The Campaign for Grade Level Reading is holding a webinar on First 10 School and Community Partnerships on October 8 from 3:00–4:30 ET.. Please join me, Cris Lopez Anderson (Buffett Early Childhood Institute), and Brooke Chilton-Timmons (Multnomah County Department of Human Services) to learn about the exciting work happening in these communities.
You can find the registration link below, and here is an invitation from Cris that went out in the Campaign’s newsletter:
I’m excited to invite you to join me for a webinar highlighting the First 10 Schools and Communities model that is promoting collaborations between school districts and the early learning and family support fields to promote early school success. Please join us on Oct. 8, from 3–4:30 p.m. ET to learn about this model and how it is being implemented in two Grade Level Reading (GLR) communities — Omaha, Nebraska, and Multnomah County, Oregon.
First 10 schools and communities are forging partnerships with families and organizations to reach children long before they arrive at kindergarten. In Greater Omaha, the Buffett Early Childhood Institute at the University of Nebraska is providing technical assistance to 11 school districts as they promote schools as community hubs to support families and children from birth through third grade. We will also learn how county leaders in Multnomah County, Oregon, are promoting community schools and early engagement with young children and families.
“It’s a truism in child development that the very young learn through relationships and back-and-forth interactions, including the interactions that occur when parents read to their children. A new study provides evidence of just how sustained an impact reading and playing with young children can have, shaping their social and emotional development in ways that go far beyond helping them learn language and early literacy skills. The parent-child-book moment even has the potential to help curb problem behaviors like aggression, hyperactivity and difficulty with attention, a new study has found.
‘We think of reading in lots of different ways, but I don’t know that we think of reading this way,’ said Dr. Alan Mendelsohn, an associate professor of pediatrics at New York University School of Medicine, who is the principal investigator of the study, ‘Reading Aloud, Play and Social-Emotional Development,’ published in the journal Pediatrics.”
How do we think about a distinct role for paper, for “book-books” in children’s lives? My own pediatric cause is literacy promotion for young children. I am the national medical director of the program Reach Out and Read, which follows a model of talking with the parents of babies, toddlers and preschoolers about the importance of reading aloud, and giving away a developmentally appropriate children’s book at every checkup.
We are talking about very young children here, and we begin by giving out board books which are designed to be chewed and drooled on by babies who are still exploring the world orally, or thrown down (repeatedly) off the high chair by young children who are just figuring out object permanence and experimenting with ways to train their parents to fetch and retrieve. But the most essential attribute of those board books, beyond their durability, is that they pull in the parent, not only to pick them up, but to ask and answer questions, name the pictures, make the animal noises.
Do children in a keyboard world need to learn old-fashioned handwriting?
There is a tendency to dismiss handwriting as a nonessential skill, even though researchers have warned that learning to write may be the key to, well, learning to write.
And beyond the emotional connection adults may feel to the way we learned to write, there is a growing body of research on what the normally developing brain learns by forming letters on the page, in printed or manuscript format as well as in cursive.
A great article about how New Bedford, MA has come together to support a focused Birth–3rd strategy. Thanks to Titus DosRemedios and Strategies for Children for laying it out so clearly and compellingly (and for the kind mention). Titus has also been a key contributor to New Bedford’s Partnership. It has been very inspiring to see New Bedford embrace this work. The district and the community have brought great ideas and experience to the table, and we are seeing the results in a concerted program of on-the-ground activity this fall.
Also of note, emerging out of this work is a deepening and very promising partnership between the New Bedford Public Schools and the Housing Authority. With district support, the Housing Authority is expanding and developing the educational components of its after-school programs. District teachers and “resident service coordinators” from the Housing Authority will meet regularly to discuss the children they share in common; resident service coordinators are participating in the district’s early literacy professional development, which also includes both district and community-based prekindergarten teachers; and the district’s literacy coach is advising the Housing Authority on program design, book purchases, and other aspects of the after-school program.