early childhood educationearly childhood education
They Weren’t Yet in School When COVID Hit. The Pandemic Still Set Back the Youngest Students.
Young Children Need Help Identifying Emotions. 'Little Safe Place' Boxes Give Them Tools.
Free child care exists in America — if you cross paths with the right philanthropist
Little kids need outdoor play — but not when it’s 110 degrees
Can Young Children Learn From Educational Apps?
Does delaying kindergarten benefit children academically and socially?
Why cultivating emotional intelligence among toddlers has become more urgent
Can babies learn from "Ms. Rachel" and other baby TV shows?
New research sees long-term college benefits from Oklahoma's universal pre-K
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Prior to joining the team in 2022, Marlena was an intern with the KQED Digital News Engagement team. She grew up in the Bay Area.\u003cem> \u003c/em>","avatar":"https://secure.gravatar.com/avatar/94ab429312e9a676559e31d1894130df?s=600&d=blank&r=g","twitter":null,"facebook":null,"instagram":null,"linkedin":null,"sites":[{"site":"arts","roles":["author"]},{"site":"news","roles":["contributor"]},{"site":"forum","roles":["editor"]}],"headData":{"title":"Marlena Jackson-Retondo | KQED","description":"Engagement Producer","ogImgSrc":"https://secure.gravatar.com/avatar/94ab429312e9a676559e31d1894130df?s=600&d=blank&r=g","twImgSrc":"https://secure.gravatar.com/avatar/94ab429312e9a676559e31d1894130df?s=600&d=blank&r=g"},"isLoading":false,"link":"/author/mjacksonretondo"}},"breakingNewsReducer":{},"campaignFinanceReducer":{},"firebase":{"requesting":{},"requested":{},"timestamps":{},"data":{},"ordered":{},"auth":{"isLoaded":false,"isEmpty":true},"authError":null,"profile":{"isLoaded":false,"isEmpty":true},"listeners":{"byId":{},"allIds":[]},"isInitializing":false,"errors":[]},"navBarReducer":{"navBarId":"home","fullView":true,"showPlayer":false},"navMenuReducer":{"menus":[{"key":"menu1","items":[{"name":"News","link":"/","type":"title"},{"name":"Politics","link":"/politics"},{"name":"Science","link":"/science"},{"name":"Education","link":"/educationnews"},{"name":"Housing","link":"/housing"},{"name":"Immigration","link":"/immigration"},{"name":"Criminal Justice","link":"/criminaljustice"},{"name":"Silicon Valley","link":"/siliconvalley"},{"name":"Forum","link":"/forum"},{"name":"The California Report","link":"/californiareport"}]},{"key":"menu2","items":[{"name":"Arts & Culture","link":"/arts","type":"title"},{"name":"Critics’ Picks","link":"/thedolist"},{"name":"Cultural Commentary","link":"/artscommentary"},{"name":"Food & Drink","link":"/food"},{"name":"Bay Area Hip-Hop","link":"/bayareahiphop"},{"name":"Rebel Girls","link":"/rebelgirls"},{"name":"Arts Video","link":"/artsvideos"}]},{"key":"menu3","items":[{"name":"Podcasts","link":"/podcasts","type":"title"},{"name":"Bay Curious","link":"/podcasts/baycurious"},{"name":"Rightnowish","link":"/podcasts/rightnowish"},{"name":"The Bay","link":"/podcasts/thebay"},{"name":"On Our Watch","link":"/podcasts/onourwatch"},{"name":"Mindshift","link":"/podcasts/mindshift"},{"name":"Consider This","link":"/podcasts/considerthis"},{"name":"Political Breakdown","link":"/podcasts/politicalbreakdown"}]},{"key":"menu4","items":[{"name":"Live Radio","link":"/radio","type":"title"},{"name":"TV","link":"/tv","type":"title"},{"name":"Events","link":"/events","type":"title"},{"name":"For Educators","link":"/education","type":"title"},{"name":"Support KQED","link":"/support","type":"title"},{"name":"About","link":"/about","type":"title"},{"name":"Help Center","link":"https://kqed-helpcenter.kqed.org/s","type":"title"}]}]},"pagesReducer":{},"postsReducer":{"stream_live":{"type":"live","id":"stream_live","audioUrl":"https://streams.kqed.org/kqedradio","title":"Live Stream","excerpt":"Live Stream information currently unavailable.","link":"/radio","featImg":"","label":{"name":"KQED Live","link":"/"}},"stream_kqedNewscast":{"type":"posts","id":"stream_kqedNewscast","audioUrl":"https://www.kqed.org/.stream/anon/radio/RDnews/newscast.mp3?_=1","title":"KQED Newscast","featImg":"","label":{"name":"88.5 FM","link":"/"}},"mindshift_64159":{"type":"posts","id":"mindshift_64159","meta":{"index":"posts_1716263798","site":"mindshift","id":"64159","score":null,"sort":[1720058451000]},"guestAuthors":[],"slug":"they-werent-yet-in-school-when-covid-hit-the-pandemic-still-set-back-the-youngest-students","title":"They Weren’t Yet in School When COVID Hit. The Pandemic Still Set Back the Youngest Students.","publishDate":1720058451,"format":"standard","headTitle":"They Weren’t Yet in School When COVID Hit. The Pandemic Still Set Back the Youngest Students. | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cem>This story was \u003ca href=\"https://www.chalkbeat.org/2024/07/03/pandemic-left-younger-students-struggling-to-make-academic-progress/\" rel=\"canonical\">originally published\u003c/a> by Chalkbeat. Sign up for their newsletters at \u003ca href=\"https://ckbe.at/newsletters\">ckbe.at/newsletters\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>While older children are showing \u003ca href=\"https://www.kqed.org/mindshift/64116/congress-poured-billions-of-dollars-into-schools-did-it-help-students-learn\">encouraging signs of academic recovery\u003c/a>, younger children are not making that same progress, and are sometimes falling even further behind, especially in math.\u003c/p>\n\u003cp>\u003ca href=\"https://cdn.bfldr.com/LS6J0F7/at/4rqc5wtpxqf85mk4pxj6rm7/ca-2024-summer-research-student-growth-technical-report.pdf\">New data released Monday\u003c/a> points to the pandemic’s profound and enduring effects on the nation’s youngest public school children, many of whom were not yet in a formal school setting when COVID hit.\u003c/p>\n\u003cp>“It’s showing that these students — who were either toddlers or maybe in preschool — that their learning was disrupted somehow,” said Kristen Huff, the vice president for research and assessment at Curriculum Associates, which provides math and reading tests to millions of students each year and authored the new report. “It’s striking.”\u003c/p>\n\u003cp>Researchers and other experts have suggested several potential reasons for this trend. One is that the pandemic disrupted early childhood education and \u003ca href=\"https://www.kqed.org/mindshift/57373/why-we-need-to-pay-more-attention-to-the-youngest-children-right-now-and-their-parents\">made it harder for many kids to learn foundational skills\u003c/a> — gaps that can compound over time. Fewer children enrolled in \u003ca href=\"https://www.nprillinois.org/2022-04-26/the-pandemic-erased-a-decade-of-public-preschool-gains\">preschool\u003c/a> and \u003ca href=\"https://www.chalkbeat.org/2020/9/22/21451625/kindergarten-enrollment-decline-coronavirus-pandemic-shift/\">kindergarten\u003c/a>, and many young children struggled with remote learning. \u003ca href=\"https://www.nytimes.com/interactive/2024/07/01/upshot/pandemic-children-school-performance.html\">Increased parental stress and screen time\u003c/a> may also be factors.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>It’s also possible that schools \u003ca href=\"https://www.kqed.org/mindshift/63826/these-teens-were-missing-too-much-school-heres-what-it-took-to-get-them-back\">targeted more academic support to older children and teens\u003c/a>.\u003c/p>\n\u003cp>“We can see it as a call to action to make sure that we, as an educational community, are prioritizing those early grades,” Huff said. Those are critical years when children learn their letters and numbers and start reading and counting. “These are all the basics for being able to move along that learning trajectory for the rest of your schooling career.”\u003c/p>\n\u003cp>\u003ca href=\"https://www.kqed.org/mindshift/64123/pandemic-aid-to-schools-paid-off-but-we-dont-know-how\">A slew of recent reports\u003c/a> have examined students’ academic progress post-pandemic. \u003ca href=\"https://www.chalkbeat.org/2024/02/05/learning-loss-study-finds-surprising-academic-recovery-growing-inequality/\">Some researchers found\u003c/a> that students in third to eighth grade are making larger-than-usual gains, but that most kids are still behind their pre-pandemic peers. Meanwhile, academic gaps between students from low-income backgrounds and their more affluent peers have widened.\u003c/p>\n\u003cp>The new Curriculum Associates report, which analyzed results from some 4 million students, is unique in that it includes data points for younger children who haven’t yet taken state tests. Researchers looked at how students who entered kindergarten to fourth grade during the 2021-22 school year performed in math and reading over three years, and compared that against kids who started the same grades just prior to the pandemic.\u003c/p>\n\u003cp>Children who began kindergarten in the fall of 2021, for example, scored close to what kindergartners did prior to the pandemic in reading. But over the last few years, they’ve fallen behind their counterparts. Kids who started first grade in the fall of 2021 have been consistently behind children who started first grade prior to the pandemic in reading.\u003c/p>\n\u003cp>In math, meanwhile, students who started kindergarten, first grade, and second grade in the fall of 2021 all started off scoring lower than their counterparts did prior to the pandemic. And they’ve consistently made less progress — putting them “significantly behind” their peers.\u003c/p>\n\u003cp>Younger children made less progress than their pre-pandemic peers regardless of whether they went to schools in cities, suburbs or rural communities. And the students who started off further behind had the most difficulty catching up.\u003c/p>\n\u003cp>Schools may want to consider changing up their academic interventions to focus more on early elementary schoolers, researchers said. It will be especially important to pinpoint exactly which missing skills kids need to master so they can follow along with lessons in their current grade, Huff added. This year, many of the report’s struggling students will be entering third and fourth grade.\u003c/p>\n\u003cp>In Charleston County, South Carolina, where \u003ca href=\"https://screportcards.com/overview/academics/academic-achievement/details/?q=eT0yMDIyJnQ9RCZzaWQ9MTAwMTAwMA\">younger students are outperforming\u003c/a> others \u003ca href=\"https://ed.sc.gov/data/test-scores/state-assessments/sc-ready/2023/state-scores-by-grade-level/?districtCode=9999&districtName=Statewide&schoolCode=999\">in their state\u003c/a>, especially in math, the district is using a few strategies that officials think have helped.\u003c/p>\n\u003cp>The district made \u003ca href=\"https://www.live5news.com/2024/04/24/charleston-co-school-district-working-improve-reading-performance-levels/\">improving reading instruction a top priority\u003c/a>. Officials purchased a new curriculum to better align with the science of reading, gave teachers \u003ca href=\"https://www.edweek.org/teaching-learning/letrs-program-teacher-training\">extensive literacy skills training\u003c/a>, and started providing families more information about their kids’ academic performance.\u003c/p>\n\u003cp>Crucially, said Buffy Roberts, who oversees assessments for Charleston County schools, the district identified groups of kids who were very behind and what it would take to catch them up over several years. Taking a longer view helped teachers break down a big job and ensured kids who needed a lot of help got more support.\u003c/p>\n\u003cp>“We really helped people understand that if our students were already behind, making typical growth is great, but it’s not going to cut it,” Roberts said. “It was really thinking very strategically and being very targeted about what a child needs in order to get out of that, I hate to call it a hole, but it is a hole.”\u003c/p>\n\u003cp>\u003ci>Kalyn Belsha is a senior national education reporter based in Chicago. Contact her at \u003c/i>\u003ca href=\"mailto:kbelsha@chalkbeat.org\">\u003ci>kbelsha@chalkbeat.org\u003c/i>\u003c/a>\u003ci>.\u003c/i>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://www.chalkbeat.org/2024/07/03/pandemic-left-younger-students-struggling-to-make-academic-progress/\" rel=\"canonical\">Chalkbeat\u003c/a> is a nonprofit news site covering educational change in public schools.\u003c/p>\n\n","blocks":[],"excerpt":"A new report finds that early elementary school students are having an especially hard time catching up to their pre-pandemic peers in math and reading. Schools may need to provide them with more intensive support.","status":"publish","parent":0,"modified":1720206424,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":21,"wordCount":847},"headData":{"title":"They Weren’t Yet in School When COVID Hit. The Pandemic Still Set Back the Youngest Students. | KQED","description":"A new report finds that early elementary school students are having an especially hard time catching up to their pre-pandemic peers in math and reading.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"A new report finds that early elementary school students are having an especially hard time catching up to their pre-pandemic peers in math and reading.","schema":{"@context":"http://schema.org","@type":"Article","headline":"They Weren’t Yet in School When COVID Hit. The Pandemic Still Set Back the Youngest Students.","datePublished":"2024-07-03T19:00:51-07:00","dateModified":"2024-07-05T12:07:04-07:00","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"sticky":false,"nprByline":"Kalyn Belsha, Chalkbeat","nprStoryId":"kqed-64159","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/64159/they-werent-yet-in-school-when-covid-hit-the-pandemic-still-set-back-the-youngest-students","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>This story was \u003ca href=\"https://www.chalkbeat.org/2024/07/03/pandemic-left-younger-students-struggling-to-make-academic-progress/\" rel=\"canonical\">originally published\u003c/a> by Chalkbeat. Sign up for their newsletters at \u003ca href=\"https://ckbe.at/newsletters\">ckbe.at/newsletters\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>While older children are showing \u003ca href=\"https://www.kqed.org/mindshift/64116/congress-poured-billions-of-dollars-into-schools-did-it-help-students-learn\">encouraging signs of academic recovery\u003c/a>, younger children are not making that same progress, and are sometimes falling even further behind, especially in math.\u003c/p>\n\u003cp>\u003ca href=\"https://cdn.bfldr.com/LS6J0F7/at/4rqc5wtpxqf85mk4pxj6rm7/ca-2024-summer-research-student-growth-technical-report.pdf\">New data released Monday\u003c/a> points to the pandemic’s profound and enduring effects on the nation’s youngest public school children, many of whom were not yet in a formal school setting when COVID hit.\u003c/p>\n\u003cp>“It’s showing that these students — who were either toddlers or maybe in preschool — that their learning was disrupted somehow,” said Kristen Huff, the vice president for research and assessment at Curriculum Associates, which provides math and reading tests to millions of students each year and authored the new report. “It’s striking.”\u003c/p>\n\u003cp>Researchers and other experts have suggested several potential reasons for this trend. One is that the pandemic disrupted early childhood education and \u003ca href=\"https://www.kqed.org/mindshift/57373/why-we-need-to-pay-more-attention-to-the-youngest-children-right-now-and-their-parents\">made it harder for many kids to learn foundational skills\u003c/a> — gaps that can compound over time. Fewer children enrolled in \u003ca href=\"https://www.nprillinois.org/2022-04-26/the-pandemic-erased-a-decade-of-public-preschool-gains\">preschool\u003c/a> and \u003ca href=\"https://www.chalkbeat.org/2020/9/22/21451625/kindergarten-enrollment-decline-coronavirus-pandemic-shift/\">kindergarten\u003c/a>, and many young children struggled with remote learning. \u003ca href=\"https://www.nytimes.com/interactive/2024/07/01/upshot/pandemic-children-school-performance.html\">Increased parental stress and screen time\u003c/a> may also be factors.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>It’s also possible that schools \u003ca href=\"https://www.kqed.org/mindshift/63826/these-teens-were-missing-too-much-school-heres-what-it-took-to-get-them-back\">targeted more academic support to older children and teens\u003c/a>.\u003c/p>\n\u003cp>“We can see it as a call to action to make sure that we, as an educational community, are prioritizing those early grades,” Huff said. Those are critical years when children learn their letters and numbers and start reading and counting. “These are all the basics for being able to move along that learning trajectory for the rest of your schooling career.”\u003c/p>\n\u003cp>\u003ca href=\"https://www.kqed.org/mindshift/64123/pandemic-aid-to-schools-paid-off-but-we-dont-know-how\">A slew of recent reports\u003c/a> have examined students’ academic progress post-pandemic. \u003ca href=\"https://www.chalkbeat.org/2024/02/05/learning-loss-study-finds-surprising-academic-recovery-growing-inequality/\">Some researchers found\u003c/a> that students in third to eighth grade are making larger-than-usual gains, but that most kids are still behind their pre-pandemic peers. Meanwhile, academic gaps between students from low-income backgrounds and their more affluent peers have widened.\u003c/p>\n\u003cp>The new Curriculum Associates report, which analyzed results from some 4 million students, is unique in that it includes data points for younger children who haven’t yet taken state tests. Researchers looked at how students who entered kindergarten to fourth grade during the 2021-22 school year performed in math and reading over three years, and compared that against kids who started the same grades just prior to the pandemic.\u003c/p>\n\u003cp>Children who began kindergarten in the fall of 2021, for example, scored close to what kindergartners did prior to the pandemic in reading. But over the last few years, they’ve fallen behind their counterparts. Kids who started first grade in the fall of 2021 have been consistently behind children who started first grade prior to the pandemic in reading.\u003c/p>\n\u003cp>In math, meanwhile, students who started kindergarten, first grade, and second grade in the fall of 2021 all started off scoring lower than their counterparts did prior to the pandemic. And they’ve consistently made less progress — putting them “significantly behind” their peers.\u003c/p>\n\u003cp>Younger children made less progress than their pre-pandemic peers regardless of whether they went to schools in cities, suburbs or rural communities. And the students who started off further behind had the most difficulty catching up.\u003c/p>\n\u003cp>Schools may want to consider changing up their academic interventions to focus more on early elementary schoolers, researchers said. It will be especially important to pinpoint exactly which missing skills kids need to master so they can follow along with lessons in their current grade, Huff added. This year, many of the report’s struggling students will be entering third and fourth grade.\u003c/p>\n\u003cp>In Charleston County, South Carolina, where \u003ca href=\"https://screportcards.com/overview/academics/academic-achievement/details/?q=eT0yMDIyJnQ9RCZzaWQ9MTAwMTAwMA\">younger students are outperforming\u003c/a> others \u003ca href=\"https://ed.sc.gov/data/test-scores/state-assessments/sc-ready/2023/state-scores-by-grade-level/?districtCode=9999&districtName=Statewide&schoolCode=999\">in their state\u003c/a>, especially in math, the district is using a few strategies that officials think have helped.\u003c/p>\n\u003cp>The district made \u003ca href=\"https://www.live5news.com/2024/04/24/charleston-co-school-district-working-improve-reading-performance-levels/\">improving reading instruction a top priority\u003c/a>. Officials purchased a new curriculum to better align with the science of reading, gave teachers \u003ca href=\"https://www.edweek.org/teaching-learning/letrs-program-teacher-training\">extensive literacy skills training\u003c/a>, and started providing families more information about their kids’ academic performance.\u003c/p>\n\u003cp>Crucially, said Buffy Roberts, who oversees assessments for Charleston County schools, the district identified groups of kids who were very behind and what it would take to catch them up over several years. Taking a longer view helped teachers break down a big job and ensured kids who needed a lot of help got more support.\u003c/p>\n\u003cp>“We really helped people understand that if our students were already behind, making typical growth is great, but it’s not going to cut it,” Roberts said. “It was really thinking very strategically and being very targeted about what a child needs in order to get out of that, I hate to call it a hole, but it is a hole.”\u003c/p>\n\u003cp>\u003ci>Kalyn Belsha is a senior national education reporter based in Chicago. Contact her at \u003c/i>\u003ca href=\"mailto:kbelsha@chalkbeat.org\">\u003ci>kbelsha@chalkbeat.org\u003c/i>\u003c/a>\u003ci>.\u003c/i>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://www.chalkbeat.org/2024/07/03/pandemic-left-younger-students-struggling-to-make-academic-progress/\" rel=\"canonical\">Chalkbeat\u003c/a> is a nonprofit news site covering educational change in public schools.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/64159/they-werent-yet-in-school-when-covid-hit-the-pandemic-still-set-back-the-youngest-students","authors":["byline_mindshift_64159"],"categories":["mindshift_21345","mindshift_21504"],"tags":["mindshift_21343","mindshift_20720","mindshift_790","mindshift_21539","mindshift_392","mindshift_550"],"featImg":"mindshift_64160","label":"mindshift"},"mindshift_63506":{"type":"posts","id":"mindshift_63506","meta":{"index":"posts_1716263798","site":"mindshift","id":"63506","score":null,"sort":[1713261628000]},"parent":0,"labelTerm":{"site":"mindshift"},"blocks":[],"publishDate":1713261628,"format":"standard","title":"Young Children Need Help Identifying Emotions. 'Little Safe Place' Boxes Give Them Tools.","headTitle":"Young Children Need Help Identifying Emotions. ‘Little Safe Place’ Boxes Give Them Tools. | KQED","content":"\u003cp>\u003cspan style=\"font-weight: 400;\">When Jenny Kist’s students walk through the classroom door every morning, they take out their “little safe place” boxes. Made to be a portable version of a calming physical space in Kist’s early childhood education classroom, these small plastic pencil boxes hold everything Kist’s students need throughout the day to practice \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62194/is-social-emotional-learning-effective-new-meta-analysis-adds-to-evidence-but-debate-persists\">\u003cspan style=\"font-weight: 400;\">self-regulation and emotional identification\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Developed when Kist’s classroom went virtual after the onset of covid, “little safe place” boxes are now a mainstay for Kist’s three to five year-old students. Each student is provided with their own box and practices self-regulating breathing techniques, \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/58790/why-kindness-and-emotional-literacy-matters-in-raising-kids\">\u003cspan style=\"font-weight: 400;\">providing compassion and empathy towards others\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, and labeling and expressing their emotions throughout the school day.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Kist, an early childhood educator with 27 years of experience, works at a school that follows the \u003c/span>\u003ca href=\"https://consciousdiscipline.com/\">\u003cspan style=\"font-weight: 400;\">Conscious Discipline\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> framework, which is rooted in social-emotional learning and trauma-informed practices, and \u003c/span>\u003ca href=\"https://teachingstrategies.com/product/the-creative-curriculum-for-preschool/\">\u003cspan style=\"font-weight: 400;\">Creative Curriculum\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, a project-based early learning framework. Her school also encourages building a “school family” in order to foster safety and connection among the students, faculty and staff. For Kist, a big part of providing safety and connection in her classroom comes from \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61233/why-cultivating-emotional-intelligence-among-toddlers-has-become-more-urgent\">\u003cspan style=\"font-weight: 400;\">helping young learners identify and process their emotions\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, and “little safe place” boxes are a tool for that.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“Being aware of your emotions is the first step in learning how to regulate them,” said \u003c/span>\u003ca href=\"https://parentingtranslator.substack.com/\">\u003cspan style=\"font-weight: 400;\">Cara Goodwin\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, a child psychologist and author of the \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/parenting-translator\">\u003cspan style=\"font-weight: 400;\">Parenting Translator newsletter\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">. Identifying and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62501/want-your-kids-to-be-happier-and-healthier-start-talking-with-them-about-uncomfortable-emotions\">\u003cspan style=\"font-weight: 400;\">expressing emotions\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> are “essential for the development of empathy and for maintaining healthy social relationships,” Goodwin continued.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>“Little safe place” boxes\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Kist starts the school year by introducing her young students to the four basic emotions: happy, sad, angry and scared. She spends a week on each one, starting with happiness, and uses books, songs, and other classroom visuals as learning aids. Kist continues like this until students are well acquainted with the concepts inside of the “little safe place” boxes. Then she distributes a box to each child.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63571\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-63571\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace5-800x1067.jpg\" alt=\"\" width=\"800\" height=\"1067\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace5-800x1067.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace5-1020x1360.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace5-160x213.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace5-768x1024.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace5-1152x1536.jpg 1152w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace5-1536x2048.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace5-scaled.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Jenny Kist created a “My Little Safe Place” box for every student in her early childhood classroom. It contains tools for emotional identification and regulation. \u003ccite>(Courtesy of Jenny Kist)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400;\">After that, each morning Kist guides students through using the different tools in their boxes. They take out a card that has faces for the four basic feelings and mark which feeling they identify with that morning. Then, the children take out their breathing strategy card, which has four different icons that indicate different breathing strategies that they have learned. The boxes also have a card in them that remind the students of what Kist calls “I love you” rituals – nursery rhymes with the lyrics changed and designed to help students with attachment and connection. Students practice an “I love you” ritual one-on-one with a classroom adult each morning.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Kist’s “little safe place” boxes are modeled from the self-regulation and emotional identification tools in the “safe place” corner of her classroom, an area that also contains a rug and pillows to comfort students. In a moment of dysregulation, whether the student is using the box or the safe place corner, a classroom adult can guide them to use these tools to recognize and move through their emotions. Each student also has a family photo in their box. “\u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/63086/when-family-tree-projects-frustrate-students-community-maps-are-an-inclusive-alternative\">\u003cspan style=\"font-weight: 400;\">Connections to home\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> are just so helpful if they’re upset about anything,” said Kist.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Learning to identify emotions\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Identifying emotions is a complex process. For young children the first steps in this process are learning to recognize facial expressions, tone of voice and body language, according to Goodwin, the child psychologist. They also need to learn to label those context clues with language.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">According to Goodwin, children should be able to identify emotions by around three or four years old. Although most children will learn how to identify emotions naturally through social interaction, parents and educators can facilitate that learning. “The biggest thing you can do is just talk about emotions,” she said. Taking opportunities to talk about and label your own emotions or the emotions expressed in a children’s TV show or book can be helpful. It is also helpful for parents and educators to label emotions that a child is expressing for them so that “in the future they can then learn to label it themselves,” Goodwin said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">To help students \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62290/teaching-kids-the-right-way-to-say-im-sorry\">\u003cspan style=\"font-weight: 400;\">build empathy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, Goodwin recommends parents and educators ask young children what a character in a book or tv show might be feeling, and why they might be feeling that way. One activity that Goodwin has found useful in her personal and professional life is “\u003c/span>\u003ca href=\"https://rainbowdays.org/wp-content/uploads/2020/04/Rainbow-Days-SEL-Resource-Feelings-Charades-on-website.pdf\">\u003cspan style=\"font-weight: 400;\">feeling charades\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">.” In this game, both children and adults act out a feeling, while the other participants guess what feeling they are expressing. Feeling charades can also be played with puppets or toys.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Learning to regulate emotions\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">In Kist’s classroom, students practice emotional regulation strategies throughout the day, not just when there’s a peer conflict or an individual child is distressed. “You can’t teach it when they’re in the middle of it,” Kist said. When a child is upset, she takes time to acknowledge the student’s feelings, reflect back to them what their face is expressing and suggest an emotion that they might be feeling. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Kist’s students also practice different breathing techniques throughout the day. \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/63039/to-help-students-deal-with-trauma-this-school-holds-mindfulness-lessons-over-the-loudspeaker\">\u003cspan style=\"font-weight: 400;\">Breathing exercises can be helpful for self-regulation\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, but young children need concrete explanations, so the techniques Kist uses have a symbol, such as a star or a balloon. The visual reminders are printed on a small laminated page in their “little safe place” box. When a student needs to access deep breathing, they can pull out their breathing card and choose an exercise. Kist and her students also make up their own breathing exercises, always involving a physical aspect like deep breathing while swinging their leg to kick an imaginary ball.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63512\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-63512 size-medium\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace3-800x600.jpg\" alt=\"\" width=\"800\" height=\"600\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace3-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace3-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace3-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace3-768x576.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace3-1536x1152.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace3-2048x1536.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace3-1920x1440.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">The “safe place” corner of Jenny Kist’s classroom contains a rug and pillows to comfort students, as well as tools to help them identify and process their feelings. \u003ccite>(Courtesy of Jenny Kist)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Goodwin suggested encouraging children to breathe in through their nose and out through their mouth by pretending to smell a flower and blow out a candle. This can be given as a verbal explanation, but can also be helped by using fake flowers and candles, or even drawings for children to reference. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Goodwin also uses \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=RiMb2Bw4Ae8\">\u003cspan style=\"font-weight: 400;\">belly breathing\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, where young children put their hands on their bellies as they breathe to feel how their abdomen expands and contracts with each breath, as well as \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=FKdApTxsDP0\">\u003cspan style=\"font-weight: 400;\">five-finger breathing\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, where children trace their fingers on one hand with the index finger on their other hand as they take slow breaths, one per finger. Teaching these techniques can be frustrating because kids at this age are easily distracted and learning these skills for the first time. It “just takes like a lot of modeling,” and “a lot of reminding,” said Goodwin.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>COVID-19 origins and ongoing impact\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Kist originally created the “my little safe place” boxes when the early learning center went virtual in spring 2020 because of the COVID-19 pandemic. During the unfamiliar experience of virtual learning, she wanted to find a way to provide a portable and accessible version of the safe space corner for each student.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Initially, not every student was given a “little safe place” box. But as she saw how helpful they were to the students that she had given them to during at home learning, Kist decided that every student in her classroom should have one. Since incorporating the boxes in her in-person classroom, she has seen students bring other students their boxes in moments of dysregulation. She has also seen some of her young learners singing their “I love you” nursery rhymes with each other unprompted.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">According to Goodwin, we don’t yet have enough data to determine if distance learning had \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61310/are-the-pandemic-babies-and-kids-ok\">\u003cspan style=\"font-weight: 400;\">any long-term effects\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> on young children’s ability to identify and process emotions, but she is encouraged by the knowledge that children’s brains are very plastic. There is a sensitive period for developing the skills to process emotions, but that “doesn’t mean that’s the only time you can learn those skills,” Goodwin said. At the same time, she added, it doesn’t hurt for parents and educators to focus on educating young children on emotional and social emotional skills that they may have missed out on during the early years of the pandemic.\u003c/span>\u003c/p>\n\n","stats":{"hasVideo":false,"hasChartOrMap":false,"hasAudio":false,"hasPolis":false,"wordCount":1500,"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"iframeSrcs":[],"paragraphCount":19},"modified":1714405946,"excerpt":"In Jenny Kist's preschool classroom, small plastic pencil boxes hold everything kids need to practice self-regulation and emotional identification.","headData":{"twImgId":"","twTitle":"","ogTitle":"","ogImgId":"","twDescription":"","description":"In Jenny Kist's preschool classroom, small plastic pencil boxes hold everything kids need to practice self-regulation and emotional identification.","socialDescription":"In Jenny Kist's preschool classroom, small plastic pencil boxes hold everything kids need to practice self-regulation and emotional identification.","title":"Young Children Need Help Identifying Emotions. 'Little Safe Place' Boxes Give Them Tools. | KQED","ogDescription":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Young Children Need Help Identifying Emotions. 'Little Safe Place' Boxes Give Them Tools.","datePublished":"2024-04-16T03:00:28-07:00","dateModified":"2024-04-29T08:52:26-07:00","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"guestAuthors":[],"slug":"young-children-need-help-identifying-emotions-little-safe-place-boxes-give-them-tools","status":"publish","excludeFromSiteSearch":"Include","sticky":false,"articleAge":"0","path":"/mindshift/63506/young-children-need-help-identifying-emotions-little-safe-place-boxes-give-them-tools","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400;\">When Jenny Kist’s students walk through the classroom door every morning, they take out their “little safe place” boxes. Made to be a portable version of a calming physical space in Kist’s early childhood education classroom, these small plastic pencil boxes hold everything Kist’s students need throughout the day to practice \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62194/is-social-emotional-learning-effective-new-meta-analysis-adds-to-evidence-but-debate-persists\">\u003cspan style=\"font-weight: 400;\">self-regulation and emotional identification\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Developed when Kist’s classroom went virtual after the onset of covid, “little safe place” boxes are now a mainstay for Kist’s three to five year-old students. Each student is provided with their own box and practices self-regulating breathing techniques, \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/58790/why-kindness-and-emotional-literacy-matters-in-raising-kids\">\u003cspan style=\"font-weight: 400;\">providing compassion and empathy towards others\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, and labeling and expressing their emotions throughout the school day.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Kist, an early childhood educator with 27 years of experience, works at a school that follows the \u003c/span>\u003ca href=\"https://consciousdiscipline.com/\">\u003cspan style=\"font-weight: 400;\">Conscious Discipline\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> framework, which is rooted in social-emotional learning and trauma-informed practices, and \u003c/span>\u003ca href=\"https://teachingstrategies.com/product/the-creative-curriculum-for-preschool/\">\u003cspan style=\"font-weight: 400;\">Creative Curriculum\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, a project-based early learning framework. Her school also encourages building a “school family” in order to foster safety and connection among the students, faculty and staff. For Kist, a big part of providing safety and connection in her classroom comes from \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61233/why-cultivating-emotional-intelligence-among-toddlers-has-become-more-urgent\">\u003cspan style=\"font-weight: 400;\">helping young learners identify and process their emotions\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, and “little safe place” boxes are a tool for that.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“Being aware of your emotions is the first step in learning how to regulate them,” said \u003c/span>\u003ca href=\"https://parentingtranslator.substack.com/\">\u003cspan style=\"font-weight: 400;\">Cara Goodwin\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, a child psychologist and author of the \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/parenting-translator\">\u003cspan style=\"font-weight: 400;\">Parenting Translator newsletter\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">. Identifying and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62501/want-your-kids-to-be-happier-and-healthier-start-talking-with-them-about-uncomfortable-emotions\">\u003cspan style=\"font-weight: 400;\">expressing emotions\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> are “essential for the development of empathy and for maintaining healthy social relationships,” Goodwin continued.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>“Little safe place” boxes\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Kist starts the school year by introducing her young students to the four basic emotions: happy, sad, angry and scared. She spends a week on each one, starting with happiness, and uses books, songs, and other classroom visuals as learning aids. Kist continues like this until students are well acquainted with the concepts inside of the “little safe place” boxes. Then she distributes a box to each child.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63571\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-63571\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace5-800x1067.jpg\" alt=\"\" width=\"800\" height=\"1067\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace5-800x1067.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace5-1020x1360.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace5-160x213.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace5-768x1024.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace5-1152x1536.jpg 1152w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace5-1536x2048.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace5-scaled.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Jenny Kist created a “My Little Safe Place” box for every student in her early childhood classroom. It contains tools for emotional identification and regulation. \u003ccite>(Courtesy of Jenny Kist)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400;\">After that, each morning Kist guides students through using the different tools in their boxes. They take out a card that has faces for the four basic feelings and mark which feeling they identify with that morning. Then, the children take out their breathing strategy card, which has four different icons that indicate different breathing strategies that they have learned. The boxes also have a card in them that remind the students of what Kist calls “I love you” rituals – nursery rhymes with the lyrics changed and designed to help students with attachment and connection. Students practice an “I love you” ritual one-on-one with a classroom adult each morning.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Kist’s “little safe place” boxes are modeled from the self-regulation and emotional identification tools in the “safe place” corner of her classroom, an area that also contains a rug and pillows to comfort students. In a moment of dysregulation, whether the student is using the box or the safe place corner, a classroom adult can guide them to use these tools to recognize and move through their emotions. Each student also has a family photo in their box. “\u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/63086/when-family-tree-projects-frustrate-students-community-maps-are-an-inclusive-alternative\">\u003cspan style=\"font-weight: 400;\">Connections to home\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> are just so helpful if they’re upset about anything,” said Kist.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Learning to identify emotions\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Identifying emotions is a complex process. For young children the first steps in this process are learning to recognize facial expressions, tone of voice and body language, according to Goodwin, the child psychologist. They also need to learn to label those context clues with language.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">According to Goodwin, children should be able to identify emotions by around three or four years old. Although most children will learn how to identify emotions naturally through social interaction, parents and educators can facilitate that learning. “The biggest thing you can do is just talk about emotions,” she said. Taking opportunities to talk about and label your own emotions or the emotions expressed in a children’s TV show or book can be helpful. It is also helpful for parents and educators to label emotions that a child is expressing for them so that “in the future they can then learn to label it themselves,” Goodwin said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">To help students \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62290/teaching-kids-the-right-way-to-say-im-sorry\">\u003cspan style=\"font-weight: 400;\">build empathy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, Goodwin recommends parents and educators ask young children what a character in a book or tv show might be feeling, and why they might be feeling that way. One activity that Goodwin has found useful in her personal and professional life is “\u003c/span>\u003ca href=\"https://rainbowdays.org/wp-content/uploads/2020/04/Rainbow-Days-SEL-Resource-Feelings-Charades-on-website.pdf\">\u003cspan style=\"font-weight: 400;\">feeling charades\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">.” In this game, both children and adults act out a feeling, while the other participants guess what feeling they are expressing. Feeling charades can also be played with puppets or toys.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Learning to regulate emotions\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">In Kist’s classroom, students practice emotional regulation strategies throughout the day, not just when there’s a peer conflict or an individual child is distressed. “You can’t teach it when they’re in the middle of it,” Kist said. When a child is upset, she takes time to acknowledge the student’s feelings, reflect back to them what their face is expressing and suggest an emotion that they might be feeling. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Kist’s students also practice different breathing techniques throughout the day. \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/63039/to-help-students-deal-with-trauma-this-school-holds-mindfulness-lessons-over-the-loudspeaker\">\u003cspan style=\"font-weight: 400;\">Breathing exercises can be helpful for self-regulation\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, but young children need concrete explanations, so the techniques Kist uses have a symbol, such as a star or a balloon. The visual reminders are printed on a small laminated page in their “little safe place” box. When a student needs to access deep breathing, they can pull out their breathing card and choose an exercise. Kist and her students also make up their own breathing exercises, always involving a physical aspect like deep breathing while swinging their leg to kick an imaginary ball.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63512\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-63512 size-medium\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace3-800x600.jpg\" alt=\"\" width=\"800\" height=\"600\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace3-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace3-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace3-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace3-768x576.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace3-1536x1152.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace3-2048x1536.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/safeplace3-1920x1440.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">The “safe place” corner of Jenny Kist’s classroom contains a rug and pillows to comfort students, as well as tools to help them identify and process their feelings. \u003ccite>(Courtesy of Jenny Kist)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Goodwin suggested encouraging children to breathe in through their nose and out through their mouth by pretending to smell a flower and blow out a candle. This can be given as a verbal explanation, but can also be helped by using fake flowers and candles, or even drawings for children to reference. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Goodwin also uses \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=RiMb2Bw4Ae8\">\u003cspan style=\"font-weight: 400;\">belly breathing\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, where young children put their hands on their bellies as they breathe to feel how their abdomen expands and contracts with each breath, as well as \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=FKdApTxsDP0\">\u003cspan style=\"font-weight: 400;\">five-finger breathing\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, where children trace their fingers on one hand with the index finger on their other hand as they take slow breaths, one per finger. Teaching these techniques can be frustrating because kids at this age are easily distracted and learning these skills for the first time. It “just takes like a lot of modeling,” and “a lot of reminding,” said Goodwin.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>COVID-19 origins and ongoing impact\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Kist originally created the “my little safe place” boxes when the early learning center went virtual in spring 2020 because of the COVID-19 pandemic. During the unfamiliar experience of virtual learning, she wanted to find a way to provide a portable and accessible version of the safe space corner for each student.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Initially, not every student was given a “little safe place” box. But as she saw how helpful they were to the students that she had given them to during at home learning, Kist decided that every student in her classroom should have one. Since incorporating the boxes in her in-person classroom, she has seen students bring other students their boxes in moments of dysregulation. She has also seen some of her young learners singing their “I love you” nursery rhymes with each other unprompted.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">According to Goodwin, we don’t yet have enough data to determine if distance learning had \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61310/are-the-pandemic-babies-and-kids-ok\">\u003cspan style=\"font-weight: 400;\">any long-term effects\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> on young children’s ability to identify and process emotions, but she is encouraged by the knowledge that children’s brains are very plastic. There is a sensitive period for developing the skills to process emotions, but that “doesn’t mean that’s the only time you can learn those skills,” Goodwin said. At the same time, she added, it doesn’t hurt for parents and educators to focus on educating young children on emotional and social emotional skills that they may have missed out on during the early years of the pandemic.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/63506/young-children-need-help-identifying-emotions-little-safe-place-boxes-give-them-tools","authors":["11759"],"categories":["mindshift_194","mindshift_21280","mindshift_21385","mindshift_193"],"tags":["mindshift_20720","mindshift_21157","mindshift_20699","mindshift_841","mindshift_152","mindshift_943"],"featImg":"mindshift_63511","label":"mindshift"},"mindshift_63295":{"type":"posts","id":"mindshift_63295","meta":{"index":"posts_1716263798","site":"mindshift","id":"63295","score":null,"sort":[1709809235000]},"parent":0,"labelTerm":{"site":"mindshift"},"blocks":[],"publishDate":1709809235,"format":"standard","title":"Free child care exists in America — if you cross paths with the right philanthropist","headTitle":"Free child care exists in America — if you cross paths with the right philanthropist | KQED","content":"\u003cp>\u003cem>This story about the \u003ca href=\"https://hechingerreport.org/free-child-care-exists-in-america-if-you-cross-paths-with-the-right-philanthropist\">Catherine Hershey Schools for Early Learning\u003c/a> was produced with support by the Spencer Education Journalism Fellowship at the Columbia Journalism School and by \u003ca href=\"https://hechingerreport.org/\">The Hechinger Report\u003c/a>, a nonprofit, independent news organization focused on inequality and innovation in education.\u003c/em>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">DERRY TOWNSHIP, Pa. — On a bright fall morning last year, a shimmering, human-sized Hershey’s Kiss with bright blue eyes greeted delighted children and their parents outside of the \u003c/span>\u003cspan style=\"font-weight: 400\">first early childhood education center launched by the \u003c/span>\u003cspan style=\"font-weight: 400\">Catherine Hershey Schools\u003c/span>\u003cspan style=\"font-weight: 400\"> for Early Learning\u003c/span>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Inside the new \u003c/span>\u003cspan style=\"font-weight: 400\">nearly 51,000-square-foot facility\u003c/span>\u003cspan style=\"font-weight: 400\">, built to accommodate 150 students, children funneled into their bright, well-stocked classrooms. They were welcomed by teachers who had spent 12 months in paid professional development, unusual in a field where teacher training varies greatly. The young students, ranging in age from 6 weeks to 5 years, went about their day in well-stocked, spacious classrooms, playing and learning in small groups. The ample staff provided low student-to-teacher ratios and allowed for large amounts of individual attention.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The day featured visits to the center’s outdoor “STEM Garden,” where children could learn about gardening, nature and animals from several interactive displays. The kids had abundant time to run, climb and pedal bikes in one of several outdoor play spaces. And they gathered with their classmates to enjoy several family-style meals and snacks, such as fresh fruit and vegetables, Southwest turkey chili and tuna casserole.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">On paper, this child care program seems like it would cost parents tens of thousands of dollars a year, rivaling college tuition, as many early learning programs do. But here in picturesque Hershey, Derry Township’s best known community, it’s all free: the first brick and mortar of a new initiative cooked up by stewards of the Hershey billions. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The early learning center, located in a town that engenders Willy Wonka vibes with street names like “Chocolate Avenue,” street lights shaped like Hershey’s Kisses and a faint scent of sweetness that wafts through the air, is one of the most recent examples of billionaires launching child care programs. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63296\" class=\"wp-caption aligncenter\" style=\"max-width: 2560px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-63296\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool01-scaled.jpeg\" alt=\"\" width=\"2560\" height=\"1707\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool01-scaled.jpeg 2560w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool01-800x533.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool01-1020x680.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool01-160x107.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool01-768x512.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool01-1536x1024.jpeg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool01-2048x1365.jpeg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool01-1920x1280.jpeg 1920w\" sizes=\"(max-width: 2560px) 100vw, 2560px\">\u003cfigcaption class=\"wp-caption-text\">The Hershey, Pa., location of the Catherine Hershey Schools for Early Learning has an interactive STEM garden that honors the school’s namesake, Catherine Hershey. \u003ccite>(Jackie Mader for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Similar efforts to provide free early care and learning are sprinkled throughout the country, including \u003c/span>\u003ca href=\"https://bezosacademy.org/why-preschool/\">\u003cspan style=\"font-weight: 400\">“Montessori-inspired” preschools in six states funded by Amazon founder and CEO Jeff Bezos\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, as well as several programs sponsored by hotel magnate Harris Rosen in Orlando, \u003c/span>\u003ca href=\"https://www.rosenpreschool.com/media/\">\u003cspan style=\"font-weight: 400\">Florida\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. In Pennsylvania, the Hershey early learning program is one of what will ultimately be six free early childhood education centers around Pennsylvania, at a cost of $350 million, funded by the \u003c/span>\u003ca href=\"https://www.chslearn.org/milton-hershey-school-hershey-trust-company-seek-to-expand-impact-and-reach-through-new-cost-free-early-childhood-education-initiative/\">\u003cspan style=\"font-weight: 400\">Milton Hershey School Trust\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. (Catherine Hershey Schools are a subsidiary of the Hershey-based residential Milton Hershey School.) \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In a country with exorbitantly priced child care and a lack of available, high-quality options, initiatives like these provide a new opportunity to see the effect that free or heavily subsidized high-quality child care — something that is already the norm in many other wealthy, developed nations — could have in America. The fact that robust federal child care funding legislation has repeatedly been killed by legislators means that foundation funding may be among the few — and the fastest — ways to launch and test certain programs or approaches to the early years.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The hope is that ultimately, private investment will help a community “invest in something and push it forward and … help it move to the point where it gets public attention,” as well as public funds, said Rena Large, program manager at the Early Childhood Funders Collaborative (ECFC), an organization that helps philanthropists invest in the early years.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63303\" class=\"wp-caption aligncenter\" style=\"max-width: 2560px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-63303\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool09-scaled.jpeg\" alt=\"\" width=\"2560\" height=\"1707\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool09-scaled.jpeg 2560w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool09-800x533.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool09-1020x680.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool09-160x107.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool09-768x512.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool09-1536x1024.jpeg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool09-2048x1365.jpeg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool09-1920x1280.jpeg 1920w\" sizes=\"(max-width: 2560px) 100vw, 2560px\">\u003cfigcaption class=\"wp-caption-text\">The Hershey, Pa., location of the Catherine Hershey Schools for Early Learning is the first of what will eventually be six early childhood education centers across Pennsylvania. \u003ccite>(Jackie Mader for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the past few years, private foundations have taken on an outsized role in \u003c/span>\u003ca href=\"https://www.forbes.com/sites/isabellehau-1/2022/04/01/how-women-billionaires-are-changing-the-face-of-early-childhood-education-and-care--and-philanthropy/?sh=646527b273b0\">\u003cspan style=\"font-weight: 400\">early learning programs and systems\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, funding initiatives that raise staff compensation, support existing or new programs and provide emergency funds. Nationwide, the amount of grants aimed at early childhood has increased significantly, from $720.8 million between 2013 and 2015, to $1 billion between 2021 and 2023, according to data compiled by the collaborative from the nonprofit Candid’s philanthropy database. (Data is self-reported and categorized by funders.)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At the same time, philanthropic involvement in \u003c/span>\u003ca href=\"https://www.vox.com/future-perfect/2018/10/30/17862050/education-policy-charity\">\u003cspan style=\"font-weight: 400\">education overall\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, including in early learning, raises questions around best practices. Are philanthropists adequately considering the needs of communities? Are philanthropies listening to research and experts as they go forth and create? Should philanthropies reinvent the wheel or invest in what already exists? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Hershey’s latest endeavor came from a clear community need identified by officials at the early childhood center. In Hershey — a community about 95 miles west of Philadelphia — and surrounding areas, child care is scarce and poverty is high. Over the past decade, teachers at the nearby Milton Hershey School, a private K-12 boarding school, noticed their youngest students were coming in markedly behind previous cohorts. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The needs of the children enrolling at 4 and 5 and 6 were more pronounced than they ever were before,” said Pete Gurt, president of the Milton Hershey School and Catherine Hershey Schools. They needed more support with social and emotional, academic, language and even life skills, like potty training.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63297\" class=\"wp-caption aligncenter\" style=\"max-width: 2560px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-63297\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool02-scaled.jpeg\" alt=\"\" width=\"2560\" height=\"1707\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool02-scaled.jpeg 2560w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool02-800x533.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool02-1020x680.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool02-160x107.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool02-768x512.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool02-1536x1024.jpeg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool02-2048x1365.jpeg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool02-1920x1280.jpeg 1920w\" sizes=\"(max-width: 2560px) 100vw, 2560px\">\u003cfigcaption class=\"wp-caption-text\">Books sit in a library inside the Family Success Center at the Hershey-based Catherine Hershey Schools for Early Learning. Inside the center, caregivers can access coaching and other resources. \u003ccite>(Jackie Mader for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">When I visited the Catherine Hershey program in October, friends and colleagues delighted in the idea of chocolate billionaires funding child care:\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Do they give them chocolate all day long?” (No, they do not.)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I hope they give them dental screenings, ha.” (They do, for free.)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Is it secretly a training pipeline for future Hershey employees?” (Not that I could tell, although officials from Hershey’s hospitality division were in the school’s lobby one morning to provide career information for parents.) \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In addition to the trained educators, low ratios and research-based curricula, the Catherine Hershey Schools offer free transportation to its building, free diapers and wipes in classrooms, occupational and speech therapy, an in-house nurse, community partnerships, a parent resource center with individual parent coaches, external evaluators and an in-house researcher from the University of Pittsburgh who is tracking the school’s outcomes to see if all of this is working. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I was mostly curious to see if free child care is as life-changing as many early childhood experts think it could be in America, especially for low-income families — Hershey sets income limits for families at 300% of the federal poverty level, or $77,460 for a family of three.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63298\" class=\"wp-caption aligncenter\" style=\"max-width: 2560px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-63298\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool03-scaled.jpeg\" alt=\"\" width=\"2560\" height=\"1707\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool03-scaled.jpeg 2560w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool03-800x533.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool03-1020x680.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool03-160x107.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool03-768x512.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool03-1536x1024.jpeg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool03-2048x1365.jpeg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool03-1920x1280.jpeg 1920w\" sizes=\"(max-width: 2560px) 100vw, 2560px\">\u003cfigcaption class=\"wp-caption-text\">Tracey Orellana watches one of her daughters from outside an observation window. Catherine Hershey Schools for Early Learning provide free child care for children from age 6 weeks to 5-years-old. \u003ccite>(Jackie Mader for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Nearly two weeks after the first center launched, I met with Tracey Orellana, the mother of two toddlers at the school. Orellana was delivering packages for Amazon one day when she saw the early learning center, then under construction. She had been considering putting her two youngest children in child care so her husband, who works nights, could rest during the day while she was out working. The potential to get free child care made the decision a no-brainer.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We were juggling. We were juggling so much,” said Orellana, who also has two school-age daughters. At the time, the family had incurred a mountain of debt and was struggling to afford basic needs like groceries. Now that the toddlers are in child care at no cost to their family, Orellana has been able to increase her work hours to full time, adding to her income and stability. The family is now able to afford food and has almost caught up with bills.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The school “provides the opportunity to build a life for our kids and keep them out of whatever the situation may be, streets, poverty, keep them clothed, keep them fed, keep the electric on, the heat on,” she said. Her daughters also have opportunities they wouldn’t have at home, Orellana added, such as getting to ride bikes, play games and make new friends.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It gives them a childhood,” Orellana said.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63304\" class=\"wp-caption aligncenter\" style=\"max-width: 2560px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-63304\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool06-scaled.jpeg\" alt=\"\" width=\"2560\" height=\"1706\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool06-scaled.jpeg 2560w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool06-800x533.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool06-1020x680.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool06-160x107.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool06-768x512.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool06-1536x1024.jpeg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool06-2048x1365.jpeg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool06-1920x1280.jpeg 1920w\" sizes=\"(max-width: 2560px) 100vw, 2560px\">\u003cfigcaption class=\"wp-caption-text\">Allyson Anderson’s daughter, Lilah, shows her class an “alligator breath” that she made up.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Other parents say they’ve been able to access a higher quality of care for their children now that money isn’t a factor. Allyson Anderson, the single mother of a preschooler, said previous child care programs her daughter ended up in were mediocre. But she had few other options.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Downstairs in a classroom for preschoolers, I watched 3-year-old Lilah, who was hard to miss in a bright red jumpsuit featuring one of her favorite characters (at that moment), the Grinch.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Did you hear what happened to me this morning?” one of the teachers asked the children who sat, riveted, in front of her for morning circle time. “I woke up and I came downstairs and guess what?”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“What?” a child asked.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“My dog had chewed one of my shoes!”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Several children gasped.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I was so upset because they’re my favorite shoes. So, I started crying. Then I was so mad at my dog, and I started yelling. Do you think I made a very good choice?”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“No,” the children said in low, disappointed voices.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“What do you think I should have done?”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Take a deep breath,” one child suggested. The teacher nodded.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63300\" class=\"wp-caption aligncenter\" style=\"max-width: 2560px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-63300\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool05-scaled.jpeg\" alt=\"\" width=\"2560\" height=\"1706\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool05-scaled.jpeg 2560w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool05-800x533.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool05-1020x680.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool05-160x107.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool05-768x512.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool05-1536x1024.jpeg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool05-2048x1365.jpeg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool05-1920x1280.jpeg 1920w\" sizes=\"(max-width: 2560px) 100vw, 2560px\">\u003cfigcaption class=\"wp-caption-text\">Karen King, a teacher at Catherine Hershey Schools for Early Learning, leads a morning group time in her preschool classroom. Each classroom at CHS has a lead, associate and assistant teacher. \u003ccite>(Jackie Mader for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">While philanthropically-funded programs can benefit those lucky enough to access them, without receiving public funds or partnering with others to expand, experts caution that the reach of these programs will be limited and exist only in areas with willing funders. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Senate Alexander, executive director of Catherine Hershey Schools for Early Learning, said he hopes the centers\u003c/span>\u003cspan style=\"font-weight: 400\"> will ultimately become a model that can be replicated — once the program has the data to show it’s working to improve kindergarten readiness skills and outcomes for families. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We thought about not wanting to fan out too far and too fast, we’re just starting this,” he said. “We want to get it right … we want to perfect the model.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While Hershey’s funding is limited in scope to programs within the state of Pennsylvania, Alexander said replicating the model in its entirety in other parts of the country is not out of the question. That could bring free childcare and extensive resources to more children. All it will take are a few more willing billionaires.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This story about the \u003ca href=\"https://hechingerreport.org/free-child-care-exists-in-america-if-you-cross-paths-with-the-right-philanthropist\">Catherine Hershey Schools for Early Learning\u003c/a> was produced with support by the Spencer Education Journalism Fellowship at the Columbia Journalism School and by \u003ca href=\"https://hechingerreport.org/\">The Hechinger Report\u003c/a>, a nonprofit, independent news organization focused on inequality and innovation in education.\u003c/em>\u003c/p>\n\n","stats":{"hasVideo":false,"hasChartOrMap":false,"hasAudio":false,"hasPolis":false,"wordCount":1976,"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"iframeSrcs":[],"paragraphCount":40},"modified":1709766085,"excerpt":"In a country with exorbitantly priced child care, philanthropic efforts such as the Catherine Hershey Schools for Early Learning offer an opportunity to see the effect that free or heavily subsidized high-quality child care could have.","headData":{"twImgId":"","twTitle":"","ogTitle":"","ogImgId":"","twDescription":"","description":"In a country with exorbitantly priced child care and in the absence of federal funding, the ultra-rich are fronting the cost of child care initiatives.","socialDescription":"In a country with exorbitantly priced child care and in the absence of federal funding, the ultra-rich are fronting the cost of child care initiatives.","title":"Free child care exists in America — if you cross paths with the right philanthropist | KQED","ogDescription":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Free child care exists in America — if you cross paths with the right philanthropist","datePublished":"2024-03-07T03:00:35-08:00","dateModified":"2024-03-06T15:01:25-08:00","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"guestAuthors":[],"slug":"free-child-care-exists-in-america-if-you-cross-paths-with-the-right-philanthropist","status":"publish","nprByline":"Jackie Mader, The Hechinger Report","excludeFromSiteSearch":"Include","sticky":false,"showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/63295/free-child-care-exists-in-america-if-you-cross-paths-with-the-right-philanthropist","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>This story about the \u003ca href=\"https://hechingerreport.org/free-child-care-exists-in-america-if-you-cross-paths-with-the-right-philanthropist\">Catherine Hershey Schools for Early Learning\u003c/a> was produced with support by the Spencer Education Journalism Fellowship at the Columbia Journalism School and by \u003ca href=\"https://hechingerreport.org/\">The Hechinger Report\u003c/a>, a nonprofit, independent news organization focused on inequality and innovation in education.\u003c/em>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">DERRY TOWNSHIP, Pa. — On a bright fall morning last year, a shimmering, human-sized Hershey’s Kiss with bright blue eyes greeted delighted children and their parents outside of the \u003c/span>\u003cspan style=\"font-weight: 400\">first early childhood education center launched by the \u003c/span>\u003cspan style=\"font-weight: 400\">Catherine Hershey Schools\u003c/span>\u003cspan style=\"font-weight: 400\"> for Early Learning\u003c/span>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Inside the new \u003c/span>\u003cspan style=\"font-weight: 400\">nearly 51,000-square-foot facility\u003c/span>\u003cspan style=\"font-weight: 400\">, built to accommodate 150 students, children funneled into their bright, well-stocked classrooms. They were welcomed by teachers who had spent 12 months in paid professional development, unusual in a field where teacher training varies greatly. The young students, ranging in age from 6 weeks to 5 years, went about their day in well-stocked, spacious classrooms, playing and learning in small groups. The ample staff provided low student-to-teacher ratios and allowed for large amounts of individual attention.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The day featured visits to the center’s outdoor “STEM Garden,” where children could learn about gardening, nature and animals from several interactive displays. The kids had abundant time to run, climb and pedal bikes in one of several outdoor play spaces. And they gathered with their classmates to enjoy several family-style meals and snacks, such as fresh fruit and vegetables, Southwest turkey chili and tuna casserole.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">On paper, this child care program seems like it would cost parents tens of thousands of dollars a year, rivaling college tuition, as many early learning programs do. But here in picturesque Hershey, Derry Township’s best known community, it’s all free: the first brick and mortar of a new initiative cooked up by stewards of the Hershey billions. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The early learning center, located in a town that engenders Willy Wonka vibes with street names like “Chocolate Avenue,” street lights shaped like Hershey’s Kisses and a faint scent of sweetness that wafts through the air, is one of the most recent examples of billionaires launching child care programs. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63296\" class=\"wp-caption aligncenter\" style=\"max-width: 2560px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-63296\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool01-scaled.jpeg\" alt=\"\" width=\"2560\" height=\"1707\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool01-scaled.jpeg 2560w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool01-800x533.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool01-1020x680.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool01-160x107.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool01-768x512.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool01-1536x1024.jpeg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool01-2048x1365.jpeg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool01-1920x1280.jpeg 1920w\" sizes=\"(max-width: 2560px) 100vw, 2560px\">\u003cfigcaption class=\"wp-caption-text\">The Hershey, Pa., location of the Catherine Hershey Schools for Early Learning has an interactive STEM garden that honors the school’s namesake, Catherine Hershey. \u003ccite>(Jackie Mader for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Similar efforts to provide free early care and learning are sprinkled throughout the country, including \u003c/span>\u003ca href=\"https://bezosacademy.org/why-preschool/\">\u003cspan style=\"font-weight: 400\">“Montessori-inspired” preschools in six states funded by Amazon founder and CEO Jeff Bezos\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, as well as several programs sponsored by hotel magnate Harris Rosen in Orlando, \u003c/span>\u003ca href=\"https://www.rosenpreschool.com/media/\">\u003cspan style=\"font-weight: 400\">Florida\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. In Pennsylvania, the Hershey early learning program is one of what will ultimately be six free early childhood education centers around Pennsylvania, at a cost of $350 million, funded by the \u003c/span>\u003ca href=\"https://www.chslearn.org/milton-hershey-school-hershey-trust-company-seek-to-expand-impact-and-reach-through-new-cost-free-early-childhood-education-initiative/\">\u003cspan style=\"font-weight: 400\">Milton Hershey School Trust\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. (Catherine Hershey Schools are a subsidiary of the Hershey-based residential Milton Hershey School.) \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In a country with exorbitantly priced child care and a lack of available, high-quality options, initiatives like these provide a new opportunity to see the effect that free or heavily subsidized high-quality child care — something that is already the norm in many other wealthy, developed nations — could have in America. The fact that robust federal child care funding legislation has repeatedly been killed by legislators means that foundation funding may be among the few — and the fastest — ways to launch and test certain programs or approaches to the early years.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The hope is that ultimately, private investment will help a community “invest in something and push it forward and … help it move to the point where it gets public attention,” as well as public funds, said Rena Large, program manager at the Early Childhood Funders Collaborative (ECFC), an organization that helps philanthropists invest in the early years.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63303\" class=\"wp-caption aligncenter\" style=\"max-width: 2560px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-63303\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool09-scaled.jpeg\" alt=\"\" width=\"2560\" height=\"1707\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool09-scaled.jpeg 2560w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool09-800x533.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool09-1020x680.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool09-160x107.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool09-768x512.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool09-1536x1024.jpeg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool09-2048x1365.jpeg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool09-1920x1280.jpeg 1920w\" sizes=\"(max-width: 2560px) 100vw, 2560px\">\u003cfigcaption class=\"wp-caption-text\">The Hershey, Pa., location of the Catherine Hershey Schools for Early Learning is the first of what will eventually be six early childhood education centers across Pennsylvania. \u003ccite>(Jackie Mader for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the past few years, private foundations have taken on an outsized role in \u003c/span>\u003ca href=\"https://www.forbes.com/sites/isabellehau-1/2022/04/01/how-women-billionaires-are-changing-the-face-of-early-childhood-education-and-care--and-philanthropy/?sh=646527b273b0\">\u003cspan style=\"font-weight: 400\">early learning programs and systems\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, funding initiatives that raise staff compensation, support existing or new programs and provide emergency funds. Nationwide, the amount of grants aimed at early childhood has increased significantly, from $720.8 million between 2013 and 2015, to $1 billion between 2021 and 2023, according to data compiled by the collaborative from the nonprofit Candid’s philanthropy database. (Data is self-reported and categorized by funders.)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At the same time, philanthropic involvement in \u003c/span>\u003ca href=\"https://www.vox.com/future-perfect/2018/10/30/17862050/education-policy-charity\">\u003cspan style=\"font-weight: 400\">education overall\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, including in early learning, raises questions around best practices. Are philanthropists adequately considering the needs of communities? Are philanthropies listening to research and experts as they go forth and create? Should philanthropies reinvent the wheel or invest in what already exists? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Hershey’s latest endeavor came from a clear community need identified by officials at the early childhood center. In Hershey — a community about 95 miles west of Philadelphia — and surrounding areas, child care is scarce and poverty is high. Over the past decade, teachers at the nearby Milton Hershey School, a private K-12 boarding school, noticed their youngest students were coming in markedly behind previous cohorts. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The needs of the children enrolling at 4 and 5 and 6 were more pronounced than they ever were before,” said Pete Gurt, president of the Milton Hershey School and Catherine Hershey Schools. They needed more support with social and emotional, academic, language and even life skills, like potty training.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63297\" class=\"wp-caption aligncenter\" style=\"max-width: 2560px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-63297\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool02-scaled.jpeg\" alt=\"\" width=\"2560\" height=\"1707\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool02-scaled.jpeg 2560w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool02-800x533.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool02-1020x680.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool02-160x107.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool02-768x512.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool02-1536x1024.jpeg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool02-2048x1365.jpeg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool02-1920x1280.jpeg 1920w\" sizes=\"(max-width: 2560px) 100vw, 2560px\">\u003cfigcaption class=\"wp-caption-text\">Books sit in a library inside the Family Success Center at the Hershey-based Catherine Hershey Schools for Early Learning. Inside the center, caregivers can access coaching and other resources. \u003ccite>(Jackie Mader for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">When I visited the Catherine Hershey program in October, friends and colleagues delighted in the idea of chocolate billionaires funding child care:\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Do they give them chocolate all day long?” (No, they do not.)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I hope they give them dental screenings, ha.” (They do, for free.)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Is it secretly a training pipeline for future Hershey employees?” (Not that I could tell, although officials from Hershey’s hospitality division were in the school’s lobby one morning to provide career information for parents.) \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In addition to the trained educators, low ratios and research-based curricula, the Catherine Hershey Schools offer free transportation to its building, free diapers and wipes in classrooms, occupational and speech therapy, an in-house nurse, community partnerships, a parent resource center with individual parent coaches, external evaluators and an in-house researcher from the University of Pittsburgh who is tracking the school’s outcomes to see if all of this is working. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I was mostly curious to see if free child care is as life-changing as many early childhood experts think it could be in America, especially for low-income families — Hershey sets income limits for families at 300% of the federal poverty level, or $77,460 for a family of three.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63298\" class=\"wp-caption aligncenter\" style=\"max-width: 2560px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-63298\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool03-scaled.jpeg\" alt=\"\" width=\"2560\" height=\"1707\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool03-scaled.jpeg 2560w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool03-800x533.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool03-1020x680.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool03-160x107.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool03-768x512.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool03-1536x1024.jpeg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool03-2048x1365.jpeg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool03-1920x1280.jpeg 1920w\" sizes=\"(max-width: 2560px) 100vw, 2560px\">\u003cfigcaption class=\"wp-caption-text\">Tracey Orellana watches one of her daughters from outside an observation window. Catherine Hershey Schools for Early Learning provide free child care for children from age 6 weeks to 5-years-old. \u003ccite>(Jackie Mader for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Nearly two weeks after the first center launched, I met with Tracey Orellana, the mother of two toddlers at the school. Orellana was delivering packages for Amazon one day when she saw the early learning center, then under construction. She had been considering putting her two youngest children in child care so her husband, who works nights, could rest during the day while she was out working. The potential to get free child care made the decision a no-brainer.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We were juggling. We were juggling so much,” said Orellana, who also has two school-age daughters. At the time, the family had incurred a mountain of debt and was struggling to afford basic needs like groceries. Now that the toddlers are in child care at no cost to their family, Orellana has been able to increase her work hours to full time, adding to her income and stability. The family is now able to afford food and has almost caught up with bills.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The school “provides the opportunity to build a life for our kids and keep them out of whatever the situation may be, streets, poverty, keep them clothed, keep them fed, keep the electric on, the heat on,” she said. Her daughters also have opportunities they wouldn’t have at home, Orellana added, such as getting to ride bikes, play games and make new friends.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It gives them a childhood,” Orellana said.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63304\" class=\"wp-caption aligncenter\" style=\"max-width: 2560px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-63304\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool06-scaled.jpeg\" alt=\"\" width=\"2560\" height=\"1706\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool06-scaled.jpeg 2560w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool06-800x533.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool06-1020x680.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool06-160x107.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool06-768x512.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool06-1536x1024.jpeg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool06-2048x1365.jpeg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool06-1920x1280.jpeg 1920w\" sizes=\"(max-width: 2560px) 100vw, 2560px\">\u003cfigcaption class=\"wp-caption-text\">Allyson Anderson’s daughter, Lilah, shows her class an “alligator breath” that she made up.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Other parents say they’ve been able to access a higher quality of care for their children now that money isn’t a factor. Allyson Anderson, the single mother of a preschooler, said previous child care programs her daughter ended up in were mediocre. But she had few other options.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Downstairs in a classroom for preschoolers, I watched 3-year-old Lilah, who was hard to miss in a bright red jumpsuit featuring one of her favorite characters (at that moment), the Grinch.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Did you hear what happened to me this morning?” one of the teachers asked the children who sat, riveted, in front of her for morning circle time. “I woke up and I came downstairs and guess what?”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“What?” a child asked.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“My dog had chewed one of my shoes!”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Several children gasped.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I was so upset because they’re my favorite shoes. So, I started crying. Then I was so mad at my dog, and I started yelling. Do you think I made a very good choice?”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“No,” the children said in low, disappointed voices.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“What do you think I should have done?”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Take a deep breath,” one child suggested. The teacher nodded.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63300\" class=\"wp-caption aligncenter\" style=\"max-width: 2560px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-63300\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool05-scaled.jpeg\" alt=\"\" width=\"2560\" height=\"1706\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool05-scaled.jpeg 2560w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool05-800x533.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool05-1020x680.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool05-160x107.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool05-768x512.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool05-1536x1024.jpeg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool05-2048x1365.jpeg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/mader-Hershey-preschool05-1920x1280.jpeg 1920w\" sizes=\"(max-width: 2560px) 100vw, 2560px\">\u003cfigcaption class=\"wp-caption-text\">Karen King, a teacher at Catherine Hershey Schools for Early Learning, leads a morning group time in her preschool classroom. Each classroom at CHS has a lead, associate and assistant teacher. \u003ccite>(Jackie Mader for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">While philanthropically-funded programs can benefit those lucky enough to access them, without receiving public funds or partnering with others to expand, experts caution that the reach of these programs will be limited and exist only in areas with willing funders. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Senate Alexander, executive director of Catherine Hershey Schools for Early Learning, said he hopes the centers\u003c/span>\u003cspan style=\"font-weight: 400\"> will ultimately become a model that can be replicated — once the program has the data to show it’s working to improve kindergarten readiness skills and outcomes for families. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We thought about not wanting to fan out too far and too fast, we’re just starting this,” he said. “We want to get it right … we want to perfect the model.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While Hershey’s funding is limited in scope to programs within the state of Pennsylvania, Alexander said replicating the model in its entirety in other parts of the country is not out of the question. That could bring free childcare and extensive resources to more children. All it will take are a few more willing billionaires.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>This story about the \u003ca href=\"https://hechingerreport.org/free-child-care-exists-in-america-if-you-cross-paths-with-the-right-philanthropist\">Catherine Hershey Schools for Early Learning\u003c/a> was produced with support by the Spencer Education Journalism Fellowship at the Columbia Journalism School and by \u003ca href=\"https://hechingerreport.org/\">The Hechinger Report\u003c/a>, a nonprofit, independent news organization focused on inequality and innovation in education.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/63295/free-child-care-exists-in-america-if-you-cross-paths-with-the-right-philanthropist","authors":["byline_mindshift_63295"],"categories":["mindshift_21579"],"tags":["mindshift_21826","mindshift_20720","mindshift_21900"],"featImg":"mindshift_63302","label":"mindshift"},"mindshift_62610":{"type":"posts","id":"mindshift_62610","meta":{"index":"posts_1716263798","site":"mindshift","id":"62610","score":null,"sort":[1697623259000]},"parent":0,"labelTerm":{"site":"mindshift"},"blocks":[],"publishDate":1697623259,"format":"standard","title":"Little kids need outdoor play — but not when it’s 110 degrees","headTitle":"Little kids need outdoor play — but not when it’s 110 degrees | KQED","content":"\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This opinion column about \u003ca href=\"https://hechingerreport.org/column-little-kids-need-outdoor-play-but-not-when-its-110-degrees\">outdoor play temperature guidelines\u003c/a> was produced by \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/\">\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger newsletter\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Dora Ramos is a family child care provider in Stamford, Connecticut, where the temperature climbed above 90 degrees for a few days in July. She takes care of children in her home, which has a large backyard, and was able to adapt, still getting the children outside, even on the hottest days.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Our parents bring the children at 7:10 a.m., so we bring them outside very early — first thing,” she said. “We have sprinklers; they use the hose to fill up pots with water and ‘cook.’”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But in Dallas, \u003c/span>\u003ca href=\"https://www.extremeweatherwatch.com/cities/dallas/year-2023\">\u003cspan style=\"font-weight: 400\">where the high hit 110 degrees on August 18\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, it wasn’t safe or possible to play outside for weeks-long stretches this summer, said Cori Berg, the director of Hope Day School, a preschool there. “It was cranky weather for sure,” she said. “What most people don’t really think about is what it’s like for a child in a center. They’re cooped up in one room for hours and hours and hours.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Much research supports \u003ca href=\"https://www.kqed.org/mindshift/60248/the-complex-world-of-pre-k-play-young-kids-benefit-from-play-but-what-should-it-look-like\">young children’s need for movement\u003c/a>, \u003ca href=\"https://www.kqed.org/mindshift/56742/5-tips-for-embracing-outdoor-learning-in-any-setting\">outdoor play\u003c/a> and time in nature. \u003c/span>\u003ca href=\"https://ocfs.ny.gov/programs/childcare/regulations/418-1-DCC.pdf\">\u003cspan style=\"font-weight: 400\">Regulations\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in many places require kids in child care facilities to have access to outdoor play space, \u003c/span>\u003ca href=\"https://www.hhs.texas.gov/sites/default/files/documents/doing-business-with-hhs/provider-portal/protective-services/ccl/min-standards/chapter-746-centers.pdf\">\u003cspan style=\"font-weight: 400\">weather permitting.\u003c/span>\u003c/a>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But increasingly, the weather does not permit. And leaders in the world of early childhood development are starting to call attention to the imperative to design and upgrade child care centers — and the cities where they are located — for our climate-altered world, with the needs of the youngest in mind.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“They have the least responsibility for causing the climate crisis but will bear the brunt of it,” said Angie Garling, vice president for early care and education for the Low Income Investment Fund, and a member of the Early Years Climate Action Task Force, which has just issued its first \u003c/span>\u003ca href=\"https://www.thisisplaneted.org/blog/early-years-climate-action-task-force-report\">\u003cspan style=\"font-weight: 400\">set of recommendations\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. (Full disclosure, I’m an advisor to This Is Planet Ed, which convened the task force in collaboration with the think tank Capita.)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“One of the things we have to do is \u003ca href=\"https://www.kqed.org/mindshift/60630/7-steps-schools-can-take-to-benefit-the-climate-and-save-money\">take the climate resources coming through the Inflation Reduction Act\u003c/a>, and make sure that we prioritize young children, both in multifamily housing and early care/education,” said Garling. But while children under 5 have a developmental need to spend time outside, extreme weather — whether heat, wildfire smoke or other air pollution — is particularly dangerous for this age group. Young children breathe twice as much air per pound of body weight, Garling pointed out. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Ankita Chachra is a designer, architect and new mother working on the issue of climate-resilient cities for children at the think tank Capita. She recently \u003c/span>\u003ca href=\"https://www.capita.org/capita-ideas/2023/09/28/chasing-sunshine-beating-storms\">\u003cspan style=\"font-weight: 400\">blogged\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> about choices made in cities around the world, from Copenhagen to her native Delhi, that can help preserve outdoor play. These can sometimes be simple adaptations. When it’s very hot, Ramos, for example, takes her children outside first thing in the morning. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Copenhagen has parks that do flood with extreme rain,” Chachra said, but permeable surfaces, like grass, allow the water to drain away quickly. “Asphalt, rubber, and metal get extremely heated when you don’t have shade to protect those surfaces. Grass, mulch and wood absorb heat differently. A shaded street or area is 4 degrees Celsius cooler than those that don’t have shade,” she added. And when cities make room for parks over cars, there is more equitable access to safe, cooler outdoor space. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Cori Berg, in Dallas, is grateful for her yard’s “two giant pecan trees — those giant shade structures are really expensive.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When children just can’t go outside, early child care educators said they have to improvise. Jessica Sager, whose network All Our Kin supports in-home family child care providers in 25 states, did an informal survey at The Hechinger Report’s request to ask providers how they are coping with extreme weather.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I heard a lot of stories about the wildfires in particular,” she said — the smoke from Canadian fires affected at least \u003c/span>\u003ca href=\"https://www.scientificamerican.com/article/americans-have-breathed-more-wildfire-smoke-in-eight-months-than-in-entire-years1/\">\u003cspan style=\"font-weight: 400\">120 million Americans this summer\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “Our educators had air purifiers — we had gotten them during Covid. Our coaches had already worked with educators about doing indoor gross motor play — obstacle courses, scavenger hunts. Balls, scarves, parachutes. Putting a mattress on the floor and letting kids jump up and down. A lot of song and dance activities. Or putting colored tape on the floor and pretending it’s a balance beam. ”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">On a city-wide level, some have proposed bringing back free or cheap indoor play spaces, such as the McDonald’s ball pit, perhaps repurposing disused shopping malls.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But despite all this creativity, it’s emotionally difficult for both providers and children when children can’t play outside because of severe weather and other hazards — Berg’s “cranky weather.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“During the smoke some kids felt very sad that they couldn’t go outside,” said All Our Kin’s Sager. “And the caregivers had to explain to them what was wrong.” There’s a “real parallel to what caregivers had to do during Covid,” to make a scary reality understandable for little kids, she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Garling and other policymakers are conscious that they are bringing up climate threats at a time when the early childhood sector already feels besieged.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The United States government spends \u003c/span>\u003ca href=\"https://qz.com/2119811/us-lags-oecd-average-spending-on-early-education-and-child-care\">\u003cspan style=\"font-weight: 400\">much less than the average of its peer countries\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on early child development in a good year, and supplemental funds provided during the pandemic have \u003c/span>\u003ca href=\"https://tcf.org/content/report/child-care-cliff/\">\u003cspan style=\"font-weight: 400\">just fallen off a cliff\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, leaving the sector even more cash starved. Group child care in private homes is often parents’ most affordable solution: The \u003c/span>\u003ca href=\"https://nces.ed.gov/fastfacts/display.asp?id=4\">\u003cspan style=\"font-weight: 400\">National Center for Education Statistics \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">says 1 in 5 children under 5 spend time in these settings. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But these home-based programs\u003c/span>\u003cspan style=\"font-weight: 400\"> pose a major infrastructure challenge. Garling’s organization recently released a\u003c/span> \u003ca href=\"https://storymaps.arcgis.com/stories/55b348cdd1e24a8a895147342d42b6dd\">\u003cspan style=\"font-weight: 400\">new interactive map\u003c/span>\u003c/a> \u003cspan style=\"font-weight: 400\">showing that\u003c/span>\u003cspan style=\"font-weight: 400\"> in New York City, these centers often — \u003c/span>\u003cspan style=\"font-weight: 400\">37.2% of the time — \u003c/span>\u003cspan style=\"font-weight: 400\">include basement space. And \u003c/span>\u003cspan style=\"font-weight: 400\">1,638 centers, serving 22,000 children, are at risk of flooding in storms such as the one that hit the city with more than \u003c/span>\u003ca href=\"https://www.cnn.com/2023/09/29/weather/new-york-city-northeast-rain-flood-forecast-climate-friday/index.html#:~:text=More%20rain%20fell%20in%20a,intense%20rainfall%20rates%20Friday%20morning.\">\u003cspan style=\"font-weight: 400\">8 inches of rain on September 29\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“At times it feels overwhelming. There’s so many things early care and education professionals have to worry about,” Garling said. But on the other hand, she argued, there are federal funds the sector can and should claim for retrofitting and upgrades now. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I feel like there are current opportunities through [the Inflation Reduction Act] that are creating more urgency — in a good way,” she said. “This is not something I was talking about two years ago and now it is 80% of what I talk about all the time. “\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the meantime, early childhood educators are working hard to instill a love of nature in the children they care for, in all kinds of weather. Berg has been taking her teachers on nature walks, and introduced a curriculum about Texas’s many state parks. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The Connecticut child care owner, Ramos, who grew up visiting a farm in her native Peru, sees empathy blooming in her toddlers as they encounter the natural world. “One day a one year old was walking and saw a little slug on the ground,” she recounted. “He points — ‘Oh no, oh no!’ He was so sad. The father immediately went down, picked it up and put it on the grass. It made my day.” \u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This opinion column about \u003ca href=\"https://hechingerreport.org/column-little-kids-need-outdoor-play-but-not-when-its-110-degrees\">outdoor play temperature guidelines\u003c/a> was produced by \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/\">\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger newsletter\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\n","stats":{"hasVideo":false,"hasChartOrMap":false,"hasAudio":false,"hasPolis":false,"wordCount":1382,"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"iframeSrcs":[],"paragraphCount":26},"modified":1697643407,"excerpt":"Early childhood experts call for resilient design choices to cope with climate change","headData":{"twImgId":"","twTitle":"","ogTitle":"","ogImgId":"","twDescription":"","description":"Early childhood experts call for resilient design choices to cope with climate change.","socialDescription":"Early childhood experts call for resilient design choices to cope with climate change.","title":"Little kids need outdoor play — but not when it’s 110 degrees | KQED","ogDescription":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Little kids need outdoor play — but not when it’s 110 degrees","datePublished":"2023-10-18T03:00:59-07:00","dateModified":"2023-10-18T08:36:47-07:00","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"guestAuthors":[],"slug":"little-kids-need-outdoor-play-but-not-when-its-110-degrees","status":"publish","nprByline":"Anya Kamenetz, The Hechinger Report","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/62610/little-kids-need-outdoor-play-but-not-when-its-110-degrees","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This opinion column about \u003ca href=\"https://hechingerreport.org/column-little-kids-need-outdoor-play-but-not-when-its-110-degrees\">outdoor play temperature guidelines\u003c/a> was produced by \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/\">\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger newsletter\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Dora Ramos is a family child care provider in Stamford, Connecticut, where the temperature climbed above 90 degrees for a few days in July. She takes care of children in her home, which has a large backyard, and was able to adapt, still getting the children outside, even on the hottest days.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Our parents bring the children at 7:10 a.m., so we bring them outside very early — first thing,” she said. “We have sprinklers; they use the hose to fill up pots with water and ‘cook.’”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But in Dallas, \u003c/span>\u003ca href=\"https://www.extremeweatherwatch.com/cities/dallas/year-2023\">\u003cspan style=\"font-weight: 400\">where the high hit 110 degrees on August 18\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, it wasn’t safe or possible to play outside for weeks-long stretches this summer, said Cori Berg, the director of Hope Day School, a preschool there. “It was cranky weather for sure,” she said. “What most people don’t really think about is what it’s like for a child in a center. They’re cooped up in one room for hours and hours and hours.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Much research supports \u003ca href=\"https://www.kqed.org/mindshift/60248/the-complex-world-of-pre-k-play-young-kids-benefit-from-play-but-what-should-it-look-like\">young children’s need for movement\u003c/a>, \u003ca href=\"https://www.kqed.org/mindshift/56742/5-tips-for-embracing-outdoor-learning-in-any-setting\">outdoor play\u003c/a> and time in nature. \u003c/span>\u003ca href=\"https://ocfs.ny.gov/programs/childcare/regulations/418-1-DCC.pdf\">\u003cspan style=\"font-weight: 400\">Regulations\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in many places require kids in child care facilities to have access to outdoor play space, \u003c/span>\u003ca href=\"https://www.hhs.texas.gov/sites/default/files/documents/doing-business-with-hhs/provider-portal/protective-services/ccl/min-standards/chapter-746-centers.pdf\">\u003cspan style=\"font-weight: 400\">weather permitting.\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But increasingly, the weather does not permit. And leaders in the world of early childhood development are starting to call attention to the imperative to design and upgrade child care centers — and the cities where they are located — for our climate-altered world, with the needs of the youngest in mind.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“They have the least responsibility for causing the climate crisis but will bear the brunt of it,” said Angie Garling, vice president for early care and education for the Low Income Investment Fund, and a member of the Early Years Climate Action Task Force, which has just issued its first \u003c/span>\u003ca href=\"https://www.thisisplaneted.org/blog/early-years-climate-action-task-force-report\">\u003cspan style=\"font-weight: 400\">set of recommendations\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. (Full disclosure, I’m an advisor to This Is Planet Ed, which convened the task force in collaboration with the think tank Capita.)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“One of the things we have to do is \u003ca href=\"https://www.kqed.org/mindshift/60630/7-steps-schools-can-take-to-benefit-the-climate-and-save-money\">take the climate resources coming through the Inflation Reduction Act\u003c/a>, and make sure that we prioritize young children, both in multifamily housing and early care/education,” said Garling. But while children under 5 have a developmental need to spend time outside, extreme weather — whether heat, wildfire smoke or other air pollution — is particularly dangerous for this age group. Young children breathe twice as much air per pound of body weight, Garling pointed out. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Ankita Chachra is a designer, architect and new mother working on the issue of climate-resilient cities for children at the think tank Capita. She recently \u003c/span>\u003ca href=\"https://www.capita.org/capita-ideas/2023/09/28/chasing-sunshine-beating-storms\">\u003cspan style=\"font-weight: 400\">blogged\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> about choices made in cities around the world, from Copenhagen to her native Delhi, that can help preserve outdoor play. These can sometimes be simple adaptations. When it’s very hot, Ramos, for example, takes her children outside first thing in the morning. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Copenhagen has parks that do flood with extreme rain,” Chachra said, but permeable surfaces, like grass, allow the water to drain away quickly. “Asphalt, rubber, and metal get extremely heated when you don’t have shade to protect those surfaces. Grass, mulch and wood absorb heat differently. A shaded street or area is 4 degrees Celsius cooler than those that don’t have shade,” she added. And when cities make room for parks over cars, there is more equitable access to safe, cooler outdoor space. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Cori Berg, in Dallas, is grateful for her yard’s “two giant pecan trees — those giant shade structures are really expensive.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When children just can’t go outside, early child care educators said they have to improvise. Jessica Sager, whose network All Our Kin supports in-home family child care providers in 25 states, did an informal survey at The Hechinger Report’s request to ask providers how they are coping with extreme weather.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I heard a lot of stories about the wildfires in particular,” she said — the smoke from Canadian fires affected at least \u003c/span>\u003ca href=\"https://www.scientificamerican.com/article/americans-have-breathed-more-wildfire-smoke-in-eight-months-than-in-entire-years1/\">\u003cspan style=\"font-weight: 400\">120 million Americans this summer\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “Our educators had air purifiers — we had gotten them during Covid. Our coaches had already worked with educators about doing indoor gross motor play — obstacle courses, scavenger hunts. Balls, scarves, parachutes. Putting a mattress on the floor and letting kids jump up and down. A lot of song and dance activities. Or putting colored tape on the floor and pretending it’s a balance beam. ”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">On a city-wide level, some have proposed bringing back free or cheap indoor play spaces, such as the McDonald’s ball pit, perhaps repurposing disused shopping malls.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But despite all this creativity, it’s emotionally difficult for both providers and children when children can’t play outside because of severe weather and other hazards — Berg’s “cranky weather.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“During the smoke some kids felt very sad that they couldn’t go outside,” said All Our Kin’s Sager. “And the caregivers had to explain to them what was wrong.” There’s a “real parallel to what caregivers had to do during Covid,” to make a scary reality understandable for little kids, she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Garling and other policymakers are conscious that they are bringing up climate threats at a time when the early childhood sector already feels besieged.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The United States government spends \u003c/span>\u003ca href=\"https://qz.com/2119811/us-lags-oecd-average-spending-on-early-education-and-child-care\">\u003cspan style=\"font-weight: 400\">much less than the average of its peer countries\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on early child development in a good year, and supplemental funds provided during the pandemic have \u003c/span>\u003ca href=\"https://tcf.org/content/report/child-care-cliff/\">\u003cspan style=\"font-weight: 400\">just fallen off a cliff\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, leaving the sector even more cash starved. Group child care in private homes is often parents’ most affordable solution: The \u003c/span>\u003ca href=\"https://nces.ed.gov/fastfacts/display.asp?id=4\">\u003cspan style=\"font-weight: 400\">National Center for Education Statistics \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">says 1 in 5 children under 5 spend time in these settings. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But these home-based programs\u003c/span>\u003cspan style=\"font-weight: 400\"> pose a major infrastructure challenge. Garling’s organization recently released a\u003c/span> \u003ca href=\"https://storymaps.arcgis.com/stories/55b348cdd1e24a8a895147342d42b6dd\">\u003cspan style=\"font-weight: 400\">new interactive map\u003c/span>\u003c/a> \u003cspan style=\"font-weight: 400\">showing that\u003c/span>\u003cspan style=\"font-weight: 400\"> in New York City, these centers often — \u003c/span>\u003cspan style=\"font-weight: 400\">37.2% of the time — \u003c/span>\u003cspan style=\"font-weight: 400\">include basement space. And \u003c/span>\u003cspan style=\"font-weight: 400\">1,638 centers, serving 22,000 children, are at risk of flooding in storms such as the one that hit the city with more than \u003c/span>\u003ca href=\"https://www.cnn.com/2023/09/29/weather/new-york-city-northeast-rain-flood-forecast-climate-friday/index.html#:~:text=More%20rain%20fell%20in%20a,intense%20rainfall%20rates%20Friday%20morning.\">\u003cspan style=\"font-weight: 400\">8 inches of rain on September 29\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“At times it feels overwhelming. There’s so many things early care and education professionals have to worry about,” Garling said. But on the other hand, she argued, there are federal funds the sector can and should claim for retrofitting and upgrades now. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I feel like there are current opportunities through [the Inflation Reduction Act] that are creating more urgency — in a good way,” she said. “This is not something I was talking about two years ago and now it is 80% of what I talk about all the time. “\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the meantime, early childhood educators are working hard to instill a love of nature in the children they care for, in all kinds of weather. Berg has been taking her teachers on nature walks, and introduced a curriculum about Texas’s many state parks. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The Connecticut child care owner, Ramos, who grew up visiting a farm in her native Peru, sees empathy blooming in her toddlers as they encounter the natural world. “One day a one year old was walking and saw a little slug on the ground,” she recounted. “He points — ‘Oh no, oh no!’ He was so sad. The father immediately went down, picked it up and put it on the grass. It made my day.” \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This opinion column about \u003ca href=\"https://hechingerreport.org/column-little-kids-need-outdoor-play-but-not-when-its-110-degrees\">outdoor play temperature guidelines\u003c/a> was produced by \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/\">\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger newsletter\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/62610/little-kids-need-outdoor-play-but-not-when-its-110-degrees","authors":["byline_mindshift_62610"],"categories":["mindshift_21508"],"tags":["mindshift_21826","mindshift_21124","mindshift_20720","mindshift_21778","mindshift_21822","mindshift_21820"],"featImg":"mindshift_62612","label":"mindshift"},"mindshift_61995":{"type":"posts","id":"mindshift_61995","meta":{"index":"posts_1716263798","site":"mindshift","id":"61995","score":null,"sort":[1689170897000]},"guestAuthors":[],"slug":"can-young-children-learn-from-educational-apps","title":"Can Young Children Learn From Educational Apps?","publishDate":1689170897,"format":"standard","headTitle":"Can Young Children Learn From Educational Apps? | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cem>A version of this post was \u003ca href=\"https://parentingtranslator.substack.com/p/can-young-children-actually-learn\">originally published\u003c/a> by Parenting Translator. Sign up for \u003ca href=\"https://parentingtranslator.substack.com/\" target=\"_blank\" rel=\"noopener\">the newsletter\u003c/a> and follow Parenting Translator \u003ca href=\"https://www.instagram.com/parentingtranslator/\" target=\"_blank\" rel=\"noopener\">on Instagram\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Parents often hear about the dangers of screen time for children, but rarely does there seem to be a distinction among \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">different types\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> of screen time. In particular, apps on smartphones or touchscreen devices for children seem to be growing in popularity, even among young children. In fact, \u003c/span>\u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8200401/\">\u003cspan style=\"font-weight: 400\">research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> finds that 90% of children aged 2 to 3 years use a touchscreen device and that infants and toddlers on average spend 10 to 45 min per day on touchscreen devices.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Many apps claim to be “educational” and some apps are used as part of the curriculum in elementary school classrooms and even in early childhood education centers. Yet, apps for young children are largely unregulated and the number of choices alone may be extremely overwhelming for parents. Can young children actually learn from this technology? Are apps more educational than TV shows and movies? And if parents allow their children to engage with apps, which apps are best?\u003c/span>\u003c/p>\n\u003ch3>\u003cb>Can children actually learn from apps?\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Research broadly finds that young children can learn from interactive apps, but it remains unclear the extent to which this learning is transferable to the real world. A \u003c/span>\u003ca href=\"https://www.frontiersin.org/articles/10.3389/fpsyg.2018.02580/full\">\u003cspan style=\"font-weight: 400\">recent meta-analysis\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> based on 36 studies involving 4,206 participants (translation: a meta-analysis combines data from previous studies on a topic which allows you to get a consistent picture across all studies) found that most studies involving children five years and younger show an overall positive impact of touchscreen apps on learning. However, the meta-analysis also found that the findings were mixed. To explain these different findings, the researchers identified several different features of the studies that may have impacted learning, including: \u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cb>Age\u003c/b>\u003cspan style=\"font-weight: 400\">: Older children were more likely to learn from apps than younger children.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Content of the app\u003c/b>\u003cspan style=\"font-weight: 400\">: Children were more likely to learn STEM-related concepts, such as math, from apps than non-STEM-related concepts, such as reading. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Comparison group\u003c/b>\u003cspan style=\"font-weight: 400\">: Children seemed to learn more from apps when learning from apps was compared to a non-learning task rather than a learning task in another modality, such as on a computer or in person. In other words, while this research provides strong evidence that children can learn from apps, it doesn’t provide as strong of evidence that they learn better from apps than from other modalities, although overall the researchers did find that apps provide an advantage to learning over traditional classroom teaching, mouse-based computers, paper, physical objects, and passively watching something on a touchscreen device. \u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">A 2020 \u003c/span>\u003ca href=\"https://www.publications.aap.org/pediatrics/article-split/145/1/e20191579/36974/Apps-As-Learning-Tools-A-Systematic-Review\">\u003cspan style=\"font-weight: 400\">systematic review\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (translation: a review that uses a specific method for finding and summarizing all previous research on a topic) in the journal \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Pediatrics\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> also found that children under 6 years old can learn from interactive apps. Again, the researchers found that apps seem to be particularly effective in teaching math skills. They also found some evidence that apps may improve phonics skills, teach science facts and improve executive functioning, although in these areas the findings were more mixed or limited studies were available). The researchers even found that in some cases learning from interactive apps exceeded learning from traditional modes of instruction in the classroom. The review failed to find evidence that apps improved social communication skills, although more research is needed on this topic. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003ca href=\"https://www.frontiersin.org/articles/10.3389/fpsyg.2016.01108/full?\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> also suggests that interactive apps may be linked with improved motor skills. Specifically, toddlers who are exposed to touchscreens at younger ages have more advanced fine motor skills. However, this effect was only found for children who were actively interacting with the touchscreen, not simply watching videos. No relationship, either positive or negative, was found between touchscreen use and gross motor or language development.\u003c/span>\u003c/p>\n\u003ch3>\u003cb>Do children transfer learning from apps to the real world?\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Although we have consistent evidence that young children can learn from apps, it remains unclear the extent to which they can transfer this knowledge to the real world. It is well documented that young children (particularly children under 3) do not learn as well from video as they do from real life interactions and do not transfer learning from video to real life, which is referred to as the \u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/pii/S0022096522001837#b0005\">\u003cspan style=\"font-weight: 400\">“video deficit\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.” However, there is some evidence that children \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">can\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> transfer learning \u003c/span>\u003ca href=\"https://onlinelibrary.wiley.com/doi/abs/10.1111/desc.12430\">\u003cspan style=\"font-weight: 400\">when screen time is more interactive such as in FaceTime or video chat.\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> This raises the possibility that younger children may be more likely to transfer learning from apps to the real world (assuming the app has an interactive feature). \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2821208/\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> finds that 15-month-olds can learn how to do a simple task in an interactive app but they have difficulty transferring that learning to the real world. They also have difficulty applying what they learned in the real world to an app. \u003c/span>\u003ca href=\"https://elp.georgetown.edu/wp-content/uploads/2016/12/JECPMoser-et-al-2015.pdf\">\u003cspan style=\"font-weight: 400\">Further research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> found that even 2.5 to 3 year olds do not transfer learning from an app to the real world (or from the real world to an app). \u003c/span>\u003ca href=\"https://www.frontiersin.org/articles/10.3389/fpsyg.2017.01586/full\">\u003cspan style=\"font-weight: 400\">Another study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> found that 4- to 6-year-olds, but not 3-year-olds, transferred learning on problem-solving tasks from an app to real life and learned just as well from an app as from a physical demonstration. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">However, research finds that younger children may be able to transfer learning from an app when an adult engages in the app with them and provides help and support as needed. For example, when the task with 15-month-olds was repeated with an adult helping, the \u003c/span>\u003ca href=\"https://www.frontiersin.org/articles/10.3389/fpsyg.2016.01264/full\">\u003cspan style=\"font-weight: 400\">researchers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> found that the toddlers showed improved transfer of learning and were \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">19 times \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">more likely to transfer learning if a parent used “high interactional quality” (meaning the parent was structuring the task for the child, using a lot of different language, and providing warmth and encouragement). \u003c/span>\u003ca href=\"https://srcd.onlinelibrary.wiley.com/doi/am-pdf/10.1111/cdev.12683\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> also finds that more subtle involvement from adults helps 2.5- to 3-year-olds to transfer learning. \u003c/span>\u003ca href=\"https://drive.google.com/file/d/1eZ27n7hSHshiHO-3IIDnGZ7duCU3bd_r/view\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> finds that even 5- and 6-year-olds show enhanced learning when an adult engages in an app with them. \u003c/span>\u003c/p>\n\u003ch3>\u003cb>Do children learn better from apps or from videos?\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">So the research suggests that children have trouble transferring learning from apps to the real world, just like they do with videos, but does the interactive nature of apps help to enhance the quality of learning, suggesting that parents may want to choose apps over passive TV watching?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The \u003c/span>\u003ca href=\"https://www.frontiersin.org/articles/10.3389/fpsyg.2018.02580/full\">\u003cspan style=\"font-weight: 400\">research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is mixed with some studies finding enhanced learning from apps and some studies finding enhanced learning from videos. Although \u003c/span>\u003ca href=\"https://www.researchgate.net/profile/Heather-Kirkorian-2/publication/299986332_Touch_or_Watch_to_Learn_Toddlers'_Object_Retrieval_Using_Contingent_and_Noncontingent_Video/links/570b12c008aea66081376187/Touch-or-Watch-to-Learn-Toddlers-Object-Retrieval-Using-Contingent-and-Noncontingent-Video.pdf\">\u003cspan style=\"font-weight: 400\">some research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> finds that the interactive nature of apps versus passive shows enhanced learning, \u003c/span>\u003ca href=\"https://www.frontiersin.org/articles/10.3389/fpsyg.2016.01377/full\">\u003cspan style=\"font-weight: 400\">other research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> finds that the interactive features of apps may interfere with learning because it may overtax children’s attention and executive functioning skills, making it difficult for them to learn and interact with the app at the same time. \u003c/span>\u003ca href=\"https://www.researchgate.net/profile/Heather-Kirkorian-2/publication/299986332_Touch_or_Watch_to_Learn_Toddlers'_Object_Retrieval_Using_Contingent_and_Noncontingent_Video/links/570b12c008aea66081376187/Touch-or-Watch-to-Learn-Toddlers-Object-Retrieval-Using-Contingent-and-Noncontingent-Video.pdf\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> also suggests that the interactive nature of the app should be related to what the app is trying to teach rather than irrelevant to the teaching (for example, the toddler must touch where they believe an object is hidden rather than touch anywhere on the screen). There is also \u003c/span>\u003ca href=\"https://www.frontiersin.org/articles/10.3389/fpsyg.2017.00578/full?&utm_source=Email_to_authors_&utm_medium=Email&utm_content=T1_11.5e1_author&utm_campaign=Email_publication&field=&journalName=Frontiers_in_Psychology&id=220771\">\u003cspan style=\"font-weight: 400\">some evidence\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that girls may learn more from certain ways of interacting with apps while boys learn more from watching. \u003c/span>\u003c/p>\n\u003ch3>\u003cb>How can parents identify the most educational apps? \u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">So, research finds that it is possible for children to learn from apps and that engaging in apps with them may enhance the transfer of learning to the real world, but does this mean they can learn from just any app? How can you determine which apps are truly educational?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A \u003c/span>\u003ca href=\"https://kathyhirshpasek.com/wp-content/uploads/sites/9/2021/03/How-educational-are-educational-apps-for-young-children-App-store-content-analysis-using-the-Four-Pillars-of-Learning-framework.pdf\">\u003cspan style=\"font-weight: 400\">recent study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> evaluated 124 popular “educational” apps and found that 58% of popular apps were “low quality” in terms of how they promote learning.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The researchers evaluated apps based on the \u003c/span>\u003ca href=\"http://hubscher.org/roland/courses/hf765/readings/hirsh-pasek.pdf\">\u003cspan style=\"font-weight: 400\">“Four Pillars” of early learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which include:\u003c/span>\u003c/p>\n\u003col>\n\u003cli style=\"font-weight: 400\">\u003cb>Active learning\u003c/b>\u003cspan style=\"font-weight: 400\"> – whether the app requires critical thinking or intellectual effort versus a simple cause-and-effect\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Engagement in the learning process\u003c/b>\u003cspan style=\"font-weight: 400\"> – whether the interactive features enhance or distract from learning, including whether the app has unnecessary visual and sound effects and distracting ads\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Meaningful learning\u003c/b>\u003cspan style=\"font-weight: 400\"> – how relevant what the child is learning in the app is to the child’s life and existing knowledge\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Social interaction\u003c/b>\u003cspan style=\"font-weight: 400\"> – the extent to which the app encourages children to interact with characters in the app or with their caregivers while engaging with the app\u003c/span>\u003c/li>\n\u003c/ol>\n\u003cp>\u003cspan style=\"font-weight: 400\">The researchers found that the following apps received the highest scores in terms of promoting learning: \u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">My Food – Nutrition for Kids\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Daniel Tiger’s Stop & Go Potty\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Toca Life (Neighborhood, School and Hospital)\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">LEGO DUPLO Town\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Zoombinis\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">The following apps also received relatively high scores: \u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Bible App for Kids: Read the Nativity Story\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Farming Simulator 18\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Toca Lab: Elements\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Toca Hair Salon 3\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Toca Life: World\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Toca Kitchen 2\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">My Very Hungry Caterpillar AR\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Melody Jams\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Sago Mini Holiday Trucks and Diggers\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Sago Mini Friends\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Stellarium Mobile Sky Map\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Star Walk – Night Sky Guide: Planets and Stars Map\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Brio World – Railway\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Noggin Preschool\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">SkyView Lite\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">A recent \u003c/span>\u003ca href=\"https://www.publications.aap.org/pediatrics/article-split/145/1/e20191579/36974/Apps-As-Learning-Tools-A-Systematic-Review\">\u003cspan style=\"font-weight: 400\">systematic review\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of educational apps for young children also found that children can learn from the following apps: \u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Measure That Animal\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Math Shelf\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Know Number Free\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Endless Alphabet\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Letter School\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">First Word Sampler\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Word Wall HD\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Pocket Phonics\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Skills Builder Spelling\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Phonic Monster 1\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">ABC Touch and Learn\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Bee Sees\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Kindergarten Lite\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Starfall\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Super Why\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003ca href=\"https://www.tandfonline.com/doi/pdf/10.1080/17482798.2020.1844776\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> has also found no difference in the educational quality of free versus paid apps, so don’t feel like you need to spend a fortune to get high-quality apps for your child. \u003c/span>\u003c/p>\n\u003ch3>\u003cb>Overall translation\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Research suggests that children can learn from apps yet it is less clear whether they can actually transfer this learning to the real world. However, not all apps are truly educational, and parents, caregivers and teachers should carefully evaluate apps based on the research-backed principles described above before allowing young children to engage with them. It is also important to note that this research does not address whether there are any negative impacts of learning from apps over learning in “real life” such as potential disruptions to sleep, myopia (nearsightedness which may be developed due to excessive screen time), a lack of physical activity, or the potential “addictive” nature of some of these apps. Excessive use of even the most “educational” apps will likely have negative impacts. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This research also provides the following tips for parents related to apps: \u003c/span>\u003c/p>\n\u003col>\n\u003cli style=\"font-weight: 400\">\u003cb>If possible, wait until your child is at least 3 years old before trying educational apps. \u003c/b>\u003cspan style=\"font-weight: 400\">Research finds that although children younger than 3 can learn within an app, they may be less likely to apply this knowledge to the real world. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Engage in apps with your child.\u003c/b>\u003cspan style=\"font-weight: 400\"> Provide some help and assistance without doing the task for them. Help the child to understand the instructions and pay attention to relevant features.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">When engaging with apps together, \u003c/span>\u003cb>use a lot of language to help to explain the task to the child. \u003c/b>\u003cspan style=\"font-weight: 400\">Offer frequent praise and encouragement.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Choose apps that require the child to think critically\u003c/b>\u003cspan style=\"font-weight: 400\"> rather than simple cause-and-effect, such as an app in which they have to choose the correct answer rather than an app in which they simply press a button and an animation plays.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Avoid apps with irrelevant or excessive features or advertisements \u003c/b>\u003cspan style=\"font-weight: 400\">that are not related to the learning process.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Look for apps that teach children skills that they can easily transfer to real life \u003c/b>\u003cspan style=\"font-weight: 400\">and that are related to their existing knowledge, such as an app that teaches about letters of the alphabet.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Choose apps that encourage your child to interact with the characters in the app\u003c/b>\u003cspan style=\"font-weight: 400\"> and/or with you or other caregivers while engaging with the app.\u003c/span>\u003c/li>\n\u003c/ol>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ci>Cara Goodwin, PhD, is a licensed psychologist, a mother of three and the founder of \u003ca href=\"https://parentingtranslator.substack.com/\" target=\"_blank\" rel=\"noopener\">Parenting Translator\u003c/a>, a nonprofit newsletter that turns scientific research into information that is accurate, relevant and useful for parents.\u003c/i>\u003c/p>\n\n","blocks":[],"excerpt":"Research suggests that children can learn from apps, but it is less clear whether they can actually transfer this learning to the real world.","status":"publish","parent":0,"modified":1720105069,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":23,"wordCount":2046},"headData":{"title":"Can Young Children Learn From Educational Apps? | KQED","description":"Research suggests that children can learn from apps, but it is less clear whether they can actually transfer this learning to the real world.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Research suggests that children can learn from apps, but it is less clear whether they can actually transfer this learning to the real world.","schema":{"@context":"http://schema.org","@type":"Article","headline":"Can Young Children Learn From Educational Apps?","datePublished":"2023-07-12T07:08:17-07:00","dateModified":"2024-07-04T07:57:49-07:00","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"sticky":false,"nprByline":"Cara Goodwin, \u003ca href=\"https://parentingtranslator.org\" target=\"_blank\">The Parenting Translator\u003c/a>","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/61995/can-young-children-learn-from-educational-apps","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>A version of this post was \u003ca href=\"https://parentingtranslator.substack.com/p/can-young-children-actually-learn\">originally published\u003c/a> by Parenting Translator. Sign up for \u003ca href=\"https://parentingtranslator.substack.com/\" target=\"_blank\" rel=\"noopener\">the newsletter\u003c/a> and follow Parenting Translator \u003ca href=\"https://www.instagram.com/parentingtranslator/\" target=\"_blank\" rel=\"noopener\">on Instagram\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Parents often hear about the dangers of screen time for children, but rarely does there seem to be a distinction among \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">different types\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> of screen time. In particular, apps on smartphones or touchscreen devices for children seem to be growing in popularity, even among young children. In fact, \u003c/span>\u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8200401/\">\u003cspan style=\"font-weight: 400\">research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> finds that 90% of children aged 2 to 3 years use a touchscreen device and that infants and toddlers on average spend 10 to 45 min per day on touchscreen devices.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Many apps claim to be “educational” and some apps are used as part of the curriculum in elementary school classrooms and even in early childhood education centers. Yet, apps for young children are largely unregulated and the number of choices alone may be extremely overwhelming for parents. Can young children actually learn from this technology? Are apps more educational than TV shows and movies? And if parents allow their children to engage with apps, which apps are best?\u003c/span>\u003c/p>\n\u003ch3>\u003cb>Can children actually learn from apps?\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Research broadly finds that young children can learn from interactive apps, but it remains unclear the extent to which this learning is transferable to the real world. A \u003c/span>\u003ca href=\"https://www.frontiersin.org/articles/10.3389/fpsyg.2018.02580/full\">\u003cspan style=\"font-weight: 400\">recent meta-analysis\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> based on 36 studies involving 4,206 participants (translation: a meta-analysis combines data from previous studies on a topic which allows you to get a consistent picture across all studies) found that most studies involving children five years and younger show an overall positive impact of touchscreen apps on learning. However, the meta-analysis also found that the findings were mixed. To explain these different findings, the researchers identified several different features of the studies that may have impacted learning, including: \u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cb>Age\u003c/b>\u003cspan style=\"font-weight: 400\">: Older children were more likely to learn from apps than younger children.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Content of the app\u003c/b>\u003cspan style=\"font-weight: 400\">: Children were more likely to learn STEM-related concepts, such as math, from apps than non-STEM-related concepts, such as reading. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Comparison group\u003c/b>\u003cspan style=\"font-weight: 400\">: Children seemed to learn more from apps when learning from apps was compared to a non-learning task rather than a learning task in another modality, such as on a computer or in person. In other words, while this research provides strong evidence that children can learn from apps, it doesn’t provide as strong of evidence that they learn better from apps than from other modalities, although overall the researchers did find that apps provide an advantage to learning over traditional classroom teaching, mouse-based computers, paper, physical objects, and passively watching something on a touchscreen device. \u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">A 2020 \u003c/span>\u003ca href=\"https://www.publications.aap.org/pediatrics/article-split/145/1/e20191579/36974/Apps-As-Learning-Tools-A-Systematic-Review\">\u003cspan style=\"font-weight: 400\">systematic review\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (translation: a review that uses a specific method for finding and summarizing all previous research on a topic) in the journal \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Pediatrics\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> also found that children under 6 years old can learn from interactive apps. Again, the researchers found that apps seem to be particularly effective in teaching math skills. They also found some evidence that apps may improve phonics skills, teach science facts and improve executive functioning, although in these areas the findings were more mixed or limited studies were available). The researchers even found that in some cases learning from interactive apps exceeded learning from traditional modes of instruction in the classroom. The review failed to find evidence that apps improved social communication skills, although more research is needed on this topic. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://www.frontiersin.org/articles/10.3389/fpsyg.2016.01108/full?\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> also suggests that interactive apps may be linked with improved motor skills. Specifically, toddlers who are exposed to touchscreens at younger ages have more advanced fine motor skills. However, this effect was only found for children who were actively interacting with the touchscreen, not simply watching videos. No relationship, either positive or negative, was found between touchscreen use and gross motor or language development.\u003c/span>\u003c/p>\n\u003ch3>\u003cb>Do children transfer learning from apps to the real world?\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Although we have consistent evidence that young children can learn from apps, it remains unclear the extent to which they can transfer this knowledge to the real world. It is well documented that young children (particularly children under 3) do not learn as well from video as they do from real life interactions and do not transfer learning from video to real life, which is referred to as the \u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/pii/S0022096522001837#b0005\">\u003cspan style=\"font-weight: 400\">“video deficit\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.” However, there is some evidence that children \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">can\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> transfer learning \u003c/span>\u003ca href=\"https://onlinelibrary.wiley.com/doi/abs/10.1111/desc.12430\">\u003cspan style=\"font-weight: 400\">when screen time is more interactive such as in FaceTime or video chat.\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> This raises the possibility that younger children may be more likely to transfer learning from apps to the real world (assuming the app has an interactive feature). \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2821208/\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> finds that 15-month-olds can learn how to do a simple task in an interactive app but they have difficulty transferring that learning to the real world. They also have difficulty applying what they learned in the real world to an app. \u003c/span>\u003ca href=\"https://elp.georgetown.edu/wp-content/uploads/2016/12/JECPMoser-et-al-2015.pdf\">\u003cspan style=\"font-weight: 400\">Further research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> found that even 2.5 to 3 year olds do not transfer learning from an app to the real world (or from the real world to an app). \u003c/span>\u003ca href=\"https://www.frontiersin.org/articles/10.3389/fpsyg.2017.01586/full\">\u003cspan style=\"font-weight: 400\">Another study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> found that 4- to 6-year-olds, but not 3-year-olds, transferred learning on problem-solving tasks from an app to real life and learned just as well from an app as from a physical demonstration. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">However, research finds that younger children may be able to transfer learning from an app when an adult engages in the app with them and provides help and support as needed. For example, when the task with 15-month-olds was repeated with an adult helping, the \u003c/span>\u003ca href=\"https://www.frontiersin.org/articles/10.3389/fpsyg.2016.01264/full\">\u003cspan style=\"font-weight: 400\">researchers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> found that the toddlers showed improved transfer of learning and were \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">19 times \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">more likely to transfer learning if a parent used “high interactional quality” (meaning the parent was structuring the task for the child, using a lot of different language, and providing warmth and encouragement). \u003c/span>\u003ca href=\"https://srcd.onlinelibrary.wiley.com/doi/am-pdf/10.1111/cdev.12683\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> also finds that more subtle involvement from adults helps 2.5- to 3-year-olds to transfer learning. \u003c/span>\u003ca href=\"https://drive.google.com/file/d/1eZ27n7hSHshiHO-3IIDnGZ7duCU3bd_r/view\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> finds that even 5- and 6-year-olds show enhanced learning when an adult engages in an app with them. \u003c/span>\u003c/p>\n\u003ch3>\u003cb>Do children learn better from apps or from videos?\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">So the research suggests that children have trouble transferring learning from apps to the real world, just like they do with videos, but does the interactive nature of apps help to enhance the quality of learning, suggesting that parents may want to choose apps over passive TV watching?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The \u003c/span>\u003ca href=\"https://www.frontiersin.org/articles/10.3389/fpsyg.2018.02580/full\">\u003cspan style=\"font-weight: 400\">research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is mixed with some studies finding enhanced learning from apps and some studies finding enhanced learning from videos. Although \u003c/span>\u003ca href=\"https://www.researchgate.net/profile/Heather-Kirkorian-2/publication/299986332_Touch_or_Watch_to_Learn_Toddlers'_Object_Retrieval_Using_Contingent_and_Noncontingent_Video/links/570b12c008aea66081376187/Touch-or-Watch-to-Learn-Toddlers-Object-Retrieval-Using-Contingent-and-Noncontingent-Video.pdf\">\u003cspan style=\"font-weight: 400\">some research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> finds that the interactive nature of apps versus passive shows enhanced learning, \u003c/span>\u003ca href=\"https://www.frontiersin.org/articles/10.3389/fpsyg.2016.01377/full\">\u003cspan style=\"font-weight: 400\">other research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> finds that the interactive features of apps may interfere with learning because it may overtax children’s attention and executive functioning skills, making it difficult for them to learn and interact with the app at the same time. \u003c/span>\u003ca href=\"https://www.researchgate.net/profile/Heather-Kirkorian-2/publication/299986332_Touch_or_Watch_to_Learn_Toddlers'_Object_Retrieval_Using_Contingent_and_Noncontingent_Video/links/570b12c008aea66081376187/Touch-or-Watch-to-Learn-Toddlers-Object-Retrieval-Using-Contingent-and-Noncontingent-Video.pdf\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> also suggests that the interactive nature of the app should be related to what the app is trying to teach rather than irrelevant to the teaching (for example, the toddler must touch where they believe an object is hidden rather than touch anywhere on the screen). There is also \u003c/span>\u003ca href=\"https://www.frontiersin.org/articles/10.3389/fpsyg.2017.00578/full?&utm_source=Email_to_authors_&utm_medium=Email&utm_content=T1_11.5e1_author&utm_campaign=Email_publication&field=&journalName=Frontiers_in_Psychology&id=220771\">\u003cspan style=\"font-weight: 400\">some evidence\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that girls may learn more from certain ways of interacting with apps while boys learn more from watching. \u003c/span>\u003c/p>\n\u003ch3>\u003cb>How can parents identify the most educational apps? \u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">So, research finds that it is possible for children to learn from apps and that engaging in apps with them may enhance the transfer of learning to the real world, but does this mean they can learn from just any app? How can you determine which apps are truly educational?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A \u003c/span>\u003ca href=\"https://kathyhirshpasek.com/wp-content/uploads/sites/9/2021/03/How-educational-are-educational-apps-for-young-children-App-store-content-analysis-using-the-Four-Pillars-of-Learning-framework.pdf\">\u003cspan style=\"font-weight: 400\">recent study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> evaluated 124 popular “educational” apps and found that 58% of popular apps were “low quality” in terms of how they promote learning.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The researchers evaluated apps based on the \u003c/span>\u003ca href=\"http://hubscher.org/roland/courses/hf765/readings/hirsh-pasek.pdf\">\u003cspan style=\"font-weight: 400\">“Four Pillars” of early learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which include:\u003c/span>\u003c/p>\n\u003col>\n\u003cli style=\"font-weight: 400\">\u003cb>Active learning\u003c/b>\u003cspan style=\"font-weight: 400\"> – whether the app requires critical thinking or intellectual effort versus a simple cause-and-effect\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Engagement in the learning process\u003c/b>\u003cspan style=\"font-weight: 400\"> – whether the interactive features enhance or distract from learning, including whether the app has unnecessary visual and sound effects and distracting ads\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Meaningful learning\u003c/b>\u003cspan style=\"font-weight: 400\"> – how relevant what the child is learning in the app is to the child’s life and existing knowledge\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Social interaction\u003c/b>\u003cspan style=\"font-weight: 400\"> – the extent to which the app encourages children to interact with characters in the app or with their caregivers while engaging with the app\u003c/span>\u003c/li>\n\u003c/ol>\n\u003cp>\u003cspan style=\"font-weight: 400\">The researchers found that the following apps received the highest scores in terms of promoting learning: \u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">My Food – Nutrition for Kids\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Daniel Tiger’s Stop & Go Potty\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Toca Life (Neighborhood, School and Hospital)\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">LEGO DUPLO Town\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Zoombinis\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">The following apps also received relatively high scores: \u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Bible App for Kids: Read the Nativity Story\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Farming Simulator 18\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Toca Lab: Elements\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Toca Hair Salon 3\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Toca Life: World\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Toca Kitchen 2\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">My Very Hungry Caterpillar AR\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Melody Jams\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Sago Mini Holiday Trucks and Diggers\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Sago Mini Friends\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Stellarium Mobile Sky Map\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Star Walk – Night Sky Guide: Planets and Stars Map\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Brio World – Railway\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Noggin Preschool\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">SkyView Lite\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">A recent \u003c/span>\u003ca href=\"https://www.publications.aap.org/pediatrics/article-split/145/1/e20191579/36974/Apps-As-Learning-Tools-A-Systematic-Review\">\u003cspan style=\"font-weight: 400\">systematic review\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of educational apps for young children also found that children can learn from the following apps: \u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Measure That Animal\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Math Shelf\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Know Number Free\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Endless Alphabet\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Letter School\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">First Word Sampler\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Word Wall HD\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Pocket Phonics\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Skills Builder Spelling\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Phonic Monster 1\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">ABC Touch and Learn\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Bee Sees\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Kindergarten Lite\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Starfall\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Super Why\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003ca href=\"https://www.tandfonline.com/doi/pdf/10.1080/17482798.2020.1844776\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> has also found no difference in the educational quality of free versus paid apps, so don’t feel like you need to spend a fortune to get high-quality apps for your child. \u003c/span>\u003c/p>\n\u003ch3>\u003cb>Overall translation\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Research suggests that children can learn from apps yet it is less clear whether they can actually transfer this learning to the real world. However, not all apps are truly educational, and parents, caregivers and teachers should carefully evaluate apps based on the research-backed principles described above before allowing young children to engage with them. It is also important to note that this research does not address whether there are any negative impacts of learning from apps over learning in “real life” such as potential disruptions to sleep, myopia (nearsightedness which may be developed due to excessive screen time), a lack of physical activity, or the potential “addictive” nature of some of these apps. Excessive use of even the most “educational” apps will likely have negative impacts. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This research also provides the following tips for parents related to apps: \u003c/span>\u003c/p>\n\u003col>\n\u003cli style=\"font-weight: 400\">\u003cb>If possible, wait until your child is at least 3 years old before trying educational apps. \u003c/b>\u003cspan style=\"font-weight: 400\">Research finds that although children younger than 3 can learn within an app, they may be less likely to apply this knowledge to the real world. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Engage in apps with your child.\u003c/b>\u003cspan style=\"font-weight: 400\"> Provide some help and assistance without doing the task for them. Help the child to understand the instructions and pay attention to relevant features.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">When engaging with apps together, \u003c/span>\u003cb>use a lot of language to help to explain the task to the child. \u003c/b>\u003cspan style=\"font-weight: 400\">Offer frequent praise and encouragement.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Choose apps that require the child to think critically\u003c/b>\u003cspan style=\"font-weight: 400\"> rather than simple cause-and-effect, such as an app in which they have to choose the correct answer rather than an app in which they simply press a button and an animation plays.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Avoid apps with irrelevant or excessive features or advertisements \u003c/b>\u003cspan style=\"font-weight: 400\">that are not related to the learning process.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Look for apps that teach children skills that they can easily transfer to real life \u003c/b>\u003cspan style=\"font-weight: 400\">and that are related to their existing knowledge, such as an app that teaches about letters of the alphabet.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Choose apps that encourage your child to interact with the characters in the app\u003c/b>\u003cspan style=\"font-weight: 400\"> and/or with you or other caregivers while engaging with the app.\u003c/span>\u003c/li>\n\u003c/ol>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ci>Cara Goodwin, PhD, is a licensed psychologist, a mother of three and the founder of \u003ca href=\"https://parentingtranslator.substack.com/\" target=\"_blank\" rel=\"noopener\">Parenting Translator\u003c/a>, a nonprofit newsletter that turns scientific research into information that is accurate, relevant and useful for parents.\u003c/i>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/61995/can-young-children-learn-from-educational-apps","authors":["byline_mindshift_61995"],"categories":["mindshift_21504","mindshift_20788","mindshift_21385"],"tags":["mindshift_134","mindshift_20720","mindshift_20568","mindshift_21706","mindshift_290","mindshift_20816"],"featImg":"mindshift_61998","label":"mindshift"},"mindshift_61681":{"type":"posts","id":"mindshift_61681","meta":{"index":"posts_1716263798","site":"mindshift","id":"61681","score":null,"sort":[1684934999000]},"parent":0,"labelTerm":{"site":"mindshift"},"blocks":[],"publishDate":1684934999,"format":"standard","title":"Does delaying kindergarten benefit children academically and socially?","headTitle":"Does delaying kindergarten benefit children academically and socially? | KQED","content":"\u003cp>\u003cem>A version of this post was \u003ca href=\"https://parentingtranslator.substack.com/p/redshirting-should-your-child-delay\" target=\"_blank\" rel=\"noopener\">originally published\u003c/a> by Parenting Translator. Sign up for \u003ca href=\"https://parentingtranslator.substack.com/\" target=\"_blank\" rel=\"noopener\">the newsletter\u003c/a> and follow Parenting Translator \u003ca href=\"https://www.instagram.com/parentingtranslator/\" target=\"_blank\" rel=\"noopener\">on Instagram\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Redshirting” or choosing to delay kindergarten for a year is a popular topic for parents of young children at this time of year. Increased awareness of redshirting may have roots in Malcolm Gladwell’s bestselling book \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Outliers, \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">published in 2008. In the book, Gladwell points to data on the birthdays of Canadian Hockey League players to argue that being relatively older than peers provides an advantage, and he extends this argument to children’s success in school. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At the same time that ideas from \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Outliers \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">have circulated, kindergarten has become \u003c/span>\u003ca href=\"https://www.chalkbeat.org/2019/1/24/21106584/kindergarten-classes-are-getting-more-academic-new-research-says-the-kids-are-all-right\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">increasingly academic\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and rigorous. For parents of children born near the kindergarten cutoff date, the pressure to redshirt feels intense. My oldest child has a late August birthday, which is right around the cutoff date for her school. However, it seemed like all of the children with summer birthdays (and even April/May birthdays) were waiting an additional year to start kindergarten. Granted, she would have entered kindergarten in 2020, and the possibility of remote learning caused many parents to delay school entry that year. Yet in talking to school administrators and teachers and other parents about this decision, the message I heard over and over again was that the choice was obvious. It seemed that everyone I talked to had wholeheartedly accepted that delaying kindergarten was the best choice for all children. \u003c/span>\u003c/p>\n\u003ch3>\u003cb>The research on redshirting\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">So does research actually find that redshirting will provide an academic and/or social advantage for children? The answer may be more complicated than you think.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Research on redshirting suggests that it is associated with a \u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/pii/S0885200616300795\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">small academic advantage\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (that is, higher academic test scores), and test scores seem to increase \u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/pii/S0272775705000117?casa_token=jkdnhUgcJOgAAAAA:id9bg37cBYG50j6qE3c8HNAIEHXj9CBC7byLiWiJRuJtSizu-NdzHu7HV-ZkUwq-2qsdqnZy\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">at a greater rate in first and second grade.\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> However, this effect may \u003c/span>\u003ca href=\"https://www.igi-global.com/chapter/early-school-outcomes-for-children-who-delay-kindergarten-entry/262416\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">begin to fade\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> as early as the end of first grade. This research is all correlational, meaning we do not know whether it is redshirting that causes these advantages or if it is simply associated with advantages. The parents that choose to redshirt their children are often different from the parents who do not — most notably \u003c/span>\u003ca href=\"https://journals.sagepub.com/doi/10.3102/0162373713482764\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">they are often the families that can afford to make this choice\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Some research studies eliminate the problem of parent choice by looking at the impact of age for children within the same grade, such as comparing students with summer birthdays to students in the same grade with fall birthdays. \u003c/span>\u003ca href=\"https://www.tandfonline.com/doi/abs/10.3200/JOER.99.4.212-217\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> finds that students who are relatively older than other children in their grade score higher on math and science tests and, although these differences decrease over the years, they are still present to some extent in eighth grade. Other research finds that children who are relatively older show \u003c/span>\u003ca href=\"https://www.nber.org/system/files/working_papers/w21610/w21610.pdf\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">less hyperactivity and inattention\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"http://www2.ne.su.se/paper/wp13_07.pdf\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">greater educational attainment\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (translation: getting farther in school). However, the impact on educational attainment is greatly reduced when schools do not engage in early tracking (translation: sending children to different schools based on academic abilities in elementary school). Research also shows that children who are older than their classmates are \u003c/span>\u003ca href=\"https://psycnet.apa.org/record/2009-04640-022\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">more likely to be in gifted education and less likely to be in special education\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. These positive impacts seem to extend to high school and beyond. Children who are older than their classmates are also \u003c/span>\u003ca href=\"https://www.aeaweb.org/articles?id=10.1257/app.20140323\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">less likely to drop out of high school, less likely to commit a felony\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and less likely to experience a \u003c/span>\u003ca href=\"https://www.nber.org/system/files/working_papers/w13969/w13969.pdf\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">teenage pregnancy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Children that are older than their classmates are also \u003c/span>\u003ca href=\"https://psycnet.apa.org/record/2009-04640-022\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">more likely to attend a four-year college than younger students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Yet, it is important to note that this line of research only involves associations. Further research is needed in order to conclude that redshirting actually causes any of these positive outcomes. \u003c/span>\u003c/p>\n\u003ch3>\u003cb>When might parents want to avoid redshirting? \u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Are there any situations in which parents might want to avoid redshirting? Research suggests that when your child has an identified disability, a suspected disability or even if you are just concerned that they may need some extra help in school, delaying school entry may be associated with \u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/pii/S0885200616300795\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">worse academic performance\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, because it would delay access to free essential services through the public school system, such as speech therapy and learning support. This short delay may have a big\u003c/span> \u003cspan style=\"font-weight: 400\">impact as \u003c/span>\u003ca href=\"https://srcd.onlinelibrary.wiley.com/doi/abs/10.1111/j.1467-8624.1994.tb00777.x\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> finds that services before age 5 are more effective in improving a child’s long-term outcome than services after age 5. Research also finds a \u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S0361476X15000442\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">negative impact of redshirting for children with more severe ADHD\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and no impact for \u003c/span>\u003ca href=\"https://files.eric.ed.gov/fulltext/EJ865608.pdf\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">children with learning disabilities\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003ch3>\u003cb>Is redshirting more important for boys than girls? \u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">In any discussion of redshirting, it is commonly assumed that boys in particular benefit from redshirting. Is there any research to back this up? \u003c/span>\u003ca href=\"https://www.brookings.edu/wp-content/uploads/2016/06/0319_school_disadvantage_isaacs.pdf\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> does find that girls are more likely to be behaviorally ready for kindergarten than boys. \u003c/span>\u003ca href=\"https://direct.mit.edu/edfp/article/11/3/225/10250/First-in-the-Class-Age-and-the-Education\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> also suggests that boys may not do as well as girls with having higher-achieving classmates. Not surprisingly, boys are \u003c/span>\u003ca href=\"https://journals.sagepub.com/doi/10.3102/0162373713482764\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">more likely to be redshirted\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> than girls.\u003c/span>\u003c/p>\n\u003ch3>\u003cb>Does this research also apply to repeating a grade or holding children back?\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Interestingly, outcomes for children who repeat a grade or are “held back” are very different from those who are redshirted. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://nces.ed.gov/programs/digest/d17/tables/dt17_225.90.asp?referer=raceindicators\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">One million students are held back\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> each year in the United States. This practice particularly impacts ethnic minorities, \u003c/span>\u003ca href=\"https://nces.ed.gov/programs/raceindicators/indicator_rda.asp\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">with retention rates of 2.7% for Black students and 1.9% for Hispanic students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, compared to 1.7% for white students. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A \u003c/span>\u003ca href=\"https://www.researchgate.net/publication/279888141_Meta-analysis_of_Grade_Retention_Research_Implications_for_Practice_in_the_21st_Century\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">large body of research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> has indicated that \u003c/span>\u003ca href=\"https://psycnet.apa.org/record/2006-23116-002\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">holding a child back in school\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is associated with \u003c/span>\u003ca href=\"https://www.researchgate.net/publication/233229828_Grade_Retention_of_Students_During_Grades_K-8_Predicts_Reading_Achievement_and_Progress_During_Secondary_Schooling\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">poorer academic outcomes\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and little social-emotional benefit. While some studies have found \u003c/span>\u003ca href=\"https://psycnet.apa.org/record/2010-02314-011\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">short-term social and academic benefits\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of grade retention, \u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S004727271730097X\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">many of these effects fade after a few years\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.nber.org/papers/w13514\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Grade retention is also associated\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> with \u003c/span>\u003ca href=\"https://psycnet.apa.org/record/2002-13996-008\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">an increased likelihood of dropping out of high school\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://journals.sagepub.com/doi/abs/10.3102/0162373709354334?journalCode=epaa\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">a decreased likelihood of finishing college\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Retained students are also \u003c/span>\u003ca href=\"https://psycnet.apa.org/record/2007-13838-002\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">more likely to be aggressive in adolescence\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003ca href=\"https://journals.sagepub.com/doi/abs/10.3102/0162373709354334?journalCode=epaa\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Grade retention after third grade\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> seems to have a more detrimental effect, perhaps because it has a greater impact on self-esteem as children get older.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As with the research on redshirting, these studies only found associations between grade retention and these negative impacts, not causation. Regardless, it is important to discuss this research with redshirting because some parents assume that they can push their child ahead to kindergarten and then repeat a later grade if they are struggling. Yet, research suggests that the cons of this approach may outweigh any potential pros. In addition, \u003c/span>\u003ca href=\"https://www.researchgate.net/publication/232540499_Age_Appropriateness_and_Motivation_Engagement_and_Performance_in_High_School_Effects_of_Age_Within_Cohort_Grade_Retention_and_Delayed_School_Entry\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">redshirting reduces the risk for grade retention\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, suggesting that this may be another benefit for redshirting. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Based on this research, most clinicians and educators advise parents to avoid holding children back in a grade unless there is no other option. If your child’s school is pushing for it, present them with the research and see if you can discuss other possible options. \u003c/span>\u003c/p>\n\u003ch3>\u003cb>But is it fair?\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">For most families, delaying kindergarten means paying for full-time child care or delaying a stay-at-home parent from re-entering the workforce for an additional year. This is simply not an option for most families. Redshirting as a practice may also increase the ever-widening gap between students from high-income and low-income families, as only high-income families may be able to afford this option when wanting to give their child an advantage. Yet there is also \u003c/span>\u003ca href=\"https://www.nber.org/papers/w13663\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> showing that having older classmates may actually improve the performance of younger classmates, suggesting that the practice of redshirting is at least not harmful to students who do not make this choice. \u003c/span>\u003c/p>\n\u003ch3>\u003cb>How do you know whether your child is ready for kindergarten? \u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">The following may help you to decide whether your child is actually ready for kindergarten: \u003c/span>\u003c/p>\n\u003col>\n\u003cli style=\"font-weight: 400\">\u003cb>Consider not only their academic skills but also their social-emotional and self-regulation skills.\u003c/b> \u003ca href=\"https://ajph.aphapublications.org/doi/full/10.2105/AJPH.2015.302630\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Social skills when entering kindergarten\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> have been found to be related to success as an adult, including the likelihood of graduating college and gaining employment. \u003c/span>\u003ca href=\"https://www.frontiersin.org/articles/10.3389/feduc.2019.00127/full\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">More advanced self-regulation skills allow children to “catch up”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> even if they start behind their peers academically. \u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S0885200614001045\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Self-regulation is also associated with improved academic performance \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Consult with your child’s preschool teacher or director if possible.\u003c/b>\u003cspan style=\"font-weight: 400\"> Your child’s teacher should have a good idea of how their skills compare to their peers and whether they have the classroom engagement skills necessary for kindergarten. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Speak with your child’s pediatrician.\u003c/b>\u003cspan style=\"font-weight: 400\"> Your child’s pediatrician can give you their expert opinion as to whether your child is developmentally and physically ready for kindergarten. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Visit both possible classroom settings\u003c/b>\u003cspan style=\"font-weight: 400\">. Gain a better understanding of the expectations that will be placed on your child in kindergarten versus the expectations in preschool. Try to determine which setting best fits your child’s current ability level. \u003c/span>\u003c/li>\n\u003c/ol>\n\u003ch3>\u003cb>Overall translation\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Delaying kindergarten for a year may provide a small advantage to children. However, if you suspect your child has special needs or a disability, you may want to avoid redshirting and start school as soon as possible to get them the services they need. Once students enter K-12 schooling, parents may want to avoid holding their children back since the negative impacts may outweigh the positive. Parents may also want to consider that redshirting could increase the ever-widening gap between low-income and high-income children. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Most importantly, parents should consider their own individual child in this decision. Does your child seem to gravitate more to younger or older children? Does your child tend to compare themselves to their peers and get upset when they fall behind? Does your child seem to benefit from older role models around or do they seem to benefit from serving in a “leader” role for younger children? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Parents may also want to consider the school environment. Is the school more academic or play-based? Do they require children to sit for longer periods of time or are there movement breaks? Is redshirting typical for children around the cutoff date in this school system? Does the school compare children to others or use a tracking system for gifted education? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Sometimes this choice does not involve any of the academic advantages discussed above. In August, I will give birth to my third child with a summer birthday and currently I am planning to redshirt all three of these children (a choice I feel very privileged to have). What is really driving my decision is not the academic benefits but the opportunity to have another year with my children in my home. Whatever choice parents make they should feel confident in doing what feels right for their individual child and family.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ci>Cara Goodwin, PhD, is a licensed psychologist, a mother of three and the founder of \u003ca href=\"https://parentingtranslator.substack.com/p/redshirting-should-your-child-delay\" target=\"_blank\" rel=\"noopener\">Parenting Translator\u003c/a>, a nonprofit newsletter that turns scientific research into information that is accurate, relevant and useful for parents.\u003c/i>\u003c/p>\n\n","stats":{"hasVideo":false,"hasChartOrMap":false,"hasAudio":false,"hasPolis":false,"wordCount":1857,"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"iframeSrcs":[],"paragraphCount":24},"modified":1688826325,"excerpt":"The Parenting Translator breaks down the research behind delaying kindergarten and how to know if your child is ready for kindergarten.","headData":{"twImgId":"","twTitle":"","ogTitle":"","ogImgId":"","twDescription":"","description":"The Parenting Translator breaks down the research behind delaying kindergarten and how to know if your child is ready for kindergarten.","socialDescription":"The Parenting Translator breaks down the research behind delaying kindergarten and how to know if your child is ready for kindergarten.","title":"Does delaying kindergarten benefit children academically and socially? | KQED","ogDescription":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Does delaying kindergarten benefit children academically and socially?","datePublished":"2023-05-24T06:29:59-07:00","dateModified":"2023-07-08T07:25:25-07:00","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"guestAuthors":[],"slug":"does-delaying-kindergarten-benefit-children-academically-and-socially","status":"publish","nprByline":"Cara Goodwin, \u003ca href=\"https://www.parentingtranslator.com/\" target=\"blank\">The Parenting Translator\u003c/a>","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/61681/does-delaying-kindergarten-benefit-children-academically-and-socially","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>A version of this post was \u003ca href=\"https://parentingtranslator.substack.com/p/redshirting-should-your-child-delay\" target=\"_blank\" rel=\"noopener\">originally published\u003c/a> by Parenting Translator. Sign up for \u003ca href=\"https://parentingtranslator.substack.com/\" target=\"_blank\" rel=\"noopener\">the newsletter\u003c/a> and follow Parenting Translator \u003ca href=\"https://www.instagram.com/parentingtranslator/\" target=\"_blank\" rel=\"noopener\">on Instagram\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Redshirting” or choosing to delay kindergarten for a year is a popular topic for parents of young children at this time of year. Increased awareness of redshirting may have roots in Malcolm Gladwell’s bestselling book \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Outliers, \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">published in 2008. In the book, Gladwell points to data on the birthdays of Canadian Hockey League players to argue that being relatively older than peers provides an advantage, and he extends this argument to children’s success in school. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At the same time that ideas from \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Outliers \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">have circulated, kindergarten has become \u003c/span>\u003ca href=\"https://www.chalkbeat.org/2019/1/24/21106584/kindergarten-classes-are-getting-more-academic-new-research-says-the-kids-are-all-right\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">increasingly academic\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and rigorous. For parents of children born near the kindergarten cutoff date, the pressure to redshirt feels intense. My oldest child has a late August birthday, which is right around the cutoff date for her school. However, it seemed like all of the children with summer birthdays (and even April/May birthdays) were waiting an additional year to start kindergarten. Granted, she would have entered kindergarten in 2020, and the possibility of remote learning caused many parents to delay school entry that year. Yet in talking to school administrators and teachers and other parents about this decision, the message I heard over and over again was that the choice was obvious. It seemed that everyone I talked to had wholeheartedly accepted that delaying kindergarten was the best choice for all children. \u003c/span>\u003c/p>\n\u003ch3>\u003cb>The research on redshirting\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">So does research actually find that redshirting will provide an academic and/or social advantage for children? The answer may be more complicated than you think.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Research on redshirting suggests that it is associated with a \u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/pii/S0885200616300795\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">small academic advantage\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (that is, higher academic test scores), and test scores seem to increase \u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/pii/S0272775705000117?casa_token=jkdnhUgcJOgAAAAA:id9bg37cBYG50j6qE3c8HNAIEHXj9CBC7byLiWiJRuJtSizu-NdzHu7HV-ZkUwq-2qsdqnZy\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">at a greater rate in first and second grade.\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> However, this effect may \u003c/span>\u003ca href=\"https://www.igi-global.com/chapter/early-school-outcomes-for-children-who-delay-kindergarten-entry/262416\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">begin to fade\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> as early as the end of first grade. This research is all correlational, meaning we do not know whether it is redshirting that causes these advantages or if it is simply associated with advantages. The parents that choose to redshirt their children are often different from the parents who do not — most notably \u003c/span>\u003ca href=\"https://journals.sagepub.com/doi/10.3102/0162373713482764\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">they are often the families that can afford to make this choice\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Some research studies eliminate the problem of parent choice by looking at the impact of age for children within the same grade, such as comparing students with summer birthdays to students in the same grade with fall birthdays. \u003c/span>\u003ca href=\"https://www.tandfonline.com/doi/abs/10.3200/JOER.99.4.212-217\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> finds that students who are relatively older than other children in their grade score higher on math and science tests and, although these differences decrease over the years, they are still present to some extent in eighth grade. Other research finds that children who are relatively older show \u003c/span>\u003ca href=\"https://www.nber.org/system/files/working_papers/w21610/w21610.pdf\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">less hyperactivity and inattention\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"http://www2.ne.su.se/paper/wp13_07.pdf\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">greater educational attainment\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (translation: getting farther in school). However, the impact on educational attainment is greatly reduced when schools do not engage in early tracking (translation: sending children to different schools based on academic abilities in elementary school). Research also shows that children who are older than their classmates are \u003c/span>\u003ca href=\"https://psycnet.apa.org/record/2009-04640-022\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">more likely to be in gifted education and less likely to be in special education\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. These positive impacts seem to extend to high school and beyond. Children who are older than their classmates are also \u003c/span>\u003ca href=\"https://www.aeaweb.org/articles?id=10.1257/app.20140323\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">less likely to drop out of high school, less likely to commit a felony\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and less likely to experience a \u003c/span>\u003ca href=\"https://www.nber.org/system/files/working_papers/w13969/w13969.pdf\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">teenage pregnancy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Children that are older than their classmates are also \u003c/span>\u003ca href=\"https://psycnet.apa.org/record/2009-04640-022\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">more likely to attend a four-year college than younger students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Yet, it is important to note that this line of research only involves associations. Further research is needed in order to conclude that redshirting actually causes any of these positive outcomes. \u003c/span>\u003c/p>\n\u003ch3>\u003cb>When might parents want to avoid redshirting? \u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Are there any situations in which parents might want to avoid redshirting? Research suggests that when your child has an identified disability, a suspected disability or even if you are just concerned that they may need some extra help in school, delaying school entry may be associated with \u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/pii/S0885200616300795\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">worse academic performance\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, because it would delay access to free essential services through the public school system, such as speech therapy and learning support. This short delay may have a big\u003c/span> \u003cspan style=\"font-weight: 400\">impact as \u003c/span>\u003ca href=\"https://srcd.onlinelibrary.wiley.com/doi/abs/10.1111/j.1467-8624.1994.tb00777.x\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> finds that services before age 5 are more effective in improving a child’s long-term outcome than services after age 5. Research also finds a \u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S0361476X15000442\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">negative impact of redshirting for children with more severe ADHD\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and no impact for \u003c/span>\u003ca href=\"https://files.eric.ed.gov/fulltext/EJ865608.pdf\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">children with learning disabilities\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003ch3>\u003cb>Is redshirting more important for boys than girls? \u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">In any discussion of redshirting, it is commonly assumed that boys in particular benefit from redshirting. Is there any research to back this up? \u003c/span>\u003ca href=\"https://www.brookings.edu/wp-content/uploads/2016/06/0319_school_disadvantage_isaacs.pdf\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> does find that girls are more likely to be behaviorally ready for kindergarten than boys. \u003c/span>\u003ca href=\"https://direct.mit.edu/edfp/article/11/3/225/10250/First-in-the-Class-Age-and-the-Education\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> also suggests that boys may not do as well as girls with having higher-achieving classmates. Not surprisingly, boys are \u003c/span>\u003ca href=\"https://journals.sagepub.com/doi/10.3102/0162373713482764\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">more likely to be redshirted\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> than girls.\u003c/span>\u003c/p>\n\u003ch3>\u003cb>Does this research also apply to repeating a grade or holding children back?\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Interestingly, outcomes for children who repeat a grade or are “held back” are very different from those who are redshirted. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://nces.ed.gov/programs/digest/d17/tables/dt17_225.90.asp?referer=raceindicators\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">One million students are held back\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> each year in the United States. This practice particularly impacts ethnic minorities, \u003c/span>\u003ca href=\"https://nces.ed.gov/programs/raceindicators/indicator_rda.asp\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">with retention rates of 2.7% for Black students and 1.9% for Hispanic students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, compared to 1.7% for white students. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A \u003c/span>\u003ca href=\"https://www.researchgate.net/publication/279888141_Meta-analysis_of_Grade_Retention_Research_Implications_for_Practice_in_the_21st_Century\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">large body of research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> has indicated that \u003c/span>\u003ca href=\"https://psycnet.apa.org/record/2006-23116-002\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">holding a child back in school\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is associated with \u003c/span>\u003ca href=\"https://www.researchgate.net/publication/233229828_Grade_Retention_of_Students_During_Grades_K-8_Predicts_Reading_Achievement_and_Progress_During_Secondary_Schooling\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">poorer academic outcomes\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and little social-emotional benefit. While some studies have found \u003c/span>\u003ca href=\"https://psycnet.apa.org/record/2010-02314-011\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">short-term social and academic benefits\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of grade retention, \u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S004727271730097X\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">many of these effects fade after a few years\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.nber.org/papers/w13514\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Grade retention is also associated\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> with \u003c/span>\u003ca href=\"https://psycnet.apa.org/record/2002-13996-008\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">an increased likelihood of dropping out of high school\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://journals.sagepub.com/doi/abs/10.3102/0162373709354334?journalCode=epaa\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">a decreased likelihood of finishing college\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Retained students are also \u003c/span>\u003ca href=\"https://psycnet.apa.org/record/2007-13838-002\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">more likely to be aggressive in adolescence\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003ca href=\"https://journals.sagepub.com/doi/abs/10.3102/0162373709354334?journalCode=epaa\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Grade retention after third grade\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> seems to have a more detrimental effect, perhaps because it has a greater impact on self-esteem as children get older.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As with the research on redshirting, these studies only found associations between grade retention and these negative impacts, not causation. Regardless, it is important to discuss this research with redshirting because some parents assume that they can push their child ahead to kindergarten and then repeat a later grade if they are struggling. Yet, research suggests that the cons of this approach may outweigh any potential pros. In addition, \u003c/span>\u003ca href=\"https://www.researchgate.net/publication/232540499_Age_Appropriateness_and_Motivation_Engagement_and_Performance_in_High_School_Effects_of_Age_Within_Cohort_Grade_Retention_and_Delayed_School_Entry\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">redshirting reduces the risk for grade retention\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, suggesting that this may be another benefit for redshirting. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Based on this research, most clinicians and educators advise parents to avoid holding children back in a grade unless there is no other option. If your child’s school is pushing for it, present them with the research and see if you can discuss other possible options. \u003c/span>\u003c/p>\n\u003ch3>\u003cb>But is it fair?\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">For most families, delaying kindergarten means paying for full-time child care or delaying a stay-at-home parent from re-entering the workforce for an additional year. This is simply not an option for most families. Redshirting as a practice may also increase the ever-widening gap between students from high-income and low-income families, as only high-income families may be able to afford this option when wanting to give their child an advantage. Yet there is also \u003c/span>\u003ca href=\"https://www.nber.org/papers/w13663\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> showing that having older classmates may actually improve the performance of younger classmates, suggesting that the practice of redshirting is at least not harmful to students who do not make this choice. \u003c/span>\u003c/p>\n\u003ch3>\u003cb>How do you know whether your child is ready for kindergarten? \u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">The following may help you to decide whether your child is actually ready for kindergarten: \u003c/span>\u003c/p>\n\u003col>\n\u003cli style=\"font-weight: 400\">\u003cb>Consider not only their academic skills but also their social-emotional and self-regulation skills.\u003c/b> \u003ca href=\"https://ajph.aphapublications.org/doi/full/10.2105/AJPH.2015.302630\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Social skills when entering kindergarten\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> have been found to be related to success as an adult, including the likelihood of graduating college and gaining employment. \u003c/span>\u003ca href=\"https://www.frontiersin.org/articles/10.3389/feduc.2019.00127/full\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">More advanced self-regulation skills allow children to “catch up”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> even if they start behind their peers academically. \u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S0885200614001045\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Self-regulation is also associated with improved academic performance \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Consult with your child’s preschool teacher or director if possible.\u003c/b>\u003cspan style=\"font-weight: 400\"> Your child’s teacher should have a good idea of how their skills compare to their peers and whether they have the classroom engagement skills necessary for kindergarten. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Speak with your child’s pediatrician.\u003c/b>\u003cspan style=\"font-weight: 400\"> Your child’s pediatrician can give you their expert opinion as to whether your child is developmentally and physically ready for kindergarten. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Visit both possible classroom settings\u003c/b>\u003cspan style=\"font-weight: 400\">. Gain a better understanding of the expectations that will be placed on your child in kindergarten versus the expectations in preschool. Try to determine which setting best fits your child’s current ability level. \u003c/span>\u003c/li>\n\u003c/ol>\n\u003ch3>\u003cb>Overall translation\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Delaying kindergarten for a year may provide a small advantage to children. However, if you suspect your child has special needs or a disability, you may want to avoid redshirting and start school as soon as possible to get them the services they need. Once students enter K-12 schooling, parents may want to avoid holding their children back since the negative impacts may outweigh the positive. Parents may also want to consider that redshirting could increase the ever-widening gap between low-income and high-income children. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Most importantly, parents should consider their own individual child in this decision. Does your child seem to gravitate more to younger or older children? Does your child tend to compare themselves to their peers and get upset when they fall behind? Does your child seem to benefit from older role models around or do they seem to benefit from serving in a “leader” role for younger children? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Parents may also want to consider the school environment. Is the school more academic or play-based? Do they require children to sit for longer periods of time or are there movement breaks? Is redshirting typical for children around the cutoff date in this school system? Does the school compare children to others or use a tracking system for gifted education? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Sometimes this choice does not involve any of the academic advantages discussed above. In August, I will give birth to my third child with a summer birthday and currently I am planning to redshirt all three of these children (a choice I feel very privileged to have). What is really driving my decision is not the academic benefits but the opportunity to have another year with my children in my home. Whatever choice parents make they should feel confident in doing what feels right for their individual child and family.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ci>Cara Goodwin, PhD, is a licensed psychologist, a mother of three and the founder of \u003ca href=\"https://parentingtranslator.substack.com/p/redshirting-should-your-child-delay\" target=\"_blank\" rel=\"noopener\">Parenting Translator\u003c/a>, a nonprofit newsletter that turns scientific research into information that is accurate, relevant and useful for parents.\u003c/i>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/61681/does-delaying-kindergarten-benefit-children-academically-and-socially","authors":["byline_mindshift_61681"],"categories":["mindshift_21504","mindshift_21385"],"tags":["mindshift_20720","mindshift_21634","mindshift_790","mindshift_20568","mindshift_21706","mindshift_290","mindshift_21115"],"featImg":"mindshift_61682","label":"mindshift"},"mindshift_61233":{"type":"posts","id":"mindshift_61233","meta":{"index":"posts_1716263798","site":"mindshift","id":"61233","score":null,"sort":[1679392834000]},"parent":0,"labelTerm":{"site":"mindshift"},"blocks":[],"publishDate":1679392834,"format":"standard","title":"Why cultivating emotional intelligence among toddlers has become more urgent","headTitle":"MindShift | KQED News","content":"\u003cp>\u003cspan style=\"font-weight: 400\">BOSTON — The six toddlers in the “Bears” classroom at the Ellis Early Learning center were hard at play when, suddenly, a tower of large, brightly-colored plastic blocks crashed to the ground. The children froze as the little boy who had just built the tower burst into tears. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Look, he’s sad!” their teacher said gently as she kneeled next to the 2-year-old. “What can we do to make him feel better?”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One little girl padded over and gently touched his arm. The boy looked up and did what many frustrated, unpredictable toddlers do: He bit her.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As the little girl erupted in tears, the teacher swooped in calmly and hugged her. “You can say, ‘That hurt!’” she instructed. “You need to be gentle,” she reminded the boy.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Biting — and the big emotions that cause it — are commonplace in toddler classrooms. And now, thanks to a new initiative at this Boston-based child care program, teachers have a unified strategy both for addressing the problematic behavior and teaching the toddlers to recognize the underlying emotion behind it. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In previous years, responses to student emotions and conflicts would vary by teacher, often based on training or experiences, said Lauren Cook, chief executive officer at Ellis, which has three locations in the city. \u003c/span>\u003ca href=\"https://www.ellisearlylearning.org/begin-to-ecsel\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">In late 2022\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, Ellis adopted a formal social and emotional learning program — SEL for short — for the first time, pairing online training for teachers and classroom-based resources with visits from social-emotional coaches. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The school is part of a small but growing wave of early learning programs seeking to build or expand their social-emotional component in the wake of a pandemic that has led to \u003c/span>\u003ca href=\"https://www.ffyf.org/how-has-covid-19-impacted-infants-and-toddlers-social-development/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">more challenging student behavior\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and unprecedented turnover among child care workers. In Connecticut and New York, for example, home-based child care providers have sought out more formal training in SEL. More than \u003c/span>\u003ca href=\"https://www.prnewswire.com/news-releases/mvp-kids-provides-character-development-and-social-and-emotional-learning-through-the-implementation-of-instill-sel-into-more-than-400-preschool-classrooms-in-the-east-and-southeast-301387618.html\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">250 preschool classrooms in Florida\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and 150 Head Start classrooms in the northeast have adopted a new SEL curriculum aimed specifically at addressing the pandemic’s toll on young children. And the federal government recently put millions toward expanding SEL programs in the earliest years.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_61240\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-medium wp-image-61240\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/03/Mader-SEL1-scaled-e1679105313759-800x600.jpg\" alt=\"\" width=\"800\" height=\"600\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/03/Mader-SEL1-scaled-e1679105313759-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/Mader-SEL1-scaled-e1679105313759-1020x765.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/Mader-SEL1-scaled-e1679105313759-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/Mader-SEL1-scaled-e1679105313759-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/Mader-SEL1-scaled-e1679105313759-1536x1152.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/Mader-SEL1-scaled-e1679105313759.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">A chart in a toddler classroom at Ellis Early Learning where pictures of children are placed next to the emotions they are feeling to help kids learn how to identify and name their feelings. \u003ccite>(Jackie Mader/The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">The need is real. Research and educator surveys show that young children have been severely impacted by \u003c/span>\u003ca href=\"https://medium.com/rapid-ec-project/flattening-the-other-curve-7be1e574b340\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">pandemic-related stress and trauma\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, such as the death of loved ones and food and housing security, as well as limited opportunities for social interaction outside of the home. Parents and educators \u003c/span>\u003ca href=\"https://nieer.org/wp-content/uploads/2021/08/NIEER-MAYJUNE2021-Pandemic-First-Look826-el.pdf\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">report\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> more young children are hyperactive, \u003c/span>\u003ca href=\"https://www.usatoday.com/in-depth/news/education/2022/06/09/pandemic-babies-now-toddlers-delayed-development-heres-why/9660318002/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">fearful, aggressive\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and have trouble interacting with peers. Their teachers, too, can benefit tremendously from increased support in coping with sometimes difficult classrooms and behavior. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Coming out of the pandemic where we’ve seen so much more challenging behavior and just really difficult experiences that the kids have gone through that are showing up in their behavior,” said Cook. “It’s even more important to be devoting time and resources to this.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Yet even programs for the youngest kids have not escaped some of the broader pushback and \u003c/span>\u003ca href=\"https://hechingerreport.org/social-and-emotional-learning-is-the-latest-flashpoint-in-the-education-wars/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">controversy over SEL\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which opponents have accused of promoting critical race theory, the idea that the framework for racism is embedded in society, among other things. Last year in Louisiana, for instance, lawmakers and parents claimed that the state’s new early learning standards might include “\u003c/span>\u003ca href=\"https://www.theadvocate.com/baton_rouge/news/education/article_37205080-1f3d-11ed-8f22-9b22e3bba854.html\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">potentially divisive concepts\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,\u003c/span>\u003cspan style=\"font-weight: 400\">” such as gender identity and systemic racism, within SEL lessons. (Those standards were approved twice by the state’s top school board, but early this year the school board re-opened public comment.)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We get to states where, suddenly, SEL has become a taboo word to use,” said Mary Louise Hemmeter, a professor of special education at Vanderbilt University. In January, Hemmeter was awarded a nearly \u003c/span>\u003ca href=\"https://news.vanderbilt.edu/2023/01/10/hemmeter-receives-11-9-million-grant-to-expand-pyramid-model-in-pre-k-and-kindergarten-classrooms-nationally/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">$12 million grant\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> from the U.S. Department of Education for the nationwide expansion of a social-emotional learning model that she developed for child care programs, pre-K, and kindergarten classrooms. In some communities, Hemmeter said, she’s very cautious in the language she uses to describe the SEL programming.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The occasional pushback has not significantly slowed SEL’s spread for the youngest students, however. Early childhood experts say the goal is quite simple: teaching children basic social, emotional and cognitive skills and how to build empathetic relationships with others. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“If you ask kindergarten teachers what they want children to be able to do when they come to kindergarten, it’s not write their name or know their letters,” Hemmeter said. Kindergarten teachers “want [kids] to be able to follow directions. They want them to be able to persist at difficult tasks. They want them to be able to get along with other kids and work together and be able to engage in classroom routines.” \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_61242\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-medium wp-image-61242\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/03/Mader-SEL2-scaled-e1679105533383-800x600.jpg\" alt=\"\" width=\"800\" height=\"600\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/03/Mader-SEL2-scaled-e1679105533383-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/Mader-SEL2-scaled-e1679105533383-1020x765.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/Mader-SEL2-scaled-e1679105533383-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/Mader-SEL2-scaled-e1679105533383-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/Mader-SEL2-scaled-e1679105533383-1536x1152.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/Mader-SEL2-scaled-e1679105533383.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Ellis Early Learning adopted the “begin to ECSEL” social and emotional learning curriculum, which emphasizes teaching emotional intelligence from birth. \u003ccite>(Jackie Mader/The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">When Cook and her colleagues at Ellis Early Learning started looking into SEL in 2020, they were motivated in part by wanting to ease the transition to elementary school, especially for students who have experienced trauma. More than two-thirds of the program’s families face economic hardship and receive financial assistance from the state to pay tuition. More than 25 percent of children have active cases with the city’s foster care system. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“There are big feelings, there have been traumatic events that kids have witnessed,” said Cook. “We’re giving [kids] autonomy and saying, ‘All of your feelings are valid. You get to feel them in a way that is safe for you and others.’” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We really need to build capacity in these areas earlier so by the time our kids get to K-12, teachers there will have a much easier time, and the child will have a much easier time,” she added.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In any given classroom at Ellis, a visitor will now hear the same refrains echoed throughout the day: \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Use your words!” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“How do you think your friend is feeling?” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“How did that make you feel?”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Each day, teachers ask students to take time to identify their feelings by affixing their picture next to the name of the emotion they’re feeling on a chart. On a recent February morning in a preschool classroom, for example, most of the class chose happy or excited, but one student selected “frustrated.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This illustration of feelings helps teachers know how to support individual students. They might give a frustrated or angry child a break in a calming corner, for instance. Or they might know to offer up a hug, a song, a chance to play with items from a sensory box or help practicing deep breathing. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_61241\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-medium wp-image-61241\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/03/Mader-SEL10-scaled-e1679105421934-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/03/Mader-SEL10-scaled-e1679105421934-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/Mader-SEL10-scaled-e1679105421934-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/Mader-SEL10-scaled-e1679105421934-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/Mader-SEL10-scaled-e1679105421934-768x512.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/Mader-SEL10-scaled-e1679105421934-1536x1024.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/Mader-SEL10-scaled-e1679105421934.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Teacher Jamalia Sheets watches a child model the emotion “surprised” during an activity in the infant classroom at Ellis Early Learning. \u003ccite>(Jackie Mader/The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">The focus on building emotional intelligence starts even before students can walk or talk. In a bright infant classroom, lead infant teacher Jamalia Sheets held up a card with a picture of a cartoon animal showing a sad face. “Look, she’s sad! Can we make a sad face?” Sheets and her two co-teachers all mimicked a sad face and made crying sounds. “Let’s make an angry face,” she said, flipping to another card and modeling an angry face. A 14-month-old toddling around the circle of teachers mimicked the angry face. “Oooh look at that angry face! That’s what I’m talking about,” Sheets said, before moving on to model excitement, worry and surprise. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teaching emotional competence from birth is a key tenet of “\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">begin to \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">ECSEL,” the program Ellis has adopted. Created by the Boston-based Housman Institute,* the approach capitalizes on the rapid brain development that happens in the first few years of life, said Donna Housman, founder of the institute. “When the brain is overwhelmed by negative emotions, it can’t learn,” she said. “Having the skills to deal with and regulate our own emotions calms the brain.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Ideally, these skills should not be imparted randomly, experts say. “Where it’s done really well, you can see [SEL] woven into everyday practices in the classroom,” said Tia Kim, a developmental psychologist and the vice president of education, research and impact for the Committee for Children, which developed a global SEL program called Second Step. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A \u003c/span>\u003ca href=\"https://casel.org/fundamentals-of-sel/what-does-the-research-say/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">growing body of research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> shows the long-term benefits of quality social-emotional learning for children: an increase in academic performance, better classroom behavior and higher levels of well-being as young adults. One \u003c/span>\u003ca href=\"https://www.tandfonline.com/doi/abs/10.1080/02568543.2020.1728446?journalCode=ujrc20\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> found that low-income children with stronger social problem-solving skills at the start of preschool learned math skills faster. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Moreover, research shows that providing strong social-emotional training to teachers in early learning programs can help lessen chronic and frequent preschool suspensions — if those supports are done right.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“When SEL contributes to reducing teacher stress, that could benefit expulsion rates,” said Kate Zinsser, an applied developmental psychologist and associate professor at the University of Illinois, Chicago and the \u003c/span>\u003ca href=\"https://today.uic.edu/new-book-explores-crisis-of-early-childhood-expulsion-suspension-practices/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">author\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of “No Longer Welcome: The Epidemic of Expulsion from Early Childhood Education.” But, she added, “poorly implemented SEL supports could increase teacher stress.” That poor implementation includes simply handing a teacher “yet another curriculum” without enough training or observations to enable the teacher to roll out SEL effectively.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It can be hard for educators to \u003c/span>\u003ca href=\"https://www.edweek.org/leadership/opinion-is-petting-a-guinea-pig-sel-its-time-to-call-out-the-quacks/2022/11\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">decipher which SEL programs are beneficial\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and which are not. At Ellis, officials said they were drawn to the Housman Institute’s program due to a clear \u003c/span>\u003ca href=\"https://www.housmaninstitute.com/impact-of-ecsel-on-childrens-self-regulation-executive-functions-and-learning?submissionGuid=93495665-cb6f-420c-b4ad-d45b2001b31f\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">record of successful outcomes\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for children, but investigating alternatives can take time.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Cook is already seeing positive signs that the program is having an impact. Students are better able to work through upsetting situations at school. And parents have reported that their children are showing more empathy and curiosity about emotions and can more clearly identify their feelings. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But one of the most striking impacts has been on Ellis’ teachers, who now have more strategies to handle a stressful job, the many challenges that come with educating young children, and their own stressors outside of work.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_61239\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-medium wp-image-61239\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/03/Mader-SEL11-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/03/Mader-SEL11-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/Mader-SEL11-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/Mader-SEL11-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/Mader-SEL11-768x512.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/Mader-SEL11-1536x1024.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/Mader-SEL11-2048x1365.jpg 2048w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/Mader-SEL11-1920x1280.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Ellis Early Learning runs three child care programs in Boston. \u003ccite>(Jackie Mader/The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">While other industries have rebounded since the pandemic hit, the early childhood industry is still lagging, struggling to find staff and keep classrooms and programs open. Larger policy and economic changes are needed, such as more federal funding and higher pay for teachers, yet some educators say SEL can boost teacher mental health and retention, a goal Cook has at Ellis. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We need this job to be easier for people, because it’s hard,” said Cook. “It can only be easier when we equip them with the right tools so they can manage their class successfully.” She hopes that with the new emphasis on SEL, “teachers will feel they have a much stronger capacity to manage their classrooms in a healthy, positive way, and also that the children have even better days.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For Sheets, the infant room teacher, the embrace of SEL has helped her better regulate her emotions as well as those of her students — making it easier to balance a stressful, physically taxing job and motherhood. The curriculum used by Ellis includes several online teacher training modules on topics like identifying and managing emotions and how to deal with stress. The goal is to help teachers manage their own emotions and mental health first so they can then better help children. “Understanding emotions within yourself, understanding emotions within children helps you go a long way to helping them foster healthy child development,” Sheets said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It was during one of these online training sessions that Sheets first heard the term “toxic stress,” or long-lasting stress due to frequent or prolonged adversity. Sheets realized then that experiences from what she said was a rough childhood, including five years living apart from her mother, were still impacting some of her emotional responses as an adult. The training has helped her manage her own stress, which translates into how she responds to children and models behavior. “Being able to pick up on certain things that could be stressors and regulate them before you come into the professional environment with them, it’s been very helpful,” she said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Nationwide, not all child care programs have the staffing and funding that make it possible to access — and pay for — the quality SEL training and support that experts say is most likely to make a difference for teachers and children alike. In Bridgeport, Connecticut, the nonprofit All Our Kin is trying to fill that gap, offering social-emotional training to more than 550 home-based educators in Connecticut and Bronx, New York. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Julia Zamora, a Connecticut-based home child care provider, had never had SEL training until she started working with a coach from All Our Kin. Zamora, who spent 22 years in her home country of Ecuador teaching older students, primarily teenagers, said there was still much to learn when she started working with younger children two years ago. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“When I started receiving the training, I thought to myself, ‘Wow, this is what I needed,’” Zamora said in Spanish through an interpreter. When Zamora started rolling out more SEL strategies and lessons in her center, she had children enrolled who had autism and were in foster care. “I needed to navigate this and learn how to deal with my new students,” she said. “Every child … they’ve lived through some really hard stuff. The simple tools that I have learned have had a big impact,” she said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We need it, the children need it,” Zamora added.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_61236\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-61236 size-medium\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/03/Mader-SEL12-scaled-e1679104574499-800x600.jpg\" alt=\"\" width=\"800\" height=\"600\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/03/Mader-SEL12-scaled-e1679104574499-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/Mader-SEL12-scaled-e1679104574499-1020x765.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/Mader-SEL12-scaled-e1679104574499-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/Mader-SEL12-scaled-e1679104574499-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/Mader-SEL12-scaled-e1679104574499-1536x1152.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/Mader-SEL12-scaled-e1679104574499.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">The cozy corner in Julia Zamora’s home-based child care program provides space and resources for children to learn about their emotions and practice emotional regulation strategies. \u003ccite>(Image provided by Julia Zamora)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">After several training sessions with All Our Kin, Zamora created a “cozy corner” in her home where children can retreat when they need a calm space. The space has mirrors so the children can see how their faces look when they express different emotions. She also uses a cube that has pictures of the children’s faces and different emotions to encourage the kids to share their feelings and talk about different feelings. Through the training, she has learned various ways to adapt her approach to children based on their emotions, including by whispering to kids who are upset and overstimulated, offering hugs or encouraging children to take time in the cozy corner. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Overall, she said, she feels more confident and secure as an educator. “I have learned to interpret feelings when the child is not able to explain to me with words what they’re feeling,” Zamora said. “I am constantly evaluating myself and re-evaluating the work I do, because these children deserve to grow up in a safe environment,” she said. “Not only physically safe, but safe emotionally.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While beneficial to educators, officials at Ellis said their work could be bolstered if parents embraced a similar SEL approach at home to further foster student behavior, emotional intelligence and regulation. “It’s so important because if we’re teaching the children about their social-emotional learning here, and then at home it’s not the same, then there’s not necessarily a balance,” said Cherish Casey, a social worker at Ellis. “I think it will really help the children build their social emotional regulation and emotional identity if it’s a full circle, and the family knows the same tools that we’re teaching them.”\u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about \u003ca href=\"https://hechingerreport.org/toddlers-need-social-emotional-learning-teachers-say/\" target=\"_blank\" rel=\"noopener\">social and emotional development in early childhood\u003c/a> was produced by \u003c/span>\u003c/i>\u003ca href=\"http://hechingerreport.org/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>*This story has been updated to clarify that the Housman Institute is not a nonprofit.\u003c/p>\n\n","stats":{"hasVideo":false,"hasChartOrMap":false,"hasAudio":false,"hasPolis":false,"wordCount":2839,"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"iframeSrcs":[],"paragraphCount":46},"modified":1679514269,"excerpt":"A small but growing wave of early learning programs are building or expanding their social emotional learning components in the wake of a pandemic that has led to more challenging student behavior and unprecedented turnover among child care workers.","headData":{"twImgId":"","twTitle":"","ogTitle":"","ogImgId":"","twDescription":"","description":"Despite controversy over social emotional learning, early childhood educators see benefits of SEL for toddlers and teachers.","title":"Why cultivating emotional intelligence among toddlers has become more urgent | KQED","ogDescription":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Why cultivating emotional intelligence among toddlers has become more urgent","datePublished":"2023-03-21T03:00:34-07:00","dateModified":"2023-03-22T12:44:29-07:00","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"guestAuthors":[],"slug":"why-cultivating-emotional-intelligence-among-toddlers-has-become-more-urgent","status":"publish","nprByline":"Jackie Mader, \u003ca href=\"https://hechingerreport.org/\" target=\"_blank\">The Hechinger Report\u003c/a>","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/61233/why-cultivating-emotional-intelligence-among-toddlers-has-become-more-urgent","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">BOSTON — The six toddlers in the “Bears” classroom at the Ellis Early Learning center were hard at play when, suddenly, a tower of large, brightly-colored plastic blocks crashed to the ground. The children froze as the little boy who had just built the tower burst into tears. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Look, he’s sad!” their teacher said gently as she kneeled next to the 2-year-old. “What can we do to make him feel better?”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One little girl padded over and gently touched his arm. The boy looked up and did what many frustrated, unpredictable toddlers do: He bit her.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As the little girl erupted in tears, the teacher swooped in calmly and hugged her. “You can say, ‘That hurt!’” she instructed. “You need to be gentle,” she reminded the boy.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Biting — and the big emotions that cause it — are commonplace in toddler classrooms. And now, thanks to a new initiative at this Boston-based child care program, teachers have a unified strategy both for addressing the problematic behavior and teaching the toddlers to recognize the underlying emotion behind it. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In previous years, responses to student emotions and conflicts would vary by teacher, often based on training or experiences, said Lauren Cook, chief executive officer at Ellis, which has three locations in the city. \u003c/span>\u003ca href=\"https://www.ellisearlylearning.org/begin-to-ecsel\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">In late 2022\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, Ellis adopted a formal social and emotional learning program — SEL for short — for the first time, pairing online training for teachers and classroom-based resources with visits from social-emotional coaches. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The school is part of a small but growing wave of early learning programs seeking to build or expand their social-emotional component in the wake of a pandemic that has led to \u003c/span>\u003ca href=\"https://www.ffyf.org/how-has-covid-19-impacted-infants-and-toddlers-social-development/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">more challenging student behavior\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and unprecedented turnover among child care workers. In Connecticut and New York, for example, home-based child care providers have sought out more formal training in SEL. More than \u003c/span>\u003ca href=\"https://www.prnewswire.com/news-releases/mvp-kids-provides-character-development-and-social-and-emotional-learning-through-the-implementation-of-instill-sel-into-more-than-400-preschool-classrooms-in-the-east-and-southeast-301387618.html\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">250 preschool classrooms in Florida\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and 150 Head Start classrooms in the northeast have adopted a new SEL curriculum aimed specifically at addressing the pandemic’s toll on young children. And the federal government recently put millions toward expanding SEL programs in the earliest years.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_61240\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-medium wp-image-61240\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/03/Mader-SEL1-scaled-e1679105313759-800x600.jpg\" alt=\"\" width=\"800\" height=\"600\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/03/Mader-SEL1-scaled-e1679105313759-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/Mader-SEL1-scaled-e1679105313759-1020x765.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/Mader-SEL1-scaled-e1679105313759-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/Mader-SEL1-scaled-e1679105313759-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/Mader-SEL1-scaled-e1679105313759-1536x1152.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/Mader-SEL1-scaled-e1679105313759.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">A chart in a toddler classroom at Ellis Early Learning where pictures of children are placed next to the emotions they are feeling to help kids learn how to identify and name their feelings. \u003ccite>(Jackie Mader/The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">The need is real. Research and educator surveys show that young children have been severely impacted by \u003c/span>\u003ca href=\"https://medium.com/rapid-ec-project/flattening-the-other-curve-7be1e574b340\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">pandemic-related stress and trauma\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, such as the death of loved ones and food and housing security, as well as limited opportunities for social interaction outside of the home. Parents and educators \u003c/span>\u003ca href=\"https://nieer.org/wp-content/uploads/2021/08/NIEER-MAYJUNE2021-Pandemic-First-Look826-el.pdf\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">report\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> more young children are hyperactive, \u003c/span>\u003ca href=\"https://www.usatoday.com/in-depth/news/education/2022/06/09/pandemic-babies-now-toddlers-delayed-development-heres-why/9660318002/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">fearful, aggressive\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and have trouble interacting with peers. Their teachers, too, can benefit tremendously from increased support in coping with sometimes difficult classrooms and behavior. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Coming out of the pandemic where we’ve seen so much more challenging behavior and just really difficult experiences that the kids have gone through that are showing up in their behavior,” said Cook. “It’s even more important to be devoting time and resources to this.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Yet even programs for the youngest kids have not escaped some of the broader pushback and \u003c/span>\u003ca href=\"https://hechingerreport.org/social-and-emotional-learning-is-the-latest-flashpoint-in-the-education-wars/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">controversy over SEL\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which opponents have accused of promoting critical race theory, the idea that the framework for racism is embedded in society, among other things. Last year in Louisiana, for instance, lawmakers and parents claimed that the state’s new early learning standards might include “\u003c/span>\u003ca href=\"https://www.theadvocate.com/baton_rouge/news/education/article_37205080-1f3d-11ed-8f22-9b22e3bba854.html\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">potentially divisive concepts\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,\u003c/span>\u003cspan style=\"font-weight: 400\">” such as gender identity and systemic racism, within SEL lessons. (Those standards were approved twice by the state’s top school board, but early this year the school board re-opened public comment.)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We get to states where, suddenly, SEL has become a taboo word to use,” said Mary Louise Hemmeter, a professor of special education at Vanderbilt University. In January, Hemmeter was awarded a nearly \u003c/span>\u003ca href=\"https://news.vanderbilt.edu/2023/01/10/hemmeter-receives-11-9-million-grant-to-expand-pyramid-model-in-pre-k-and-kindergarten-classrooms-nationally/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">$12 million grant\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> from the U.S. Department of Education for the nationwide expansion of a social-emotional learning model that she developed for child care programs, pre-K, and kindergarten classrooms. In some communities, Hemmeter said, she’s very cautious in the language she uses to describe the SEL programming.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The occasional pushback has not significantly slowed SEL’s spread for the youngest students, however. Early childhood experts say the goal is quite simple: teaching children basic social, emotional and cognitive skills and how to build empathetic relationships with others. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“If you ask kindergarten teachers what they want children to be able to do when they come to kindergarten, it’s not write their name or know their letters,” Hemmeter said. Kindergarten teachers “want [kids] to be able to follow directions. They want them to be able to persist at difficult tasks. They want them to be able to get along with other kids and work together and be able to engage in classroom routines.” \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_61242\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-medium wp-image-61242\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/03/Mader-SEL2-scaled-e1679105533383-800x600.jpg\" alt=\"\" width=\"800\" height=\"600\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/03/Mader-SEL2-scaled-e1679105533383-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/Mader-SEL2-scaled-e1679105533383-1020x765.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/Mader-SEL2-scaled-e1679105533383-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/Mader-SEL2-scaled-e1679105533383-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/Mader-SEL2-scaled-e1679105533383-1536x1152.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/Mader-SEL2-scaled-e1679105533383.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Ellis Early Learning adopted the “begin to ECSEL” social and emotional learning curriculum, which emphasizes teaching emotional intelligence from birth. \u003ccite>(Jackie Mader/The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">When Cook and her colleagues at Ellis Early Learning started looking into SEL in 2020, they were motivated in part by wanting to ease the transition to elementary school, especially for students who have experienced trauma. More than two-thirds of the program’s families face economic hardship and receive financial assistance from the state to pay tuition. More than 25 percent of children have active cases with the city’s foster care system. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“There are big feelings, there have been traumatic events that kids have witnessed,” said Cook. “We’re giving [kids] autonomy and saying, ‘All of your feelings are valid. You get to feel them in a way that is safe for you and others.’” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We really need to build capacity in these areas earlier so by the time our kids get to K-12, teachers there will have a much easier time, and the child will have a much easier time,” she added.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In any given classroom at Ellis, a visitor will now hear the same refrains echoed throughout the day: \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Use your words!” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“How do you think your friend is feeling?” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“How did that make you feel?”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Each day, teachers ask students to take time to identify their feelings by affixing their picture next to the name of the emotion they’re feeling on a chart. On a recent February morning in a preschool classroom, for example, most of the class chose happy or excited, but one student selected “frustrated.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This illustration of feelings helps teachers know how to support individual students. They might give a frustrated or angry child a break in a calming corner, for instance. Or they might know to offer up a hug, a song, a chance to play with items from a sensory box or help practicing deep breathing. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_61241\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-medium wp-image-61241\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/03/Mader-SEL10-scaled-e1679105421934-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/03/Mader-SEL10-scaled-e1679105421934-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/Mader-SEL10-scaled-e1679105421934-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/Mader-SEL10-scaled-e1679105421934-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/Mader-SEL10-scaled-e1679105421934-768x512.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/Mader-SEL10-scaled-e1679105421934-1536x1024.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/Mader-SEL10-scaled-e1679105421934.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Teacher Jamalia Sheets watches a child model the emotion “surprised” during an activity in the infant classroom at Ellis Early Learning. \u003ccite>(Jackie Mader/The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">The focus on building emotional intelligence starts even before students can walk or talk. In a bright infant classroom, lead infant teacher Jamalia Sheets held up a card with a picture of a cartoon animal showing a sad face. “Look, she’s sad! Can we make a sad face?” Sheets and her two co-teachers all mimicked a sad face and made crying sounds. “Let’s make an angry face,” she said, flipping to another card and modeling an angry face. A 14-month-old toddling around the circle of teachers mimicked the angry face. “Oooh look at that angry face! That’s what I’m talking about,” Sheets said, before moving on to model excitement, worry and surprise. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teaching emotional competence from birth is a key tenet of “\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">begin to \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">ECSEL,” the program Ellis has adopted. Created by the Boston-based Housman Institute,* the approach capitalizes on the rapid brain development that happens in the first few years of life, said Donna Housman, founder of the institute. “When the brain is overwhelmed by negative emotions, it can’t learn,” she said. “Having the skills to deal with and regulate our own emotions calms the brain.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Ideally, these skills should not be imparted randomly, experts say. “Where it’s done really well, you can see [SEL] woven into everyday practices in the classroom,” said Tia Kim, a developmental psychologist and the vice president of education, research and impact for the Committee for Children, which developed a global SEL program called Second Step. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A \u003c/span>\u003ca href=\"https://casel.org/fundamentals-of-sel/what-does-the-research-say/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">growing body of research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> shows the long-term benefits of quality social-emotional learning for children: an increase in academic performance, better classroom behavior and higher levels of well-being as young adults. One \u003c/span>\u003ca href=\"https://www.tandfonline.com/doi/abs/10.1080/02568543.2020.1728446?journalCode=ujrc20\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> found that low-income children with stronger social problem-solving skills at the start of preschool learned math skills faster. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Moreover, research shows that providing strong social-emotional training to teachers in early learning programs can help lessen chronic and frequent preschool suspensions — if those supports are done right.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“When SEL contributes to reducing teacher stress, that could benefit expulsion rates,” said Kate Zinsser, an applied developmental psychologist and associate professor at the University of Illinois, Chicago and the \u003c/span>\u003ca href=\"https://today.uic.edu/new-book-explores-crisis-of-early-childhood-expulsion-suspension-practices/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">author\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of “No Longer Welcome: The Epidemic of Expulsion from Early Childhood Education.” But, she added, “poorly implemented SEL supports could increase teacher stress.” That poor implementation includes simply handing a teacher “yet another curriculum” without enough training or observations to enable the teacher to roll out SEL effectively.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It can be hard for educators to \u003c/span>\u003ca href=\"https://www.edweek.org/leadership/opinion-is-petting-a-guinea-pig-sel-its-time-to-call-out-the-quacks/2022/11\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">decipher which SEL programs are beneficial\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and which are not. At Ellis, officials said they were drawn to the Housman Institute’s program due to a clear \u003c/span>\u003ca href=\"https://www.housmaninstitute.com/impact-of-ecsel-on-childrens-self-regulation-executive-functions-and-learning?submissionGuid=93495665-cb6f-420c-b4ad-d45b2001b31f\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">record of successful outcomes\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for children, but investigating alternatives can take time.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Cook is already seeing positive signs that the program is having an impact. Students are better able to work through upsetting situations at school. And parents have reported that their children are showing more empathy and curiosity about emotions and can more clearly identify their feelings. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But one of the most striking impacts has been on Ellis’ teachers, who now have more strategies to handle a stressful job, the many challenges that come with educating young children, and their own stressors outside of work.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_61239\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-medium wp-image-61239\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/03/Mader-SEL11-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/03/Mader-SEL11-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/Mader-SEL11-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/Mader-SEL11-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/Mader-SEL11-768x512.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/Mader-SEL11-1536x1024.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/Mader-SEL11-2048x1365.jpg 2048w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/Mader-SEL11-1920x1280.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Ellis Early Learning runs three child care programs in Boston. \u003ccite>(Jackie Mader/The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">While other industries have rebounded since the pandemic hit, the early childhood industry is still lagging, struggling to find staff and keep classrooms and programs open. Larger policy and economic changes are needed, such as more federal funding and higher pay for teachers, yet some educators say SEL can boost teacher mental health and retention, a goal Cook has at Ellis. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We need this job to be easier for people, because it’s hard,” said Cook. “It can only be easier when we equip them with the right tools so they can manage their class successfully.” She hopes that with the new emphasis on SEL, “teachers will feel they have a much stronger capacity to manage their classrooms in a healthy, positive way, and also that the children have even better days.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For Sheets, the infant room teacher, the embrace of SEL has helped her better regulate her emotions as well as those of her students — making it easier to balance a stressful, physically taxing job and motherhood. The curriculum used by Ellis includes several online teacher training modules on topics like identifying and managing emotions and how to deal with stress. The goal is to help teachers manage their own emotions and mental health first so they can then better help children. “Understanding emotions within yourself, understanding emotions within children helps you go a long way to helping them foster healthy child development,” Sheets said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It was during one of these online training sessions that Sheets first heard the term “toxic stress,” or long-lasting stress due to frequent or prolonged adversity. Sheets realized then that experiences from what she said was a rough childhood, including five years living apart from her mother, were still impacting some of her emotional responses as an adult. The training has helped her manage her own stress, which translates into how she responds to children and models behavior. “Being able to pick up on certain things that could be stressors and regulate them before you come into the professional environment with them, it’s been very helpful,” she said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Nationwide, not all child care programs have the staffing and funding that make it possible to access — and pay for — the quality SEL training and support that experts say is most likely to make a difference for teachers and children alike. In Bridgeport, Connecticut, the nonprofit All Our Kin is trying to fill that gap, offering social-emotional training to more than 550 home-based educators in Connecticut and Bronx, New York. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Julia Zamora, a Connecticut-based home child care provider, had never had SEL training until she started working with a coach from All Our Kin. Zamora, who spent 22 years in her home country of Ecuador teaching older students, primarily teenagers, said there was still much to learn when she started working with younger children two years ago. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“When I started receiving the training, I thought to myself, ‘Wow, this is what I needed,’” Zamora said in Spanish through an interpreter. When Zamora started rolling out more SEL strategies and lessons in her center, she had children enrolled who had autism and were in foster care. “I needed to navigate this and learn how to deal with my new students,” she said. “Every child … they’ve lived through some really hard stuff. The simple tools that I have learned have had a big impact,” she said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We need it, the children need it,” Zamora added.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_61236\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-61236 size-medium\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/03/Mader-SEL12-scaled-e1679104574499-800x600.jpg\" alt=\"\" width=\"800\" height=\"600\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/03/Mader-SEL12-scaled-e1679104574499-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/Mader-SEL12-scaled-e1679104574499-1020x765.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/Mader-SEL12-scaled-e1679104574499-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/Mader-SEL12-scaled-e1679104574499-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/Mader-SEL12-scaled-e1679104574499-1536x1152.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/Mader-SEL12-scaled-e1679104574499.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">The cozy corner in Julia Zamora’s home-based child care program provides space and resources for children to learn about their emotions and practice emotional regulation strategies. \u003ccite>(Image provided by Julia Zamora)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">After several training sessions with All Our Kin, Zamora created a “cozy corner” in her home where children can retreat when they need a calm space. The space has mirrors so the children can see how their faces look when they express different emotions. She also uses a cube that has pictures of the children’s faces and different emotions to encourage the kids to share their feelings and talk about different feelings. Through the training, she has learned various ways to adapt her approach to children based on their emotions, including by whispering to kids who are upset and overstimulated, offering hugs or encouraging children to take time in the cozy corner. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Overall, she said, she feels more confident and secure as an educator. “I have learned to interpret feelings when the child is not able to explain to me with words what they’re feeling,” Zamora said. “I am constantly evaluating myself and re-evaluating the work I do, because these children deserve to grow up in a safe environment,” she said. “Not only physically safe, but safe emotionally.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While beneficial to educators, officials at Ellis said their work could be bolstered if parents embraced a similar SEL approach at home to further foster student behavior, emotional intelligence and regulation. “It’s so important because if we’re teaching the children about their social-emotional learning here, and then at home it’s not the same, then there’s not necessarily a balance,” said Cherish Casey, a social worker at Ellis. “I think it will really help the children build their social emotional regulation and emotional identity if it’s a full circle, and the family knows the same tools that we’re teaching them.”\u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about \u003ca href=\"https://hechingerreport.org/toddlers-need-social-emotional-learning-teachers-say/\" target=\"_blank\" rel=\"noopener\">social and emotional development in early childhood\u003c/a> was produced by \u003c/span>\u003c/i>\u003ca href=\"http://hechingerreport.org/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>*This story has been updated to clarify that the Housman Institute is not a nonprofit.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/61233/why-cultivating-emotional-intelligence-among-toddlers-has-become-more-urgent","authors":["byline_mindshift_61233"],"categories":["mindshift_193"],"tags":["mindshift_20720","mindshift_943","mindshift_21571"],"featImg":"mindshift_61235","label":"mindshift"},"mindshift_60988":{"type":"posts","id":"mindshift_60988","meta":{"index":"posts_1716263798","site":"mindshift","id":"60988","score":null,"sort":[1678766443000]},"parent":0,"labelTerm":{"site":"mindshift"},"blocks":[],"publishDate":1678766443,"format":"standard","title":"Can babies learn from \"Ms. Rachel\" and other baby TV shows?","headTitle":"Can babies learn from “Ms. Rachel” and other baby TV shows? | KQED","content":"\u003cp>\u003cem>This story was \u003ca href=\"https://parentingtranslator.substack.com/p/can-babies-learn-from-ms-rachel-and\" target=\"_blank\" rel=\"canonical noopener\">originally published\u003c/a> by Parenting Translator. Sign up for \u003ca href=\"https://parentingtranslator.substack.com/\" target=\"_blank\" rel=\"noopener\">the newsletter\u003c/a> and follow Parenting Translator \u003ca href=\"https://www.instagram.com/parentingtranslator/\" target=\"_blank\" rel=\"noopener\">on Instagram\u003c/a>. \u003c/em>\u003cem>An audio version of this post \u003ca href=\"https://parentingtranslator.substack.com/p/can-babies-learn-from-ms-rachel-and-4b6#details\" target=\"_blank\" rel=\"noopener\">can be heard here\u003c/a>. \u003c/em>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Ms. Rachel” has become a household name for nearly every parent with a baby or toddler. Her YouTube channel, \u003c/span>\u003cem>\u003ca href=\"https://www.youtube.com/channel/UCG2CL6EUjG8TVT1Tpl9nJdg\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Songs for Littles – Toddler Learning Videos,\u003c/span>\u003c/a>\u003c/em>\u003cspan style=\"font-weight: 400\"> has over 3 million subscribers and her videos have hundreds of millions of views. The woman behind Ms. Rachel is Rachel Griffin Accurso, a preschool teacher and mother living in New York City. Her husband is a Broadway composer who helps to produce her YouTube channel. As she explained in a recent \u003c/span>\u003ca href=\"https://www.today.com/parents/family/who-is-ms-rachel-rcna60194\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">interview on the \u003cem>Today\u003c/em> show,\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> she started the YouTube channel because her son did not speak his first word until nearly 3 years old and she could not find a television show that targeted language development to help him. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Her YouTube channel description\u003c/span>\u003cspan style=\"font-weight: 400\"> claims that her videos “help children learn to talk, learn letters, numbers, colors, animal sounds and more!” On her website, she also states that her team works with speech language pathologists to “provide speech practice techniques on video for toddlers!” and she has a quote from a speech language pathologist saying that she uses “all of the right techniques.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Ms. Rachel isn’t alone in creating “educational” shows for babies on YouTube. \u003cem>Little Baby Bum\u003c/em> has 40.8 million subscribers and claims to “support cognitive development” in its show description. A similar channel called \u003cem>Super Simple Songs\u003c/em> has over 37 million subscribers and is described as being “created by a team of educators.” \u003cem>Hey Bear Sensory\u003c/em> has 1.57 million subscribers and seems geared towards very young babies, as it features black-and-white and contrasting colors\u003c/span>\u003ca href=\"https://www.science.org/doi/pdf/10.1126/science.140.3564.296\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\"> which are known to hold the attention of newborns.\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">So is the marketing on these shows accurate? Can babies actually learn from a television show?\u003c/span>\u003c/p>\n\u003ch3 class=\"x_header-with-anchor-widget\">\u003cstrong>Is Ms. Rachel the New “Baby Einstein”?\u003c/strong>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">There has yet to be any published research on Ms. Rachel’s show or any of the more recent trends in baby shows described above. Research is very slow and can take years to catch up with popular trends. However, we \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">do\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> have a very large body of research on “baby media,” that is, media designed for infants and toddlers.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Most notably, there was a popular DVD series in the 1990’s and early 2000’s referred to as \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Baby Einstein\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, which claimed to be educational and advance the development of infants and toddlers. Interestingly, the \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Baby Einstein\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> series is oddly similar to Ms. Rachel’s YouTube channel. Just like Ms. Rachel, it was founded by a woman who was a mother and teacher and was hoping to boost her own child’s development. Both shows involve music, a slow pace, labeling of objects, sign language, and puppets. Both have claims of teaching infants and toddlers through their videos, with many endorsements and testimonials from parents on their websites seeming to back up these claims. Finally, just like Ms. Rachel, \u003cem>Baby Einstein\u003c/em> was widely popular among parents at the time. The Kaiser Family Foundation even reported in 2003 that \u003c/span>\u003ca href=\"https://www.nytimes.com/2003/10/29/us/a-growing-number-of-video-viewers-watch-from-crib.html\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">32% of families with babies in the United States owned a \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Baby Einstein\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> DVD.\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In 2007, a research study was published that raised serious doubts about \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Baby Einstein\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> and other baby media. This \u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/pii/S0022347607004477?casa_token=zNMatlcg8RoAAAAA:vi9IxShbnkWRDwFPCOjxj-TlUMFAfexFsaFul-6nbn_q0WRE95SjSs6bIaxdQG0doeWkpiXS\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> reported that, for every hour of baby media such as \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Baby Einstein\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, that an infant from 8 to 16 months watches, the child knows six to eight \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">fewer\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> words. This effect was very significant with each hour of baby media being associated with a \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">17-point decrease\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> on the language measure they used (for comparison reading to your child every day was associated with a seven-point increase). However, this study was only correlational and a more recent \u003c/span>\u003ca href=\"https://www.christopherjferguson.com/Baby%20Videos.pdf\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">reanalysis of this data questioned the accuracy of these findings\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Several experimental studies also directly examined the impact of \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Baby Einstein\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> and baby media. First, a \u003c/span>\u003ca href=\"https://bpspsychub.onlinelibrary.wiley.com/doi/pdf/10.1348/026151008X320156?casa_token=PVRDwq-LR8EAAAAA:qUjgUJT7iS94NdQhdw6a1VMHS31ECyrYuwDRwpiI0Wf4MJU95ckiwQwx-SOItuwoOIdyMbdKu7kM_kP2\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> examined learning in 12- to 15-month-old infants after regularly watching \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Baby Einstein\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">. This study focused on the \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Baby Einstein \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">“Baby Wordsworth” DVD, which was designed to teach babies language by presenting objects and labeling them with a voice-over as well as showing the word in American Sign Language. This DVD also included live footage of parents and children interacting and short puppet skits. The 12- to 15-month-old children in this study watched the video 15 times over six weeks. The researchers found that the infants who watched the video did not show \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">any\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> language learning from watching the video (that is, no difference was found between the group that was randomly assigned to watch the video and the group that did not watch the video on any of the words presented in the video). A \u003c/span>\u003ca href=\"https://jamanetwork.com/journals/jamapediatrics/articlepdf/383151/poa05011_432_437.pdf\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">follow-up study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> combined this sample with a group of older children and examined whether 12- to 25-month-old children can learn from the Baby Wordsworth video. The older children also watched the video 15 times over six weeks. The researchers again found no evidence of learning from the video even for the older children. The researchers also found that the age at which a child first watched a \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Baby Einstein\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> video was related to lower overall language scores (while the age at which they first watched a DVD more generally was unrelated to language development). However, these findings were correlational, meaning watching \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Baby Einstein \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">videos was simply associated with lower language scores and we do not have evidence that watching these videos \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">causes \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">lower scores.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A \u003c/span>\u003ca href=\"https://www.researchgate.net/profile/Judy-Deloache/publication/247750845_Babies_and_Baby_Media/links/558edf4308ae47a3490d90e4/Babies-and-Baby-Media.pdf\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">study from a different research group\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> compared learning from \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Baby Einstein\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> videos to learning from live interactions with parents in 12-to 18-month-old children. The infants in this study watched Baby Einstein videos several times a week for 4 weeks. In this study, the researchers compared three conditions: 1) watching the video alone, 2) watching the video with a parent and 3) not watching the video and the parent being asked to teach the words from the video during normal interactions. They found that children who watched the video (even those who watched it with their parents) did not learn any words from the video (they found no significant differences between children who watched the video and children who did not). However, in the condition where parents were instructed to teach the words over the course of normal interactions, the children did learn the words. Interestingly, parents were not great reporters of their children’s learning. Some parents reported that their children learned a lot of words but in actuality their performance was no better after watching the video. Instead the parents’ belief about how much their children learned was related to their liking of the video — parents who liked the video were more likely to think their children learned a lot from it.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Interestingly, the Walt Disney company (which bought \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Baby Einstein\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> in 2001) was asked by the Federal Trade Commission to remove the word “educational” from their marketing in 2006. Disney then issued a refund policy for all videos bought between 2004 and 2009 based on this research. To parents at the time, this seemed like an acknowledgement that the videos actually were not educational for babies. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">TRANSLATION: Despite the \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Baby Einstein\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> videos being designed to teach babies language, research consistently finds that children up to 25 months do \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">not\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> seem to learn language from these videos. Instead, babies only seem to learn language when taught by a parent in “real life.” Yet, parents who were fans of \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Baby Einstein\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> still reported that their children learned language from these videos. \u003c/span>\u003c/p>\n\u003cp>\u003cstrong style=\"font-size: 22px\">But Can Babies and Toddlers Learn from Any Type of TV Show?\u003c/strong>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">You might be thinking at this point — but \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Baby Einstein\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> is just one show. How do we know that babies can’t learn from any type of baby media? A long line of research has consistently found that infants and toddlers do not learn as well from video as from “real life” interactions. This phenomenon is referred to as the “video deficit” (\u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/pii/S0022096522001837#b0005\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Anderson & Pempek, 2005\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">). The video deficit\u003c/span>\u003ca href=\"https://srcd.onlinelibrary.wiley.com/doi/pdfdirect/10.1111/cdev.13429?casa_token=wMMjMv8OcF4AAAAA:LkHSWwGnD5MmvGprda4uNX5x4b3op-ZSwqih9ACT68qTEuLzJ8bKd8TO7VCBTW25qvYK-deT20d4Ozg\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\"> seems to last until about age 3, although it very gradually becomes less severe with age.\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> A classic example of the video deficit is the inability of infants to learn foreign language from video. In one \u003c/span>\u003ca href=\"https://www.pnas.org/doi/full/10.1073/pnas.1532872100\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, researchers exposed English-speaking 9-month-old infants to Mandarin Chinese through one of three methods: 1) a live speaker, 2) the same speaker on a video or 3) an audio recording. The infants show no evidence of learning from either the video or audio recording, but only from the live speaker.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The video deficit occurs for both language learning and other types of learning. For example, \u003c/span>\u003ca href=\"https://onlinelibrary.wiley.com/doi/pdf/10.1111/1467-7687.00280?casa_token=uMzCqki1Pc8AAAAA:5A1I7tnvmwekjwjckW-GYCIGCJWVFSwvkizYPx7BZVKiKSZdGjhrzMvlxSlfo__58B9zWxA_iaDlfNM\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">a two-year old child cannot find an object in a room after they watch an experimenter hide it on a live video\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> yet they can easily find the object when they watch the experimenter hide it in “real life.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In terms of language learning, research finds that \u003c/span>\u003ca href=\"https://srcd.onlinelibrary.wiley.com/doi/pdfdirect/10.1111/j.1467-8624.2009.01338.x?casa_token=xpb5dLwch98AAAAA:BqWzZGNa_nHk4h20iL7qzqnb5_QSkfLr6XFEDH-cPehTaXM-0TiemzdFG_wdiC0reSvIl1nROcfzgDg\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">children younger than 36 months show no evidence of learning new words from video alone\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003ca href=\"https://www.frontiersin.org/articles/10.3389/fpsyg.2018.02195/full#B16.\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">This occurs even when the speaker seems to be responsive to the child\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, such as saying their name and waiting for the child to pay attention before speaking and pausing if they become distracted.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">TRANSLATION: A long line of research shows that babies and toddlers do not learn language from video, even when the speaker seems to be interacting with the child. \u003c/span>\u003c/p>\n\u003cp>\u003cstrong style=\"font-size: 22px\">But Is Ms. Rachel Different? \u003c/strong>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Parents at this point who are fans of Ms. Rachel might be thinking “But Ms. Rachel is different than these other ‘baby shows’ — she talks directly to children and uses more interactive strategies to help them learn language.” And I think most experts would agree that Ms. Rachel uses a lot of techniques that we know help to enhance language learning during real-life interactions, such as Parentese (translation: the slightly annoying voice we naturally use to talk to babies), gestures (translation: pointing and using hand movements), pausing to allow responses and social referencing (translation: using eye movements and gestures to show what you are referring to). \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">However, we do not have sufficient evidence that these strategies work on video, and the research we \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">do\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> have suggests that these strategies may not be enough to help children to overcome the video deficit. For example, research suggests that the strategies Ms. Rachel uses, such as making eye contact with children, smiling at the audience and pausing before speaking, may \u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S0022096517304587\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">make children more likely to respond to the video\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, but not effectively learn from the video. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">is\u003c/span>\u003c/i> \u003ca href=\"https://onlinelibrary.wiley.com/doi/pdf/10.1111/desc.12430?casa_token=ghgTZY5uP9IAAAAA:3HlBivhGZj0HGrgXHnlG8S6Yqp6R8tCEQDG2BVqSnBvGNsapNwVGbQEsaiOq4FUcMe41PXBxO3n5GG8\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">some evidence that children learn more from screen time that is truly interactive and responsive, such as video chat or FaceTime\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. So, based on this research, parents may assume that young children will be easily “tricked” into thinking that an interactive video like Ms. Rachel is the same as FaceTime. However, young children are actually very sensitive to how responsive and interactive a video is, and \u003c/span>\u003ca href=\"https://www.researchgate.net/profile/Daniel-Stahl-3/publication/38140157_Sensitivity_to_interpersonal_timing_at_3_and_6_months_of_age/links/09e415064337db2725000000/Sensitivity-to-interpersonal-timing-at-3-and-6-months-of-age.pdf\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">even 3-month-old infants can tell when there is even a one-second delay in responding.\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In addition, more recent research suggests that there may be a subtle video deficit even with video chat/FaceTime (see \u003c/span>\u003ca href=\"https://srcd.onlinelibrary.wiley.com/doi/pdfdirect/10.1111/cdev.13429?casa_token=GP-CQnwSkjkAAAAA:Tj7HSDIANDjwQvlGzUTaDHxXuSVHnFPesU_w2nR_6gKU1FG7THNqQ7u0cdKng1fxN0GbikB5aDrlHw8\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">here\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for review). \u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/pii/S0022096517304587?casa_token=gk0y04eTTLMAAAAA:lmDolC8OpiXo9Vz53OAdHSH6TAZt_HERpvjB8cIDYwxgSOjFauzpbw1QsPg8n1J6RmKC1O4R\">\u003cspan style=\"font-weight: 400\">One study \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">involving 30-month-olds found no evidence for word learning when a researcher used a very similar approach to Ms. Rachel (singing songs, asking questions and pausing for response). The video deficit was even present when the researcher was on video chat and thus being more responsive to the toddler than any TV show could be. The toddlers only learned when their parents modeled how to respond to the video. (This research also suggests that you should FaceTime or Zoom with your toddler to help them understand even this more interactive screen time). \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another reason that parents believe that Ms Rachel is a higher quality show is because of the slower pace of her show. Yet, the research is mixed as to whether the pace of a television show really matters. More recent research involving preschoolers (about 3 to 4 years old) finds no impact of fast-paced shows on\u003c/span>\u003ca href=\"https://eprints.staffs.ac.uk/6832/3/Watching_TV_in_a_home_environment.pdf\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\"> children’s ability to concentrate or learn from the show\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> or \u003c/span>\u003ca href=\"https://psycnet.apa.org/manuscript/2015-13571-001.pdf\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">executive functioning.\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">TRANSLATION: We have no evidence that the techniques that Ms. Rachel uses are enough to overcome the video deficit and allow young children to learn from her videos. \u003c/span>\u003c/p>\n\u003ch3 class=\"x_header-with-anchor-widget\">\u003cstrong>Why Does It Seem Like My Child Has Learned Words From Watching Ms. Rachel or Other “Educational” Shows? \u003c/strong>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Of course, it is possible that your child has learned new words from Ms. Rachel. Research is always imperfect and, even in the best case scenario, usually only tells us what we can expect for the average child. However, it is also very common for infants and toddlers to experience\u003c/span>\u003ca href=\"http://media06.euv-frankfurt-o.de/Literatur/Goldfield_1990%5B1%5D.pdf\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\"> leaps or “growth spurts” in language development when they seem to learn a lot of words at once\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. These leaps or growth spots may just happen to coincide with watching a particular show and your child may be experiencing a growth spurt in language that is unrelated to screen time. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In addition, research suggests that, even if children seem to learn a word from a television show, they are also less likely to be able to generalize it to a different situation (see \u003c/span>\u003ca href=\"https://srcd.onlinelibrary.wiley.com/doi/pdfdirect/10.1111/cdev.12166?casa_token=M3oTt2z0idMAAAAA:E8Yst3X190g0Nak76Ks5MjmFae8Fr4muwHXT0RfE6h4Mb30XJhtE_5gytlOn9TmLSRNOhk5GJEn4xrk\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">here\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.tandfonline.com/doi/pdf/10.1080/15213260903562917?casa_token=fGNIdq3IzdMAAAAA:1frnAO_ztaXCsHovLwAlXc0_uNyGcyTDYFA2WIorW5Oi0FmXINRjTLMJ7P6AXxH3YiTihwNmdw0a\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">here\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">), meaning they may not actually be able to use the word to communicate.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">TRANSLATION: Your child’s language growth may be unrelated to screen time and, even if your child is repeating the words that they hear on TV shows, it doesn’t mean that they will be able to use that word to communicate in different situations. \u003c/span>\u003c/p>\n\u003ch3 class=\"x_header-with-anchor-widget\">\u003cstrong>Is There Anything I Can Do To Enhance Learning? \u003c/strong>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">We all live in the real world and occasionally may need to use baby media. So is there anything parents can do to enhance learning? What may matter more than anything for young children may be \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">what parents are doing\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> while their children watch a screen. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">First, parents can talk to their child while they are watching (asking questions, labeling items and having back-and forth conversations about what they see). Research finds that infants pay more attention to the screen \u003c/span>\u003ca href=\"https://onlinelibrary.wiley.com/doi/pdf/10.1080/15250000701779378?casa_token=aFjAqxaVrcQAAAAA:UnXKmEn9NzTnPR-wzW7e8TrJVC0ISYjzlP4kCaqRr9Kq9tLQccv2qPn1XReVGxN2LVgUxN7EwGPBYnM\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">when parents ask questions and label what they see \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">or \u003c/span>\u003ca href=\"https://onlinelibrary.wiley.com/doi/pdf/10.1111/j.1532-7078.2009.00013.x?casa_token=CiJ86Hw72mEAAAAA:8FEvXsc33AYGGIkaP7qjph3jHWfCHIuNRtQg-wVjYR21jCiUWF-NDTjgO8VK49H0cD2p-N5CSJc5_Dg\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">have back-and-forth conversations about what they see on the screen.\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another strategy that can help children to overcome the video deficit is modeling responses to the person on the screen, as \u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/pii/S0022096517304587?casa_token=gk0y04eTTLMAAAAA:lmDolC8OpiXo9Vz53OAdHSH6TAZt_HERpvjB8cIDYwxgSOjFauzpbw1QsPg8n1J6RmKC1O4R\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">research \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">suggests that when parents model how to respond to the video, 30-month-olds can learn words from the video. For example, if Ms. Rachel asks a question, respond to it yourself, or when she says “clap,” then model clapping. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">However, it is important to remember that simply watching with your child may not be enough to overcome the video deficit. Rather, parents may need to engage in active teaching to help children to overcome it. \u003c/span>\u003ca href=\"https://onlinelibrary.wiley.com/doi/pdf/10.1002/icd.713?casa_token=VdCWM-M6OCkAAAAA:7GOYRuc9K5V2Joh5Fb8-H8_hsyoWrBuEHTSJxeNd7JMed8WDpHfWKzUT2UtKCczcEciOIQ8juPN80b4\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> finds that infants and toddlers may only learn words when the parents are actively focused on frequent teaching opportunities during viewing, such as labeling most items on the screen and highlighting the language their child doesn’t know yet.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Of course, this is not a perfect solution and infants will likely learn more from real life interactions. Also, as parents, we often use screens at times when we need our children to be occupied so we can do an important task or simply take a break. Therefore, actively teaching during screen time may not be possible. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">TRANSLATION: Interacting with your child and the person on the screen may help your child to learn more from screen time. \u003c/span>\u003c/p>\n\u003ch3 class=\"x_header-with-anchor-widget\">\u003cstrong>Overall Translation\u003c/strong>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Most parents occasionally use baby media and there is no reason to feel guilty about this occasional use. We have no evidence that occasional use of baby media has any negative impacts on your child’s brain development. The real problem with baby media is not this type of occasional use, but when it is marketed as a method for promoting development when we have evidence that babies and toddlers do not learn from video. For example, \u003c/span>\u003ca href=\"https://www.today.com/parents/family/who-is-ms-rachel-rcna60194\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Ms. Rachel suggesting on the “Today” show\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that her shows may help a child with a language delay is a serious cause for concern, since parents may choose the easier route of turning on her show over the approaches that are actually effective for addressing a language delay, such as speech-language therapy. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">If you need to keep your infant or toddler safe and occupied for a few minutes, such as while you care for another child or make dinner, Ms. Rachel and other baby media might be a good choice for you. I remember turning on “Little Baby Bum” for my children in the car when they were screaming their heads off and I was worried I would get into an accident trying to soothe them. However, it is important to keep in mind that Ms. Rachel or other baby media is unlikely to advance your child’s language or development in any way. In other words, there is nothing wrong with parents seeking occasional distraction or entertainment for their infants, but parents should not view television shows as ways to improve language or teach children new skills. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">If you are concerned about your child’s language development, seek out your local early intervention services or speech-language pathologist. These providers should be able to provide an evaluation to determine whether your child’s speech is delayed and, if needed, evidence-based services to improve your child’s language.\u003c/span>\u003c/p>\n\u003cp>\u003cem>Cara Goodwin, PhD, is a licensed psychologist, a mother of three and the founder of \u003ca href=\"https://parentingtranslator.substack.com/\" target=\"_blank\" rel=\"noopener\">Parenting Translator\u003c/a>, a nonprofit newsletter that turns scientific research into information that is accurate, relevant and useful for parents.\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>All Parenting Translator newsletters are reviewed by experts in the topic to make sure that they are as helpful and as accurate for parents as possible. This post was reviewed by Jacqueline Nesi, PhD, a clinical psychologist and professor of psychiatry at Brown University. Nesi is the author of \u003ca href=\"https://technosapiens.substack.com/\" target=\"_blank\" rel=\"noopener\">Techno Sapiens\u003c/a>, a weekly newsletter with research-backed tips for living and parenting in the digital age.\u003c/em>\u003c/p>\n\n","stats":{"hasVideo":false,"hasChartOrMap":false,"hasAudio":false,"hasPolis":false,"wordCount":3123,"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"iframeSrcs":[],"paragraphCount":40},"modified":1688826401,"excerpt":"Popular YouTube channels for infants and toddlers say they promote speech development, cognitive skills and more. Is it true? ","headData":{"twImgId":"","twTitle":"","ogTitle":"","ogImgId":"","twDescription":"","description":"Popular YouTube channels for infants and toddlers say they promote speech development, cognitive skills and more. Is it true?","socialDescription":"Popular YouTube channels for infants and toddlers say they promote speech development, cognitive skills and more. Is it true?","title":"Can babies learn from \"Ms. Rachel\" and other baby TV shows? | KQED","ogDescription":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Can babies learn from \"Ms. Rachel\" and other baby TV shows?","datePublished":"2023-03-13T21:00:43-07:00","dateModified":"2023-07-08T07:26:41-07:00","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"guestAuthors":[],"slug":"can-babies-learn-from-ms-rachel-and-other-baby-tv-shows","status":"publish","nprByline":"Cara Goodwin, \u003ca href=\"https://www.parentingtranslator.com/\" target=\"blank\">The Parenting Translator\u003c/a>","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/60988/can-babies-learn-from-ms-rachel-and-other-baby-tv-shows","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>This story was \u003ca href=\"https://parentingtranslator.substack.com/p/can-babies-learn-from-ms-rachel-and\" target=\"_blank\" rel=\"canonical noopener\">originally published\u003c/a> by Parenting Translator. Sign up for \u003ca href=\"https://parentingtranslator.substack.com/\" target=\"_blank\" rel=\"noopener\">the newsletter\u003c/a> and follow Parenting Translator \u003ca href=\"https://www.instagram.com/parentingtranslator/\" target=\"_blank\" rel=\"noopener\">on Instagram\u003c/a>. \u003c/em>\u003cem>An audio version of this post \u003ca href=\"https://parentingtranslator.substack.com/p/can-babies-learn-from-ms-rachel-and-4b6#details\" target=\"_blank\" rel=\"noopener\">can be heard here\u003c/a>. \u003c/em>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Ms. Rachel” has become a household name for nearly every parent with a baby or toddler. Her YouTube channel, \u003c/span>\u003cem>\u003ca href=\"https://www.youtube.com/channel/UCG2CL6EUjG8TVT1Tpl9nJdg\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Songs for Littles – Toddler Learning Videos,\u003c/span>\u003c/a>\u003c/em>\u003cspan style=\"font-weight: 400\"> has over 3 million subscribers and her videos have hundreds of millions of views. The woman behind Ms. Rachel is Rachel Griffin Accurso, a preschool teacher and mother living in New York City. Her husband is a Broadway composer who helps to produce her YouTube channel. As she explained in a recent \u003c/span>\u003ca href=\"https://www.today.com/parents/family/who-is-ms-rachel-rcna60194\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">interview on the \u003cem>Today\u003c/em> show,\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> she started the YouTube channel because her son did not speak his first word until nearly 3 years old and she could not find a television show that targeted language development to help him. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Her YouTube channel description\u003c/span>\u003cspan style=\"font-weight: 400\"> claims that her videos “help children learn to talk, learn letters, numbers, colors, animal sounds and more!” On her website, she also states that her team works with speech language pathologists to “provide speech practice techniques on video for toddlers!” and she has a quote from a speech language pathologist saying that she uses “all of the right techniques.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Ms. Rachel isn’t alone in creating “educational” shows for babies on YouTube. \u003cem>Little Baby Bum\u003c/em> has 40.8 million subscribers and claims to “support cognitive development” in its show description. A similar channel called \u003cem>Super Simple Songs\u003c/em> has over 37 million subscribers and is described as being “created by a team of educators.” \u003cem>Hey Bear Sensory\u003c/em> has 1.57 million subscribers and seems geared towards very young babies, as it features black-and-white and contrasting colors\u003c/span>\u003ca href=\"https://www.science.org/doi/pdf/10.1126/science.140.3564.296\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\"> which are known to hold the attention of newborns.\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">So is the marketing on these shows accurate? Can babies actually learn from a television show?\u003c/span>\u003c/p>\n\u003ch3 class=\"x_header-with-anchor-widget\">\u003cstrong>Is Ms. Rachel the New “Baby Einstein”?\u003c/strong>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">There has yet to be any published research on Ms. Rachel’s show or any of the more recent trends in baby shows described above. Research is very slow and can take years to catch up with popular trends. However, we \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">do\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> have a very large body of research on “baby media,” that is, media designed for infants and toddlers.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Most notably, there was a popular DVD series in the 1990’s and early 2000’s referred to as \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Baby Einstein\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, which claimed to be educational and advance the development of infants and toddlers. Interestingly, the \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Baby Einstein\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> series is oddly similar to Ms. Rachel’s YouTube channel. Just like Ms. Rachel, it was founded by a woman who was a mother and teacher and was hoping to boost her own child’s development. Both shows involve music, a slow pace, labeling of objects, sign language, and puppets. Both have claims of teaching infants and toddlers through their videos, with many endorsements and testimonials from parents on their websites seeming to back up these claims. Finally, just like Ms. Rachel, \u003cem>Baby Einstein\u003c/em> was widely popular among parents at the time. The Kaiser Family Foundation even reported in 2003 that \u003c/span>\u003ca href=\"https://www.nytimes.com/2003/10/29/us/a-growing-number-of-video-viewers-watch-from-crib.html\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">32% of families with babies in the United States owned a \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Baby Einstein\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> DVD.\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In 2007, a research study was published that raised serious doubts about \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Baby Einstein\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> and other baby media. This \u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/pii/S0022347607004477?casa_token=zNMatlcg8RoAAAAA:vi9IxShbnkWRDwFPCOjxj-TlUMFAfexFsaFul-6nbn_q0WRE95SjSs6bIaxdQG0doeWkpiXS\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> reported that, for every hour of baby media such as \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Baby Einstein\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, that an infant from 8 to 16 months watches, the child knows six to eight \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">fewer\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> words. This effect was very significant with each hour of baby media being associated with a \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">17-point decrease\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> on the language measure they used (for comparison reading to your child every day was associated with a seven-point increase). However, this study was only correlational and a more recent \u003c/span>\u003ca href=\"https://www.christopherjferguson.com/Baby%20Videos.pdf\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">reanalysis of this data questioned the accuracy of these findings\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Several experimental studies also directly examined the impact of \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Baby Einstein\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> and baby media. First, a \u003c/span>\u003ca href=\"https://bpspsychub.onlinelibrary.wiley.com/doi/pdf/10.1348/026151008X320156?casa_token=PVRDwq-LR8EAAAAA:qUjgUJT7iS94NdQhdw6a1VMHS31ECyrYuwDRwpiI0Wf4MJU95ckiwQwx-SOItuwoOIdyMbdKu7kM_kP2\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> examined learning in 12- to 15-month-old infants after regularly watching \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Baby Einstein\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">. This study focused on the \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Baby Einstein \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">“Baby Wordsworth” DVD, which was designed to teach babies language by presenting objects and labeling them with a voice-over as well as showing the word in American Sign Language. This DVD also included live footage of parents and children interacting and short puppet skits. The 12- to 15-month-old children in this study watched the video 15 times over six weeks. The researchers found that the infants who watched the video did not show \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">any\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> language learning from watching the video (that is, no difference was found between the group that was randomly assigned to watch the video and the group that did not watch the video on any of the words presented in the video). A \u003c/span>\u003ca href=\"https://jamanetwork.com/journals/jamapediatrics/articlepdf/383151/poa05011_432_437.pdf\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">follow-up study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> combined this sample with a group of older children and examined whether 12- to 25-month-old children can learn from the Baby Wordsworth video. The older children also watched the video 15 times over six weeks. The researchers again found no evidence of learning from the video even for the older children. The researchers also found that the age at which a child first watched a \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Baby Einstein\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> video was related to lower overall language scores (while the age at which they first watched a DVD more generally was unrelated to language development). However, these findings were correlational, meaning watching \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Baby Einstein \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">videos was simply associated with lower language scores and we do not have evidence that watching these videos \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">causes \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">lower scores.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A \u003c/span>\u003ca href=\"https://www.researchgate.net/profile/Judy-Deloache/publication/247750845_Babies_and_Baby_Media/links/558edf4308ae47a3490d90e4/Babies-and-Baby-Media.pdf\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">study from a different research group\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> compared learning from \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Baby Einstein\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> videos to learning from live interactions with parents in 12-to 18-month-old children. The infants in this study watched Baby Einstein videos several times a week for 4 weeks. In this study, the researchers compared three conditions: 1) watching the video alone, 2) watching the video with a parent and 3) not watching the video and the parent being asked to teach the words from the video during normal interactions. They found that children who watched the video (even those who watched it with their parents) did not learn any words from the video (they found no significant differences between children who watched the video and children who did not). However, in the condition where parents were instructed to teach the words over the course of normal interactions, the children did learn the words. Interestingly, parents were not great reporters of their children’s learning. Some parents reported that their children learned a lot of words but in actuality their performance was no better after watching the video. Instead the parents’ belief about how much their children learned was related to their liking of the video — parents who liked the video were more likely to think their children learned a lot from it.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Interestingly, the Walt Disney company (which bought \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Baby Einstein\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> in 2001) was asked by the Federal Trade Commission to remove the word “educational” from their marketing in 2006. Disney then issued a refund policy for all videos bought between 2004 and 2009 based on this research. To parents at the time, this seemed like an acknowledgement that the videos actually were not educational for babies. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">TRANSLATION: Despite the \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Baby Einstein\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> videos being designed to teach babies language, research consistently finds that children up to 25 months do \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">not\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> seem to learn language from these videos. Instead, babies only seem to learn language when taught by a parent in “real life.” Yet, parents who were fans of \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Baby Einstein\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> still reported that their children learned language from these videos. \u003c/span>\u003c/p>\n\u003cp>\u003cstrong style=\"font-size: 22px\">But Can Babies and Toddlers Learn from Any Type of TV Show?\u003c/strong>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">You might be thinking at this point — but \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Baby Einstein\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> is just one show. How do we know that babies can’t learn from any type of baby media? A long line of research has consistently found that infants and toddlers do not learn as well from video as from “real life” interactions. This phenomenon is referred to as the “video deficit” (\u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/pii/S0022096522001837#b0005\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Anderson & Pempek, 2005\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">). The video deficit\u003c/span>\u003ca href=\"https://srcd.onlinelibrary.wiley.com/doi/pdfdirect/10.1111/cdev.13429?casa_token=wMMjMv8OcF4AAAAA:LkHSWwGnD5MmvGprda4uNX5x4b3op-ZSwqih9ACT68qTEuLzJ8bKd8TO7VCBTW25qvYK-deT20d4Ozg\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\"> seems to last until about age 3, although it very gradually becomes less severe with age.\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> A classic example of the video deficit is the inability of infants to learn foreign language from video. In one \u003c/span>\u003ca href=\"https://www.pnas.org/doi/full/10.1073/pnas.1532872100\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, researchers exposed English-speaking 9-month-old infants to Mandarin Chinese through one of three methods: 1) a live speaker, 2) the same speaker on a video or 3) an audio recording. The infants show no evidence of learning from either the video or audio recording, but only from the live speaker.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The video deficit occurs for both language learning and other types of learning. For example, \u003c/span>\u003ca href=\"https://onlinelibrary.wiley.com/doi/pdf/10.1111/1467-7687.00280?casa_token=uMzCqki1Pc8AAAAA:5A1I7tnvmwekjwjckW-GYCIGCJWVFSwvkizYPx7BZVKiKSZdGjhrzMvlxSlfo__58B9zWxA_iaDlfNM\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">a two-year old child cannot find an object in a room after they watch an experimenter hide it on a live video\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> yet they can easily find the object when they watch the experimenter hide it in “real life.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In terms of language learning, research finds that \u003c/span>\u003ca href=\"https://srcd.onlinelibrary.wiley.com/doi/pdfdirect/10.1111/j.1467-8624.2009.01338.x?casa_token=xpb5dLwch98AAAAA:BqWzZGNa_nHk4h20iL7qzqnb5_QSkfLr6XFEDH-cPehTaXM-0TiemzdFG_wdiC0reSvIl1nROcfzgDg\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">children younger than 36 months show no evidence of learning new words from video alone\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003ca href=\"https://www.frontiersin.org/articles/10.3389/fpsyg.2018.02195/full#B16.\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">This occurs even when the speaker seems to be responsive to the child\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, such as saying their name and waiting for the child to pay attention before speaking and pausing if they become distracted.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">TRANSLATION: A long line of research shows that babies and toddlers do not learn language from video, even when the speaker seems to be interacting with the child. \u003c/span>\u003c/p>\n\u003cp>\u003cstrong style=\"font-size: 22px\">But Is Ms. Rachel Different? \u003c/strong>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Parents at this point who are fans of Ms. Rachel might be thinking “But Ms. Rachel is different than these other ‘baby shows’ — she talks directly to children and uses more interactive strategies to help them learn language.” And I think most experts would agree that Ms. Rachel uses a lot of techniques that we know help to enhance language learning during real-life interactions, such as Parentese (translation: the slightly annoying voice we naturally use to talk to babies), gestures (translation: pointing and using hand movements), pausing to allow responses and social referencing (translation: using eye movements and gestures to show what you are referring to). \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">However, we do not have sufficient evidence that these strategies work on video, and the research we \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">do\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> have suggests that these strategies may not be enough to help children to overcome the video deficit. For example, research suggests that the strategies Ms. Rachel uses, such as making eye contact with children, smiling at the audience and pausing before speaking, may \u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S0022096517304587\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">make children more likely to respond to the video\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, but not effectively learn from the video. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">is\u003c/span>\u003c/i> \u003ca href=\"https://onlinelibrary.wiley.com/doi/pdf/10.1111/desc.12430?casa_token=ghgTZY5uP9IAAAAA:3HlBivhGZj0HGrgXHnlG8S6Yqp6R8tCEQDG2BVqSnBvGNsapNwVGbQEsaiOq4FUcMe41PXBxO3n5GG8\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">some evidence that children learn more from screen time that is truly interactive and responsive, such as video chat or FaceTime\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. So, based on this research, parents may assume that young children will be easily “tricked” into thinking that an interactive video like Ms. Rachel is the same as FaceTime. However, young children are actually very sensitive to how responsive and interactive a video is, and \u003c/span>\u003ca href=\"https://www.researchgate.net/profile/Daniel-Stahl-3/publication/38140157_Sensitivity_to_interpersonal_timing_at_3_and_6_months_of_age/links/09e415064337db2725000000/Sensitivity-to-interpersonal-timing-at-3-and-6-months-of-age.pdf\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">even 3-month-old infants can tell when there is even a one-second delay in responding.\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In addition, more recent research suggests that there may be a subtle video deficit even with video chat/FaceTime (see \u003c/span>\u003ca href=\"https://srcd.onlinelibrary.wiley.com/doi/pdfdirect/10.1111/cdev.13429?casa_token=GP-CQnwSkjkAAAAA:Tj7HSDIANDjwQvlGzUTaDHxXuSVHnFPesU_w2nR_6gKU1FG7THNqQ7u0cdKng1fxN0GbikB5aDrlHw8\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">here\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for review). \u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/pii/S0022096517304587?casa_token=gk0y04eTTLMAAAAA:lmDolC8OpiXo9Vz53OAdHSH6TAZt_HERpvjB8cIDYwxgSOjFauzpbw1QsPg8n1J6RmKC1O4R\">\u003cspan style=\"font-weight: 400\">One study \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">involving 30-month-olds found no evidence for word learning when a researcher used a very similar approach to Ms. Rachel (singing songs, asking questions and pausing for response). The video deficit was even present when the researcher was on video chat and thus being more responsive to the toddler than any TV show could be. The toddlers only learned when their parents modeled how to respond to the video. (This research also suggests that you should FaceTime or Zoom with your toddler to help them understand even this more interactive screen time). \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another reason that parents believe that Ms Rachel is a higher quality show is because of the slower pace of her show. Yet, the research is mixed as to whether the pace of a television show really matters. More recent research involving preschoolers (about 3 to 4 years old) finds no impact of fast-paced shows on\u003c/span>\u003ca href=\"https://eprints.staffs.ac.uk/6832/3/Watching_TV_in_a_home_environment.pdf\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\"> children’s ability to concentrate or learn from the show\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> or \u003c/span>\u003ca href=\"https://psycnet.apa.org/manuscript/2015-13571-001.pdf\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">executive functioning.\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">TRANSLATION: We have no evidence that the techniques that Ms. Rachel uses are enough to overcome the video deficit and allow young children to learn from her videos. \u003c/span>\u003c/p>\n\u003ch3 class=\"x_header-with-anchor-widget\">\u003cstrong>Why Does It Seem Like My Child Has Learned Words From Watching Ms. Rachel or Other “Educational” Shows? \u003c/strong>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Of course, it is possible that your child has learned new words from Ms. Rachel. Research is always imperfect and, even in the best case scenario, usually only tells us what we can expect for the average child. However, it is also very common for infants and toddlers to experience\u003c/span>\u003ca href=\"http://media06.euv-frankfurt-o.de/Literatur/Goldfield_1990%5B1%5D.pdf\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\"> leaps or “growth spurts” in language development when they seem to learn a lot of words at once\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. These leaps or growth spots may just happen to coincide with watching a particular show and your child may be experiencing a growth spurt in language that is unrelated to screen time. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In addition, research suggests that, even if children seem to learn a word from a television show, they are also less likely to be able to generalize it to a different situation (see \u003c/span>\u003ca href=\"https://srcd.onlinelibrary.wiley.com/doi/pdfdirect/10.1111/cdev.12166?casa_token=M3oTt2z0idMAAAAA:E8Yst3X190g0Nak76Ks5MjmFae8Fr4muwHXT0RfE6h4Mb30XJhtE_5gytlOn9TmLSRNOhk5GJEn4xrk\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">here\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.tandfonline.com/doi/pdf/10.1080/15213260903562917?casa_token=fGNIdq3IzdMAAAAA:1frnAO_ztaXCsHovLwAlXc0_uNyGcyTDYFA2WIorW5Oi0FmXINRjTLMJ7P6AXxH3YiTihwNmdw0a\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">here\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">), meaning they may not actually be able to use the word to communicate.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">TRANSLATION: Your child’s language growth may be unrelated to screen time and, even if your child is repeating the words that they hear on TV shows, it doesn’t mean that they will be able to use that word to communicate in different situations. \u003c/span>\u003c/p>\n\u003ch3 class=\"x_header-with-anchor-widget\">\u003cstrong>Is There Anything I Can Do To Enhance Learning? \u003c/strong>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">We all live in the real world and occasionally may need to use baby media. So is there anything parents can do to enhance learning? What may matter more than anything for young children may be \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">what parents are doing\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> while their children watch a screen. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">First, parents can talk to their child while they are watching (asking questions, labeling items and having back-and forth conversations about what they see). Research finds that infants pay more attention to the screen \u003c/span>\u003ca href=\"https://onlinelibrary.wiley.com/doi/pdf/10.1080/15250000701779378?casa_token=aFjAqxaVrcQAAAAA:UnXKmEn9NzTnPR-wzW7e8TrJVC0ISYjzlP4kCaqRr9Kq9tLQccv2qPn1XReVGxN2LVgUxN7EwGPBYnM\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">when parents ask questions and label what they see \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">or \u003c/span>\u003ca href=\"https://onlinelibrary.wiley.com/doi/pdf/10.1111/j.1532-7078.2009.00013.x?casa_token=CiJ86Hw72mEAAAAA:8FEvXsc33AYGGIkaP7qjph3jHWfCHIuNRtQg-wVjYR21jCiUWF-NDTjgO8VK49H0cD2p-N5CSJc5_Dg\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">have back-and-forth conversations about what they see on the screen.\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another strategy that can help children to overcome the video deficit is modeling responses to the person on the screen, as \u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/pii/S0022096517304587?casa_token=gk0y04eTTLMAAAAA:lmDolC8OpiXo9Vz53OAdHSH6TAZt_HERpvjB8cIDYwxgSOjFauzpbw1QsPg8n1J6RmKC1O4R\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">research \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">suggests that when parents model how to respond to the video, 30-month-olds can learn words from the video. For example, if Ms. Rachel asks a question, respond to it yourself, or when she says “clap,” then model clapping. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">However, it is important to remember that simply watching with your child may not be enough to overcome the video deficit. Rather, parents may need to engage in active teaching to help children to overcome it. \u003c/span>\u003ca href=\"https://onlinelibrary.wiley.com/doi/pdf/10.1002/icd.713?casa_token=VdCWM-M6OCkAAAAA:7GOYRuc9K5V2Joh5Fb8-H8_hsyoWrBuEHTSJxeNd7JMed8WDpHfWKzUT2UtKCczcEciOIQ8juPN80b4\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> finds that infants and toddlers may only learn words when the parents are actively focused on frequent teaching opportunities during viewing, such as labeling most items on the screen and highlighting the language their child doesn’t know yet.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Of course, this is not a perfect solution and infants will likely learn more from real life interactions. Also, as parents, we often use screens at times when we need our children to be occupied so we can do an important task or simply take a break. Therefore, actively teaching during screen time may not be possible. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">TRANSLATION: Interacting with your child and the person on the screen may help your child to learn more from screen time. \u003c/span>\u003c/p>\n\u003ch3 class=\"x_header-with-anchor-widget\">\u003cstrong>Overall Translation\u003c/strong>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Most parents occasionally use baby media and there is no reason to feel guilty about this occasional use. We have no evidence that occasional use of baby media has any negative impacts on your child’s brain development. The real problem with baby media is not this type of occasional use, but when it is marketed as a method for promoting development when we have evidence that babies and toddlers do not learn from video. For example, \u003c/span>\u003ca href=\"https://www.today.com/parents/family/who-is-ms-rachel-rcna60194\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Ms. Rachel suggesting on the “Today” show\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that her shows may help a child with a language delay is a serious cause for concern, since parents may choose the easier route of turning on her show over the approaches that are actually effective for addressing a language delay, such as speech-language therapy. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">If you need to keep your infant or toddler safe and occupied for a few minutes, such as while you care for another child or make dinner, Ms. Rachel and other baby media might be a good choice for you. I remember turning on “Little Baby Bum” for my children in the car when they were screaming their heads off and I was worried I would get into an accident trying to soothe them. However, it is important to keep in mind that Ms. Rachel or other baby media is unlikely to advance your child’s language or development in any way. In other words, there is nothing wrong with parents seeking occasional distraction or entertainment for their infants, but parents should not view television shows as ways to improve language or teach children new skills. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">If you are concerned about your child’s language development, seek out your local early intervention services or speech-language pathologist. These providers should be able to provide an evaluation to determine whether your child’s speech is delayed and, if needed, evidence-based services to improve your child’s language.\u003c/span>\u003c/p>\n\u003cp>\u003cem>Cara Goodwin, PhD, is a licensed psychologist, a mother of three and the founder of \u003ca href=\"https://parentingtranslator.substack.com/\" target=\"_blank\" rel=\"noopener\">Parenting Translator\u003c/a>, a nonprofit newsletter that turns scientific research into information that is accurate, relevant and useful for parents.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>All Parenting Translator newsletters are reviewed by experts in the topic to make sure that they are as helpful and as accurate for parents as possible. This post was reviewed by Jacqueline Nesi, PhD, a clinical psychologist and professor of psychiatry at Brown University. Nesi is the author of \u003ca href=\"https://technosapiens.substack.com/\" target=\"_blank\" rel=\"noopener\">Techno Sapiens\u003c/a>, a weekly newsletter with research-backed tips for living and parenting in the digital age.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/60988/can-babies-learn-from-ms-rachel-and-other-baby-tv-shows","authors":["byline_mindshift_60988"],"categories":["mindshift_21504","mindshift_21385"],"tags":["mindshift_21564","mindshift_20720","mindshift_21414","mindshift_21563","mindshift_20568","mindshift_21706","mindshift_290","mindshift_20816","mindshift_21705","mindshift_433"],"featImg":"mindshift_61133","label":"mindshift"},"mindshift_60955":{"type":"posts","id":"mindshift_60955","meta":{"index":"posts_1716263798","site":"mindshift","id":"60955","score":null,"sort":[1675681214000]},"parent":0,"labelTerm":{"site":"mindshift"},"blocks":[],"publishDate":1675681214,"format":"standard","title":"New research sees long-term college benefits from Oklahoma's universal pre-K","headTitle":"MindShift | KQED News","content":"\u003cp>\u003cspan style=\"font-weight: 400\">The research on early childhood education can seem as messy as a playground sandbox. Some studies show that preschool produces remarkable \u003c/span>\u003ca href=\"https://hechingerreport.org/pre-k-may-boost-math-scores-even-eight-years-later/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">academic\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.childtrends.org/wp-content/uploads/2015/09/Hispanic-Center-MSRP-Brief-FINAL.pdf\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">social benefits\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for low-income children, and \u003c/span>\u003ca href=\"https://journals.sagepub.com/stoken/default+domain/DKFSNF434WIVEJTKMVVC/full\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">some don’t\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. One 2022 study found that children who went to \u003c/span>\u003ca href=\"https://hechingerreport.org/a-state-funded-pre-k-program-led-to-significantly-negative-effects-for-kids-in-tennessee/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">preschool in Tennessee ended up worse off\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, on average, than those who stayed home. Even among success stories, the benefits of preschool can be fleeting. Children who didn’t go to preschool still learn their letters and catch up. By third grade, the gap between those with and without preschool often \u003c/span>\u003ca href=\"https://psycnet.apa.org/record/2022-18733-001\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">disappears\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But a more coherent story is taking shape with the latest 15-year milestone of a large, long-term study of 4,000 children who attended Tulsa, Oklahoma’s preschool program. In 1998, Oklahoma became the first state to offer free public prekindergarten for all four-year-olds. Tulsa’s program was heralded for being well run and well funded, with an expenditure that would be the equivalent of $12,000 per child in today’s dollars. Researchers studied the children who attended in 2005-06 and saw an immediate academic bang, followed by disappointments. Children without preschool managed to catch up to those who went to preschool. But in high school, an advantage for the preschoolers re-emerged. They were taking \u003c/span>\u003ca href=\"https://hechingerreport.org/tulsa-study-offers-more-evidence-of-pre-ks-benefits-into-adulthood/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">harder classes and more of them were graduating high school\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on time. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the \u003c/span>\u003ca href=\"https://journals.sagepub.com/doi/10.1177/23328584221147893\">\u003cspan style=\"font-weight: 400\">latest study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, published in January 2023, children who went to preschool were far more likely to go to college within a couple years of graduating high school. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Don’t give up on the protagonist until the story is told,” said William Gormley, a professor of government and public policy at Georgetown University and co-director of its Center for Research on Children in the United States, which has overseen much of the Tulsa research. “This is a classic story of a big bounce from pre-K in the short run, followed by disappointing fade out in standardized test scores in the median run, followed by all sorts of intriguing, positive effects in the longer run, and culminating in truly stunning positive effects on college enrollment.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Earlier research has also found long-term benefits from preschool. Studies of the Perry preschool in Ypsilanti, Michigan and the Abecedarian preschool in Chapel Hill, North Carolina documented \u003c/span>\u003ca href=\"https://rockinst.org/wp-content/uploads/2023/01/clps-state-level-universal-prek-programs.pdf\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">higher levels of educational attainment and higher earnings\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for children who attended. But those were tiny preschool programs for low-income children dating back to the 1960s and 1970s. A more recent study published in 2018 of \u003c/span>\u003ca href=\"https://jamanetwork.com/journals/jamapediatrics/fullarticle/2668645\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">low-income preschool centers in Chicago\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> linked attendance in the 1980s to higher rates of earning college degrees 30 years later. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The advent of universal preschool for all children is more recent. It’s not clear whether these newer and much larger programs will also produce long-term benefits. So far, a \u003c/span>\u003ca href=\"https://www.nber.org/system/files/working_papers/w28756/w28756.pdf\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">2021 study of Boston’s universal pre-K program \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">found that students who attended the city’s preschools between 1997 and 2003 were more likely to go to college immediately after high school.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In Tulsa, there were roughly 4,000 four-year-old children who were eligible for free preschool in 2005-06. About 40 percent of the families took advantage of it and chose to send their children to a pre-K program at a public elementary school. Another 10 percent opted to send their children to a federally funded Head Start program for low-income children at a community center. The remaining 50 percent decided against attending either. Many children stayed home but some went to private preschools or day care centers.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Researchers then looked up college enrollment records from 2019 to 2021 for these Tulsa children in a database of the National Student Clearinghouse, an education nonprofit that collects data from nearly every U.S. college and university. Overall, 44 percent of the preschool alumni and 37 percent of Head Start alumni enrolled in a college or university, as opposed to 33 percent of students in the comparison group. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">From this raw data, it’s unclear if the differences in college attendance could be attributed to preschool or the fact that families who chose to send their children to preschool placed a higher value on education. Their kids might have gone on to college anyway.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The researchers attempted to overcome this problem by making statistical adjustments to compare children with the same income and family characteristics, such as the mother’s level of education. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After these apples-to-apples adjustments, the likelihood of enrolling in college was 12 percentage points higher if a child attended a Tulsa public school preschool than if a child didn’t attend. The adjusted results for Head Start did not produce statistically clear answers.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s still possible that the families who chose public preschool were more ambitious and motivated than their demographically and economically similar counterparts in the comparison group. That’s why it’s hard to study education programs where participation is voluntary and know for certain that the program is producing results. But this is the best that researchers can do without randomly assigning families to preschool as in a drug trial.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s puzzling why preschool playtime and lessons might lead to more college going if the academic benefits of preschool generally fade out in elementary school. Researchers have theorized that the social skills children learn in preschool may help them overcome frustrations and persist in their studies later in life but that is hard to prove. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In this Tulsa study, Gormley noticed that the city’s magnet schools were part of the answer. Magnet programs are often criticized for being inequitable, disproportionately filled with white and Asian students. But Gormley found that low-income Black, Hispanic and Native American children who attended public preschool were more likely to attend a magnet school, and children who attended magnet schools were more likely to go to college. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It is a path,” said Gormley. “There have been many efforts to include students of color in the pre-K program, and also in the magnet schools. Without those heroic efforts by people on the ground in Tulsa, you might not have seen the very positive long-term effects.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Gormley said he plans to retire soon and shared two lessons he’s learned from his career studying early childhood education. One is that education policymakers “need to spend as much time redesigning their K through 12 school systems as they spend designing their pre-K systems if they want pre-K to have long-term benefits.” The second lesson is to wait patiently for long-term benefits to emerge even when elementary school test scores disappoint. “Ignore the zigs and zags along the way and focus on where the kids wind up,” said Gormley. “The game isn’t over until the bottom of the ninth inning.”\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about the \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-long-term-college-benefits-from-high-quality-universal-pre-k-for-all/\" target=\"_blank\" rel=\"noopener\">\u003ci>\u003cspan style=\"font-weight: 400\">long-term benefits of preschool\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> was written by Jill Barshay and produced by \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/span>\u003c/i>\u003ca href=\"http://hechingerreport.us2.list-manage1.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\" target=\"_blank\" rel=\"noopener\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger newsletter\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\n","stats":{"hasVideo":false,"hasChartOrMap":false,"hasAudio":false,"hasPolis":false,"wordCount":1219,"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"iframeSrcs":[],"paragraphCount":19},"modified":1675454408,"excerpt":"In the latest study of Oklahoma’s free pre-K program, children who went to preschool were far more likely to go to college within a couple years of graduating high school. ","headData":{"twImgId":"","twTitle":"","ogTitle":"","ogImgId":"","twDescription":"","description":"The evidence for preschool’s benefits can vary as children progress through school. A long-term study in Oklahoma is capturing a fuller story.","title":"New research sees long-term college benefits from Oklahoma's universal pre-K | KQED","ogDescription":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"New research sees long-term college benefits from Oklahoma's universal pre-K","datePublished":"2023-02-06T03:00:14-08:00","dateModified":"2023-02-03T12:00:08-08:00","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"guestAuthors":[],"slug":"new-research-sees-long-term-college-benefits-from-oklahomas-universal-pre-k","status":"publish","nprByline":"Jill Barshay, \u003ca href=\"https://hechingerreport.org/\" target=\"_blank\">The Hechinger Report\u003c/a>","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/60955/new-research-sees-long-term-college-benefits-from-oklahomas-universal-pre-k","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">The research on early childhood education can seem as messy as a playground sandbox. Some studies show that preschool produces remarkable \u003c/span>\u003ca href=\"https://hechingerreport.org/pre-k-may-boost-math-scores-even-eight-years-later/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">academic\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.childtrends.org/wp-content/uploads/2015/09/Hispanic-Center-MSRP-Brief-FINAL.pdf\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">social benefits\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for low-income children, and \u003c/span>\u003ca href=\"https://journals.sagepub.com/stoken/default+domain/DKFSNF434WIVEJTKMVVC/full\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">some don’t\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. One 2022 study found that children who went to \u003c/span>\u003ca href=\"https://hechingerreport.org/a-state-funded-pre-k-program-led-to-significantly-negative-effects-for-kids-in-tennessee/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">preschool in Tennessee ended up worse off\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, on average, than those who stayed home. Even among success stories, the benefits of preschool can be fleeting. Children who didn’t go to preschool still learn their letters and catch up. By third grade, the gap between those with and without preschool often \u003c/span>\u003ca href=\"https://psycnet.apa.org/record/2022-18733-001\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">disappears\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But a more coherent story is taking shape with the latest 15-year milestone of a large, long-term study of 4,000 children who attended Tulsa, Oklahoma’s preschool program. In 1998, Oklahoma became the first state to offer free public prekindergarten for all four-year-olds. Tulsa’s program was heralded for being well run and well funded, with an expenditure that would be the equivalent of $12,000 per child in today’s dollars. Researchers studied the children who attended in 2005-06 and saw an immediate academic bang, followed by disappointments. Children without preschool managed to catch up to those who went to preschool. But in high school, an advantage for the preschoolers re-emerged. They were taking \u003c/span>\u003ca href=\"https://hechingerreport.org/tulsa-study-offers-more-evidence-of-pre-ks-benefits-into-adulthood/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">harder classes and more of them were graduating high school\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on time. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the \u003c/span>\u003ca href=\"https://journals.sagepub.com/doi/10.1177/23328584221147893\">\u003cspan style=\"font-weight: 400\">latest study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, published in January 2023, children who went to preschool were far more likely to go to college within a couple years of graduating high school. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Don’t give up on the protagonist until the story is told,” said William Gormley, a professor of government and public policy at Georgetown University and co-director of its Center for Research on Children in the United States, which has overseen much of the Tulsa research. “This is a classic story of a big bounce from pre-K in the short run, followed by disappointing fade out in standardized test scores in the median run, followed by all sorts of intriguing, positive effects in the longer run, and culminating in truly stunning positive effects on college enrollment.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Earlier research has also found long-term benefits from preschool. Studies of the Perry preschool in Ypsilanti, Michigan and the Abecedarian preschool in Chapel Hill, North Carolina documented \u003c/span>\u003ca href=\"https://rockinst.org/wp-content/uploads/2023/01/clps-state-level-universal-prek-programs.pdf\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">higher levels of educational attainment and higher earnings\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for children who attended. But those were tiny preschool programs for low-income children dating back to the 1960s and 1970s. A more recent study published in 2018 of \u003c/span>\u003ca href=\"https://jamanetwork.com/journals/jamapediatrics/fullarticle/2668645\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">low-income preschool centers in Chicago\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> linked attendance in the 1980s to higher rates of earning college degrees 30 years later. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The advent of universal preschool for all children is more recent. It’s not clear whether these newer and much larger programs will also produce long-term benefits. So far, a \u003c/span>\u003ca href=\"https://www.nber.org/system/files/working_papers/w28756/w28756.pdf\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">2021 study of Boston’s universal pre-K program \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">found that students who attended the city’s preschools between 1997 and 2003 were more likely to go to college immediately after high school.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In Tulsa, there were roughly 4,000 four-year-old children who were eligible for free preschool in 2005-06. About 40 percent of the families took advantage of it and chose to send their children to a pre-K program at a public elementary school. Another 10 percent opted to send their children to a federally funded Head Start program for low-income children at a community center. The remaining 50 percent decided against attending either. Many children stayed home but some went to private preschools or day care centers.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Researchers then looked up college enrollment records from 2019 to 2021 for these Tulsa children in a database of the National Student Clearinghouse, an education nonprofit that collects data from nearly every U.S. college and university. Overall, 44 percent of the preschool alumni and 37 percent of Head Start alumni enrolled in a college or university, as opposed to 33 percent of students in the comparison group. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">From this raw data, it’s unclear if the differences in college attendance could be attributed to preschool or the fact that families who chose to send their children to preschool placed a higher value on education. Their kids might have gone on to college anyway.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The researchers attempted to overcome this problem by making statistical adjustments to compare children with the same income and family characteristics, such as the mother’s level of education. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After these apples-to-apples adjustments, the likelihood of enrolling in college was 12 percentage points higher if a child attended a Tulsa public school preschool than if a child didn’t attend. The adjusted results for Head Start did not produce statistically clear answers.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s still possible that the families who chose public preschool were more ambitious and motivated than their demographically and economically similar counterparts in the comparison group. That’s why it’s hard to study education programs where participation is voluntary and know for certain that the program is producing results. But this is the best that researchers can do without randomly assigning families to preschool as in a drug trial.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s puzzling why preschool playtime and lessons might lead to more college going if the academic benefits of preschool generally fade out in elementary school. Researchers have theorized that the social skills children learn in preschool may help them overcome frustrations and persist in their studies later in life but that is hard to prove. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In this Tulsa study, Gormley noticed that the city’s magnet schools were part of the answer. Magnet programs are often criticized for being inequitable, disproportionately filled with white and Asian students. But Gormley found that low-income Black, Hispanic and Native American children who attended public preschool were more likely to attend a magnet school, and children who attended magnet schools were more likely to go to college. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It is a path,” said Gormley. “There have been many efforts to include students of color in the pre-K program, and also in the magnet schools. Without those heroic efforts by people on the ground in Tulsa, you might not have seen the very positive long-term effects.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Gormley said he plans to retire soon and shared two lessons he’s learned from his career studying early childhood education. One is that education policymakers “need to spend as much time redesigning their K through 12 school systems as they spend designing their pre-K systems if they want pre-K to have long-term benefits.” The second lesson is to wait patiently for long-term benefits to emerge even when elementary school test scores disappoint. “Ignore the zigs and zags along the way and focus on where the kids wind up,” said Gormley. “The game isn’t over until the bottom of the ninth inning.”\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about the \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-long-term-college-benefits-from-high-quality-universal-pre-k-for-all/\" target=\"_blank\" rel=\"noopener\">\u003ci>\u003cspan style=\"font-weight: 400\">long-term benefits of preschool\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> was written by Jill Barshay and produced by \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/span>\u003c/i>\u003ca href=\"http://hechingerreport.us2.list-manage1.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\" target=\"_blank\" rel=\"noopener\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger newsletter\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/60955/new-research-sees-long-term-college-benefits-from-oklahomas-universal-pre-k","authors":["byline_mindshift_60955"],"categories":["mindshift_21504"],"tags":["mindshift_21261","mindshift_20720","mindshift_21545","mindshift_21546","mindshift_152","mindshift_21155","mindshift_21547"],"featImg":"mindshift_60956","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. 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Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.","airtime":"SUN 2pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.possible.fm/","meta":{"site":"news","source":"Possible"},"link":"/radio/program/possible","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/possible/id1677184070","spotify":"https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"}},"1a":{"id":"1a","title":"1A","info":"1A is home to the national conversation. 1A brings on great guests and frames the best debate in ways that make you think, share and engage.","airtime":"MON-THU 11pm-12am","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/1a.jpg","officialWebsiteLink":"https://the1a.org/","meta":{"site":"news","source":"npr"},"link":"/radio/program/1a","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=1188724250&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/1A-p947376/","rss":"https://feeds.npr.org/510316/podcast.xml"}},"all-things-considered":{"id":"all-things-considered","title":"All Things Considered","info":"Every weekday, \u003cem>All Things Considered\u003c/em> hosts Robert Siegel, Audie Cornish, Ari Shapiro, and Kelly McEvers present the program's trademark mix of news, interviews, commentaries, reviews, and offbeat features. Michel Martin hosts on the weekends.","airtime":"MON-FRI 1pm-2pm, 4:30pm-6:30pm\u003cbr />SAT-SUN 5pm-6pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/All-Things-Considered-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.npr.org/programs/all-things-considered/","meta":{"site":"news","source":"npr"},"link":"/radio/program/all-things-considered"},"american-suburb-podcast":{"id":"american-suburb-podcast","title":"American Suburb: The Podcast","tagline":"The flip side of gentrification, told through one town","info":"Gentrification is changing cities across America, forcing people from neighborhoods they have long called home. Call them the displaced. Now those priced out of the Bay Area are looking for a better life in an unlikely place. American Suburb follows this migration to one California town along the Delta, 45 miles from San Francisco. But is this once sleepy suburb ready for them?","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/American-Suburb-Podcast-Tile-703x703-1.jpg","officialWebsiteLink":"/news/series/american-suburb-podcast","meta":{"site":"news","source":"kqed","order":"13"},"link":"/news/series/american-suburb-podcast/","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?mt=2&id=1287748328","tuneIn":"https://tunein.com/radio/American-Suburb-p1086805/","rss":"https://ww2.kqed.org/news/series/american-suburb-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkMzMDExODgxNjA5"}},"baycurious":{"id":"baycurious","title":"Bay Curious","tagline":"Exploring the Bay Area, one question at a time","info":"KQED’s new podcast, Bay Curious, gets to the bottom of the mysteries — both profound and peculiar — that give the Bay Area its unique identity. And we’ll do it with your help! 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And you join us on the journey to find the answers.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Bay-Curious-Podcast-Tile-703x703-1.jpg","imageAlt":"\"KQED Bay Curious","officialWebsiteLink":"/news/series/baycurious","meta":{"site":"news","source":"kqed","order":"4"},"link":"/podcasts/baycurious","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/bay-curious/id1172473406","npr":"https://www.npr.org/podcasts/500557090/bay-curious","rss":"https://ww2.kqed.org/news/category/bay-curious-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvbmV3cy9jYXRlZ29yeS9iYXktY3VyaW91cy1wb2RjYXN0L2ZlZWQvcG9kY2FzdA","stitcher":"https://www.stitcher.com/podcast/kqed/bay-curious","spotify":"https://open.spotify.com/show/6O76IdmhixfijmhTZLIJ8k"}},"bbc-world-service":{"id":"bbc-world-service","title":"BBC World Service","info":"The day's top stories from BBC News compiled twice daily in the week, once at weekends.","airtime":"MON-FRI 9pm-10pm, TUE-FRI 1am-2am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/BBC-World-Service-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.bbc.co.uk/sounds/play/live:bbc_world_service","meta":{"site":"news","source":"BBC World Service"},"link":"/radio/program/bbc-world-service","subscribe":{"apple":"https://itunes.apple.com/us/podcast/global-news-podcast/id135067274?mt=2","tuneIn":"https://tunein.com/radio/BBC-World-Service-p455581/","rss":"https://podcasts.files.bbci.co.uk/p02nq0gn.rss"}},"code-switch-life-kit":{"id":"code-switch-life-kit","title":"Code Switch / Life Kit","info":"\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />","airtime":"SUN 9pm-10pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Code-Switch-Life-Kit-Podcast-Tile-360x360-1.jpg","meta":{"site":"radio","source":"npr"},"link":"/radio/program/code-switch-life-kit","subscribe":{"apple":"https://podcasts.apple.com/podcast/1112190608?mt=2&at=11l79Y&ct=nprdirectory","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93d3cubnByLm9yZy9yc3MvcG9kY2FzdC5waHA_aWQ9NTEwMzEy","spotify":"https://open.spotify.com/show/3bExJ9JQpkwNhoHvaIIuyV","rss":"https://feeds.npr.org/510312/podcast.xml"}},"commonwealth-club":{"id":"commonwealth-club","title":"Commonwealth Club of California Podcast","info":"The Commonwealth Club of California is the nation's oldest and largest public affairs forum. 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