Summer travel is a whole other thing when you’re a parent of young children. The rest and relaxation you’ve been...
The pressure to over-program kids often seems endless – so much so that a simple, old-fashioned idea has fallen to the side: Children should play. Roberta Michnick Golinkoff & Kathy Hirsh-Pasek – researchers and co-authors of “Becoming Brilliant, What Science Tells Us About Raising Successful Children” – explain their “Learning Landscapes” program, where they help local municipalities turn public spaces like bus stops into child-friendly play zones.
Early Education Is the Most Segregated Learning Space
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It’s been 70 years since the Supreme Court’s pivotal Brown vs. Board of Education ruling that racially segregated schools are...
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ReadyNation International convened its annual Global Business Summit on Early Childhood. What are the global trends and insights – and how can businesses best invest in their “workforce of the future?” Watch our conversation with Dr. Sara Watson.
Building successful early learning programs is hard. Figuring out how to do it in some of the hardest to reach corners of the globe? That’s a case for Cynthia McCaffrey, director of UNICEF’s Office of Innovation.
Maxine Clark, founder of Build-A-Bear Workshop and Chief Executive Bear through 2013, is co-chair of the ReadyNation CEO Task Force...
Engaging Local Leaders Is Key to Helping Young Children and Their Families Thrive
A Q&A with Sheri Brady, vice president of strategy and program for the Children’s Defense Fund, about the current policy environment for children.
Since November, advocates and experts have sounded the alarm over what the Trump administration’s executive orders and directives could mean...
We’ve been through a lot together the past few years. A lot. A few weeks ago, experts and teachers told...
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Just as Early Learning Nation showcases the ways families, researchers and grassroots nonprofits and organizations are building an early learning...
Make. Learning. Relevant.
Dean Kamen’s Vision for Building Community
Imagine a world where baseball is a subject taught in school. Just one thing is missing from this imaginary curriculum: the students never actually get to play the game.
In September, they open their textbooks and read about the origins and rules of baseball. After winter break they take tests on pitching and hitting records set by the greatest players. By the spring, classes delve into the nuances of base stealing and bunting.
So what if they never swing a bat themselves or catch a line drive, right? It’s not like any of them are going to become professional ballplayers, right?
To Dean Kamen, this scenario is no more absurd than the way math and science have been taught traditionally.
