Sharing Web Resources

There is an abundance of information on The National Black Child Development Institute’s website.  I found some interesting websites under the resources tab.  There are links to different articles that give statistical information from different states.  However, there was one newsletter that I found to be very helpful in understanding equity and excellence in early care in education.  This newsletter also gave some insight to a lot of the issues we were discussing this week.  The newsletter was titled A Call for Change: A Preliminary Blueprint to Improve Educational Excellence and Opportunity for African American Males in Urban Public Schools.  There was a section under Early Childhood Education that outlined the need for early child programming.  According to the Council of Great City Schools, “The need for early childhood programming for African American males is profound and overdue. Yet the nation has not seriously confronted or addressed the inequalities and disparities facing some children from their earliest years—inequities that contribute to negative outcomes over a life-time. The research indicates that early childhood programs can produce substantial benefits for students and that urban schools should:

1. Establish high-quality educational and developmentally appropriate preschool and early childhood programs and supports to which African American males have full access to. These programs should have small teacher-to-child ratios, an age-appropriate curriculum that is integrated across subjects, well-trained teachers in child development, and mechanisms for engaging parents or guardians.

2. Set clear goals for the developmental progress of African American children participating in early childhood programs. Monitor student progress, evaluate the results regularly, and follow students as they move up the grades.

3. Ensure that early childhood programs also connect developmentally to kindergarten and first-through third-grade curriculum, address social, emotional, health, nutritional, and physical development needs of children, and use developmentally appropriate assessments.

4. Consider implementation of home visitation efforts, pre-school centers, and pre-school classes in the schools to address the multiple needs of some African American males.

5. Ensure that teachers and aides in early childhood programs serving African American males are early-childhood certified; have adequate training in child development (particularly as it applies to African American males); understand the effects of negative stereotyping and the appropriate use of assessments, and are compensated commensurate with other teachers. Provide mentors in cases where teachers struggle.

6. Make sure that early childhood programming that serves African American males is staffed with appropriately trained teachers, aides, parent-resource personnel, community liaisons, nurses, psychologists, and social workers. (Early grades could use these supports as well.) Staff compensation should be in line with others in the district.

7. Make certain that pre-school programming includes services starting at age two and spanning two years; that parents or guardians have the opportunity to volunteer and participate in program decisions; that there is a curriculum in place that focuses on language and early literacy and is aligned with the curriculum of later grades, and that these programs offer health screenings, nursing services, and free or reduced price meals.

8. Eliminate the use of out-of-school suspensions to discipline students participating in early

childhood programming.” (Council of the Great City Schools, 2012, p. 4-5)

References

http://www.cgcs.org/cms/lib/DC00001581/Centricity/Domain/88/Blueprint%2082312.pdf