In our recent webinar, Making the Move to CLASS® 2nd Edition, we shared how programs and individuals can begin to experience and use the enhanced Pre-K–3rd CLASS® tool. And, in this recent blog post we took a closer look at what these enhancements mean for certified observers.
To engage in continuous quality improvement, effective coaching is key. With effective coaching structures and programs in place, organizations can drive quality improvements that support children's development and learning. And, with CLASS® and CLASS coaching certifications, organizations can focus their improvements on research-proven educator-child interactions.
With the introduction of CLASS® 2nd Edition, Teachstone’s commitment to support interactions at the heart of all quality early childhood experiences remains steadfast. At the same time, in order to provide positive interactions, we recognize a stable foundation is necessary for all early childhood programs. In 2022, early childhood programs are facing mounting challenges due to the pandemic, including workforce shortages, teacher burnout, and inequitable access for children and families.
IIn our recent webinar, Making the Move to CLASS® 2nd Edition, we shared how programs and individuals can begin to experience and use the enhanced Pre-K–3rd CLASS tool. Certified CLASS observers play a critical role in helping every child reach their full potential.
Without reliable and valid data on the quality of educator-child interactions, programs and educators would not have the actionable insights they need to make continuous quality improvements in the areas that matter the most for children.
Last month we hosted a webinar, A Closer Look at CLASS 2nd Edition. And, we were blown away from the responses and excitement to the enhancements. As with any big news, there were also questions. We’re tackling your top asked questions below, and look forward to continuing sharing more updates and insights around CLASS 2nd Edition in the coming weeks.
Three reflections that will inspire you to become culturally responsive and make children feel seen, accepted, and recognized.
I moved to the United States years ago when I was a teenager. I felt confused, scared, and out of place in my new school. As soon as I learned English, I decided to stop speaking my native language to hide who I was. I thought that by hiding my identity people would not notice I was different, and accept me.
Today starts the kick-off to another Week of the Young Child! While I, and I know others at Teachstone, feel strongly that young children, their educators, and their families deserve to be celebrated every day, we’re excited to have an opportunity to intentionally highlight the impact you have on young children, celebrate the rapidly developing brains of young children, and recognize that each day, even beyond this week, offers ample opportunities for meaningful interactions.
What does it mean to talk about bias in early education? How do biases affect children, teachers, and leaders, and what do you do when you see individual or systemic bias in action?
In today’s episode, Marnetta Larrimer had a chance to sit down with Alexa Broderick, founder of The Equity Paradigm, live at the InterAct NOW: CLASS Summit. Listen to the episode to learn how to contend with internalized biases, take actionable steps when you notice biases playing out, and why it’s important for children to see and participate in diverse experiences.
Teachstone is pleased to announce the new CLASS® Observer Fellows Program to further its goal of representing underserved communities within the early education environment.
Last week marked Teachstone's annual user conference, InterAct NOW: CLASS® Summit, where hundreds of education leaders, coaches, and teachers from around the country came together to network and learn from each other. The event kicked off on Tuesday, March 15 with a special announcement from Teachstone CEO, Dr. Bridget Hamre.
In recent years, mindfulness has gained popularity in our society including in the early childhood education field. In fact, resent research has shown that mindfulness has many benefits for young children including supporting their self-regulation skills.
In this blog, we explore the importance of supporting self-regulation during the early years. We discuss self-regulation and its impact on children; not only during their first years of life, but the benefits that stay with them in their adult life.
In addition, we define and explore mindfulness focusing on two developmentally appropriate mindful activities to support self-regulation in young children which are mindful breathing & mindful yoga.
