“Of course!” That was the reaction of many in the field of early childhood when the Head Start Reauthorization of 2007 (Improving Head Start for School Readiness Act) highlighted a critical component of high quality early childhood education by requiring the federal Office of Head Start (OHS) to include a reliable and valid way of observing and measuring teacher-child interactions in its program monitoring. Early childhood educators know, first-hand, how the individual, minute interactions between a teacher and child can serve as the foundation for strong relationships that have the power to change the lives of children at-risk of a host of lifelong challenges caused by poverty.
Three weeks into 2015 and I’ve made some headway on my personal new year’s resolutions. I’ve been planning out my meals and grocery shopping on Sunday to make weeknights a little bit easier and a lot healthier. I’ve tried to be less critical of my husband’s household contributions (really I have!). And I’ve managed to make it to the gym even when traveling. With my personal confidence bolstered, I’m ready to share my Teachstone resolutions with the world, hoping that you’ll keep me accountable and maybe even share some of your own resolutions. So here goes …
Until all children in America have access to high quality, developmentally appropriate early childhood experiences, and until all early childhood providers and teachers receive the training and financial support they require to ensure their commitment and competence, as many advocates as possible are needed to speak out on behalf of children. – Adele Robinson and Deborah Stark, Advocates in Action (NAEYC 2005)
When DHHS Secretary Kathleen Sebelius, along with DOE Secretary Arne Duncan, announced the Preschool Development Grants competition as part of the Preschool for All in early February 2014, she asked for help. Her request? That all of us in the early childhood community find our roles in the grant process and assist applicants to ensure the best possible quality programs are developed and expanded for preschoolers. She called on those able to step up if able to provide “wraparound help”—and Teachstone is heeding that call.
As we introduced here, here, and here, we’re super excited about our two new face-to-face trainings: Feedback Strategies and Instructional Support Strategies. Since we released these trainings, many of our clients have asked, What is the optimal sequence for training implementation?
With the recent launch of our new website, we’ve also launched a new CLASS research summary. This summary reviews the research on teacher-child interactions in classrooms serving children aged zero to eight. It also discusses effective professional development to improve interactions, as well as new directions for research into teacher-child interactions.