I embarked on my longest trip to date to provide a pre-conference presentation and keynote address at the Early Childhood Care and Education International Rendezvous in Kuala Lumpur, Malaysia. During my three days at the conference, I had the wonderful opportunity to attend over 15 research presentations by early childhood educators from around the world including Saudi Arabia, Egypt, Australia, Thailand, Hong Kong, Brunei, Malaysia, Mauritius, and Austria.
What I learned from my international peers is that we face so many similar challenges in regards to policy implementation, play, and family engagement. As I discussed this insight with my new friend from Saudi Arabia, I could not decide if this made me sad because no one has determined the solution for early education challenges, or reassured me because I now had a sense that “we are not in this alone” and that we have many countries to look to for support as we work to solve the challenges.
What follows is a summary of my notes on the similarities that I jotted down during presentations. See how many you have heard before in conferences or discussions with others.
CLASS was developed to help educators deal with these challenges and more. It is a research-based method of measuring, evaluating, and improving teacher-student interactions. High-quality interactions have proven to improve academic outcomes, social-emotional outcomes, and student engagement in the classroom.
All across the world, researchers and educators are working on ways to help students learn. Some are small tweaks or classroom “lifehacks.” Some are big, expensive programs with huge ambitions. Some (like CLASS!) are paradigms about learning. When something works, you want it to be accessible to other practitioners. The problem is, many of the programs that are most effective also take a lot of time, money, or resources.
Most people I know who are invested in early childhood education look at Barack Obama’s 2013 State of the Union address as an important moment. In it, Obama called on the federal government and states to work together to “make high-quality preschool available to every child in America,” and talked about the economic and social impact of such policies. I teared up when I rewatched this speech. It’s powerful stuff. As it so often does, the conversation about early childhood education and care revolved around quality.
Okay, this is a slight change from our usual “What We’re Reading” posts. Instead of highlighting a particular article, we wanted to share an interesting application of research: this childcare cost calculator from the Center for American Progress. You can use it to estimate the impact of improving different parts of structural quality (the infrastructure that surrounds teaching, like teacher-child ratios, the physical space, and materials) on the cost of care.
Everyone experiences stress in their daily lives. Some of it, like deadlines or first date nerves, are good stress. It propels you forward and helps you accomplish goals. Some stress, like the car in front of you slamming on the brakes, is acute, but temporary. But a more concerning type of stress that’s gained a lot of attention in the past few years is toxic stress, long-term, unrelenting exposure to stressful situations. In young children, this stress can alter the development of the brain, creating shortcuts to the parts of the brain that “turn on” stress responses and limiting connections to the parts of the brain responsible for learning and reasoning.