy Hirsh-Pasek, a professor of psychology at Temple University and senior fellow at the Brookings Institution. While there are benefits to other types of play, the sweet spot for classrooms is in the middle at “guided play,” she added, where children play with a learning goal in mind and educators provide gentle guidance. That does not, however, include activities that some teachers may view as play, she added, like making letters out of Play-Doh. “That is direct instruction in play clothes,” she said, since children are being told exactly what to do with their materials.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Yet some play advocates lean more toward a form of free play that includes no adult-directed learning goal or teacher direction. AnjiPlay, a philosophy that originated in the Zhejiang Province of China about 20 years ago and has pilot programs around the world, provides children with at least two hours of uninterrupted outdoor play each day using materials like \u003c/span>\u003ca href=\"http://www.anjiplay.com/materials\">\u003cspan style=\"font-weight: 400\">ladders, barrels and climbing cubes\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Children have additional play time inside, read daily and spend time reflecting on their play through drawings and discussion.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The goal, as stated on the organization’s website, is to enable “\u003c/span>\u003ca href=\"http://www.anjiplay.com/rights\">\u003cspan style=\"font-weight: 400\">deep and uninterrupted engagement\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">” in a chosen play activity. While teachers are on hand, they do not steer or guide students at all. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Children make the distinction between play that belongs to them, and play that is coming from somebody else,” said Jesse Coffino, CEO of Anji Education, Inc. and chair of the True Play Foundation. “I don’t see guided play as play,” he said. “There’s specific learning outcomes that an adult has decided are important.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This type of child-led, free play is beneficial and all too often lacking, said Doris Bergen, a distinguished professor emeritus at Miami University of Ohio’s Department of Educational Psychology whose research has focused on child development and play. Bergen finds it worrisome when “children have too much structured time when they’re young,” adding that they should be permitted to make up their own rules and pursue their own interests at least part of the time. “They need to have some control, and some time where they are deciding what to do … and where to be, and what to use.” \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_60261\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-60261\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Mader-Play-PreK6-800x600.jpg\" alt=\"\" width=\"800\" height=\"600\">\u003cfigcaption class=\"wp-caption-text\">Experts say providing ample time for play is even more important now than ever, helping to mitigate the impact of the pandemic on young children, many of whom missed out on opportunities to play and build relationships with their peers. \u003ccite>(Jackie Mader/The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">The obstacles to introducing more play opportunities can be formidable: \u003c/span>\u003ca href=\"https://slate.com/human-interest/2014/11/teaching-pre-k-higher-standards-not-enough-training-and-the-importance-of-purposeful-play.html\">\u003cspan style=\"font-weight: 400\">Rigorous\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> academic concepts are \u003c/span>\u003ca href=\"https://www.researchgate.net/publication/307895775_Pulling_preK_1_into_a_K-12_orbit_the_evolution_of_preK_in_the_age_of_standards\">\u003cspan style=\"font-weight: 400\">sliding down\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to the preschool years as kids are prepped for more challenging early elementary grades. In addition, research shows teachers may not have support for play-based learning from some school \u003c/span>\u003ca href=\"https://www.naeyc.org/resources/blog/academics-vs-play\">\u003cspan style=\"font-weight: 400\">principals\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> who don’t understand that young children learn most readily through play, or teachers may get \u003c/span>\u003ca href=\"https://www.tandfonline.com/doi/full/10.1080/1350293X.2019.1678717?src=recsys\">\u003cspan style=\"font-weight: 400\">pushback from parents\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> who fear children won’t be prepared for kindergarten. Play and free-choice time can be even more restricted in classrooms that serve \u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/pii/S0885200609000726?via%3Dihub\">\u003cspan style=\"font-weight: 400\">high rates of low-income, Black or Hispanic children\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, research shows. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Given the constraints many teachers are under when introducing or \u003c/span>\u003ca href=\"https://thechart.blogs.cnn.com/2012/01/04/playtime-for-preschoolers-essential-study-says/\">\u003cspan style=\"font-weight: 400\">expanding play time\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, some experts try not to get consumed in debates over approach. Instead, they say, they advise educators to get going however they can. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Any amount of play someone brings, we should be celebrating it,” said Sally Haughey, a former early childhood educator who taught in public and private settings for nearly 20 years before founding an organization that trains educators in play-based learning. Teachers who want to include more play can start simply by adding some student-led play time in their day, she added. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Start with what’s freely chosen and just keep expanding it.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Even if teachers have a strict curriculum to teach, it’s possible to infuse more play, said Temple’s Hirsh-Pasek. “It’s redoing the mindset of how you teach the curriculum,” she added, like swapping out a worksheet about numbers with a physical activity where kids can jump, run and compare distances to learn about counting, adding and subtracting. More training and support could help. “It’s imperative that we start putting it in teacher preparation right now,” she said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Amber Unger, a pre-K teacher in Milwaukee who has been teaching for 14 years, encourages teachers to look at their schedules to find a few minutes a day to add or expand free-choice play. If teachers typically start the day with desk work, for example, she suggests swapping that out with play time, even just once a week to start. Unger’s efforts are supported by her district, which has embraced a play-based approach to pre-K, but she knows other teachers who don’t have that support. “We all have different situations,” she said. “You just need to do the best you can with the knowledge and experience you have.” \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_60262\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-60262\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Mader-Play-PreK1-800x533.jpg\" alt=\"A 4-year-old child washes dishes as part of a classroom activity.\" width=\"800\" height=\"533\">\u003cfigcaption class=\"wp-caption-text\">Jordyn, 4, washes dishes during a unit about the home in one of Impact Salish Sea’s transitional kindergarten, or TK, class. \u003ccite>(Jackie Mader/The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Unger, who also runs a \u003c/span>\u003ca href=\"https://creamcityteacher.com/\">\u003cspan style=\"font-weight: 400\">website\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> which helps teachers incorporate play-based learning strategies, slots a “play workshop” into her longest, uninterrupted block of time each day. During that time, children are free to play at 17 different centers around her classroom. Over the past few years, she has increased the amount of play in her room by looking for opportunities to make moments “playful” during the day: encouraging students to pretend to be butterflies while walking down the hallway or using playful activities to reinforce skills taught during brief periods of direct instruction, like making patterns out of shells and corks. “Play is the vehicle to make that happen,” she said. “I 100 percent, confidently believe that play allows our students to practice what we are teaching them.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Still, Unger said it’s taken years of research and practice to nurture her approach to play-based learning, and she is still learning and finding what works best for her students. “I definitely see more opportunities for play than what I did five years ago,” she said. “I was so hung up on doing play ‘right’ … There isn’t a right way and a wrong way to do play.”\u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about \u003ca href=\"https://hechingerreport.org/the-complex-world-of-pre-k-play/\">learning through play\u003c/a> was produced by \u003c/span>\u003c/i>\u003ca href=\"http://hechingerreport.org/\">\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation. Sign up for \u003ca href=\"https://hechingerreport.org/earlychildhood/\">Hechinger Report newsletters\u003c/a>.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Correction: This article has been updated to reflect Lauren Ellis’ job title.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/60248/the-complex-world-of-pre-k-play-young-kids-benefit-from-play-but-what-should-it-look-like","authors":["byline_mindshift_60248"],"categories":["mindshift_192","mindshift_21345"],"tags":["mindshift_767","mindshift_21078","mindshift_20720","mindshift_21214","mindshift_21184","mindshift_46","mindshift_498","mindshift_164"],"featImg":"mindshift_60265","label":"mindshift"},"mindshift_53815":{"type":"posts","id":"mindshift_53815","meta":{"index":"posts_1591205157","site":"mindshift","id":"53815","score":null,"sort":[1561010560000]},"guestAuthors":[],"slug":"helping-preschoolers-build-self-regulation-skills-that-are-the-foundation-of-success","title":"Helping Preschoolers Build Self-Regulation Skills That Are The Foundation Of Success","publishDate":1561010560,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Preschool is an important time for children to build pro-social behaviors and learn to get along with other kids in a school setting. Recently, there has been more emphasis on academic preparation in preschool, but just as important, are the social and emotional skills kids will need to succeed when they move into kindergarten.\u003c/p>\n\u003cp>\u003ca href=\"https://www.educareschools.org/schools/new-orleans/\" target=\"_blank\" rel=\"noopener\">Educare New Orleans Early Childhood School\u003c/a> is a public pre-K that focuses on giving kids the language to talk about their emotions from an early age. Their play-based curriculum gives teachers lots of opportunities to help students build self-regulation skills. Educators here say success is when a child moves into elementary school with the self-regulation skills they need to focus and learn at the next level.\u003c/p>\n\u003cp>\"They're better able to verbalize their emotions and what they're going through,\" said Thomas Whifield, family support manager at Educare New Orleans. \"They're ready to speak about their problems and not react to their problems. And my doing that they're ready to go to that next level.\"\u003c/p>\n\u003cp>Teachers use the \u003ca href=\"https://consciousdiscipline.com/methodology/\" target=\"_blank\" rel=\"noopener\">Conscious Discipline\u003c/a> curriculum, which they like because it doesn't focus on managing behavior, but rather on giving kids the tools to direct it themselves. \u003ca href=\"https://www.edutopia.org/video/building-emotional-literacy-preschoolers\" target=\"_blank\" rel=\"noopener\">Edutopia profiled\u003c/a> Educare's social and emotional program on their \"Schools that Work\" segment.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/5cO3JjMxDzU\" frameborder=\"0\" allow=\"accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"In previous classrooms that I've had, we didn't give them the means to articulate their feelings,\" said Antonia Celius, a preschool lead teacher. \"If you don't give them the language that they need, they can't communicate what their needs are. We're always telling them, 'Use your words and not your hands!' But, what words?\"\u003c/p>\n\u003cp>Celius also points out that many preschool teachers talk about touch with kids in a negative way. She takes time every morning to do a \u003ca href=\"https://www.edutopia.org/video/60-second-strategy-respectful-touch\" target=\"_blank\" rel=\"noopener\">positive touch ritual \u003c/a>so kids learn what \"gentle touch\" means and have a framework to understand when it's a good time and place to express oneself through touch.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/8KrM4qotecw\" frameborder=\"0\" allow=\"accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>And while teachers here know if they do their jobs well it will serve these students in the future, they're also aware of how important it is to help kids' caregivers to continue the practices at home. Educare has a two-generation approach to early childhood, in which they bring parents into school as much as possible and teach them the same techniques and strategies.\u003c/p>\n\u003cp>\"We're not trying to do for them, we're trying to do with them,\" said Whitfield.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/FaZ0bwo6kB8\" frameborder=\"0\" allow=\"accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>They offer parents a mixture of online and in-person resources on financial fitness, health and wellness and literacy. Maybe more important, they build relationships with parents.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"Anything I need, Ms. Angie she's there for me,\" said a single-parent named Troy. \"It's deeper than just school, they care about you.\"\u003c/p>\n\n","blocks":[],"excerpt":"Preschool is a crucial time to build young children's prosocial and self-regulation skills, in addition to academic preparedness.","status":"publish","parent":0,"modified":1561010560,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":true,"iframeSrcs":["https://www.youtube.com/embed/5cO3JjMxDzU","https://www.youtube.com/embed/8KrM4qotecw","https://www.youtube.com/embed/FaZ0bwo6kB8"],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":15,"wordCount":469},"headData":{"title":"Helping Preschoolers Build Self-Regulation Skills That Are The Foundation Of Success | KQED","description":"Preschool is a crucial time to build young children's prosocial and self-regulation skills, in addition to academic preparedness.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Helping Preschoolers Build Self-Regulation Skills That Are The Foundation Of Success","datePublished":"2019-06-20T06:02:40.000Z","dateModified":"2019-06-20T06:02:40.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"53815 https://ww2.kqed.org/mindshift/?p=53815","disqusUrl":"https://ww2.kqed.org/mindshift/2019/06/19/helping-preschoolers-build-self-regulation-skills-that-are-the-foundation-of-success/","disqusTitle":"Helping Preschoolers Build Self-Regulation Skills That Are The Foundation Of Success","path":"/mindshift/53815/helping-preschoolers-build-self-regulation-skills-that-are-the-foundation-of-success","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Preschool is an important time for children to build pro-social behaviors and learn to get along with other kids in a school setting. Recently, there has been more emphasis on academic preparation in preschool, but just as important, are the social and emotional skills kids will need to succeed when they move into kindergarten.\u003c/p>\n\u003cp>\u003ca href=\"https://www.educareschools.org/schools/new-orleans/\" target=\"_blank\" rel=\"noopener\">Educare New Orleans Early Childhood School\u003c/a> is a public pre-K that focuses on giving kids the language to talk about their emotions from an early age. Their play-based curriculum gives teachers lots of opportunities to help students build self-regulation skills. Educators here say success is when a child moves into elementary school with the self-regulation skills they need to focus and learn at the next level.\u003c/p>\n\u003cp>\"They're better able to verbalize their emotions and what they're going through,\" said Thomas Whifield, family support manager at Educare New Orleans. \"They're ready to speak about their problems and not react to their problems. And my doing that they're ready to go to that next level.\"\u003c/p>\n\u003cp>Teachers use the \u003ca href=\"https://consciousdiscipline.com/methodology/\" target=\"_blank\" rel=\"noopener\">Conscious Discipline\u003c/a> curriculum, which they like because it doesn't focus on managing behavior, but rather on giving kids the tools to direct it themselves. \u003ca href=\"https://www.edutopia.org/video/building-emotional-literacy-preschoolers\" target=\"_blank\" rel=\"noopener\">Edutopia profiled\u003c/a> Educare's social and emotional program on their \"Schools that Work\" segment.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/5cO3JjMxDzU\" frameborder=\"0\" allow=\"accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"In previous classrooms that I've had, we didn't give them the means to articulate their feelings,\" said Antonia Celius, a preschool lead teacher. \"If you don't give them the language that they need, they can't communicate what their needs are. We're always telling them, 'Use your words and not your hands!' But, what words?\"\u003c/p>\n\u003cp>Celius also points out that many preschool teachers talk about touch with kids in a negative way. She takes time every morning to do a \u003ca href=\"https://www.edutopia.org/video/60-second-strategy-respectful-touch\" target=\"_blank\" rel=\"noopener\">positive touch ritual \u003c/a>so kids learn what \"gentle touch\" means and have a framework to understand when it's a good time and place to express oneself through touch.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/8KrM4qotecw\" frameborder=\"0\" allow=\"accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>And while teachers here know if they do their jobs well it will serve these students in the future, they're also aware of how important it is to help kids' caregivers to continue the practices at home. Educare has a two-generation approach to early childhood, in which they bring parents into school as much as possible and teach them the same techniques and strategies.\u003c/p>\n\u003cp>\"We're not trying to do for them, we're trying to do with them,\" said Whitfield.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/FaZ0bwo6kB8\" frameborder=\"0\" allow=\"accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>They offer parents a mixture of online and in-person resources on financial fitness, health and wellness and literacy. Maybe more important, they build relationships with parents.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"Anything I need, Ms. Angie she's there for me,\" said a single-parent named Troy. \"It's deeper than just school, they care about you.\"\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/53815/helping-preschoolers-build-self-regulation-skills-that-are-the-foundation-of-success","authors":["234"],"categories":["mindshift_193"],"tags":["mindshift_21047","mindshift_20784","mindshift_1040","mindshift_164","mindshift_152","mindshift_21252","mindshift_943"],"featImg":"mindshift_53850","label":"mindshift"},"mindshift_48132":{"type":"posts","id":"mindshift_48132","meta":{"index":"posts_1591205157","site":"mindshift","id":"48132","score":null,"sort":[1493400968000]},"guestAuthors":[],"slug":"can-quality-pre-k-and-career-training-for-parents-break-cycle-of-poverty","title":"Can Quality Pre-K and Career Training For Parents Break Cycle of Poverty?","publishDate":1493400968,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>What makes a high-quality learning program effective not just for the child but the whole family? What else, besides a \u003ca href=\"http://www.npr.org/sections/ed/2016/12/27/504712171/we-learned-a-lot-in-2016-about-how-preschool-can-help-kids\" target=\"_blank\">well-run pre-K\u003c/a>, is essential to help families break out of intergenerational poverty?\u003c/p>\n\u003cp>These are some of the key questions that an approach called \u003ca href=\"http://www.ipr.northwestern.edu/events/briefing/two-generation-solutions-research.html\" target=\"_blank\">\"two-generation\" programs\u003c/a> are working to answer. There are many of these \"two-gen\" programs across the U.S. And while they differ in emphasis and detail, at their core they intentionally focus on ways to help both the child and parent. Usually this happens through targeted education and career training and other vital support such as health services, mentoring, and transportation.\u003c/p>\n\u003cp>NPR Ed has been keeping an eye on one innovative two-gen program in Oklahoma. It's called \u003ca href=\"http://captulsa.org/families/family-advancement/careeradvance/\" target=\"_blank\">Career Advance\u003c/a> and is run by the Community Action Project of Tulsa County (CAP Tulsa). I've reported \u003ca href=\"http://www.npr.org/sections/ed/2014/04/23/303797060/one-approach-to-head-start-to-help-kids-help-their-parents\" target=\"_blank\">on it here \u003c/a>and \u003ca href=\"http://www.npr.org/2014/04/26/307186244/fighting-poverty-by-helping-parents-and-children-at-once-in-okla\" target=\"_blank\">here.\u003c/a> It gives low-income mothers access to high-quality Head Start for their children, alongside free career training in nursing and other in-demand health care fields as well as life coaching and support.\u003c/p>\n\u003cp>A \u003ca href=\"http://ascend.aspeninstitute.org/\" target=\"_blank\">new study on the first year impact\u003c/a> of Tulsa's Career Advance shows that, so far, Career Advance is working well for both parents and their children. In fact, the study says, CAP Tulsa's program is working better than similar combined job training and pre-K programs elsewhere in terms of job certification, employment, income and overall well-being for the parent. And, the report shows, the program has boosted attendance and reduced absenteeism among participating children.\u003c/p>\n\u003cp>I reached out to two of study's co-authors to find out more. \u003ca href=\"http://www.ipr.northwestern.edu/about/people/others/sommer.html\" target=\"_blank\">Teresa Eckrich Sommer\u003c/a> is a research professor at Northwestern University's Institute for Policy Research. \u003ca href=\"https://lbj.utexas.edu/directory/faculty/christopher-king\" target=\"_blank\">Chris King \u003c/a>is a senior research scientist and lecturer at the Lyndon B. Johnson School of Public Affairs at the University of Texas at Austin.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>When I went down to report on the program, no one had studied it in-depth. Is this the first big look at this program and its impact? \u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Teresa Ekrich Sommer\u003c/strong>: This is the first one. We're [a colleague, Lindsay Chase-Lansdale at Northwestern University, is the first author on this paper] looking at what happens at the end of year one.\u003c/p>\n\u003cp>In terms of their education, we see that participants had much higher rates of certification in the healthcare fields. And then we see that in terms of employment, a greater proportion of the families, at the end of the first year, are employed in the specific career to which they've been trained, as compared to those who weren't in the program. Sixty-one percent compared to 3 percent.\u003c/p>\n\u003cp>\u003cstrong>Chris King\u003c/strong>: I would add to that, Eric, that the kinds of impacts we're seeing, certainly in terms of job certification, the shifts towards healthcare employment are much larger than anything you see in most other similar career pathway programs. I think this speaks to the components of the model: the career coaching, the peer groups and the incentives.\u003c/p>\n\u003cp>[The program offers a $3,000 a year max incentive if certain goals are reached — for example, attendance at monthly partner meetings for skills training — as well as incentives for achieving milestones such as certification.]\u003c/p>\n\u003cp>\u003cstrong>You're saying that there's no secret sauce, that it's the whole package? The financial incentives, the career counseling, the mentoring, etc., all together?\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Eckrich Somme\u003c/strong>r: We can't conclusively say what single element matters the most. You know, at the base, just having this high-quality early childhood education is an incredible starting point for them.\u003c/p>\n\u003cp>There's no question that the financial incentives make an enormous difference to them in their lives. Many of them have previous college debt, and are struggling financially. And we have people in the comparison group that are similar in motivation and interest and talk about how big their financial struggles are. So I think that's a significant piece.\u003c/p>\n\u003cp>Also, I wouldn't want to leave out the importance of the fact that these are families doing this together. They're in a small learning group. They go to school together, they have their schedules for school when they start out coordinated with their child's Head Start schedule, so they can both pick up and drop off their kids and still go to school. And many continue to work, usually in off hours.\u003c/p>\n\u003cp>And also this coach is an essential element to helping families break down big goals, set specific markers along the way and be able to achieve them. Such as becoming a certified nurse assistant or becoming a licensed nurse practitioner, and knowing how to make those steps and decide, 'Should I take a full course-load? Can I take a half course-load? How do I do this and manage the work and income I need for my family?' with the education that they're trying to pursue at the same time.\u003c/p>\n\u003cp>\u003cstrong>For the children, I also see that attendance was better and fewer were chronically absent. But the absentee rate is still kinda high. Near 50 percent. Do you think there's more to do to lower that?\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Eckrich Sommer:\u003c/strong> I think there is. I know that the eye goes towards the high rate. The bar is pretty low, it's missing 10 percent or more of the school days. It tends to be a few kids who are absent a lot that drive up those numbers.\u003c/p>\n\u003cp>\u003cstrong>Your report argues that Career Advance is doing better than comparable career training programs in other cities in America. In your view, what exactly is Career Advance doing better?\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>King: \u003c/strong>Career Advance fits within the family of other career pathway sector strategies. Employer-driven strategies based in specific growth sectors of the labor market that offer opportunities for career advancement over time in jobs with good wages and benefits, e.g., health care, advanced manufacturing, transportation and logistics. It may be that they have more of all these elements feeding together to make the success possible. What we really have, I think, blown away is traditional postsecondary workforce and education training which doesn't have persistence completion and employment kinds of effects the same size, at all, to what we're seeing here.\u003c/p>\n\u003cp>\u003cstrong>Eckrich Sommer: \u003c/strong>What's incredibly important is that we're building on what's already a positive platform, which is early childhood education. So we know the kids are getting these huge benefits. And then we're adding to that these incredible benefits to the parents.\u003c/p>\n\u003cp>The question is, what is the overall effect over time? And as we follow the kids we'll know that in a few years.\u003c/p>\n\u003cp>\u003cstrong>There's additional help under the program: gas cards, bus passes, childcare outside of Head Start's normal hours. Overall, it's costly. Can it be scaled or replicated easily?\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>King:\u003c/strong> Easily, probably not. ... It's admittedly a high-cost intervention. So you're paying for both parents and kids to get leading-edge, high-quality services, very intensive. At the same time, the way the Career Advance model has rolled out, it really hasn't been a model that relied on the other partners involved to ante up.\u003c/p>\n\u003cp>And I think going forward the way to scale this thing up is to go to the workforce system. To go to the community college system. To go to other providers in the community and say 'OK, we're providing the wraparound services, the career coaches, the Head Start services.' You could then begin to share the cost for training those parents going forward and probably cut those costs to some extent.\u003c/p>\n\u003cp>We know that \u003ca href=\"http://www.npr.org/sections/ed/2017/04/25/525594764/the-research-argument-for-nycs-preschool-plan-for-3-year-olds\" target=\"_blank\">the return on investment for early childhood \u003c/a>is what, [between] 7 [and] 13-to-1. I mean, it's high. We see similar returns for adult services in career pathway sector models. So the theory that we're operating under, we don't have the proof yet, is that when you combine them, you should get at least that, if not more.\u003c/p>\n\u003cp>\u003cstrong>If someone from another city said 'We want to replicate this, but it looks expensive.' What do you tell them?\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Eckrich Sommer: \u003c/strong>What's really interesting and important to think about is these initial investments, I think, have led to some changes in the way the local educational partners do their business. And that kind of systems change is essential.\u003c/p>\n\u003cp>So, for example, by buying classes at the local community college, and working very closely with the instructors there, they've thought much harder about how do you serve families well? Parents of young children, who in fact, are a large majority of the population at many community colleges nationally.\u003c/p>\n\u003cp>And so if you change the way things are done in a traditional school system, then you're making improvements that you can't even quantify, but you know , are the result of this initial big investment.\u003c/p>\n\u003cp>It's not cheap, but it is less expensive than the initial intensive model.\u003c/p>\n\u003cp>And we will have more results, unfortunately, in about five years.\u003c/p>\n\u003cp>\u003cstrong>What are the takeaways here for cities and states that might not be able to afford this kind of a gold-standard program, but still want to try to replicate some of the achievements CAP Tulsa is seeing?\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>King:\u003c/strong> [Colleges need to] make it easier for all students, but especially parents, to navigate what the offerings are, and focus those offerings on sectors that are growing, that will lead to families sustaining jobs. \u003ca href=\"http://economicmobilitycorp.org/index.php?page=81&utm_source=QUEST+final&utm_campaign=Project+QUEST+Demonstrates+Large+Earnings+Gains&utm_medium=email\" target=\"_blank\">Project Quest in San Antonio\u003c/a> has done a good job. [Other leading examples include programs with the \u003ca href=\"http://www.wrtp.org/\" target=\"_blank\">Wisconsin Regional Training Partnership\u003c/a>, \u003ca href=\"https://perscholas.org/\" target=\"_blank\">Per Scholas\u003c/a>, and \u003ca href=\"http://www.jvskc.org/\" target=\"_blank\">Jewish Vocational Services\u003c/a>.]\u003c/p>\n\u003cp>Having governors support [two-gen] strategies and having local workforce entities pursue them is now part of the federal legislation and guidance coming out of the U.S. Department of Labor. Under the Workforce Innovation and Opportunity Act, governors must support implementation of career, private sector strategies statewide and are encouraged to embed career pathway approaches as well.\u003c/p>\n\u003cp>\u003cstrong>Eckrich Sommer: \u003c/strong>I think it's about partnership. And I think community colleges and early childhood education programs and anti-poverty programs can work together, and figure out how they can both serve parents and children.\u003c/p>\n\u003cp>And I think they're both invested in that, but they tend to focus on their primary population and if they think about investing in the other, and how it'll improve the gains for each, then everyone's better off.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>[The CAP Tulsa study was funded in part by the U.S. Department of Health and Human Services as part of the Affordable Care Act's Health Professions Opportunity Grant]\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2017 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=A+Path+Out+Of+Poverty%3A+Career+Training+%2B+Quality+Pre+K+&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"A program in Tulsa, Okla., links quality Head Start services with job training and parental support. A study of the program shows it's improving the lives of both mothers and their children.","status":"publish","parent":0,"modified":1493401212,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":39,"wordCount":1799},"headData":{"title":"Can Quality Pre-K and Career Training For Parents Break Cycle of Poverty? | KQED","description":"A program in Tulsa, Okla., links quality Head Start services with job training and parental support. A study of the program shows it's improving the lives of both mothers and their children.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Can Quality Pre-K and Career Training For Parents Break Cycle of Poverty?","datePublished":"2017-04-28T17:36:08.000Z","dateModified":"2017-04-28T17:40:12.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"48132 https://ww2.kqed.org/mindshift/?p=48132","disqusUrl":"https://ww2.kqed.org/mindshift/2017/04/28/can-quality-pre-k-and-career-training-for-parents-break-cycle-of-poverty/","disqusTitle":"Can Quality Pre-K and Career Training For Parents Break Cycle of Poverty?","nprImageCredit":"Logan Faerber","nprByline":"Eric Westervelt","nprImageAgency":"Getty Images/Imagezoo RM","nprStoryId":"525733959","nprApiLink":"http://api.npr.org/query?id=525733959&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"http://www.npr.org/sections/ed/2017/04/28/525733959/a-path-out-of-poverty-career-training-quality-pre-k?ft=nprml&f=525733959","nprRetrievedStory":"1","nprPubDate":"Fri, 28 Apr 2017 12:15:00 -0400","nprStoryDate":"Fri, 28 Apr 2017 06:00:00 -0400","nprLastModifiedDate":"Fri, 28 Apr 2017 12:15:04 -0400","path":"/mindshift/48132/can-quality-pre-k-and-career-training-for-parents-break-cycle-of-poverty","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>What makes a high-quality learning program effective not just for the child but the whole family? What else, besides a \u003ca href=\"http://www.npr.org/sections/ed/2016/12/27/504712171/we-learned-a-lot-in-2016-about-how-preschool-can-help-kids\" target=\"_blank\">well-run pre-K\u003c/a>, is essential to help families break out of intergenerational poverty?\u003c/p>\n\u003cp>These are some of the key questions that an approach called \u003ca href=\"http://www.ipr.northwestern.edu/events/briefing/two-generation-solutions-research.html\" target=\"_blank\">\"two-generation\" programs\u003c/a> are working to answer. There are many of these \"two-gen\" programs across the U.S. And while they differ in emphasis and detail, at their core they intentionally focus on ways to help both the child and parent. Usually this happens through targeted education and career training and other vital support such as health services, mentoring, and transportation.\u003c/p>\n\u003cp>NPR Ed has been keeping an eye on one innovative two-gen program in Oklahoma. It's called \u003ca href=\"http://captulsa.org/families/family-advancement/careeradvance/\" target=\"_blank\">Career Advance\u003c/a> and is run by the Community Action Project of Tulsa County (CAP Tulsa). I've reported \u003ca href=\"http://www.npr.org/sections/ed/2014/04/23/303797060/one-approach-to-head-start-to-help-kids-help-their-parents\" target=\"_blank\">on it here \u003c/a>and \u003ca href=\"http://www.npr.org/2014/04/26/307186244/fighting-poverty-by-helping-parents-and-children-at-once-in-okla\" target=\"_blank\">here.\u003c/a> It gives low-income mothers access to high-quality Head Start for their children, alongside free career training in nursing and other in-demand health care fields as well as life coaching and support.\u003c/p>\n\u003cp>A \u003ca href=\"http://ascend.aspeninstitute.org/\" target=\"_blank\">new study on the first year impact\u003c/a> of Tulsa's Career Advance shows that, so far, Career Advance is working well for both parents and their children. In fact, the study says, CAP Tulsa's program is working better than similar combined job training and pre-K programs elsewhere in terms of job certification, employment, income and overall well-being for the parent. And, the report shows, the program has boosted attendance and reduced absenteeism among participating children.\u003c/p>\n\u003cp>I reached out to two of study's co-authors to find out more. \u003ca href=\"http://www.ipr.northwestern.edu/about/people/others/sommer.html\" target=\"_blank\">Teresa Eckrich Sommer\u003c/a> is a research professor at Northwestern University's Institute for Policy Research. \u003ca href=\"https://lbj.utexas.edu/directory/faculty/christopher-king\" target=\"_blank\">Chris King \u003c/a>is a senior research scientist and lecturer at the Lyndon B. Johnson School of Public Affairs at the University of Texas at Austin.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>When I went down to report on the program, no one had studied it in-depth. Is this the first big look at this program and its impact? \u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Teresa Ekrich Sommer\u003c/strong>: This is the first one. We're [a colleague, Lindsay Chase-Lansdale at Northwestern University, is the first author on this paper] looking at what happens at the end of year one.\u003c/p>\n\u003cp>In terms of their education, we see that participants had much higher rates of certification in the healthcare fields. And then we see that in terms of employment, a greater proportion of the families, at the end of the first year, are employed in the specific career to which they've been trained, as compared to those who weren't in the program. Sixty-one percent compared to 3 percent.\u003c/p>\n\u003cp>\u003cstrong>Chris King\u003c/strong>: I would add to that, Eric, that the kinds of impacts we're seeing, certainly in terms of job certification, the shifts towards healthcare employment are much larger than anything you see in most other similar career pathway programs. I think this speaks to the components of the model: the career coaching, the peer groups and the incentives.\u003c/p>\n\u003cp>[The program offers a $3,000 a year max incentive if certain goals are reached — for example, attendance at monthly partner meetings for skills training — as well as incentives for achieving milestones such as certification.]\u003c/p>\n\u003cp>\u003cstrong>You're saying that there's no secret sauce, that it's the whole package? The financial incentives, the career counseling, the mentoring, etc., all together?\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Eckrich Somme\u003c/strong>r: We can't conclusively say what single element matters the most. You know, at the base, just having this high-quality early childhood education is an incredible starting point for them.\u003c/p>\n\u003cp>There's no question that the financial incentives make an enormous difference to them in their lives. Many of them have previous college debt, and are struggling financially. And we have people in the comparison group that are similar in motivation and interest and talk about how big their financial struggles are. So I think that's a significant piece.\u003c/p>\n\u003cp>Also, I wouldn't want to leave out the importance of the fact that these are families doing this together. They're in a small learning group. They go to school together, they have their schedules for school when they start out coordinated with their child's Head Start schedule, so they can both pick up and drop off their kids and still go to school. And many continue to work, usually in off hours.\u003c/p>\n\u003cp>And also this coach is an essential element to helping families break down big goals, set specific markers along the way and be able to achieve them. Such as becoming a certified nurse assistant or becoming a licensed nurse practitioner, and knowing how to make those steps and decide, 'Should I take a full course-load? Can I take a half course-load? How do I do this and manage the work and income I need for my family?' with the education that they're trying to pursue at the same time.\u003c/p>\n\u003cp>\u003cstrong>For the children, I also see that attendance was better and fewer were chronically absent. But the absentee rate is still kinda high. Near 50 percent. Do you think there's more to do to lower that?\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Eckrich Sommer:\u003c/strong> I think there is. I know that the eye goes towards the high rate. The bar is pretty low, it's missing 10 percent or more of the school days. It tends to be a few kids who are absent a lot that drive up those numbers.\u003c/p>\n\u003cp>\u003cstrong>Your report argues that Career Advance is doing better than comparable career training programs in other cities in America. In your view, what exactly is Career Advance doing better?\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>King: \u003c/strong>Career Advance fits within the family of other career pathway sector strategies. Employer-driven strategies based in specific growth sectors of the labor market that offer opportunities for career advancement over time in jobs with good wages and benefits, e.g., health care, advanced manufacturing, transportation and logistics. It may be that they have more of all these elements feeding together to make the success possible. What we really have, I think, blown away is traditional postsecondary workforce and education training which doesn't have persistence completion and employment kinds of effects the same size, at all, to what we're seeing here.\u003c/p>\n\u003cp>\u003cstrong>Eckrich Sommer: \u003c/strong>What's incredibly important is that we're building on what's already a positive platform, which is early childhood education. So we know the kids are getting these huge benefits. And then we're adding to that these incredible benefits to the parents.\u003c/p>\n\u003cp>The question is, what is the overall effect over time? And as we follow the kids we'll know that in a few years.\u003c/p>\n\u003cp>\u003cstrong>There's additional help under the program: gas cards, bus passes, childcare outside of Head Start's normal hours. Overall, it's costly. Can it be scaled or replicated easily?\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>King:\u003c/strong> Easily, probably not. ... It's admittedly a high-cost intervention. So you're paying for both parents and kids to get leading-edge, high-quality services, very intensive. At the same time, the way the Career Advance model has rolled out, it really hasn't been a model that relied on the other partners involved to ante up.\u003c/p>\n\u003cp>And I think going forward the way to scale this thing up is to go to the workforce system. To go to the community college system. To go to other providers in the community and say 'OK, we're providing the wraparound services, the career coaches, the Head Start services.' You could then begin to share the cost for training those parents going forward and probably cut those costs to some extent.\u003c/p>\n\u003cp>We know that \u003ca href=\"http://www.npr.org/sections/ed/2017/04/25/525594764/the-research-argument-for-nycs-preschool-plan-for-3-year-olds\" target=\"_blank\">the return on investment for early childhood \u003c/a>is what, [between] 7 [and] 13-to-1. I mean, it's high. We see similar returns for adult services in career pathway sector models. So the theory that we're operating under, we don't have the proof yet, is that when you combine them, you should get at least that, if not more.\u003c/p>\n\u003cp>\u003cstrong>If someone from another city said 'We want to replicate this, but it looks expensive.' What do you tell them?\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Eckrich Sommer: \u003c/strong>What's really interesting and important to think about is these initial investments, I think, have led to some changes in the way the local educational partners do their business. And that kind of systems change is essential.\u003c/p>\n\u003cp>So, for example, by buying classes at the local community college, and working very closely with the instructors there, they've thought much harder about how do you serve families well? Parents of young children, who in fact, are a large majority of the population at many community colleges nationally.\u003c/p>\n\u003cp>And so if you change the way things are done in a traditional school system, then you're making improvements that you can't even quantify, but you know , are the result of this initial big investment.\u003c/p>\n\u003cp>It's not cheap, but it is less expensive than the initial intensive model.\u003c/p>\n\u003cp>And we will have more results, unfortunately, in about five years.\u003c/p>\n\u003cp>\u003cstrong>What are the takeaways here for cities and states that might not be able to afford this kind of a gold-standard program, but still want to try to replicate some of the achievements CAP Tulsa is seeing?\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>King:\u003c/strong> [Colleges need to] make it easier for all students, but especially parents, to navigate what the offerings are, and focus those offerings on sectors that are growing, that will lead to families sustaining jobs. \u003ca href=\"http://economicmobilitycorp.org/index.php?page=81&utm_source=QUEST+final&utm_campaign=Project+QUEST+Demonstrates+Large+Earnings+Gains&utm_medium=email\" target=\"_blank\">Project Quest in San Antonio\u003c/a> has done a good job. [Other leading examples include programs with the \u003ca href=\"http://www.wrtp.org/\" target=\"_blank\">Wisconsin Regional Training Partnership\u003c/a>, \u003ca href=\"https://perscholas.org/\" target=\"_blank\">Per Scholas\u003c/a>, and \u003ca href=\"http://www.jvskc.org/\" target=\"_blank\">Jewish Vocational Services\u003c/a>.]\u003c/p>\n\u003cp>Having governors support [two-gen] strategies and having local workforce entities pursue them is now part of the federal legislation and guidance coming out of the U.S. Department of Labor. Under the Workforce Innovation and Opportunity Act, governors must support implementation of career, private sector strategies statewide and are encouraged to embed career pathway approaches as well.\u003c/p>\n\u003cp>\u003cstrong>Eckrich Sommer: \u003c/strong>I think it's about partnership. And I think community colleges and early childhood education programs and anti-poverty programs can work together, and figure out how they can both serve parents and children.\u003c/p>\n\u003cp>And I think they're both invested in that, but they tend to focus on their primary population and if they think about investing in the other, and how it'll improve the gains for each, then everyone's better off.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>[The CAP Tulsa study was funded in part by the U.S. Department of Health and Human Services as part of the Affordable Care Act's Health Professions Opportunity Grant]\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2017 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=A+Path+Out+Of+Poverty%3A+Career+Training+%2B+Quality+Pre+K+&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/48132/can-quality-pre-k-and-career-training-for-parents-break-cycle-of-poverty","authors":["byline_mindshift_48132"],"categories":["mindshift_192","mindshift_194"],"tags":["mindshift_165","mindshift_20784","mindshift_1040","mindshift_21091","mindshift_164","mindshift_152"],"featImg":"mindshift_48133","label":"mindshift"},"mindshift_3534":{"type":"posts","id":"mindshift_3534","meta":{"index":"posts_1591205157","site":"mindshift","id":"3534","score":null,"sort":[1288641137000]},"guestAuthors":[],"slug":"3534","title":"Toddlers and iPhones Make Instant Connections","publishDate":1288641137,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003ch5>\u003ca href=\"http://www.iste-community.org/profile/KatieStansberry\">\u003cspan style=\"text-decoration: underline;\">\n\u003cp>\u003ca href=\"http://www.flickr.com/photos/jessicagarro/4212081351/sizes/m/in/photostream/\">\u003cspan style=\"text-decoration: underline;\">\u003cimg class=\"size-medium wp-image-3536\" title=\"jessica.garo\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2010/11/jessica.garo_1-300x291.jpg\" alt=\"\" width=\"300\" height=\"291\">\u003c/span>\u003c/a>\u003c/p>\n\u003cp>By Katie Stansberry\u003c/p>\n\u003cp>\u003c/p>\u003c/span>\u003c/a>\u003c/h5>\n\u003cdiv id=\"ctl00_Content_Area_BlogPosts1_ctl00_ctl00_pnlContent\">\n\u003cp>I have a confession to make: my 19-month-old son, Paul, is allowed to use my iPhone. In fact, he’s pretty savvy with touch screens. He can turn the phone on, unlock the list of applications, choose the program he wants to experience, and interact with the content.\u003c/p>\n\u003cp>Although he was a loyal \u003ca href=\"http://duckduckmoosedesign.com/\">Duck, Duck, Moose\u003c/a> man when he was a baby, now that he is a toddler his current favorite app is \u003ca href=\"http://itunes.apple.com/us/app/balloonimals/id307459878?mt=8\">Balloonimals\u003c/a>. To interact with this beautifully produced app, the user first blows on the iPhone microphone to inflate the virtual balloon, then shakes the device to turn the rubbery image into a rotund animal. Paul is an expert at these simple steps and he loves using his pudgy little baby fingers to manipulate the fully constructed balloon creations. He can go from limp balloon to full-fledged unicorn in less than a minute.\u003c/p>\n\u003cp>A \u003cem>New York Times\u003c/em> \u003ca href=\"http://www.nytimes.com/2010/10/17/fashion/17TODDLERS.html?src=me&ref=homepage\">article\u003c/a> examining the use of smartphones by toddlers compared current concerns with the ongoing debate over television saying “As with TV in earlier generations, the world is increasingly divided into those parents who do allow iPhone use and those who don’t.” \u003c!--more-->\u003c/p>\n\u003cp>Yes, I fall decidedly on the iPhone side of the toddler-tech divide. However, I am not trying to assuage my guilt by convincing myself that Paul is actually building mind-muscles when tapping around on the glowing screen. In our house, the iPhone is a sometimes toy, and it usually lives out of sight, buried deep in the recesses of Mommy’s purse. It sometimes appears in emergencies like long plane trips and restaurants with slow service, but it is not a staple of my toddler’s playtime.\u003c/p>\n\u003cp>He spends car rides watching mountains, goats, cyclists, and big trucks roll by his window, not watching a screen. When we do use the iPhone it’s typically done together. We go through flashcards and talk about the different animals, colors and foods we see. We read illustrated e-books out loud and he shows me pictures of grandma and the cats.\u003c/p>\n\u003cp>I’m increasingly frustrated by arguments that refer to kids and technology as an all or nothing phenomenon. Information technology, particularly more modern forms of communication technology tools, can be used in ways that encourage social interactions rather than detract from them.\u003c/p>\n\u003cp>Isn’t it time we move away from the image of a techno-geek as some kind of socially inept shut-in? I hope to raise my son to embrace technology rather than fear it, and I believe that strategic use of advanced technology at a young age can be accomplished without sacrificing interpersonal interactions.\u003c/p>\n\u003cp>[This post also appeared on \u003ca href=\"http://www.iste.org/connect/iste-connects/blog-detail/10-10-18/My_Toddler_Uses_an_iPhone_Encouraging_Exploration_in_the_Very_Young.aspx\">ISTEConnects\u003c/a>.]\u003c/p>\n\u003c/div>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1288641368,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":13,"wordCount":462},"headData":{"title":"Toddlers and iPhones Make Instant Connections | KQED","description":"By Katie Stansberry I have a confession to make: my 19-month-old son, Paul, is allowed to use my iPhone. In fact, he’s pretty savvy with touch screens. He can turn the phone on, unlock the list of applications, choose the program he wants to experience, and interact with the content. Although he was a loyal","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Toddlers and iPhones Make Instant Connections","datePublished":"2010-11-01T19:52:17.000Z","dateModified":"2010-11-01T19:56:08.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"3534 http://blogs.kqed.org/mindshift/?p=3534","disqusUrl":"https://ww2.kqed.org/mindshift/2010/11/01/3534/","disqusTitle":"Toddlers and iPhones Make Instant Connections","path":"/mindshift/3534/3534","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003ch5>\u003ca href=\"http://www.iste-community.org/profile/KatieStansberry\">\u003cspan style=\"text-decoration: underline;\">\n\u003cp>\u003ca href=\"http://www.flickr.com/photos/jessicagarro/4212081351/sizes/m/in/photostream/\">\u003cspan style=\"text-decoration: underline;\">\u003cimg class=\"size-medium wp-image-3536\" title=\"jessica.garo\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2010/11/jessica.garo_1-300x291.jpg\" alt=\"\" width=\"300\" height=\"291\">\u003c/span>\u003c/a>\u003c/p>\n\u003cp>By Katie Stansberry\u003c/p>\n\u003cp>\u003c/p>\u003c/span>\u003c/a>\u003c/h5>\n\u003cdiv id=\"ctl00_Content_Area_BlogPosts1_ctl00_ctl00_pnlContent\">\n\u003cp>I have a confession to make: my 19-month-old son, Paul, is allowed to use my iPhone. In fact, he’s pretty savvy with touch screens. He can turn the phone on, unlock the list of applications, choose the program he wants to experience, and interact with the content.\u003c/p>\n\u003cp>Although he was a loyal \u003ca href=\"http://duckduckmoosedesign.com/\">Duck, Duck, Moose\u003c/a> man when he was a baby, now that he is a toddler his current favorite app is \u003ca href=\"http://itunes.apple.com/us/app/balloonimals/id307459878?mt=8\">Balloonimals\u003c/a>. To interact with this beautifully produced app, the user first blows on the iPhone microphone to inflate the virtual balloon, then shakes the device to turn the rubbery image into a rotund animal. Paul is an expert at these simple steps and he loves using his pudgy little baby fingers to manipulate the fully constructed balloon creations. He can go from limp balloon to full-fledged unicorn in less than a minute.\u003c/p>\n\u003cp>A \u003cem>New York Times\u003c/em> \u003ca href=\"http://www.nytimes.com/2010/10/17/fashion/17TODDLERS.html?src=me&ref=homepage\">article\u003c/a> examining the use of smartphones by toddlers compared current concerns with the ongoing debate over television saying “As with TV in earlier generations, the world is increasingly divided into those parents who do allow iPhone use and those who don’t.” \u003c!--more-->\u003c/p>\n\u003cp>Yes, I fall decidedly on the iPhone side of the toddler-tech divide. However, I am not trying to assuage my guilt by convincing myself that Paul is actually building mind-muscles when tapping around on the glowing screen. In our house, the iPhone is a sometimes toy, and it usually lives out of sight, buried deep in the recesses of Mommy’s purse. It sometimes appears in emergencies like long plane trips and restaurants with slow service, but it is not a staple of my toddler’s playtime.\u003c/p>\n\u003cp>He spends car rides watching mountains, goats, cyclists, and big trucks roll by his window, not watching a screen. When we do use the iPhone it’s typically done together. We go through flashcards and talk about the different animals, colors and foods we see. We read illustrated e-books out loud and he shows me pictures of grandma and the cats.\u003c/p>\n\u003cp>I’m increasingly frustrated by arguments that refer to kids and technology as an all or nothing phenomenon. Information technology, particularly more modern forms of communication technology tools, can be used in ways that encourage social interactions rather than detract from them.\u003c/p>\n\u003cp>Isn’t it time we move away from the image of a techno-geek as some kind of socially inept shut-in? I hope to raise my son to embrace technology rather than fear it, and I believe that strategic use of advanced technology at a young age can be accomplished without sacrificing interpersonal interactions.\u003c/p>\n\u003cp>[This post also appeared on \u003ca href=\"http://www.iste.org/connect/iste-connects/blog-detail/10-10-18/My_Toddler_Uses_an_iPhone_Encouraging_Exploration_in_the_Very_Young.aspx\">ISTEConnects\u003c/a>.]\u003c/p>\n\u003c/div>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/3534/3534","authors":["180"],"categories":["mindshift_20828"],"tags":["mindshift_134","mindshift_165","mindshift_164","mindshift_166"],"featImg":"mindshift_3536","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. 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