Sharing Web Resources 2—NIEER

This week, I continue to share web resources—National Institute for Early Education Research/NIEER (http://nieer.org/).

As a Teaching Assistant in an international school, I always want to become a qualified early childhood teacher and want to learn how to support those dual language learners in our school. Therefore, I search some information relevant to my current professional development tailored to meet my own interest. I found a poster from this website titled Impacts of a Science and Math Professional Development Project for Pre-K Teachers of Dual-Language Learners, a poster presented by Alissa Lange and Kimberly Brenneman in 2013. In this poster, they discusses "the SciMath-DLL project designed to develop, and carry out preliminary testing of a pre-K professional development approach that integrates high-quality math and science instructional offerings with supports for dual language learners.” (Lange & Brenneman, 2013) From this poster, I learn what challenges educators face to implement this high-quality professional development, such as limited time; and learn what are the initial impacts of the project on teachers— their change in teaching practice or attitude, such as choosing an appropriate amount of lesson content, using more high quality math and science talk, understanding teaching early math and science in a new way by letting children explore, think, and solve problems on their own. (Lange & Brenneman, 2013)

From this poster and what I have learned before, I have a understanding that how important science, math and dual-language learning are for children’s later school success and in longer-term development. At the same time, I also understand the viral role of play and creativity in children’s physical, cognitive, social and emotional development. This dilemma between academic achievement and play, is always a topic that relevant professionals are trying to work on. I have some colleagues from my school who are also holding their own standpoint of teaching style, both of which I respect for. As for me, I am observing and seeking a way that can combine both of academic achievement and play and balances them. 

Another information that I found from the website, adds to my understanding of how economists support the early childhood field. This article, titled The Economics of Early Childhood Programs: Lasting Benefits and Large Returns, presented by Milagros Nores and Steve Barnett in 2013. This presentation focused on the long-term economic returns of investing in pre-K programs as well as other positive outcomes. Below I would like to share some facts according to their research:

Potential Gains from ECEC Investments

Educational Success and Economic Productivity

Achievement test scores
Special education and grade repetition
High school graduation
Behavior problems, delinquency, and crime
Employment, earnings, and welfare dependency

Smoking, drug use, depression

Decreased Costs to Government

Schooling costs
Social services costs
Crime costs

Health care costs (teen pregnancy and smoking)

(Nores & Barnett, 2013)

Keys to Education Quality

High standards and sufficient funding

Balanced—Cognitive, social, emotional 

Implemented as designed

Well-trained, adequately paid staff
Strong supervision and monitoring
Use data to inform practice

(Nores & Barnett, 2013)

NJ’s Urban Pre-K Transformation

Teacher with BA & ECE + asst. in each class;

Full-day (6 hour educational day), 180-day program, plus extended day/full year;

Access to all 3 and 4 yr. olds in 31 school systems;

Maximum class size of 15 students;

Evidence-based curricula;

Early learning standards and program guidelines;

Support for potential learning difficulties; and

Professional development for key staff.

(Nores & Barnett, 2013)

From this presentation, I think that Keys to Education Quality and NJ’s Urban Pre-K Transformation can be criteria for creating high-quality programs and can be goals for EC investments.

NIEER presents its research in a wide variety of formats, including research reports, policy briefs, online videos, and newsletters. Through these various formats of resources, I can catch up with new issues and trends in the early childhood field so that I can be updated and find ways to become an early childhood professional who advocate for young children and families who are in need of supports. 

Reference

Lange, Alissa., & Brenneman, Kimberly. (2013). Impacts of a Science and Math Professional Development Project for Pre-K Teachers of Dual-Language Learners. Retrieved from http://nieer.org/sites/nieer/files/AERA%20conf%20poster%20SciMath-DLL.pdf

Nores, Milagros, & Barnett, Steve. (2013). The Economics of Early Childhood Programs: Lasting Benefits and Large Returns. Retrieved from http://nieer.org/sites/nieer/files/Economics%20of%20ECE_Loyola_Nores.pdf