The State of the Union for our early learners--
From Washington DC: http://www.whitehouse.gov/issues/Education/
Focus on Early Childhood Education
The years before a child reaches kindergarten are among the most critical in his or her life to influence learning. President Obama is committed to providing the support that our youngest children need to prepare to succeed later in school. The President supports a seamless and comprehensive set of services and support for children, from birth through age 5. Because the President is committed to helping all children succeed – regardless of where they spend their day – he will urge states to impose high standards across all publicly funded early learning settings, develop new programs to improve opportunities and outcomes, engage parents in their child’s early learning and development, and improve the early education workforce.
The years before a child reaches kindergarten are among the most critical in his or her life to influence learning. President Obama is committed to providing the support that our youngest children need to prepare to succeed later in school. The President supports a seamless and comprehensive set of services and support for children, from birth through age 5. Because the President is committed to helping all children succeed – regardless of where they spend their day – he will urge states to impose high standards across all publicly funded early learning settings, develop new programs to improve opportunities and outcomes, engage parents in their child’s early learning and development, and improve the early education workforce.
From Minnesota:http://www.ready4k.blogspot.com/
Early childhood care and education in Minnesota 7 Key planning gaps
Based on a review of the available information related to early childhood care and education in the areas of school readiness outcomes for children, leadership, public engagement, resources and financing, policy reforms, programs and services, and quality, the Minnesota Build Initiative has identified these system planning gaps:
• Minnesota has no consensus on a statewide vision for early childhood education. Minnesota needs a plan that articulates a vision for a coordinated, comprehensive early childhood system in Minnesota and spells out the cost to fully implement it.
• Advocates for early childhood need a concrete vision in order to engage the public.
• We need better coordination among state agencies responsible for programs serving children and families.
• We must elevate early care and education as a legislative priority.
• At the local level, there are very few examples of early care and education governance models that assess community strengths and gaps and promote integration of early childhood programs. • Early childhood care and education have few clearly identified champions such as business CEOs, police chiefs, mayors, or school officials.
• We need a comprehensive review of funding for early childhood care and education through foundations, United Way, and employers. Additionally, we must review research on all funding streams, including federal, for early childhood education in Minnesota.
• No clear vision is shared statewide for quality measures for the early care and education system and infrastructure.
• The State of Minnesota needs an ongoing statewide monitoring system for assessing the developmental status of children at the time of school entry.
Early childhood care and education in Minnesota 7 Key planning gaps
Based on a review of the available information related to early childhood care and education in the areas of school readiness outcomes for children, leadership, public engagement, resources and financing, policy reforms, programs and services, and quality, the Minnesota Build Initiative has identified these system planning gaps:
• Minnesota has no consensus on a statewide vision for early childhood education. Minnesota needs a plan that articulates a vision for a coordinated, comprehensive early childhood system in Minnesota and spells out the cost to fully implement it.
• Advocates for early childhood need a concrete vision in order to engage the public.
• We need better coordination among state agencies responsible for programs serving children and families.
• We must elevate early care and education as a legislative priority.
• At the local level, there are very few examples of early care and education governance models that assess community strengths and gaps and promote integration of early childhood programs. • Early childhood care and education have few clearly identified champions such as business CEOs, police chiefs, mayors, or school officials.
• We need a comprehensive review of funding for early childhood care and education through foundations, United Way, and employers. Additionally, we must review research on all funding streams, including federal, for early childhood education in Minnesota.
• No clear vision is shared statewide for quality measures for the early care and education system and infrastructure.
• The State of Minnesota needs an ongoing statewide monitoring system for assessing the developmental status of children at the time of school entry.
From Northfield:http://www.nfld.k12.mn.us/FamilyServices/childinitiative.shtml
Like the wiring process in a young child’s brain, the
Minnesota Early Childhood Intitiative is transforming
communities – relationship by relationship. Through an
organic process carried out in communities throughout
greater Minnesota to identify and plan strategies to
ensure that all children thrive, five key components of
a nurturing community emerged. Backed up by research
evidence, these components are:
Strong families – The Initiative works to build
trusting relationships and partnerships that support
healthy choices and connect parents to information
and resources on their own terms.
Engaged community members – Young children
need advocates, and when people understand what
children need to succeed, they pitch in to improve
conditions and outcomes for them. Engagement
tends to breed more engagement.
Effective and coordinated early care and education –
By coordinating efforts to produce essential
information, eliminate duplication, and fill service
gaps, early care and education professionals
increase their own community connections, sense
of mutual trust, and opportunities for service
coordination.
Early learning opportunities – The Initiative
empowers parents with information and supports
child care providers to help children gain literacy
skills and to develop cognitively, socially,
emotionally and/or physically.
Ready schools – The Initiative eases the transition
to kindergarten by building relationships between
parents, teachers, and schools and by promoting
parent involvement in their children’s education.
Minnesota Early Childhood Intitiative is transforming
communities – relationship by relationship. Through an
organic process carried out in communities throughout
greater Minnesota to identify and plan strategies to
ensure that all children thrive, five key components of
a nurturing community emerged. Backed up by research
evidence, these components are:
Strong families – The Initiative works to build
trusting relationships and partnerships that support
healthy choices and connect parents to information
and resources on their own terms.
Engaged community members – Young children
need advocates, and when people understand what
children need to succeed, they pitch in to improve
conditions and outcomes for them. Engagement
tends to breed more engagement.
Effective and coordinated early care and education –
By coordinating efforts to produce essential
information, eliminate duplication, and fill service
gaps, early care and education professionals
increase their own community connections, sense
of mutual trust, and opportunities for service
coordination.
Early learning opportunities – The Initiative
empowers parents with information and supports
child care providers to help children gain literacy
skills and to develop cognitively, socially,
emotionally and/or physically.
Ready schools – The Initiative eases the transition
to kindergarten by building relationships between
parents, teachers, and schools and by promoting
parent involvement in their children’s education.
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