Early childhood educators need training in subjects such as teaching strategies and responsive curriculum, and in Rhode Island, a new center managed by EDC is responding to that need. EDC’s Karen Pucciarelli discusses the center, which received its funding as part of the federal Race to the Top Early Learning Challenge Grant.
What is the impact of multimedia use on young children? This article explores that question and includes details from a study by EDC and SRI International that tested the measures of early literacy after viewing PBS content.
EDC has been selected by the Administration for Children and Families, Office of Head Start (OHS), to receive $16 million over four years to lead its National Center on Program Management and Fiscal Operations. EDC will partner with Case Western Reserve University and The Finance Project to strengthen the management and fiscal practices of hundreds of Head Start and Early Head Start programs throughout the country.
EDC has won a five-year, $10.5-million award from the U.S. Department of Health and Human Services (HHS) to run the National Center for Cultural and Linguistic Responsiveness as a partner with Bank Street College of Education.
Research by EDC and SRI International
finds that the literacy skills of preschoolers increased when classrooms
incorporated public TV programs, video, and games. The study was funded by
the Corporation for Public Broadcasting.
EDC has been awarded $10.8 million by the National Office of Head Start to establish early childhood education centers and offer training, support, and assistance to Head Start and Early Head Start programs in Connecticut, Maine, Massachusetts, and Rhode Island.
At first glance, Jane Parfitt’s pre-K classroom at the
Highland Park Child Care Center in Woonsocket, Rhode Island, looks like
any good preschool classroom. There’s the writing center and book
corner, the dramatic play area, the blocks, easels, and cubbies.
There’s the alphabet strung on the wall, along with quilts and family pictures.
On the third floor of Larsen Hall at the Harvard Graduate School of Education, thousands of video and audiocassettes line the walls of a room not much bigger than a closet. The cassettes contain data of an unusual sort—voices of children in ordinary conversation with each other and with adults at school, at play, and at home.
EDC’s International Education Systems Division recently hosted a
study tour for 15 Egyptian education experts who are working
with the Egyptian Ministry of Education to reform early childhood
education. The tour, conducted in partnership with the Academy
for Educational Development, was funded by
USAID and focused
on best practices in early childhood care and education training.
Arranging affordable, quality child
care is essential, but very difficult, for most migrant families. “The
challenges migrant families face are very complex,” explains EDC’s
Sheila Skiffington. “There are language barriers, 9–5 office
hours when applying for care, transportation problems, complicated forms
to fill out, and fear of government institutions.”
In preschool classrooms around the world, children build structures with blocks, knock them over, and start again. In Cindy Hoisington’s Head Start classroom in Roslindale, Massachusetts, children also build with blocks. But before they get the pleasure of watching their structures tumble, her students are documenting what they’ve built. Sometimes they photograph the structures; sometimes they draw them with paper and pen; and sometimes they create small-scale replicas of their large structures with foam blocks and glue.
When Eleanore Grater Lewis began teaching, more than 40 years ago, it was very unusual to see a child with disabilities in a preschool classroom. “In those days, children with disabilities were largely excluded from any sort of preschool experience,” she explains. “Basically there were two options: Either they stayed home or they were institutionalized.”