Nope. I didn't forget it...but it's expensive.
Occuring from April 1-7 (I include the weekend days), it didn't spur too many activities here in my part of SC. Nobody cares because it costs copious amounts of money to do a quality program.
I know, I know: it's not all about the money. I get so agitated by this argument because money is what separates the performing districts from the one's that don't perform. Don't tell me that money is a second-class concern.
With enough money, the week of the young child could go from a bunch of mammy-made school-based activities to a week long carnival with rides, clown performances, and other child-centered activities that's like a fair.
That's my vision for Bamberg County in South Carolina: a fair which would be in direct alignment with the local Dogwood Festival.
I'm praying for the time to act...
Friday, April 20, 2007
Expanding Quality Early Childhood More Than Just Infant/Toddler and PreK
Massachussetts State Supertintendent Susan Catillo, speaking Salem, advoacted for more high quality early childhood program for Hispanic and Latino children:
Hispanic children, especially those from disadvantaged homes, continue to lag behind their white counterparts on school readiness and achievement in reading and mathematics. There is growing evidence that pre-K programs can produce gains for Hispanic students who have the opportunity to attend them, so the earlier Hispanic children have access to high quality early childhood educational programs, the better.
See the bold-faced portion? That's my problem, and I'm a former preK teacher. The same problem keeps poping up with educational leaders about early childhood education: it doesn't just cover PreK.
On the same note, it doesn't just include infant and toddler care either as Castillo later mentions in the article. We MUST remember that early childhood includes INFANCY-THIRD GRADE. We must put together a system of education that builds from one grade to the next. It makes little difference if the high quality part is disconnected from the low quality part along the continuum. In other words, if we supply high quality preK and infant-toddler care but mediocre 1st-3rd Grade education, our efforts are hampered.
Yet another misconception from another state educational official....alas....
Hispanic children, especially those from disadvantaged homes, continue to lag behind their white counterparts on school readiness and achievement in reading and mathematics. There is growing evidence that pre-K programs can produce gains for Hispanic students who have the opportunity to attend them, so the earlier Hispanic children have access to high quality early childhood educational programs, the better.
See the bold-faced portion? That's my problem, and I'm a former preK teacher. The same problem keeps poping up with educational leaders about early childhood education: it doesn't just cover PreK.
On the same note, it doesn't just include infant and toddler care either as Castillo later mentions in the article. We MUST remember that early childhood includes INFANCY-THIRD GRADE. We must put together a system of education that builds from one grade to the next. It makes little difference if the high quality part is disconnected from the low quality part along the continuum. In other words, if we supply high quality preK and infant-toddler care but mediocre 1st-3rd Grade education, our efforts are hampered.
Yet another misconception from another state educational official....alas....
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