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The Slate School’s Education Idea Lab is a virtual series that features leaders and participants from all sectors of education and innovation engaged in an online dialogue. A series of three panels on the topic of “Imagining the Future of Education” began in June (watch the first panel discussion here). The Institute’s Executive Director, Sherry…
What are the Revised New York State Early Learning Guidelines For?
In 2019, the New York State Early Childhood Advisory Council in collaboration with New York Works for Children released the Revised New York State Early Learning Guidelines: A Child Development Resource for Educators of Children Ages Birth Through Eight. This resource was developed in collaboration with partners and advisors from NY Early Childhood Professional Development…
Outdoor Learning: A Safe Solution for Reopening
Even as private and contracted childcare programs are reopening across the city, it remains uncertain how district schools will reopen. The NYC DOE has planned for a blended model that would allow schools to reduce the number of students per day in classrooms. However blended learning does not address the role district schools play in…
Social-Emotional Family and Child Engagement While Remote Teaching
Insights from the Survey of the Early Childhood Workforce during the COVID-19 Pandemic
Pre-k is for social-emotional development and that seems to be missing remotely. I can see it working for older grades, such as 3rd grade and beyond but nothing under. The children cannot really interact – they cannot practice sharing or other social skills and that is the most important in pre-k. – Workforce Survey Participant…
A Better Model for Remote Learning in Early Childhood
Insights from the Survey of the Early Childhood Workforce during the COVID-19 Pandemic
Learning how to engage with my 2-year-old students online. I feel like my co-teacher and I are just another YouTube video they are watching on the screen. They don’t stay interested long (of course) but because we’re not teaching in person they can’t be redirected easily and we can’t easily follow the child’s lead. We…
Self-Care and Healthy Boundaries
Insights from the Survey of the Early Childhood Workforce during the COVID-19 Pandemic
I am working harder, longer than I did when at school. Families have different needs, different schedules and their new lifestyles are disorganized right now. I find myself struggling to balance between work time, me time, family time. -Workforce Survey Participant The New York Early Childhood Professional Development Institute in partnership with the Bank Street…
NAEYC Virtual Institute
On June 1, the National Association for the Education of Young Children (NAEYC) launched its Virtual Institute offering free weekly presentations of content by NAEYC experts and a diverse group of presenters from all sectors of the early childhood field. Presenters include policy experts, higher education faculty, school leaders, researchers, and educators. There are currently…
Supporting Multilingual Learners in Remote Learning
Insights from the Survey of the Early Childhood Workforce during the COVID-19 Pandemic
I personally cannot translate every great resource I find and I feel like my multilingual families are missing out. But I’m also not the greatest Spanish reader myself and cannot go through lots of pages trying to find good resources in Spanish. – Workforce Survey Participant The New York Early Childhood Professional Development Institute in…
The Power and Possibilities of Early Childhood Leadership and the Necessity of Community and Care in the Era of COVID-19
Even before the pandemic, there was heightened attention toward early childhood as calls for public investments in care and education were being heard. Politicians, policy makers, pundits, and journalists discussed the burden of high costs of child care and preschool for families, issues around pay inequities among the workforce, and the financial stress many providers…
Confronting our Discomfort with Self-Compassion
In each of the three books that I have written these past fifteen years or so, whether they are about reflecting on how we developed our biases, the way we were disciplined, or how we sought attention as children, I conclude with a chapter on compassion. Developing compassion is critical when working with children and…
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