What does it take to close
the achievement gap in science? Researchers in EDC’s Center for Children & Families would tell you that real solutions involve starting early. They’ve developed Foundations of Science Literacy, a college-level science course for preschool teachers. Foundations introduces fundamental concepts in the physical sciences at the adult level along with strategies for making the material
fun and accessible for preschoolers.
In its efforts to improve the care and
education of young children in El
Salvador, EDC teamed up with Sesame
Workshop to create a series of public
service announcements featuring Lola,
a character from Plaza Sésamo, a
Mexican adaptation of Sesame Street.
The ads were part of the Early
Childhood and Family Education
(EDIFAM) project, an initiative
designed for children through age 6,
implemented by the Educational
Quality Improvement Program-1
(EQUIP1) and led by EDC.
EDC’s Center for Children & Families (CC&F) is the recipient of
two new grants that focus on improving the quality of teaching
and professional development for early childhood educators.The grants will fund two areas of
research, science education and literacy and language.
Three counties in West Virginia have been selected for a new language and literacy research program that will involve 110 pre-school teachers and more than 1,000 four-year olds. The program, to be conducted in pre-school classrooms in Mercer, Cabell, and Kanawha counties, is funded by the Institute of Education Sciences, the research arm of the Department of Education, and will be carried out by the Massachusetts-based Education Development Center (EDC).
By 2015 and in accordance with Education for All (EFA), the Government of Honduras seeks to have 50 percent of its pre-school age population in school. Currently, less than a third of preschool age children are able to attend pre-primary institutions, most of which were private.
“Good early child care programs build on what each child brings to the center—in terms of culture, language, and experiences,” says EDC’s Costanza Eggers-Piérola. “But
how do non-Latino staff reach out to Latino families? How do they reinforce early literacy skills among non-English-speaking children? How do they attract and support Latino staff members?”