Sharing Resouces

The website of the National Association for the Education of Young Children (NAEYC) have so much valuable information I am continuing to learn about Common Core. The Common Core State Standard Initiative position statement on Still Unacceptable Treds in Kindergarten Entry and Placement was one that I will speak about. Teachers have little or no part in decision making that determine curriculum and instructions in their classrooms. Next there are questionable practices in appropriate uses of screening and readiness tests: discouragement or out right denial of entrance for elgiable students: the developmental od segregated transitional classes for children deemed unready for the next traditional level of school and an increasing use of retention.

What made me think of issues in different ways were the attitudes and practices which erodes children's legal rights to equal public schools. There are drastic changes being placed on children which have resulted in well-intended interventions which are inequitable, ineffective, and wasteful of public resources.  Other insights I learned were: NAEYC’s state policy efforts focus on researching and tracking national and state trends and informing NAEYC affiliates, policymakers, collaborating organizations, and other interested parties about NAEYC’s positions on state public policies and their impacts on children birth through eight and their families. (Alivin Rhian 2015). A discouraging trends are schools are discouraging parents from enrolling their age-eligible children in kindergarten.

This information led to me gaining more knowledge of understanding of how economists, neuroscientists, or politicians support the early childhood field which are:

They are right. Our field has been addressing this goal for decades. In fact, within NAEYC there are reams of documentation and a rich history of discussions and similar initiatives. At the risk of seeming to see the world through rose-colored glasses, I argue that today is different. Today, as never before (NAEYC 2015).

• Social scientists in early learning and developmentally appropriate practice are strongly supported by hard science—neuroscience—confirming that learning begins at birth
• Economists state clearly that there is a strong return on investment to society, families, and individuals when young children have access to high-quality early learning
• Significant federal, state, and local public funds have been invested in a system of early care and education
• Stakes are high for all young children—regardless of race, ethnicity, ability, or socioeconomic status—to start kindergarten ready to succeed in school and in life 
• Seven in 10 Americans say they favor using federal money to make sure high-quality education programs are available for every child in the United States .