Researchers have known that paying attention to behavior — including executive function — in young children can offer important clues to learning capability, as well as interventions that parents or clinicians may want to employ.
Tomorrow’s workforce is in preschool today. How can today’s early learning prepare tomorrow’s job seekers? An Omidyar Network report examines global trends.
Where does early learning actually occur? Harvard’s Saul Zaentz Early Education Initiative reveals the types of learning and care settings where Massachusetts three-and four-year-olds spend their time.
Yesterday we highlighted the new report from the Aspen Institute: “From a Nation at Risk to a Nation at Hope: Recommendations from the National Commission on Social, Emotional, & Academic Development.” Today we offer the recommendations.
A key conclusion: “Children learn best when we treat them as human beings, with social and emotional as well as academic needs.”
A UK study on the benefits of parent-child reading offers seven recommendations for multiple audience groups.
The study’s bottom line: “Actively engaging parents in the book reading process has the potential to make a real difference to the child’s language outcomes, and this is especially true for vulnerable preschool children.”
The question: What is the evidence of effectiveness of parent-child book reading with preschool children in improving school readiness and early language?
What do we learn in the womb? Science writer Annie Murphy Paul discussed the research.