Early Childhood Development and Literacy
Resources on the science and social implications of early childhood education.
The Three Core Concepts in Early Child Development: “Serve and Return” [VIDEO]
This video illustrates how important it is to focus resources on kids who are age 0 – 3 and how the 30 Million Word Gap between low income and high income kids is possible.
From Harvard’s Center on the Developing Child:
“One of the most essential experiences in shaping the architecture of the developing brain is “serve and return” interaction between children and significant adults in their lives. Young children naturally reach out for interaction through babbling, facial expressions, and gestures, and adults respond with the same kind of vocalizing and gesturing back at them. This back-and-forth process is fundamental to the wiring of the brain, especially in the earliest years.
This video is part two of a three-part series titled “Three Core Concepts in Early Development” from the Center and the National Scientific Council on the Developing Child. The series depicts how advances in neuroscience, molecular biology, and genomics now give us a much better understanding of how early experiences are built into our bodies and brains, for better or for worse. Healthy development in the early years provides the building blocks for educational achievement, economic productivity, responsible citizenship, lifelong health, strong communities, and successful parenting of the next generation.”
Today’s four-year-olds often ‘not physically ready’ for school, experts warn: Competitive parenting, iPads and screens are all contributing to a decrease in child mobility that can impact on academic learning – The Independent (9/1/16)
Finnish Kids Don’t Learn To Read In Kindergarten. They Turn Out Great Anyway. – Huffington Post (10/05/2015)
What Parents Need to Know Elevate Early Education (2013). Richmond, VA.
From Neurons to Neighborhoods: The Science of Early Childhood Development Committee on Integrating the Science of Early Childhood Development. Jack P. Shonkoff and Deborah A. Phillips, eds. Board on Children, Youth, and Families, Commission on Behavioral and Social Sciences and Education. Washington, D.C.: National Academy Press. National Research Council and Institute of Medicine (2000)
School Readiness Indicators Initiative (2005). Findings from the National School Readiness Indicators Initiative: A 17 State Partnership. Rhode Island KIDS COUNT.
DC May Have Universal Access to Pre-School but Low Income Kids Need more Than Access Wexler, Natalie. (2014, April 21).
Licensed/Regulated Child Care & Pre-School Providers in Alexandria:
Early Childhood Literacy
Double Jeopardy: How Third Grade Reading Skills and Poverty Influence High School Graduation Annie E. Casey Foundation (2012). Baltimore, MD: Hernandez, Donald J.
Early Warning: Why Reading by the End of Third Grade Matters Baltimore, MD: A KIDS COUNT Special Report. Annie E. Casey Foundation (2010).
The Thirty Million Word Gap Houston, TX: Orr, Ashlin. Center for Education School Literacy & Culture at Rice University. (2011-12).