After two decades of observing early childhood programs all over America and listening to the concerns of teachers, managers, directors, and principals, former teacher Gramling finds that in the face of brain research regarding early brain development which shows that children learn best by play and discovery and the experiences and conversations to which the child is exposed during the intense brain activity of early childhood, the “opposing camp” is in the majority--those who insist on structure, fundamentals, like letters, numbers, colors, and shapes, and conforming to the demands of institutional life--and that today under the banner of school readiness and accountability, the preschool experience has been reduced to tedious rote learning and strict conformity to routines. Seven chapters are: America discovers poverty; the accountability trap; school readiness goals; changing the way we talk to young children; Amelia’s story; envisioning a preschool classroom that works for all children; where do we go from here? Annotation ©2015 Ringgold, Inc., Portland, OR (protoview.com)
Early childhood educators need to be cognizant of the disconnect between public policy and classroom practice?the success of children they teach depends on it. This book analyzes how ineffective practices are driven by unexamined public policies and why educators need to challenge their thinking in order to make a difference in children's lives. A very complex story about public policy and the importance of teaching is told while entertaining and engaging the reader throughout.
Michael Gramling is an expert in providing family literacy training and positive guidance training and has conducted experiential supervisor and mentor coach institutes for Head Start programs.
Number of Pages: 172
Sub-Genre: Professional Development, Preschool + Kindergarten, Educational Policy + Reform / General
Publisher: Consortium Book Sales & Dist
Author: Michael Gramling
Street Date: June 2, 2015
Item Number (DPCI): 247-43-8557