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The Not So Common Core Standards: Potential Implications and Meaning For Us All.

A powerful blog asking all of us to think, question, reflect, and act…Do you work in the public school system?  What do you think about this?  I feel very fortunate that I work in a preschool which gives me the freedom to work in new ways with young children.  Most preschools at this time are private schools which allow those of us who work in them to be free from “core standards” and all the testing that is associated with them. In which ways can we advocate for a different kind of education for young children?

 

 

 

 

 

 

http://www.parentingcounts.org/research/oral-storytelling-within-the-context-of-the-parent-child-relationship

This research summary focuses on the practice of oral storytelling, which has been

shown to enhance emergent literacy and language development in young children. A

thorough review of the literature revealed the need for parents and other adult

caregivers to gain awareness of multi-faceted approaches to emergent literacy.

Specifically, it is important to grasp that a love for literacy develops through

experiences with adult caregivers. In fact, oral storytelling appears to be just as

important as reading to children when discussing potential keys to emergent literacy.

Oral storytelling is a contributor to emergent literacy and assists children in

becoming motivated to approach literacy.

What does that have to do with your practice in a Preschool or Childcare setting?  How can you use the research to further your work with young children?

Constructing Modern Knowledge.

A co worker sent me the link to this interesting website with Seminar information, resources, and posts related to the construction of knowledge.  Diverse faculty. Let me know what you think!  Thanks Eileen!

In an article by Linda Doherty she states, “Teachers talk too quickly and bombard students with excess words, leaving them struggling in a “sea of blah” and possibly contributing to unnecessary referrals for behavioral disorders.”  She goes on to recount that the auditory testing of 10,000 children showed that 30% from age 4.7  years to 6.0 years could not accurately process sentences longer than 9 words.  Ken Rowe, the research director for the Australian Council for Educational Research, said the children did not have hearing problems but were bamboozled by rapid fire, lengthy instructions from teachers.  Consider that these were children who are on the older side of preschool.

Think about how difficult it is to process a phone number that someone leaves you when they speak too quickly.  Now imagine that you are the young child and that is happening over and over during the time at school! Too much information going through the auditory gate is garbled. It’s easy to see how this could lead to behavioral problems.  It’s possible that the child becomes frustrated, confused,  and tired trying to process the rapid fire information.

Try slowing down and using clear concise language.  Pay attention to the change, do you notice a difference in the children? Do you notice a difference in how you feel?