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FM","link":"/"}},"mindshift_58954":{"type":"posts","id":"mindshift_58954","meta":{"index":"posts_1591205157","site":"mindshift","id":"58954","score":null,"sort":[1642751136000]},"guestAuthors":[],"slug":"parents-and-caregivers-of-young-kids-say-theyve-hit-pandemic-rock-bottom","title":"Parents and caregivers of young kids say they've hit pandemic rock bottom","publishDate":1642751136,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\"I had a parent tell me to f*** off last week,\" Cori Berg said. She directs the Hope Day School, a church-affiliated early childhood program in Dallas.\u003c/p>\n\u003cp>The unhappy mother took her two children out of Berg's center after each of their classrooms were closed for quarantines, saying she'd hire a nanny. Wanting to return, she emailed, called and finally showed up in the middle of the day. Just as Berg had warned her, her spots were taken.\u003c/p>\n\u003cp>The mother, according to Berg, threw a fit before coming back and apologizing. \"She was like a toddler — she was jumping up and down.\"\u003c/p>\n\u003cp>The people who take care of and educate children under 5 years old — both parents \u003cem>and \u003c/em>providers — are in a special kind of hell right now. These children are too young to be vaccinated, and it's difficult for them to wear masks consistently. Many child care directors, like Berg, are still following 10- or 14-day quarantines, closing entire classrooms after a single positive test, which has caused nonstop disruptions given the current record numbers of COVID-19 cases. Recently, Berg's infant room had \"double-decker\" quarantines: closed for two weeks, back for one day, then closed for another two weeks.\u003c/p>\n\u003cp>Meanwhile, caregivers told NPR that they can't get hold of enough rapid tests and that they're struggling to apply the Centers for Disease Control and Prevention's \u003ca href=\"https://www.cdc.gov/coronavirus/2019-ncov/community/schools-childcare/child-care-guidance.html\">safety guidance\u003c/a>. Child care directors say they have few substitutes to cover for those out sick, and early childhood educators \u003ca href=\"https://hechingerreport.org/the-child-care-system-is-facing-collapse-could-unionizing-help-bring-the-industry-back-from-the-brink/\">typically don't have union protection\u003c/a>. Providers say they are spending out of pocket on equipment such as masks and gloves.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Parents, meanwhile, are losing their tempers, losing sleep and losing jobs when the child care they pay for is canceled, over and over. About 1 in 6 parents told pollsters they had experienced either a school or a day care shutdown in the past few weeks, in a \u003ca href=\"https://www.ipsos.com/en-us/news-polls/axios-ipsos-coronavirus-index\">national poll\u003c/a> from Axios and Ipsos released on Jan. 11.\u003c/p>\n\u003ch3>Child care centers are struggling with repeated quarantines\u003c/h3>\n\u003cfigure id=\"attachment_58955\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-58955\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/01/edit_c1n08643_slide-ffc4752128da679911e51a9ba13df31ce67a47a7-scaled-e1642750482296.jpg\" alt=\"childcare worker \" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">Berg spoke to NPR while quarantining at home after being exposed to the coronavirus at work. (She has since returned to the classroom.) Before this quarantine, Berg had taken only about two sick days in her nine years at the school. \u003ccite>(Cooper Neill / NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The child care crisis in the U.S. predates the coronavirus pandemic. Average annual public spending on early childhood care across rich countries is $14,436 per child. \u003ca href=\"https://www.nytimes.com/2021/10/06/upshot/child-care-biden.html\">In the U.S., it's $500\u003c/a>. Child care is scarce, expensive for most families and of varying quality; and providers earn an average of around $25,000 a year, even with specialized training and degrees.\u003c/p>\n\u003cp>Still, as hard as things have been, advocates, parents and early childhood educators like Berg told NPR that January 2022 has been the worst month of the pandemic.\u003c/p>\n\u003cp>The latest job numbers show \u003ca href=\"https://www.bls.gov/news.release/pdf/empsit.pdf\">child care workers leaving the workforce\u003c/a>, even as other sectors are hiring. The federal incentives for employers to offer paid leave ran out in September. And while the American Rescue Plan provided $24 billion in stabilization grants to child care programs in 2021, the Build Back Better plan, with its $400 billion in federal child care and preschool funding, \u003ca href=\"https://www.npr.org/2021/12/16/1064927774/democrats-forced-to-regroup-as-bidens-signature-spending-bill-stalls\">is stalled in Congress\u003c/a>.\u003c/p>\n\u003cp>\"This is the worst it has ever been,\" Berg said. \"It is so fractious between parents and centers. Last week in particular, every single director I know got really beat up.\"\u003c/p>\n\u003cp>Berg spoke to NPR while she was quarantining at home after being exposed to the coronavirus at work. (She has since returned to the classroom.)\u003c/p>\n\u003cp>\"I've got [a] sore throat, fever, chills.\"\u003c/p>\n\u003cfigure id=\"attachment_58956\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-58956\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/01/edit_c1n08687_slide-4410b3d3cb142c31ac2f3d727a3089870c5cdbd2-scaled-e1642750572143.jpg\" alt=\"books at day care center\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">Recently, Berg's infant room had \"double-decker\" quarantines: closed for two weeks, back for one day, then closed for another two weeks. \u003ccite>(Cooper Neill for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>But she wasn't sure she actually had COVID-19 — she couldn't find a rapid test, and the earliest PCR test appointment she could find was four days later.\u003c/p>\n\u003cp>\"I'm almost more worried that I don't have it and people are going to be mad at me that I've been out these days,\" she said.\u003c/p>\n\u003cp>Before this quarantine, Berg had taken only about two sick days in her nine years at the school.\u003c/p>\n\u003cp>Berg has already downsized from eight classes to four since the start of the pandemic because of a lack of available staff. As of Tuesday, she had 12 cases reported among children and two of her four classrooms shut down for quarantine.\u003c/p>\n\u003cp>Like Berg, Kasia Kaim-Gonçalves, who runs an early childhood program in Brooklyn, N.Y., also said the omicron wave has marked the hardest time of the pandemic.\u003c/p>\n\u003cp>\"Not only did I get sick — my whole family was sick — but also with such high positivity rates, half the children are out at a given time.\"\u003c/p>\n\u003cp>In January, she has resorted to requiring rapid tests every day for the roughly half of her children who have yet to contract COVID-19.\u003c/p>\n\u003cp>\"It's very stressful for families. It's very stressful for us,\" she said.\u003c/p>\n\u003cp>Both of her employees quit recently.\u003c/p>\n\u003cp>\"One said that she didn't feel safe coming in, and that was really difficult for her and for me.\"\u003c/p>\n\u003ch3>Working parents can't always afford to keep a sick child home\u003c/h3>\n\u003cfigure id=\"attachment_58960\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-58960\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/01/cb_6112_slide-82784f4d952828e04e729f66806b2f1fe4042eb3-scaled-e1642750622882.jpg\" alt=\"Bernadette Ngoh runs an at-home day care in West Haven, Connecticut. \" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">Bernadette Ngoh runs an at-home day care in West Haven, Conn. She said some of her parents are front-line workers who have been reluctant to test their children for the coronavirus. \u003ccite>(Mohamed Sadek for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Gladys Jones is an in-home day care provider in Staten Island, N.Y. She serves families on public subsidies who are living paycheck to paycheck. Some are in shelters. They can't afford to miss work, so sometimes sick children show up at Jones' house. One recent morning, a toddler girl started vomiting — it turned out her sister had been exposed to the coronavirus on the school bus.\u003c/p>\n\u003cp>\"Her mother didn't come get her until the evening. We cleaned her up, made her comfortable, but in the meantime we're all exposed,\" Jones said.\u003c/p>\n\u003cp>Bernadette Ngoh also cares for children in her home, in West Haven, Conn. She said some of her parents are front-line workers who have been reluctant to get their children tested for the coronavirus when they show symptoms.\u003c/p>\n\u003cfigure id=\"attachment_58961\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-58961\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/01/cb_6089_slide-a868e09796ab7f48a433e71aa04ae9741823e80c-scaled-e1642750721928.jpg\" alt=\"Ngoh cares for children at her home.\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">Ngoh cares for children at her home in West Haven. She said they spend a lot of time outdoors, no matter the weather. \u003ccite>(Mohamed Sadek for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\"Some parents explain to me, 'If I take my child to test and then it comes back positive, then I cannot go to work, because this child cannot go to day care. What will I do with my rent, with my bills?' \"\u003c/p>\n\u003cp>She has told families that she will not charge them if they keep a sick child out for a week, even though she can't really afford to do that.\u003c/p>\n\u003cp>\"It was so, so expensive [for me] — but if more than one child might get sick, then the whole program will be closed.\"\u003c/p>\n\u003ch3>Parents and children are dealing with unpredictable disruptions\u003c/h3>\n\u003cp>\"We got the email at 9:30 p.m. ... There's been an exposure. And now we're done with having child care for our 4-year-old for the rest of the week,\" said Elliot Haspel. He's a father of two in Richmond, Va., and this is his second day care shutdown in as many months. He also happens to be an early childhood care advocate and author of the book \u003cem>Crawling Behind: America's Child Care Crisis and How to Fix It. \u003c/em>\u003c/p>\n\u003cp>\"My experience is privileged. I can work from home. My wife works part time. She can work from home,\" he said. \"It's just the constant — it's like a quakestorm of disruption, and it's so unpredictable, which is not great for young kids either, by the way, who thrive on predictability and reliability. That's certainly not great for the mental health of parents.\"\u003c/p>\n\u003ch3>Early childhood educators don't know what health guidance to follow\u003c/h3>\n\u003cfigure id=\"attachment_58957\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-58957\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/01/cb_6148_slide-0fda3caf0720e47f96dd1774f34a33750c7a2d4c-scaled-e1642750778134.jpg\" alt=\"Child and children's art at day care center. \" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">The walls of Ngoh's day care display children's artwork and reminders about wearing masks and washing hands. \u003ccite>(Mohamed Sadek for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>In December, the CDC \u003ca href=\"https://www.npr.org/2021/12/17/1065189208/cdc-school-coronavirus-testing-quarantines-vaccines-masks\">endorsed \"test to stay\" policies\u003c/a> to keep K-12 students in school despite coronavirus exposures by using rapid tests. The agency also \u003ca href=\"https://www.npr.org/sections/coronavirus-live-updates/2021/12/27/1068358102/cdc-quarantine-covid\">cut its recommended isolation periods\u003c/a> for people infected with the coronavirus from 10 days to five, without requiring a test to return to activities. With \u003ca href=\"https://www.npr.org/2022/01/07/1071005184/december-jobs-report-omicron-inflation\">worker shortages across the economy\u003c/a>, employers are summoning people, including working parents, back to work faster than before. And those parents need child care.\u003c/p>\n\u003cp>But child care centers, full of unvaccinated children, aren't sure exactly how to apply the new rules. That leads to tension between parents and providers.\u003c/p>\n\u003cfigure id=\"attachment_58962\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-58962\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/01/os_6544_slide-cd7a094f3c213b751595df2532cba31b9ccebb54-scaled-e1642750850957.jpg\" alt=\"Early childhood educator and parent with a preschooler and baby\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">Gladys Jones (left) runs a day care in Staten Island, N.Y. \u003ccite>(Mohamed Sadek for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\"It's crazy because we don't know which guidelines to follow,\" said Kaim-Gonçalves, in Brooklyn.\u003c/p>\n\u003cp>On Monday, New York state \u003ca href=\"https://ocfs.ny.gov/programs/childcare/provider-letters/2022/Dear-Provider-2022Jan17-COVID-Guidance.pdf\">issued new guidance\u003c/a>, recommending a shortened five-day isolation period for children in child care, in some cases. Before that, Kaim-Gonçalves had been requiring 10 days, and families had been lobbying her to change the rules.\u003c/p>\n\u003cp>\"People send me articles like, 'Look, I've read this. Look, CDC changed the rules to decrease the quarantine. Can't we do that?' \"\u003c/p>\n\u003cp>In Texas, Berg said some parents who don't like her day care's policies have gone one step further, calling the state's health department and its child care licensing agency to demand changes.\u003c/p>\n\u003cp>Back in March 2021, Texas Gov. Greg Abbott issued an executive order \u003ca href=\"https://www.houstonpublicmedia.org/articles/news/politics/2021/08/20/406474/how-we-got-here-a-timeline-of-gov-greg-abbotts-covid-policies/\">lifting all state-imposed COVID-19 operating limits on businesses\u003c/a>. So it's now up to \"little mom and pops\" like her to enforce health guidance all by themselves, Berg said.\u003c/p>\n\u003cp>\"Everybody threw us under the bus.\"\u003c/p>\n\u003ch3>The market can't solve the child care problem\u003c/h3>\n\u003cp>To child care advocates like Haspel, in Richmond, the omicron wave is an acute disaster on top of the long-term problem of child care supply.\u003c/p>\n\u003cp>\"Child care staffing is still 10% below its pre-pandemic levels,\" he said, \"and pre-pandemic was not robust. ... There is so little public money in the child care sector that programs cannot offer competitive wages at a time when many other industries have been able to raise their benefits and their wages.\"\u003c/p>\n\u003cp>The child care industry has \u003ca href=\"https://www.bls.gov/news.release/pdf/empsit.pdf\">bled workers for the past three months\u003c/a> — 3,700 in December alone — at a time when other sectors are hiring.\u003c/p>\n\u003cp>\"You can get paid more to go work at Walmart than you can to take care of a child for eight hours a day. We can't compete,\" said Berg, who starts her assistant teachers at $12.50 an hour.\u003c/p>\n\u003cp>\"We can't take in any more children. Parents are upset with us, but they can't leave to go find another center that meets their needs because they can't get in somewhere.\"\u003c/p>\n\u003cp>In September, a study of American child care put it this way: \"The existing child care system in the United States, which relies on private financing ... fails to adequately serve many families. This is not just happenstance — sound economic principles explain why relying on private money to provide child care is bound to come up short.\"\u003c/p>\n\u003cp>Those words didn't come from a progressive child advocacy group, but from the \u003ca href=\"https://home.treasury.gov/system/files/136/The-Economics-of-Childcare-Supply-09-14-final.pdf\">U.S. Treasury Department\u003c/a>. The report explains that high-quality care and education for small children requires low child-staff ratios, specialized training and experience, and clean, healthy facilities. Being human-capital intensive, it is inherently expensive.\u003c/p>\n\u003cp>President Biden's Build Back Better bill includes funding for states to expand infant and toddler care, a universal preschool program for 3- and 4-year-olds and payments directly to parents to lower the out-of-pocket cost of care, plus a child tax credit for all parents. While the full package seems to have faltered, in a \u003ca href=\"https://www.npr.org/2022/01/19/1073825012/biden-press-conference-covid-19-aid-infrastructure\">news conference\u003c/a> on Wednesday, Biden \u003ca href=\"https://www.whitehouse.gov/briefing-room/speeches-remarks/2022/01/19/remarks-by-president-biden-in-press-conference-6/\">said\u003c/a>, \"I'm confident we can get pieces, big chunks, of the Build Back Better law signed into law.\" But he said he was \"not sure\" about the child tax credit.\u003c/p>\n\u003cp>\u003ca href=\"https://www.washingtonpost.com/us-policy/2021/12/20/manchin-biden-child-tax-credit/\">By some reports\u003c/a>, Sen. Joe Manchin, D-W.Va., one of the two Democrats whose votes on the full package have been most elusive, backs at least the pre-K part of the proposal.\u003c/p>\n\u003cp>\"What we're seeing now is sort of a taste of what is to come on a more permanent basis if we don't put public money into the child care sector,\" warned Haspel. \"The U.S. Treasury Department is very clear. It's a market failure — and it's not a pandemic artifact. It's not going away.\"\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>He said unless the Senate can pass a new plan, this is the new \"terrible\" normal.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2022 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Parents+and+caregivers+of+young+children+say+they%27ve+hit+pandemic+rock+bottom&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"The people who take care of and educate children under 5 years old, who are too young to be vaccinated, are in a special kind of hell right now.","status":"publish","parent":0,"modified":1642751136,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":51,"wordCount":2193},"headData":{"title":"Parents and caregivers of young kids say they've hit pandemic rock bottom - MindShift","description":"Parents are losing their tempers and their income when the child care they pay for is canceled. Child care centers are struggling to stay open because of omicron.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Parents and caregivers of young kids say they've hit pandemic rock bottom","datePublished":"2022-01-21T07:45:36.000Z","dateModified":"2022-01-21T07:45:36.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"58954 https://ww2.kqed.org/mindshift/?p=58954","disqusUrl":"https://ww2.kqed.org/mindshift/2022/01/20/parents-and-caregivers-of-young-kids-say-theyve-hit-pandemic-rock-bottom/","disqusTitle":"Parents and caregivers of young kids say they've hit pandemic rock bottom","nprByline":"Anya Kamenetz","nprImageAgency":"Cooper Neill for NPR","nprStoryId":"1074182352","nprApiLink":"http://api.npr.org/query?id=1074182352&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/2022/01/20/1074182352/unvaccinated-young-kids-child-care-parents-omicron-disruptions?ft=nprml&f=1074182352","nprRetrievedStory":"1","nprPubDate":"Thu, 20 Jan 2022 17:48:00 -0500","nprStoryDate":"Thu, 20 Jan 2022 07:01:00 -0500","nprLastModifiedDate":"Thu, 20 Jan 2022 17:48:46 -0500","nprAudio":"https://ondemand.npr.org/anon.npr-mp3/npr/me/2022/01/20220119_me_childcare_disaster.mp3?orgId=1&topicId=1013&d=459&story=1074182352&ft=nprml&f=1074182352","nprAudioM3u":"http://api.npr.org/m3u/11074278816-2474e7.m3u?orgId=1&topicId=1013&d=459&story=1074182352&ft=nprml&f=1074182352","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","path":"/mindshift/58954/parents-and-caregivers-of-young-kids-say-theyve-hit-pandemic-rock-bottom","audioUrl":"https://ondemand.npr.org/anon.npr-mp3/npr/me/2022/01/20220119_me_childcare_disaster.mp3?orgId=1&topicId=1013&d=459&story=1074182352&ft=nprml&f=1074182352","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\"I had a parent tell me to f*** off last week,\" Cori Berg said. She directs the Hope Day School, a church-affiliated early childhood program in Dallas.\u003c/p>\n\u003cp>The unhappy mother took her two children out of Berg's center after each of their classrooms were closed for quarantines, saying she'd hire a nanny. Wanting to return, she emailed, called and finally showed up in the middle of the day. Just as Berg had warned her, her spots were taken.\u003c/p>\n\u003cp>The mother, according to Berg, threw a fit before coming back and apologizing. \"She was like a toddler — she was jumping up and down.\"\u003c/p>\n\u003cp>The people who take care of and educate children under 5 years old — both parents \u003cem>and \u003c/em>providers — are in a special kind of hell right now. These children are too young to be vaccinated, and it's difficult for them to wear masks consistently. Many child care directors, like Berg, are still following 10- or 14-day quarantines, closing entire classrooms after a single positive test, which has caused nonstop disruptions given the current record numbers of COVID-19 cases. Recently, Berg's infant room had \"double-decker\" quarantines: closed for two weeks, back for one day, then closed for another two weeks.\u003c/p>\n\u003cp>Meanwhile, caregivers told NPR that they can't get hold of enough rapid tests and that they're struggling to apply the Centers for Disease Control and Prevention's \u003ca href=\"https://www.cdc.gov/coronavirus/2019-ncov/community/schools-childcare/child-care-guidance.html\">safety guidance\u003c/a>. Child care directors say they have few substitutes to cover for those out sick, and early childhood educators \u003ca href=\"https://hechingerreport.org/the-child-care-system-is-facing-collapse-could-unionizing-help-bring-the-industry-back-from-the-brink/\">typically don't have union protection\u003c/a>. Providers say they are spending out of pocket on equipment such as masks and gloves.\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>Parents, meanwhile, are losing their tempers, losing sleep and losing jobs when the child care they pay for is canceled, over and over. About 1 in 6 parents told pollsters they had experienced either a school or a day care shutdown in the past few weeks, in a \u003ca href=\"https://www.ipsos.com/en-us/news-polls/axios-ipsos-coronavirus-index\">national poll\u003c/a> from Axios and Ipsos released on Jan. 11.\u003c/p>\n\u003ch3>Child care centers are struggling with repeated quarantines\u003c/h3>\n\u003cfigure id=\"attachment_58955\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-58955\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/01/edit_c1n08643_slide-ffc4752128da679911e51a9ba13df31ce67a47a7-scaled-e1642750482296.jpg\" alt=\"childcare worker \" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">Berg spoke to NPR while quarantining at home after being exposed to the coronavirus at work. (She has since returned to the classroom.) Before this quarantine, Berg had taken only about two sick days in her nine years at the school. \u003ccite>(Cooper Neill / NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The child care crisis in the U.S. predates the coronavirus pandemic. Average annual public spending on early childhood care across rich countries is $14,436 per child. \u003ca href=\"https://www.nytimes.com/2021/10/06/upshot/child-care-biden.html\">In the U.S., it's $500\u003c/a>. Child care is scarce, expensive for most families and of varying quality; and providers earn an average of around $25,000 a year, even with specialized training and degrees.\u003c/p>\n\u003cp>Still, as hard as things have been, advocates, parents and early childhood educators like Berg told NPR that January 2022 has been the worst month of the pandemic.\u003c/p>\n\u003cp>The latest job numbers show \u003ca href=\"https://www.bls.gov/news.release/pdf/empsit.pdf\">child care workers leaving the workforce\u003c/a>, even as other sectors are hiring. The federal incentives for employers to offer paid leave ran out in September. And while the American Rescue Plan provided $24 billion in stabilization grants to child care programs in 2021, the Build Back Better plan, with its $400 billion in federal child care and preschool funding, \u003ca href=\"https://www.npr.org/2021/12/16/1064927774/democrats-forced-to-regroup-as-bidens-signature-spending-bill-stalls\">is stalled in Congress\u003c/a>.\u003c/p>\n\u003cp>\"This is the worst it has ever been,\" Berg said. \"It is so fractious between parents and centers. Last week in particular, every single director I know got really beat up.\"\u003c/p>\n\u003cp>Berg spoke to NPR while she was quarantining at home after being exposed to the coronavirus at work. (She has since returned to the classroom.)\u003c/p>\n\u003cp>\"I've got [a] sore throat, fever, chills.\"\u003c/p>\n\u003cfigure id=\"attachment_58956\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-58956\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/01/edit_c1n08687_slide-4410b3d3cb142c31ac2f3d727a3089870c5cdbd2-scaled-e1642750572143.jpg\" alt=\"books at day care center\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">Recently, Berg's infant room had \"double-decker\" quarantines: closed for two weeks, back for one day, then closed for another two weeks. \u003ccite>(Cooper Neill for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>But she wasn't sure she actually had COVID-19 — she couldn't find a rapid test, and the earliest PCR test appointment she could find was four days later.\u003c/p>\n\u003cp>\"I'm almost more worried that I don't have it and people are going to be mad at me that I've been out these days,\" she said.\u003c/p>\n\u003cp>Before this quarantine, Berg had taken only about two sick days in her nine years at the school.\u003c/p>\n\u003cp>Berg has already downsized from eight classes to four since the start of the pandemic because of a lack of available staff. As of Tuesday, she had 12 cases reported among children and two of her four classrooms shut down for quarantine.\u003c/p>\n\u003cp>Like Berg, Kasia Kaim-Gonçalves, who runs an early childhood program in Brooklyn, N.Y., also said the omicron wave has marked the hardest time of the pandemic.\u003c/p>\n\u003cp>\"Not only did I get sick — my whole family was sick — but also with such high positivity rates, half the children are out at a given time.\"\u003c/p>\n\u003cp>In January, she has resorted to requiring rapid tests every day for the roughly half of her children who have yet to contract COVID-19.\u003c/p>\n\u003cp>\"It's very stressful for families. It's very stressful for us,\" she said.\u003c/p>\n\u003cp>Both of her employees quit recently.\u003c/p>\n\u003cp>\"One said that she didn't feel safe coming in, and that was really difficult for her and for me.\"\u003c/p>\n\u003ch3>Working parents can't always afford to keep a sick child home\u003c/h3>\n\u003cfigure id=\"attachment_58960\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-58960\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/01/cb_6112_slide-82784f4d952828e04e729f66806b2f1fe4042eb3-scaled-e1642750622882.jpg\" alt=\"Bernadette Ngoh runs an at-home day care in West Haven, Connecticut. \" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">Bernadette Ngoh runs an at-home day care in West Haven, Conn. She said some of her parents are front-line workers who have been reluctant to test their children for the coronavirus. \u003ccite>(Mohamed Sadek for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Gladys Jones is an in-home day care provider in Staten Island, N.Y. She serves families on public subsidies who are living paycheck to paycheck. Some are in shelters. They can't afford to miss work, so sometimes sick children show up at Jones' house. One recent morning, a toddler girl started vomiting — it turned out her sister had been exposed to the coronavirus on the school bus.\u003c/p>\n\u003cp>\"Her mother didn't come get her until the evening. We cleaned her up, made her comfortable, but in the meantime we're all exposed,\" Jones said.\u003c/p>\n\u003cp>Bernadette Ngoh also cares for children in her home, in West Haven, Conn. She said some of her parents are front-line workers who have been reluctant to get their children tested for the coronavirus when they show symptoms.\u003c/p>\n\u003cfigure id=\"attachment_58961\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-58961\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/01/cb_6089_slide-a868e09796ab7f48a433e71aa04ae9741823e80c-scaled-e1642750721928.jpg\" alt=\"Ngoh cares for children at her home.\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">Ngoh cares for children at her home in West Haven. She said they spend a lot of time outdoors, no matter the weather. \u003ccite>(Mohamed Sadek for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\"Some parents explain to me, 'If I take my child to test and then it comes back positive, then I cannot go to work, because this child cannot go to day care. What will I do with my rent, with my bills?' \"\u003c/p>\n\u003cp>She has told families that she will not charge them if they keep a sick child out for a week, even though she can't really afford to do that.\u003c/p>\n\u003cp>\"It was so, so expensive [for me] — but if more than one child might get sick, then the whole program will be closed.\"\u003c/p>\n\u003ch3>Parents and children are dealing with unpredictable disruptions\u003c/h3>\n\u003cp>\"We got the email at 9:30 p.m. ... There's been an exposure. And now we're done with having child care for our 4-year-old for the rest of the week,\" said Elliot Haspel. He's a father of two in Richmond, Va., and this is his second day care shutdown in as many months. He also happens to be an early childhood care advocate and author of the book \u003cem>Crawling Behind: America's Child Care Crisis and How to Fix It. \u003c/em>\u003c/p>\n\u003cp>\"My experience is privileged. I can work from home. My wife works part time. She can work from home,\" he said. \"It's just the constant — it's like a quakestorm of disruption, and it's so unpredictable, which is not great for young kids either, by the way, who thrive on predictability and reliability. That's certainly not great for the mental health of parents.\"\u003c/p>\n\u003ch3>Early childhood educators don't know what health guidance to follow\u003c/h3>\n\u003cfigure id=\"attachment_58957\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-58957\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/01/cb_6148_slide-0fda3caf0720e47f96dd1774f34a33750c7a2d4c-scaled-e1642750778134.jpg\" alt=\"Child and children's art at day care center. \" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">The walls of Ngoh's day care display children's artwork and reminders about wearing masks and washing hands. \u003ccite>(Mohamed Sadek for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>In December, the CDC \u003ca href=\"https://www.npr.org/2021/12/17/1065189208/cdc-school-coronavirus-testing-quarantines-vaccines-masks\">endorsed \"test to stay\" policies\u003c/a> to keep K-12 students in school despite coronavirus exposures by using rapid tests. The agency also \u003ca href=\"https://www.npr.org/sections/coronavirus-live-updates/2021/12/27/1068358102/cdc-quarantine-covid\">cut its recommended isolation periods\u003c/a> for people infected with the coronavirus from 10 days to five, without requiring a test to return to activities. With \u003ca href=\"https://www.npr.org/2022/01/07/1071005184/december-jobs-report-omicron-inflation\">worker shortages across the economy\u003c/a>, employers are summoning people, including working parents, back to work faster than before. And those parents need child care.\u003c/p>\n\u003cp>But child care centers, full of unvaccinated children, aren't sure exactly how to apply the new rules. That leads to tension between parents and providers.\u003c/p>\n\u003cfigure id=\"attachment_58962\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-58962\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/01/os_6544_slide-cd7a094f3c213b751595df2532cba31b9ccebb54-scaled-e1642750850957.jpg\" alt=\"Early childhood educator and parent with a preschooler and baby\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">Gladys Jones (left) runs a day care in Staten Island, N.Y. \u003ccite>(Mohamed Sadek for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\"It's crazy because we don't know which guidelines to follow,\" said Kaim-Gonçalves, in Brooklyn.\u003c/p>\n\u003cp>On Monday, New York state \u003ca href=\"https://ocfs.ny.gov/programs/childcare/provider-letters/2022/Dear-Provider-2022Jan17-COVID-Guidance.pdf\">issued new guidance\u003c/a>, recommending a shortened five-day isolation period for children in child care, in some cases. Before that, Kaim-Gonçalves had been requiring 10 days, and families had been lobbying her to change the rules.\u003c/p>\n\u003cp>\"People send me articles like, 'Look, I've read this. Look, CDC changed the rules to decrease the quarantine. Can't we do that?' \"\u003c/p>\n\u003cp>In Texas, Berg said some parents who don't like her day care's policies have gone one step further, calling the state's health department and its child care licensing agency to demand changes.\u003c/p>\n\u003cp>Back in March 2021, Texas Gov. Greg Abbott issued an executive order \u003ca href=\"https://www.houstonpublicmedia.org/articles/news/politics/2021/08/20/406474/how-we-got-here-a-timeline-of-gov-greg-abbotts-covid-policies/\">lifting all state-imposed COVID-19 operating limits on businesses\u003c/a>. So it's now up to \"little mom and pops\" like her to enforce health guidance all by themselves, Berg said.\u003c/p>\n\u003cp>\"Everybody threw us under the bus.\"\u003c/p>\n\u003ch3>The market can't solve the child care problem\u003c/h3>\n\u003cp>To child care advocates like Haspel, in Richmond, the omicron wave is an acute disaster on top of the long-term problem of child care supply.\u003c/p>\n\u003cp>\"Child care staffing is still 10% below its pre-pandemic levels,\" he said, \"and pre-pandemic was not robust. ... There is so little public money in the child care sector that programs cannot offer competitive wages at a time when many other industries have been able to raise their benefits and their wages.\"\u003c/p>\n\u003cp>The child care industry has \u003ca href=\"https://www.bls.gov/news.release/pdf/empsit.pdf\">bled workers for the past three months\u003c/a> — 3,700 in December alone — at a time when other sectors are hiring.\u003c/p>\n\u003cp>\"You can get paid more to go work at Walmart than you can to take care of a child for eight hours a day. We can't compete,\" said Berg, who starts her assistant teachers at $12.50 an hour.\u003c/p>\n\u003cp>\"We can't take in any more children. Parents are upset with us, but they can't leave to go find another center that meets their needs because they can't get in somewhere.\"\u003c/p>\n\u003cp>In September, a study of American child care put it this way: \"The existing child care system in the United States, which relies on private financing ... fails to adequately serve many families. This is not just happenstance — sound economic principles explain why relying on private money to provide child care is bound to come up short.\"\u003c/p>\n\u003cp>Those words didn't come from a progressive child advocacy group, but from the \u003ca href=\"https://home.treasury.gov/system/files/136/The-Economics-of-Childcare-Supply-09-14-final.pdf\">U.S. Treasury Department\u003c/a>. The report explains that high-quality care and education for small children requires low child-staff ratios, specialized training and experience, and clean, healthy facilities. Being human-capital intensive, it is inherently expensive.\u003c/p>\n\u003cp>President Biden's Build Back Better bill includes funding for states to expand infant and toddler care, a universal preschool program for 3- and 4-year-olds and payments directly to parents to lower the out-of-pocket cost of care, plus a child tax credit for all parents. While the full package seems to have faltered, in a \u003ca href=\"https://www.npr.org/2022/01/19/1073825012/biden-press-conference-covid-19-aid-infrastructure\">news conference\u003c/a> on Wednesday, Biden \u003ca href=\"https://www.whitehouse.gov/briefing-room/speeches-remarks/2022/01/19/remarks-by-president-biden-in-press-conference-6/\">said\u003c/a>, \"I'm confident we can get pieces, big chunks, of the Build Back Better law signed into law.\" But he said he was \"not sure\" about the child tax credit.\u003c/p>\n\u003cp>\u003ca href=\"https://www.washingtonpost.com/us-policy/2021/12/20/manchin-biden-child-tax-credit/\">By some reports\u003c/a>, Sen. Joe Manchin, D-W.Va., one of the two Democrats whose votes on the full package have been most elusive, backs at least the pre-K part of the proposal.\u003c/p>\n\u003cp>\"What we're seeing now is sort of a taste of what is to come on a more permanent basis if we don't put public money into the child care sector,\" warned Haspel. \"The U.S. Treasury Department is very clear. It's a market failure — and it's not a pandemic artifact. It's not going away.\"\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>He said unless the Senate can pass a new plan, this is the new \"terrible\" normal.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2022 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Parents+and+caregivers+of+young+children+say+they%27ve+hit+pandemic+rock+bottom&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/58954/parents-and-caregivers-of-young-kids-say-theyve-hit-pandemic-rock-bottom","authors":["byline_mindshift_58954"],"categories":["mindshift_21345"],"tags":["mindshift_21343","mindshift_20720","mindshift_165"],"featImg":"mindshift_58959","label":"mindshift"},"mindshift_57881":{"type":"posts","id":"mindshift_57881","meta":{"index":"posts_1591205157","site":"mindshift","id":"57881","score":null,"sort":[1621493335000]},"guestAuthors":[],"slug":"the-case-for-universal-pre-k-just-got-stronger","title":"The Case For Universal Pre-K Just Got Stronger","publishDate":1621493335,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cstrong>\u003cem>Editor's note:\u003c/em>\u003c/strong>\u003cem> This is an excerpt of \u003c/em>Planet Money\u003cem>'s newsletter. You can \u003c/em>\u003ca href=\"https://www.npr.org/newsletter/money\">\u003cem>sign up here\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cp>According to the National Institute For Early Childhood Research, \u003ca href=\"https://click.nl.npr.org/?qs=94e8e96eef62032d4c22e96cbfd907a2f26b63648bcb5792339c4569e6b6fd937182523b6fac96f0015c310a7018608512c20bf3c91d5ef5\">nearly half\u003c/a> of all 3-year-olds and \u003ca href=\"https://click.nl.npr.org/?qs=94e8e96eef62032d1b027b25a7c360a9e2e505e4e84ac8aee0aa682819dca8fcbb59dc1a4de23015b8c547baedbc34a3651d774e737990c1\">a third\u003c/a> of all 4-year-olds in the United States were not enrolled in preschool in 2019. That's in large part because \u003ca href=\"https://click.nl.npr.org/?qs=94e8e96eef62032d2d7f46e74bf3d7f55c3ec221c5410714712d0455213f3b4f721b3deb2db6d78183db2ee8fdeb139e8201869779cbab9b\">many parents\u003c/a> can't afford it. Imagine a future where we changed that. A future where every American child had access to two years of preschool during a critical period of their mental development. How would their lives change? How would society change? If President Biden gets his way, and Congress agrees to spend $200 billion on \u003ca href=\"https://click.nl.npr.org/?qs=94e8e96eef62032d38cb3e59f09fab0a52629ac34d110250363032ed2b474a3950d445505b04665a0255031e80e22f0764bb685b07c9a44d\">his proposal\u003c/a> for universal preschool, then we may begin to find out.\u003c/p>\n\u003cp>But it turns out, we kind of already know. In fact, \u003ca href=\"https://click.nl.npr.org/?qs=94e8e96eef62032d9425ec8523f76a7b6979a4ea88f64770efaee0c251be3e87106643927daf03534f24a303d299e9b13de14097689c895f\">a new study\u003c/a> from the National Bureau of Economic Research gives us a glimpse of what that world could look like. It adds to a burgeoning amount of high-quality research that shows just how valuable preschool is — and maybe not for the reasons you might think.\u003c/p>\n\u003cp>\u003cstrong>An accidental experiment \u003c/strong>\u003c/p>\n\u003cp>The story begins back in the mid-to-late 1990s. The Mayor of Boston, Thomas Menino, wanted to improve the city's schools. One of his big goals was to provide universal, full-day kindergarten for Boston's kids. But the budget was tight, and following a task force's recommendations, he and local lawmakers decided to move resources from preschool (for 4-year-olds) to kindergarten (for 5-year-olds) in order to achieve it.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The result was an even more limited number of slots for city-funded preschool, and the city officials had to figure out how to fairly divvy up those slots. They resorted to a lottery system, randomly selecting kids who would get in.\u003c/p>\n\u003cp>Fast forward two decades later, and the economists Christopher R. Walters, Guthrie Gray-Lobe and Parag A. Pathak saw this as a golden opportunity to see how preschool can affect people's lives. The fact that Boston's school administrators randomized who got admitted meant there were two virtually identical groups of kids with only one difference: one group got an extra year of education by going to preschool. That gave the researchers the opportunity to compare and contrast the two groups of kids and credibly see how kids' lives changed as a result of getting into preschool.\u003c/p>\n\u003cp>About 4,000 4-year-olds took part in Boston's preschool lottery between 1997 and 2003. Walters, Gray-Lobe, and Pathak acquired data on them from the Boston school system. And then they were able to get additional data from other sources that gave them insight into ways that the children's lives might have benefited from an additional year of preschool education. These kids are now all twenty-somethings — a fact that should make you feel old.\u003c/p>\n\u003cp>Consistent with other studies that find preschool has a huge effect on kids, Walters, Gray-Lobe and Pathak find that the kids lucky enough to get accepted into preschools in Boston saw meaningful changes to their lives. These kids were less likely to get suspended from school, less likely to skip class, and less likely to get in trouble and be placed in a juvenile detention facility. They were more likely to take the SATs and prepare for college.\u003c/p>\n\u003cp>The most eye-popping effects the researchers find are on high school graduation and college enrollment rates. The kids who got accepted into preschool ended up having a high-school graduation rate of 70% — six percentage points higher than the kids who were denied preschool, who saw a graduation rate of only 64%. And 54% of the preschoolers ended up going to college after they graduated — eight percentage points higher than their counterparts who didn't go to preschool. These effects were bigger for boys than for girls. And they're all the more remarkable because the researchers only looked at the effects of a single year of preschool, as opposed to two years of preschool (as President Biden is now proposing for the nation's youth). Moreover, in many cases, the classes were only half a day.\u003c/p>\n\u003cp>Intriguingly, while attending preschool at age 4 had clear effects on these kids' entire lives, it did not improve their performance on standardized tests. These findings fit into a large body of research that suggests the true value of preschool is helping little ones to develop \"non-cognitive skills,\" like emotional and social intelligence, grit and respect for the rules.\u003c/p>\n\u003cp>\"The combination of findings — that we \u003cem>don't\u003c/em> see an impact on test scores, but we \u003cem>do\u003c/em> see an impact on these behavioral outcomes and the likelihood of attending college — is consistent with this idea that there's some kind of behavioral or socio-emotional, non-cognitive impact from preschool,\" says Christopher Walters, an economist at UC Berkeley who co-authored the study.\u003c/p>\n\u003cp>In other words, there's growing evidence that preschool can permanently improve kids' lives — but it's not necessarily because it makes them smarter. It seems more related to making them more disciplined and motivated, which is just as important (or perhaps even more important) for their future livelihoods as how well they perform on reading or math tests.\u003c/p>\n\u003cp>\u003cstrong>The bigger picture\u003c/strong>\u003c/p>\n\u003cp>This latest study isn't the first to show the outsized effects of providing a preschool education. The Nobel Prize-winning economist James Heckman has spent many years studying the results of small, randomized experiments with preschool in the 1960s and 1970s. The most famous such experiment was The Perry Preschool Project, which was conducted in Ypsilanti, Mich. The program provided two years of high-quality preschool for disadvantaged 3- and 4-year-olds.\u003c/p>\n\u003cp>Heckman and his colleagues found that the Perry Preschool had seismic effects on the kids who participated. They were much \u003ca href=\"https://click.nl.npr.org/?qs=94e8e96eef62032d3a63d66ca2beda2211a8298b1ad9c245ee908edf19b67b26966b7176004ca643763e3586199d537be9f26e3e86ee704f\">less likely to get arrested\u003c/a>, \u003ca href=\"https://click.nl.npr.org/?qs=94e8e96eef62032db50544263dfc1f06614ebcbc355d0532235633c19b6d71fc78d17285653d9241a3fb1e356f1bf2f1462412810b7a430f\">go on welfare\u003c/a> or \u003ca href=\"https://click.nl.npr.org/?qs=94e8e96eef62032d68f7315042ff3cadc61314a8b681659166f7908c6d4895af4975d2fae23c8dff21cc5cdf63df33b89b3e59c2b3b39cd4\">be unemployed\u003c/a> as adults. They \u003ca href=\"https://click.nl.npr.org/?qs=94e8e96eef62032d6cae0202ce99e39b520adbb56cef8334c9f8987c17919a61f35c31a36df4f384f041016b1960f6871459362a8d155717\">earned significantly more\u003c/a>. In \u003ca href=\"https://click.nl.npr.org/?qs=94e8e96eef62032d414b7e77d794effc77a9147a588c7c46bdbd9dd61336ce26f182b1bb5f8abb91f707a5b2024e26a103b11e8ae2915d49\">a recent study\u003c/a>, Heckman and his team found that even the kids of the kids who went to the Perry preschool had significantly better outcomes in life.\u003c/p>\n\u003cp>All in all, Heckman and his team estimate that every dollar the Perry Preschool project invested in kids had a return on investment of \u003ca href=\"https://click.nl.npr.org/?qs=94e8e96eef62032dafc544bfb6d24088111f8b615871a64c082eabe8a6b85846fb457f7375f5a1735fd100590b03b2b2961f3640a0538ce2\">7-10%\u003c/a> per year, through increased economic gains for the kids and decreased public spending on them through other social programs when they got older. That's a substantial return, equal to or greater than the average annual return from the stock market, and much greater than most other things our government spends money on.\u003c/p>\n\u003cp>Other preschool programs studied by Heckman and his colleagues have had even greater benefits. In the 1970s, a couple of programs in North Carolina experimented with high-quality childcare centers for kids. The centers offered kids aged zero to five education, medical checkups, and nutritious food. Heckman and his team found these centers delivered \u003ca href=\"https://click.nl.npr.org/?qs=94e8e96eef62032d125a933d78a86a73040813dbf4f4b416ab62a4a7552952cc5484f3511015b7c72d5c1cfa8fbb4bcad0c9f1ed96c39490\">a 13 percent annual return on investment\u003c/a> to the public for every dollar they invested. The program helped Heckman develop what's known as \"\u003ca href=\"https://click.nl.npr.org/?qs=94e8e96eef62032dd469abbd13b9965e17e97eb7336816aecc1aebf55b50796887a8f17d9a067133a6041542fc46649d5b9a38653040622b\">the Heckman Curve\u003c/a>,\" which asserts that the government gets more bang for the buck the earlier it provides resources to educate people. Educating toddlers, Heckman says, is much more powerful than educating high-schoolers, college students, or adults in, for example, job-training programs.\u003c/p>\n\u003cp>As astounding as Heckman's findings about preschool have been, naysayers have long questioned whether such effects could be replicated with larger scale programs, like the one President Biden is now proposing. This new study out of Boston, which looks at a large-scale program conducted across the entire city, is another brick in the growing edifice of evidence that shows preschool is a worthy investment, not just for kids, but for society overall.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Did you enjoy this newsletter segment? Well, it looks even better in your inbox! You can\u003c/em> \u003ca href=\"https://www.npr.org/newsletter/money\">\u003cem>sign up here\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2021 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=The+Case+For+Universal+Pre-K+Just+Got+Stronger&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"A new study looks at the effects of government-funded preschool in Boston and finds big benefits for kids.","status":"publish","parent":0,"modified":1621493335,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":22,"wordCount":1340},"headData":{"title":"The Case For Universal Pre-K Just Got Stronger - MindShift","description":"A new study looks at the effects of government-funded preschool in Boston and finds big benefits for kids.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"The Case For Universal Pre-K Just Got Stronger","datePublished":"2021-05-20T06:48:55.000Z","dateModified":"2021-05-20T06:48:55.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"57881 https://ww2.kqed.org/mindshift/?p=57881","disqusUrl":"https://ww2.kqed.org/mindshift/2021/05/19/the-case-for-universal-pre-k-just-got-stronger/","disqusTitle":"The Case For Universal Pre-K Just Got Stronger","nprByline":"Greg Rosalsky","nprImageAgency":"Evelyn Hockstein for The Washington Post via Getty Images","nprStoryId":"997501946","nprApiLink":"http://api.npr.org/query?id=997501946&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/sections/money/2021/05/18/997501946/the-case-for-universal-pre-k-just-got-stronger?ft=nprml&f=997501946","nprRetrievedStory":"1","nprPubDate":"Tue, 18 May 2021 12:01:00 -0400","nprStoryDate":"Tue, 18 May 2021 06:30:31 -0400","nprLastModifiedDate":"Tue, 18 May 2021 12:01:22 -0400","path":"/mindshift/57881/the-case-for-universal-pre-k-just-got-stronger","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cstrong>\u003cem>Editor's note:\u003c/em>\u003c/strong>\u003cem> This is an excerpt of \u003c/em>Planet Money\u003cem>'s newsletter. You can \u003c/em>\u003ca href=\"https://www.npr.org/newsletter/money\">\u003cem>sign up here\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cp>According to the National Institute For Early Childhood Research, \u003ca href=\"https://click.nl.npr.org/?qs=94e8e96eef62032d4c22e96cbfd907a2f26b63648bcb5792339c4569e6b6fd937182523b6fac96f0015c310a7018608512c20bf3c91d5ef5\">nearly half\u003c/a> of all 3-year-olds and \u003ca href=\"https://click.nl.npr.org/?qs=94e8e96eef62032d1b027b25a7c360a9e2e505e4e84ac8aee0aa682819dca8fcbb59dc1a4de23015b8c547baedbc34a3651d774e737990c1\">a third\u003c/a> of all 4-year-olds in the United States were not enrolled in preschool in 2019. That's in large part because \u003ca href=\"https://click.nl.npr.org/?qs=94e8e96eef62032d2d7f46e74bf3d7f55c3ec221c5410714712d0455213f3b4f721b3deb2db6d78183db2ee8fdeb139e8201869779cbab9b\">many parents\u003c/a> can't afford it. Imagine a future where we changed that. A future where every American child had access to two years of preschool during a critical period of their mental development. How would their lives change? How would society change? If President Biden gets his way, and Congress agrees to spend $200 billion on \u003ca href=\"https://click.nl.npr.org/?qs=94e8e96eef62032d38cb3e59f09fab0a52629ac34d110250363032ed2b474a3950d445505b04665a0255031e80e22f0764bb685b07c9a44d\">his proposal\u003c/a> for universal preschool, then we may begin to find out.\u003c/p>\n\u003cp>But it turns out, we kind of already know. In fact, \u003ca href=\"https://click.nl.npr.org/?qs=94e8e96eef62032d9425ec8523f76a7b6979a4ea88f64770efaee0c251be3e87106643927daf03534f24a303d299e9b13de14097689c895f\">a new study\u003c/a> from the National Bureau of Economic Research gives us a glimpse of what that world could look like. It adds to a burgeoning amount of high-quality research that shows just how valuable preschool is — and maybe not for the reasons you might think.\u003c/p>\n\u003cp>\u003cstrong>An accidental experiment \u003c/strong>\u003c/p>\n\u003cp>The story begins back in the mid-to-late 1990s. The Mayor of Boston, Thomas Menino, wanted to improve the city's schools. One of his big goals was to provide universal, full-day kindergarten for Boston's kids. But the budget was tight, and following a task force's recommendations, he and local lawmakers decided to move resources from preschool (for 4-year-olds) to kindergarten (for 5-year-olds) in order to achieve it.\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>The result was an even more limited number of slots for city-funded preschool, and the city officials had to figure out how to fairly divvy up those slots. They resorted to a lottery system, randomly selecting kids who would get in.\u003c/p>\n\u003cp>Fast forward two decades later, and the economists Christopher R. Walters, Guthrie Gray-Lobe and Parag A. Pathak saw this as a golden opportunity to see how preschool can affect people's lives. The fact that Boston's school administrators randomized who got admitted meant there were two virtually identical groups of kids with only one difference: one group got an extra year of education by going to preschool. That gave the researchers the opportunity to compare and contrast the two groups of kids and credibly see how kids' lives changed as a result of getting into preschool.\u003c/p>\n\u003cp>About 4,000 4-year-olds took part in Boston's preschool lottery between 1997 and 2003. Walters, Gray-Lobe, and Pathak acquired data on them from the Boston school system. And then they were able to get additional data from other sources that gave them insight into ways that the children's lives might have benefited from an additional year of preschool education. These kids are now all twenty-somethings — a fact that should make you feel old.\u003c/p>\n\u003cp>Consistent with other studies that find preschool has a huge effect on kids, Walters, Gray-Lobe and Pathak find that the kids lucky enough to get accepted into preschools in Boston saw meaningful changes to their lives. These kids were less likely to get suspended from school, less likely to skip class, and less likely to get in trouble and be placed in a juvenile detention facility. They were more likely to take the SATs and prepare for college.\u003c/p>\n\u003cp>The most eye-popping effects the researchers find are on high school graduation and college enrollment rates. The kids who got accepted into preschool ended up having a high-school graduation rate of 70% — six percentage points higher than the kids who were denied preschool, who saw a graduation rate of only 64%. And 54% of the preschoolers ended up going to college after they graduated — eight percentage points higher than their counterparts who didn't go to preschool. These effects were bigger for boys than for girls. And they're all the more remarkable because the researchers only looked at the effects of a single year of preschool, as opposed to two years of preschool (as President Biden is now proposing for the nation's youth). Moreover, in many cases, the classes were only half a day.\u003c/p>\n\u003cp>Intriguingly, while attending preschool at age 4 had clear effects on these kids' entire lives, it did not improve their performance on standardized tests. These findings fit into a large body of research that suggests the true value of preschool is helping little ones to develop \"non-cognitive skills,\" like emotional and social intelligence, grit and respect for the rules.\u003c/p>\n\u003cp>\"The combination of findings — that we \u003cem>don't\u003c/em> see an impact on test scores, but we \u003cem>do\u003c/em> see an impact on these behavioral outcomes and the likelihood of attending college — is consistent with this idea that there's some kind of behavioral or socio-emotional, non-cognitive impact from preschool,\" says Christopher Walters, an economist at UC Berkeley who co-authored the study.\u003c/p>\n\u003cp>In other words, there's growing evidence that preschool can permanently improve kids' lives — but it's not necessarily because it makes them smarter. It seems more related to making them more disciplined and motivated, which is just as important (or perhaps even more important) for their future livelihoods as how well they perform on reading or math tests.\u003c/p>\n\u003cp>\u003cstrong>The bigger picture\u003c/strong>\u003c/p>\n\u003cp>This latest study isn't the first to show the outsized effects of providing a preschool education. The Nobel Prize-winning economist James Heckman has spent many years studying the results of small, randomized experiments with preschool in the 1960s and 1970s. The most famous such experiment was The Perry Preschool Project, which was conducted in Ypsilanti, Mich. The program provided two years of high-quality preschool for disadvantaged 3- and 4-year-olds.\u003c/p>\n\u003cp>Heckman and his colleagues found that the Perry Preschool had seismic effects on the kids who participated. They were much \u003ca href=\"https://click.nl.npr.org/?qs=94e8e96eef62032d3a63d66ca2beda2211a8298b1ad9c245ee908edf19b67b26966b7176004ca643763e3586199d537be9f26e3e86ee704f\">less likely to get arrested\u003c/a>, \u003ca href=\"https://click.nl.npr.org/?qs=94e8e96eef62032db50544263dfc1f06614ebcbc355d0532235633c19b6d71fc78d17285653d9241a3fb1e356f1bf2f1462412810b7a430f\">go on welfare\u003c/a> or \u003ca href=\"https://click.nl.npr.org/?qs=94e8e96eef62032d68f7315042ff3cadc61314a8b681659166f7908c6d4895af4975d2fae23c8dff21cc5cdf63df33b89b3e59c2b3b39cd4\">be unemployed\u003c/a> as adults. They \u003ca href=\"https://click.nl.npr.org/?qs=94e8e96eef62032d6cae0202ce99e39b520adbb56cef8334c9f8987c17919a61f35c31a36df4f384f041016b1960f6871459362a8d155717\">earned significantly more\u003c/a>. In \u003ca href=\"https://click.nl.npr.org/?qs=94e8e96eef62032d414b7e77d794effc77a9147a588c7c46bdbd9dd61336ce26f182b1bb5f8abb91f707a5b2024e26a103b11e8ae2915d49\">a recent study\u003c/a>, Heckman and his team found that even the kids of the kids who went to the Perry preschool had significantly better outcomes in life.\u003c/p>\n\u003cp>All in all, Heckman and his team estimate that every dollar the Perry Preschool project invested in kids had a return on investment of \u003ca href=\"https://click.nl.npr.org/?qs=94e8e96eef62032dafc544bfb6d24088111f8b615871a64c082eabe8a6b85846fb457f7375f5a1735fd100590b03b2b2961f3640a0538ce2\">7-10%\u003c/a> per year, through increased economic gains for the kids and decreased public spending on them through other social programs when they got older. That's a substantial return, equal to or greater than the average annual return from the stock market, and much greater than most other things our government spends money on.\u003c/p>\n\u003cp>Other preschool programs studied by Heckman and his colleagues have had even greater benefits. In the 1970s, a couple of programs in North Carolina experimented with high-quality childcare centers for kids. The centers offered kids aged zero to five education, medical checkups, and nutritious food. Heckman and his team found these centers delivered \u003ca href=\"https://click.nl.npr.org/?qs=94e8e96eef62032d125a933d78a86a73040813dbf4f4b416ab62a4a7552952cc5484f3511015b7c72d5c1cfa8fbb4bcad0c9f1ed96c39490\">a 13 percent annual return on investment\u003c/a> to the public for every dollar they invested. The program helped Heckman develop what's known as \"\u003ca href=\"https://click.nl.npr.org/?qs=94e8e96eef62032dd469abbd13b9965e17e97eb7336816aecc1aebf55b50796887a8f17d9a067133a6041542fc46649d5b9a38653040622b\">the Heckman Curve\u003c/a>,\" which asserts that the government gets more bang for the buck the earlier it provides resources to educate people. Educating toddlers, Heckman says, is much more powerful than educating high-schoolers, college students, or adults in, for example, job-training programs.\u003c/p>\n\u003cp>As astounding as Heckman's findings about preschool have been, naysayers have long questioned whether such effects could be replicated with larger scale programs, like the one President Biden is now proposing. This new study out of Boston, which looks at a large-scale program conducted across the entire city, is another brick in the growing edifice of evidence that shows preschool is a worthy investment, not just for kids, but for society overall.\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>Did you enjoy this newsletter segment? Well, it looks even better in your inbox! You can\u003c/em> \u003ca href=\"https://www.npr.org/newsletter/money\">\u003cem>sign up here\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2021 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=The+Case+For+Universal+Pre-K+Just+Got+Stronger&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/57881/the-case-for-universal-pre-k-just-got-stronger","authors":["byline_mindshift_57881"],"categories":["mindshift_192"],"tags":["mindshift_20720","mindshift_165","mindshift_20867","mindshift_152","mindshift_943","mindshift_21155"],"featImg":"mindshift_57882","label":"mindshift"},"mindshift_51484":{"type":"posts","id":"mindshift_51484","meta":{"index":"posts_1591205157","site":"mindshift","id":"51484","score":null,"sort":[1529557044000]},"guestAuthors":[],"slug":"even-when-research-supports-changing-traditional-teaching-parents-make-it-hard","title":"Even When Research Supports Changing Traditional Teaching, Parents Make It Hard","publishDate":1529557044,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Every evening after dinner, Herman Agbavor and his 5-year-old son, Herbert, have a ritual. Little Herbert climbs into his dad's lap, unzips his book bag and they go over his kindergarten homework.\u003c/p>\n\u003cp>The two of them have been doing some variation of this homework routine since Herbert was 1. That's when Agbavor first enrolled the boy in preschool.\u003c/p>\n\u003cp>They live in a working-class neighborhood of Ghana's capital city, Accra — in a cement block apartment in a multifamily house that has a television and lots of books but no indoor plumbing.\u003c/p>\n\u003cp>A few minutes into their session on a recent evening, they get to a page with instructions to trace some rectangles. The boy falters.\u003c/p>\n\u003cp>\"T-R-A-C-E,\" says Agbavor. \"What does it spell?\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"Te?\" offers Herbert in a small voice.\u003c/p>\n\u003cp>\"You've \u003cem>got\u003c/em> to learn how to read,\" Agbavor says intently. \"It's very important. I'm not supposed to be reading for you all the time!\"\u003c/p>\n\u003cp>\u003ca href=\"#callout\">\u003cstrong>Share your story of your school experiences\u003c/strong>\u003c/a>.\u003c/p>\n\u003cp>In Ghana right now there's a lot riding on getting your child to read by age 5. No one can pinpoint precisely when these expectations started. But there's a widespread sense that Africa is rising. Just last year, Ghana ranked among the world's fastest-growing economies. And like many parents, Agbavor is convinced that all sorts of jobs could be opening up for people who know things — skills like speaking English and working with computers. And so there's a trend here. Parents — even those with very low incomes — are putting their children in private schools at younger and younger ages.\u003c/p>\n\u003cp>This hope around preschool is something you see around the world. In rich and poor countries alike there's a recognition that quality preschool can give children an invaluable start in life. And in the U.S. there's a major push underway to get more children enrolled. But in Accra — and in fact in many fast-growing African cities — they've already achieved that. It's estimated that in Accra by the time children reach age 3, 80 percent of them are in preschool, twice the share in the United States.\u003c/p>\n\u003cfigure id=\"attachment_51500\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg class=\"size-full wp-image-51500\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/06/ghana-town.jpg\" alt=\"This neighborhood, on the outskirts of Ghana's capital Accra, is home to 5-year-old Herbert Agbavor. Private preschools have been popping up every few blocks.\" width=\"800\" height=\"449\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/06/ghana-town.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/ghana-town-160x90.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/ghana-town-768x431.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/ghana-town-240x135.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/ghana-town-375x210.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/ghana-town-520x292.jpg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">This neighborhood, on the outskirts of Ghana's capital Accra, is home to 5-year-old Herbert Agbavor. Private preschools have been popping up every few blocks. \u003ccite>(Nana Kofi Acquah/for NPR )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>But there is a problem with this picture. The government has tested Ghana's children as they move on to elementary school and has found that the preschool boom is not fulfilling its promise. To cite just one statistic, among second-graders tested in city schools, one-third could not read a single word of a simple story. The results on basic arithmetic questions are similarly disappointing.\u003c/p>\n\u003cp>In short, when it comes to preschool in Ghana, \"children are not actually getting anything from it,\" says \u003ca href=\"http://scholar.gse.upenn.edu/wolf\">Sharon Wolf,\u003c/a> a professor of early childhood development at the University of Pennsylvania. \"They are not actually learning.\"\u003c/p>\n\u003cp>Wolf is one of several experts the government has turned to in an attempt to address this problem. Three years ago officials asked her and several collaborators — including an international research group called \u003ca href=\"https://www.poverty-action.org/\">Innovations for Poverty Action\u003c/a> — to set up an experiment aimed at overhauling Accra's preschools: a training program to get the teachers to completely rethink their approach to teaching.\u003c/p>\n\u003cp>And at first the experimental training program was remarkably effective. But then the effort ran into a wall. The very people who are most desperate for Ghana's kids to succeed — the moms and the dads — started getting in the way.\u003c/p>\n\u003ch3>\u003cstrong>A Teacher's Quest\u003c/strong>\u003c/h3>\n\u003cp>Four hundred forty-four teachers were selected for the training experiment. One of them happens to be Herbert's current teacher, a 41-year-old with a beaming smile named Godaiva Gbetodeme.\u003c/p>\n\u003cfigure id=\"attachment_51499\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg class=\"size-full wp-image-51499\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/06/ghana-teacher.jpg\" alt=\"\" width=\"800\" height=\"800\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/06/ghana-teacher.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/ghana-teacher-160x160.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/ghana-teacher-768x768.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/ghana-teacher-240x240.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/ghana-teacher-375x375.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/ghana-teacher-520x520.jpg 520w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/ghana-teacher-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/ghana-teacher-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/ghana-teacher-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/ghana-teacher-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/ghana-teacher-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/ghana-teacher-150x150.jpg 150w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Godaiva Gbetodeme went through an experimental training program that made her rethink her entire approach to teaching. \u003ccite>(Nana Kofi Acquah/for NPR )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>She was a particularly eager recruit — because she had been trying to figure out how to be a better teacher for years.\u003c/p>\n\u003cp>Gbetodeme had gone into teaching more than two decades earlier, at age 20, mainly because she needed a job. Her mother had died and she needed to support her younger siblings. She didn't have any special skills, just the rough equivalent of a high school diploma.\u003c/p>\n\u003cp>\"So I had to hustle here and there,\" she says, chuckling. And she had noticed that there were all these preschools popping up around the neighborhood, most of them privately run. The owners didn't care that she had no teaching credentials. Few of Ghana's preschool teachers do.\u003c/p>\n\u003cp>But what started as just a job had almost immediately turned into a calling for Gbetodeme. She just loved being around the children: \"I realized that's what God has planned for me.\"\u003c/p>\n\u003cp>And to her that meant she shouldn't just wing it as a teacher. \"I have to get into it fully.\"\u003c/p>\n\u003cp>She tried getting advice on how to be a good teacher from the owners of a succession of preschools she worked at. Their answer, invariably, was \"more homework.\" As in: \"Why don't you give the children three homework [assignments]. Why don't you give them four?\"\u003c/p>\n\u003cp>And that is what the parents seemed to want. They would open their child's backpack in front of her, she recalls, \"and say 'Oh! there's no homework in my child's bag.' So I would say, 'Don't worry. We will double the homework for your child on Monday.' \"\u003c/p>\n\u003cp>Gbetodome says her next attempt to learn how to be a teacher was a kind of spy operation. \"Yes,\" she says, giggling, \"don't laugh at me.\" She had noticed that there was another preschool not far from her home that charged three times as much tuition as the school she was teaching in. Maybe she could learn something from them, she thought. So \"I went there in a pretend manner\" — masquerading as a parent to get the headmistress to show her around.\u003c/p>\n\u003cp>And she was blown away by what she saw.\u003c/p>\n\u003cp>\"I was like, oh wow!\" she remembers.\u003c/p>\n\u003cp>Gbetodome's own classroom was a spartan place — with bare cement walls, not a single poster for the children to look at. This expensive school's classroom was filled with books and toys.\u003c/p>\n\u003cp>\"Legos in different shapes and sizes,\" she recalls.\u003c/p>\n\u003cp>Gbetodome tried to make the case to her own headmaster that they should buy things like this for her classroom. She says he told her, this is a school for working-class parents. We don't have those kind of resources.\u003c/p>\n\u003cp>\"There is no money,\" she recalls. \"They always complain that there is no money in my school.\"\u003c/p>\n\u003cp>So Gbetodome returned to her classroom defeated. It wasn't until the researchers came along that she would find out there was something she could do to dramatically improve her classroom — a missing ingredient that wouldn't require money but rather was a fundamental reconception of how she should relate to her students.\u003c/p>\n\u003cfigure id=\"attachment_51488\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg class=\"size-full wp-image-51488\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/06/ghana-0-4_custom-d38eb7a3d1d80b8502d22af3350a3a3588492120.jpg\" alt=\"\" width=\"2000\" height=\"1334\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/06/ghana-0-4_custom-d38eb7a3d1d80b8502d22af3350a3a3588492120.jpg 2000w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/ghana-0-4_custom-d38eb7a3d1d80b8502d22af3350a3a3588492120-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/ghana-0-4_custom-d38eb7a3d1d80b8502d22af3350a3a3588492120-800x534.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/ghana-0-4_custom-d38eb7a3d1d80b8502d22af3350a3a3588492120-768x512.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/ghana-0-4_custom-d38eb7a3d1d80b8502d22af3350a3a3588492120-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/ghana-0-4_custom-d38eb7a3d1d80b8502d22af3350a3a3588492120-1200x800.jpg 1200w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/ghana-0-4_custom-d38eb7a3d1d80b8502d22af3350a3a3588492120-1180x787.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/ghana-0-4_custom-d38eb7a3d1d80b8502d22af3350a3a3588492120-960x640.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/ghana-0-4_custom-d38eb7a3d1d80b8502d22af3350a3a3588492120-240x160.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/ghana-0-4_custom-d38eb7a3d1d80b8502d22af3350a3a3588492120-375x250.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/ghana-0-4_custom-d38eb7a3d1d80b8502d22af3350a3a3588492120-520x347.jpg 520w\" sizes=\"(max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Gbetodeme has been teaching preschool for more than 20 years: \"I realized that's what God has planned for me,\" she says. \u003ccite>(Nana Kofi Acquah/for NPR )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003ch3>'\u003cstrong>Chew And Pour'\u003c/strong>\u003c/h3>\n\u003cp>Before launching the experiment to train teachers, Wolf, the researcher from the University of Pennsylvania, ran some tests on groups of preschoolers to figure out how much they knew.\u003c/p>\n\u003cp>\"One way is by showing a picture and asking children to tell you what they see,\" she notes. For instance, a landscape with lots of animals. Then, you count the number of words the kids say as a way to gauge their vocabulary skills.\u003c/p>\n\u003cp>But when Wolf tried this common test with Ghana's preschoolers, \"we would just get blank stares.\" If the tester pointed to a specific animal the child could name it. But when the kids were asked, just generally, what do you see, they were stuck. They did not know how to offer their own observations and opinions in answer to an open-ended question.\u003c/p>\n\u003cp>\"It became very clear that children are not really getting opportunities to do this in school,\" says Wolf. And as she started visiting Accra's preschool classrooms it became clear that this was the result of a very particular style of teaching.\u003c/p>\n\u003cp>We get a sense of what this approach looks like on a recent morning when we walk into one of the preschools Wolf has been studying, just as class is about to begin.\u003c/p>\n\u003cp>About 40 toddlers take their place at rows of wood tables. Their teacher walks to the front of the room and turns to face them. \"Attention!\" she calls out crisply. The children rise as one, snapping their hands to their sides.\u003c/p>\n\u003cp>Almost immediately the teacher launches into a vocabulary lesson in English — the language used by officialdom in Ghana but not the language spoken in these children's homes. \"Shoe!\" she shouts, holding up a flashcard with a picture of a shoe. \"Shoe!\" the kids shout back. \"Shoe! Shoe! Shoe!\"\u003c/p>\n\u003cp>Next up, a picture of a nose. \"Nose!\" shouts the teacher. \"Nose! Nose! Nose!\" shout the children.\u003c/p>\n\u003cp>Then it's time for Roman numerals.\u003c/p>\n\u003cp>It looks academically rigorous, but there's a serious deficiency, says Margaret Okai, the government education official in charge of Ghana's preschool and elementary schools.\u003c/p>\n\u003cp>The teachers are exclusively focused on rote memorization. \"When you enter their classroom you realize they are not able to engage the children. They'd rather stand in front of the children,\" she says — lecturing to the students and making the children repeat it back.\u003c/p>\n\u003cp>When we describe the scenes we've been seeing in Accra's preschools to Herman Agbavor — the father who was doing homework with his son — he immediately nods in recognition. \"Back in school we used to call it chew and pour,\" he says. Meaning, for each possible question, the teacher gives you one correct answer to memorize — or \"chew\" — so that come test time, you can regurgitate it — \"pour it\" back to her verbatim.\u003c/p>\n\u003cp>\"And then,\" adds Agbavor with a chuckle, \"you forget about it. Nothing is retained.\"\u003c/p>\n\u003cp>People in Ghana laugh about chew and pour because it's always been this way. It's not something they expect to change. They complain about it the way Americans gripe about standardized testing or how children are given the whole summer off to forget everything they learned during the year.\u003c/p>\n\u003cp>But the consensus among researchers and government officials is that at least in preschools, there's an urgent need to scrap this method. Instead of forcing kids to stare at a chalkboard or a flashcard, Okai says, teachers need to come up with hands-on activities using objects that children can touch and manipulate. And most crucially, agrees Wolf, instead of training them to spit out set answers to a list of questions, teachers need to ask open-ended questions that \"draw out children's ability to think and reason.\"\u003c/p>\n\u003cp>\u003cem>This\u003c/em> was the missing ingredient in Gbetodeme's classroom.\u003c/p>\n\u003ch3>\u003cstrong>No Knocking\u003c/strong>\u003c/h3>\n\u003cp>So how do you turn a chew-and-pour teacher into a different kind of educator?\u003c/p>\n\u003cp>The experimental training program that Wolf designed took place three years ago. It consisted of a week of intensive instruction, followed by two shorter refresher courses and monthly classroom visits from a coach over the course of a year. And it was chock-full of practical tips — activities teachers could use to get students to express themselves.\u003c/p>\n\u003cp>But for Gbetodome the most important takeaway was deeper. Sitting at the training center, she began to realize that if she wanted children to really answer, and not just give blank stares, she didn't just have to ask different questions. She would have to become a different kind of teacher.\u003c/p>\n\u003cp>\"I learned that as a teacher I should be approachable. I should be their friend,\" she says. Meaning she needed to get on the children's level — even literally.\u003c/p>\n\u003cp>\"Like if they sit on the floor, I sit on the floor with them.\"\u003c/p>\n\u003cp>Until the trainers suggested this, Gbetodeme says it would never have occurred to her to interact with her students this way.\u003c/p>\n\u003cp>\"I felt that, 'I'm the teacher. You are my students. I'm educating you,' \" she says.\u003c/p>\n\u003cp>In other words, her role was to be the authority figure — to command respect.\u003c/p>\n\u003cp>At first she was skeptical. This idea of asking kids questions about their thoughts and feelings and waiting for them to answer — that might work in the United States, she thought. But \"this is Ghana. We are supposed to handle kids our own way.\"\u003c/p>\n\u003cp>A child shouldn't be the one to initiate a conversation with an adult. Kids shouldn't look adults in the eye, even. You were supposed to be afraid of teachers.\u003c/p>\n\u003cp>\"It's part and parcel of us,\" she says.\u003c/p>\n\u003cfigure id=\"attachment_51489\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg class=\"size-full wp-image-51489\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/06/ghana-0-6_custom-6c23d07a07b568d2ee8ae46d23cefa86efb8055e.jpg\" alt=\"\" width=\"2000\" height=\"1334\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/06/ghana-0-6_custom-6c23d07a07b568d2ee8ae46d23cefa86efb8055e.jpg 2000w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/ghana-0-6_custom-6c23d07a07b568d2ee8ae46d23cefa86efb8055e-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/ghana-0-6_custom-6c23d07a07b568d2ee8ae46d23cefa86efb8055e-800x534.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/ghana-0-6_custom-6c23d07a07b568d2ee8ae46d23cefa86efb8055e-768x512.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/ghana-0-6_custom-6c23d07a07b568d2ee8ae46d23cefa86efb8055e-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/ghana-0-6_custom-6c23d07a07b568d2ee8ae46d23cefa86efb8055e-1200x800.jpg 1200w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/ghana-0-6_custom-6c23d07a07b568d2ee8ae46d23cefa86efb8055e-1180x787.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/ghana-0-6_custom-6c23d07a07b568d2ee8ae46d23cefa86efb8055e-960x640.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/ghana-0-6_custom-6c23d07a07b568d2ee8ae46d23cefa86efb8055e-240x160.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/ghana-0-6_custom-6c23d07a07b568d2ee8ae46d23cefa86efb8055e-375x250.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/ghana-0-6_custom-6c23d07a07b568d2ee8ae46d23cefa86efb8055e-520x347.jpg 520w\" sizes=\"(max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Gbetodeme used to think a teacher needs to be an authority figure who commands respect --€” if necessary, by \"knocking\" kids in the head. Now she has a new philosophy: \"As a teacher I should be approachable. I should be their friend \u003ccite>(Nana Kofi Acquah/for NPR )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>She remembers a time one of her own teachers knocked her in the head. She was 16 years old. He was the French teacher. He caught her trying to sneak a few peppers out of the cafeteria.\u003c/p>\n\u003cp>\"I had a severe headache for two days,\" she says.\u003c/p>\n\u003cp>When she became a teacher, she followed the French teacher's example.\u003c/p>\n\u003cp>\"Let me be frank,\" she says, \"I knocked their heads. When they would do something bad I'd just ...\" She gives the table a hard rap.\u003c/p>\n\u003cp>But in the experimental training program the instructors made the case against intimidation by bringing up brain science.\u003c/p>\n\u003cp>\"When we're scared,\" says Wolf, \"those parts of our brain that can absorb information and are used in learning actually shut down.\"\u003c/p>\n\u003cp>And sitting there, Gbetodeme started to rethink all the experiences she'd had. \"It kept flashing back into my brain.\"\u003c/p>\n\u003cp>Like that time the French teacher had knocked her in the head. It wasn't just physically painful, she says. It was humiliating. She wasn't allowed to leave the cafeteria until lunch was over. So in front of everyone she put her head down on the table, \"and I wept.\" Soon after she dropped his class. She never studied French again. \"I didn't even want to see his face. I hate him up until today,\" she says.\u003c/p>\n\u003cp>And reflecting on that memory, Gbetodeme realized that several years earlier she had done the same thing to one of her own students. A boy named Chris \"was doing something naughty,\" she says, \"I don't remember exactly what.\" So she hit him hard. Now when she runs into him she sees the same hatred in his eyes that she feels toward her French teacher.\u003c/p>\n\u003cp>\"That boy,\" Gbetodeme says sadly, \"will not forgive me.\"\u003c/p>\n\u003cp>All those years that she had been following the traditional script, \"I realized that I had been harming the children.\" Gbetodeme came out of the training and made a vow to herself: She would never lay a hand on a child again. Never even intimidate a kid. It was going to be a different kind of space in her classroom. A different kind of Ghana.\u003c/p>\n\u003ch3>\u003cstrong>A Classroom Transformed\u003c/strong>\u003c/h3>\n\u003cp>Walk into Gbetodeme's class today and the contrast with the typical preschools around the neighborhood is remarkable.\u003c/p>\n\u003cp>Her room is awash in color. Every inch of the cement walls is covered with posters depicting numbers and words and animals. There's a pretend shop filled with empty food boxes and household supplies where children can \"buy\" the items with pretend money. The training program taught her how to use everyday supplies to make teaching materials. Bottle caps, cardboard boxes, \"even the tube inside the toilet [paper] roll,\" she says.\u003c/p>\n\u003cfigure id=\"attachment_51498\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg class=\"size-full wp-image-51498\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/06/ghana-materials.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/06/ghana-materials.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/ghana-materials-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/ghana-materials-768x512.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/ghana-materials-240x160.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/ghana-materials-375x250.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/ghana-materials-520x346.jpg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">By playing with bottle caps and other objects, Herbert learns addition. Before his teacher went through a training program, she relied on call-and-response drills instead of hands-on activities. \u003ccite>(Nana Kofi Acquah/for NPR )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>But the most notable difference is how Gbetodome treats her students. Gone is the knocking. She never even yells — just calls them to attention with a cheerful \"Hello!\" or a ring of a bell.\u003c/p>\n\u003cp>And if they occasionally misbehave — she talks it through with them. When a boy shoves Herbert as they wait to wash their hands, she says firmly but soothingly: \"Michael, why do you like fighting? We say children of God should not fight. Say sorry to him.\"\u003c/p>\n\u003cp>\"Sorry,\" mumbles little Michael.\u003c/p>\n\u003cp>There are still a few chew-and-pour exercises. But throughout the day Gbetodeme finds all sorts of ways to engage the kids in open-ended conversations.\u003c/p>\n\u003cp>It starts with calling the children to a poster with faces on it — one happy, another sad, another angry, another surprised and so on. The children take a sticker with their name on it and place it under the face that reflects how they feel in that moment.\u003c/p>\n\u003cfigure id=\"attachment_51497\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg class=\"size-full wp-image-51497\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/06/ghana-feelings.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/06/ghana-feelings.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/ghana-feelings-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/ghana-feelings-768x512.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/ghana-feelings-240x160.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/ghana-feelings-375x250.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/ghana-feelings-520x346.jpg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Every day, Godaiva Gbetodeme asks her students to put a sticker under the face that reflects their mood. Then she asks them why they're feeling that way — one of many ways she tries to draw the children out in open-ended conversations. \u003ccite>(Nana Kofi Acquah/for NPR )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Herbert puts his name under the grinning face. \"Why are you happy?\" asks Gbetodeme.\u003c/p>\n\u003cp>\"Because my mother will buy me a toffee,\" he exclaims.\u003c/p>\n\u003cp>\"Oh!\" says Gbetodeme, laughing. \"Will you be bringing me some of the toffee?\"\u003c/p>\n\u003cp>\"Yes,\" he says shyly as the other children giggle.\u003c/p>\n\u003ch3>\u003cstrong>The Preschool Paradox\u003c/strong>\u003c/h3>\n\u003cp>Gbetodeme is not an outlier. Across the board, Wolf found that this short, very basic program prompted teachers to substantially change their teaching practices. Best of all, that change translated into better learning outcomes for their students — who scored higher on tests of pre-literacy, pre-numeracy and social emotional skills than did children taught by a control group of teachers who did not get the training.\u003c/p>\n\u003cp>\"That was the thing that really floored me,\" says Wolf. She also found that of all the various changes the teachers made — like more hands-on activities and no corporal punishment — what made the most difference in the children's performance on academic tests was when teachers engaged in the open-ended questioning.\u003c/p>\n\u003cp>This suggests something of a paradox: Ghana's chew-and-pour classrooms may be unsuccessful at teaching early reading and math precisely \u003cem>because\u003c/em> they are so squarely focused on teaching this material. And the teachers in the training program had more success at getting children to read and do math precisely because they moved away from such a strong focus on outcomes and focused instead on the process — basically building up the thinking and reasoning skills that children need to learn.\u003c/p>\n\u003cp>\"We didn't train the teachers on how should you be teaching the alphabet,\" notes Wolf. \"We just trained the teachers on how to make their classrooms more child-friendly.\"\u003c/p>\n\u003cp>But then the experiment ran into an unexpected obstacle.\u003c/p>\n\u003ch3>\u003cstrong>Herman's Hopes ... And Fears\u003c/strong>\u003c/h3>\n\u003cp>Herman Agbavor says he enrolled Herbert in preschool at such an early age because he himself didn't have that opportunity.\u003c/p>\n\u003cp>Agbavor is stuck in a job he doesn't love. And he thinks it's because he didn't get the right start. He would have liked to be a doctor, he says. Most recently he has been working toward getting certified as an airplane mechanic. But right now he works at the airport, filling out paperwork on the planes that come in.\u003c/p>\n\u003cp>For his son, \"I would love for him to be a doctor or a pilot or a pastor,\" Agbavor muses. But most important, he says, is that Herbert get to choose his passion. The thought that this future is within Herbert's grasp fills Agbavor with hope. But also with anxiety.\u003c/p>\n\u003cp>Because right now Herbert is not reading at the pace Agbavor thinks he should. He knows his alphabet, \"but when it comes to reading a full word, he's messing up,\" says Agbavor. The realization feels like a punch to the gut for Agbavor. Herbert is only 5 years old, and already Agbavor worries he may be failing him.\u003c/p>\n\u003cp>So earlier this year Agbavor stopped by Gbetodome's classroom to make a request.\u003c/p>\n\u003cp>\"He told me I should lash his son for him,\" recalls Gbetodeme.\u003c/p>\n\u003cp>She considers the boy eager to please and generally well-behaved. And yet here was his father looming before her, giving her this message.\u003c/p>\n\u003cp>\"He said, 'Lash Herbert for me. He's naughty. He's not learning.' \"\u003c/p>\n\u003cp>Agbavor says he was just trying to \"give her confidence\" to get Herbert to buckle down more — and to let Gbetodeme know that he wouldn't complain if she needed to put the boy in line.\u003c/p>\n\u003cp>But Gbetodeme says it felt like criticism. And in that moment — despite all her vows to be a different sort of teacher, one who no longer relies on intimidation — she slipped a little.\u003c/p>\n\u003cp>She says she called out to the boy: \"Herbert, did you hear? Did you hear what your daddy told me to do to you?'\" And she says, Herbert, normally so full of pep, \"he became kind of timid.\"\u003c/p>\n\u003cp>As slips go, it was not hugely dramatic. But it's telling because of another — less hopeful — finding from Wolf's experiment. In addition to the group of teachers that got the training (Gbetodeme's group), Wolf created another group, training the teachers but also bringing in parents of their students to see a video on the importance of activity-based learning and encouraging them to be more involved in their children's education.\u003c/p>\n\u003cp>Here's what she found: The teachers in that group didn't change their teaching style to engage the children in open-ended conversations. And the children didn't make gains in test scores.\u003c/p>\n\u003cfigure id=\"attachment_51496\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg class=\"size-full wp-image-51496\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/06/Herbert.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/06/Herbert.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/Herbert-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/Herbert-768x512.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/Herbert-240x160.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/Herbert-375x250.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/Herbert-520x346.jpg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Herbert is excited about school these days. But his dad worries that his son isn't learning to read fast enough. He wants to make sure the boy can grow up to do \"whatever he wants to do. I don't intend to limit him in anything.\" \u003ccite>(Nana Kofi Acquah/for NPR )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Why this happened is a bit of a puzzle. But Wolf found what she thinks was a clue. In some follow-up interviews she did with both parents and teachers, it appeared that the training program made parents more prone to complaining about their children to the teachers — to say things along the lines of what Agbavor told his son's teacher. Wolf hypothesizes that giving up the chew-and-pour approach \"was really going out on a limb\" for these teachers. So in the face of even indirect pushback from parents, the child-centered approach \"was the natural thing for teachers to step back on.\"\u003c/p>\n\u003ch3>\u003cstrong>The Worries Of A One-Eyed Man\u003c/strong>\u003c/h3>\n\u003cp>Agbavor seems genuinely surprised to learn that Gbetodeme took his instruction to her as a criticism. He also was not aware that she had had the experimental training. He hadn't even realized she was using a new approach in her classroom. He has never actually observed her in action.\u003c/p>\n\u003cp>When I fill in him, he's intrigued.\u003c/p>\n\u003cp>It would be great for teachers to give kids more opportunities for hands-on learning, he says.\u003c/p>\n\u003cp>\"I believe in the practical,\" he says. \"If you just have theory and you can't practice, it's useless.\"\u003c/p>\n\u003cp>But as we discuss how he, as a parent, can make sure that Herbert's teachers do better, he reverts to the same focus on outcomes — on the trappings of learning — that gave rise to chew and pour.\u003c/p>\n\u003cp>\"It's step by step,\" he says. First the child needs to know the alphabet, \"then from that to form sentences.\"\u003c/p>\n\u003cp>\"And if I tell [the teachers], by the end of this year he should be writing then they'll know that.\" They'll make it happen.\u003c/p>\n\u003cp>He doesn't see how he can let up on his focus on results. He can't just step back and put his faith in the school.\u003c/p>\n\u003cp>\"Herbert is my first son,\" he says. \"I don't want him to regret in the future that, 'my father couldn't do the right thing for me.' \"\u003c/p>\n\u003cp>Agbavor brings up an expression in his language, Ewe: \"If you're a one-eyed man, you don't play with sand.\" It could get in your eye and \"you don't have an eye to spare. A one-eyed man doesn't play with sand.\"\u003c/p>\n\u003cp>SHARE YOUR STORY: Kids and parental pressure\u003c/p>\n\u003cp>As a parent, did you ever push your child in ways you now regret — or not push enough? Or when you were a child, did you ever feel pushed too hard or not enough? Share your story in the tool below. We are collecting responses until \u003ca href=\"https://www.npr.org/sections/goatsandsoda/2018/06/19/613655788/when-it-comes-to-preschool-does-father-really-know-best\">June 27\u003c/a>. We may feature your post on NPR.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp class=\"fullattribution\">Copyright 2018 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=What+We+Can+Learn+From+Ghana%27s+Obsession+With+Preschool&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/p>\n\n","blocks":[],"excerpt":"Parents in Ghana's capital city have embraced preschool as a way to vault their kids into a better future. But the children aren't learning. And the reason may surprise you.","status":"publish","parent":0,"modified":1529557082,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":112,"wordCount":4234},"headData":{"title":"Even When Research Supports Changing Traditional Teaching, Parents Make It Hard | KQED","description":"Parents in Ghana's capital city have embraced preschool as a way to vault their kids into a better future. But the children aren't learning. And the reason may surprise you.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Even When Research Supports Changing Traditional Teaching, Parents Make It Hard","datePublished":"2018-06-21T04:57:24.000Z","dateModified":"2018-06-21T04:58:02.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"51484 https://ww2.kqed.org/mindshift/?p=51484","disqusUrl":"https://ww2.kqed.org/mindshift/2018/06/20/even-when-research-supports-changing-traditional-teaching-parents-make-it-hard/","disqusTitle":"Even When Research Supports Changing Traditional Teaching, Parents Make It Hard","nprImageCredit":"Nana Kofi Acquah","nprByline":"Nurith Aizenman and Gregory Warner","nprImageAgency":"for NPR","nprStoryId":"613655788","nprApiLink":"http://api.npr.org/query?id=613655788&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/sections/goatsandsoda/2018/06/19/613655788/when-it-comes-to-preschool-does-father-really-know-best?ft=nprml&f=613655788","nprRetrievedStory":"1","nprPubDate":"Wed, 20 Jun 2018 14:56:00 -0400","nprStoryDate":"Tue, 19 Jun 2018 16:09:00 -0400","nprLastModifiedDate":"Wed, 20 Jun 2018 14:56:16 -0400","path":"/mindshift/51484/even-when-research-supports-changing-traditional-teaching-parents-make-it-hard","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Every evening after dinner, Herman Agbavor and his 5-year-old son, Herbert, have a ritual. Little Herbert climbs into his dad's lap, unzips his book bag and they go over his kindergarten homework.\u003c/p>\n\u003cp>The two of them have been doing some variation of this homework routine since Herbert was 1. That's when Agbavor first enrolled the boy in preschool.\u003c/p>\n\u003cp>They live in a working-class neighborhood of Ghana's capital city, Accra — in a cement block apartment in a multifamily house that has a television and lots of books but no indoor plumbing.\u003c/p>\n\u003cp>A few minutes into their session on a recent evening, they get to a page with instructions to trace some rectangles. The boy falters.\u003c/p>\n\u003cp>\"T-R-A-C-E,\" says Agbavor. \"What does it spell?\"\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>\"Te?\" offers Herbert in a small voice.\u003c/p>\n\u003cp>\"You've \u003cem>got\u003c/em> to learn how to read,\" Agbavor says intently. \"It's very important. I'm not supposed to be reading for you all the time!\"\u003c/p>\n\u003cp>\u003ca href=\"#callout\">\u003cstrong>Share your story of your school experiences\u003c/strong>\u003c/a>.\u003c/p>\n\u003cp>In Ghana right now there's a lot riding on getting your child to read by age 5. No one can pinpoint precisely when these expectations started. But there's a widespread sense that Africa is rising. Just last year, Ghana ranked among the world's fastest-growing economies. And like many parents, Agbavor is convinced that all sorts of jobs could be opening up for people who know things — skills like speaking English and working with computers. And so there's a trend here. Parents — even those with very low incomes — are putting their children in private schools at younger and younger ages.\u003c/p>\n\u003cp>This hope around preschool is something you see around the world. In rich and poor countries alike there's a recognition that quality preschool can give children an invaluable start in life. And in the U.S. there's a major push underway to get more children enrolled. But in Accra — and in fact in many fast-growing African cities — they've already achieved that. It's estimated that in Accra by the time children reach age 3, 80 percent of them are in preschool, twice the share in the United States.\u003c/p>\n\u003cfigure id=\"attachment_51500\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg class=\"size-full wp-image-51500\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/06/ghana-town.jpg\" alt=\"This neighborhood, on the outskirts of Ghana's capital Accra, is home to 5-year-old Herbert Agbavor. Private preschools have been popping up every few blocks.\" width=\"800\" height=\"449\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/06/ghana-town.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/ghana-town-160x90.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/ghana-town-768x431.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/ghana-town-240x135.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/ghana-town-375x210.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/ghana-town-520x292.jpg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">This neighborhood, on the outskirts of Ghana's capital Accra, is home to 5-year-old Herbert Agbavor. Private preschools have been popping up every few blocks. \u003ccite>(Nana Kofi Acquah/for NPR )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>But there is a problem with this picture. The government has tested Ghana's children as they move on to elementary school and has found that the preschool boom is not fulfilling its promise. To cite just one statistic, among second-graders tested in city schools, one-third could not read a single word of a simple story. The results on basic arithmetic questions are similarly disappointing.\u003c/p>\n\u003cp>In short, when it comes to preschool in Ghana, \"children are not actually getting anything from it,\" says \u003ca href=\"http://scholar.gse.upenn.edu/wolf\">Sharon Wolf,\u003c/a> a professor of early childhood development at the University of Pennsylvania. \"They are not actually learning.\"\u003c/p>\n\u003cp>Wolf is one of several experts the government has turned to in an attempt to address this problem. Three years ago officials asked her and several collaborators — including an international research group called \u003ca href=\"https://www.poverty-action.org/\">Innovations for Poverty Action\u003c/a> — to set up an experiment aimed at overhauling Accra's preschools: a training program to get the teachers to completely rethink their approach to teaching.\u003c/p>\n\u003cp>And at first the experimental training program was remarkably effective. But then the effort ran into a wall. The very people who are most desperate for Ghana's kids to succeed — the moms and the dads — started getting in the way.\u003c/p>\n\u003ch3>\u003cstrong>A Teacher's Quest\u003c/strong>\u003c/h3>\n\u003cp>Four hundred forty-four teachers were selected for the training experiment. One of them happens to be Herbert's current teacher, a 41-year-old with a beaming smile named Godaiva Gbetodeme.\u003c/p>\n\u003cfigure id=\"attachment_51499\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg class=\"size-full wp-image-51499\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/06/ghana-teacher.jpg\" alt=\"\" width=\"800\" height=\"800\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/06/ghana-teacher.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/ghana-teacher-160x160.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/ghana-teacher-768x768.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/ghana-teacher-240x240.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/ghana-teacher-375x375.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/ghana-teacher-520x520.jpg 520w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/ghana-teacher-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/ghana-teacher-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/ghana-teacher-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/ghana-teacher-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/ghana-teacher-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/ghana-teacher-150x150.jpg 150w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Godaiva Gbetodeme went through an experimental training program that made her rethink her entire approach to teaching. \u003ccite>(Nana Kofi Acquah/for NPR )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>She was a particularly eager recruit — because she had been trying to figure out how to be a better teacher for years.\u003c/p>\n\u003cp>Gbetodeme had gone into teaching more than two decades earlier, at age 20, mainly because she needed a job. Her mother had died and she needed to support her younger siblings. She didn't have any special skills, just the rough equivalent of a high school diploma.\u003c/p>\n\u003cp>\"So I had to hustle here and there,\" she says, chuckling. And she had noticed that there were all these preschools popping up around the neighborhood, most of them privately run. The owners didn't care that she had no teaching credentials. Few of Ghana's preschool teachers do.\u003c/p>\n\u003cp>But what started as just a job had almost immediately turned into a calling for Gbetodeme. She just loved being around the children: \"I realized that's what God has planned for me.\"\u003c/p>\n\u003cp>And to her that meant she shouldn't just wing it as a teacher. \"I have to get into it fully.\"\u003c/p>\n\u003cp>She tried getting advice on how to be a good teacher from the owners of a succession of preschools she worked at. Their answer, invariably, was \"more homework.\" As in: \"Why don't you give the children three homework [assignments]. Why don't you give them four?\"\u003c/p>\n\u003cp>And that is what the parents seemed to want. They would open their child's backpack in front of her, she recalls, \"and say 'Oh! there's no homework in my child's bag.' So I would say, 'Don't worry. We will double the homework for your child on Monday.' \"\u003c/p>\n\u003cp>Gbetodome says her next attempt to learn how to be a teacher was a kind of spy operation. \"Yes,\" she says, giggling, \"don't laugh at me.\" She had noticed that there was another preschool not far from her home that charged three times as much tuition as the school she was teaching in. Maybe she could learn something from them, she thought. So \"I went there in a pretend manner\" — masquerading as a parent to get the headmistress to show her around.\u003c/p>\n\u003cp>And she was blown away by what she saw.\u003c/p>\n\u003cp>\"I was like, oh wow!\" she remembers.\u003c/p>\n\u003cp>Gbetodome's own classroom was a spartan place — with bare cement walls, not a single poster for the children to look at. This expensive school's classroom was filled with books and toys.\u003c/p>\n\u003cp>\"Legos in different shapes and sizes,\" she recalls.\u003c/p>\n\u003cp>Gbetodome tried to make the case to her own headmaster that they should buy things like this for her classroom. She says he told her, this is a school for working-class parents. We don't have those kind of resources.\u003c/p>\n\u003cp>\"There is no money,\" she recalls. \"They always complain that there is no money in my school.\"\u003c/p>\n\u003cp>So Gbetodome returned to her classroom defeated. It wasn't until the researchers came along that she would find out there was something she could do to dramatically improve her classroom — a missing ingredient that wouldn't require money but rather was a fundamental reconception of how she should relate to her students.\u003c/p>\n\u003cfigure id=\"attachment_51488\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg class=\"size-full wp-image-51488\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/06/ghana-0-4_custom-d38eb7a3d1d80b8502d22af3350a3a3588492120.jpg\" alt=\"\" width=\"2000\" height=\"1334\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/06/ghana-0-4_custom-d38eb7a3d1d80b8502d22af3350a3a3588492120.jpg 2000w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/ghana-0-4_custom-d38eb7a3d1d80b8502d22af3350a3a3588492120-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/ghana-0-4_custom-d38eb7a3d1d80b8502d22af3350a3a3588492120-800x534.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/ghana-0-4_custom-d38eb7a3d1d80b8502d22af3350a3a3588492120-768x512.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/ghana-0-4_custom-d38eb7a3d1d80b8502d22af3350a3a3588492120-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/ghana-0-4_custom-d38eb7a3d1d80b8502d22af3350a3a3588492120-1200x800.jpg 1200w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/ghana-0-4_custom-d38eb7a3d1d80b8502d22af3350a3a3588492120-1180x787.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/ghana-0-4_custom-d38eb7a3d1d80b8502d22af3350a3a3588492120-960x640.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/ghana-0-4_custom-d38eb7a3d1d80b8502d22af3350a3a3588492120-240x160.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/ghana-0-4_custom-d38eb7a3d1d80b8502d22af3350a3a3588492120-375x250.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/ghana-0-4_custom-d38eb7a3d1d80b8502d22af3350a3a3588492120-520x347.jpg 520w\" sizes=\"(max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Gbetodeme has been teaching preschool for more than 20 years: \"I realized that's what God has planned for me,\" she says. \u003ccite>(Nana Kofi Acquah/for NPR )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003ch3>'\u003cstrong>Chew And Pour'\u003c/strong>\u003c/h3>\n\u003cp>Before launching the experiment to train teachers, Wolf, the researcher from the University of Pennsylvania, ran some tests on groups of preschoolers to figure out how much they knew.\u003c/p>\n\u003cp>\"One way is by showing a picture and asking children to tell you what they see,\" she notes. For instance, a landscape with lots of animals. Then, you count the number of words the kids say as a way to gauge their vocabulary skills.\u003c/p>\n\u003cp>But when Wolf tried this common test with Ghana's preschoolers, \"we would just get blank stares.\" If the tester pointed to a specific animal the child could name it. But when the kids were asked, just generally, what do you see, they were stuck. They did not know how to offer their own observations and opinions in answer to an open-ended question.\u003c/p>\n\u003cp>\"It became very clear that children are not really getting opportunities to do this in school,\" says Wolf. And as she started visiting Accra's preschool classrooms it became clear that this was the result of a very particular style of teaching.\u003c/p>\n\u003cp>We get a sense of what this approach looks like on a recent morning when we walk into one of the preschools Wolf has been studying, just as class is about to begin.\u003c/p>\n\u003cp>About 40 toddlers take their place at rows of wood tables. Their teacher walks to the front of the room and turns to face them. \"Attention!\" she calls out crisply. The children rise as one, snapping their hands to their sides.\u003c/p>\n\u003cp>Almost immediately the teacher launches into a vocabulary lesson in English — the language used by officialdom in Ghana but not the language spoken in these children's homes. \"Shoe!\" she shouts, holding up a flashcard with a picture of a shoe. \"Shoe!\" the kids shout back. \"Shoe! Shoe! Shoe!\"\u003c/p>\n\u003cp>Next up, a picture of a nose. \"Nose!\" shouts the teacher. \"Nose! Nose! Nose!\" shout the children.\u003c/p>\n\u003cp>Then it's time for Roman numerals.\u003c/p>\n\u003cp>It looks academically rigorous, but there's a serious deficiency, says Margaret Okai, the government education official in charge of Ghana's preschool and elementary schools.\u003c/p>\n\u003cp>The teachers are exclusively focused on rote memorization. \"When you enter their classroom you realize they are not able to engage the children. They'd rather stand in front of the children,\" she says — lecturing to the students and making the children repeat it back.\u003c/p>\n\u003cp>When we describe the scenes we've been seeing in Accra's preschools to Herman Agbavor — the father who was doing homework with his son — he immediately nods in recognition. \"Back in school we used to call it chew and pour,\" he says. Meaning, for each possible question, the teacher gives you one correct answer to memorize — or \"chew\" — so that come test time, you can regurgitate it — \"pour it\" back to her verbatim.\u003c/p>\n\u003cp>\"And then,\" adds Agbavor with a chuckle, \"you forget about it. Nothing is retained.\"\u003c/p>\n\u003cp>People in Ghana laugh about chew and pour because it's always been this way. It's not something they expect to change. They complain about it the way Americans gripe about standardized testing or how children are given the whole summer off to forget everything they learned during the year.\u003c/p>\n\u003cp>But the consensus among researchers and government officials is that at least in preschools, there's an urgent need to scrap this method. Instead of forcing kids to stare at a chalkboard or a flashcard, Okai says, teachers need to come up with hands-on activities using objects that children can touch and manipulate. And most crucially, agrees Wolf, instead of training them to spit out set answers to a list of questions, teachers need to ask open-ended questions that \"draw out children's ability to think and reason.\"\u003c/p>\n\u003cp>\u003cem>This\u003c/em> was the missing ingredient in Gbetodeme's classroom.\u003c/p>\n\u003ch3>\u003cstrong>No Knocking\u003c/strong>\u003c/h3>\n\u003cp>So how do you turn a chew-and-pour teacher into a different kind of educator?\u003c/p>\n\u003cp>The experimental training program that Wolf designed took place three years ago. It consisted of a week of intensive instruction, followed by two shorter refresher courses and monthly classroom visits from a coach over the course of a year. And it was chock-full of practical tips — activities teachers could use to get students to express themselves.\u003c/p>\n\u003cp>But for Gbetodome the most important takeaway was deeper. Sitting at the training center, she began to realize that if she wanted children to really answer, and not just give blank stares, she didn't just have to ask different questions. She would have to become a different kind of teacher.\u003c/p>\n\u003cp>\"I learned that as a teacher I should be approachable. I should be their friend,\" she says. Meaning she needed to get on the children's level — even literally.\u003c/p>\n\u003cp>\"Like if they sit on the floor, I sit on the floor with them.\"\u003c/p>\n\u003cp>Until the trainers suggested this, Gbetodeme says it would never have occurred to her to interact with her students this way.\u003c/p>\n\u003cp>\"I felt that, 'I'm the teacher. You are my students. I'm educating you,' \" she says.\u003c/p>\n\u003cp>In other words, her role was to be the authority figure — to command respect.\u003c/p>\n\u003cp>At first she was skeptical. This idea of asking kids questions about their thoughts and feelings and waiting for them to answer — that might work in the United States, she thought. But \"this is Ghana. We are supposed to handle kids our own way.\"\u003c/p>\n\u003cp>A child shouldn't be the one to initiate a conversation with an adult. Kids shouldn't look adults in the eye, even. You were supposed to be afraid of teachers.\u003c/p>\n\u003cp>\"It's part and parcel of us,\" she says.\u003c/p>\n\u003cfigure id=\"attachment_51489\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg class=\"size-full wp-image-51489\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/06/ghana-0-6_custom-6c23d07a07b568d2ee8ae46d23cefa86efb8055e.jpg\" alt=\"\" width=\"2000\" height=\"1334\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/06/ghana-0-6_custom-6c23d07a07b568d2ee8ae46d23cefa86efb8055e.jpg 2000w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/ghana-0-6_custom-6c23d07a07b568d2ee8ae46d23cefa86efb8055e-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/ghana-0-6_custom-6c23d07a07b568d2ee8ae46d23cefa86efb8055e-800x534.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/ghana-0-6_custom-6c23d07a07b568d2ee8ae46d23cefa86efb8055e-768x512.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/ghana-0-6_custom-6c23d07a07b568d2ee8ae46d23cefa86efb8055e-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/ghana-0-6_custom-6c23d07a07b568d2ee8ae46d23cefa86efb8055e-1200x800.jpg 1200w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/ghana-0-6_custom-6c23d07a07b568d2ee8ae46d23cefa86efb8055e-1180x787.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/ghana-0-6_custom-6c23d07a07b568d2ee8ae46d23cefa86efb8055e-960x640.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/ghana-0-6_custom-6c23d07a07b568d2ee8ae46d23cefa86efb8055e-240x160.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/ghana-0-6_custom-6c23d07a07b568d2ee8ae46d23cefa86efb8055e-375x250.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/ghana-0-6_custom-6c23d07a07b568d2ee8ae46d23cefa86efb8055e-520x347.jpg 520w\" sizes=\"(max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Gbetodeme used to think a teacher needs to be an authority figure who commands respect --€” if necessary, by \"knocking\" kids in the head. Now she has a new philosophy: \"As a teacher I should be approachable. I should be their friend \u003ccite>(Nana Kofi Acquah/for NPR )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>She remembers a time one of her own teachers knocked her in the head. She was 16 years old. He was the French teacher. He caught her trying to sneak a few peppers out of the cafeteria.\u003c/p>\n\u003cp>\"I had a severe headache for two days,\" she says.\u003c/p>\n\u003cp>When she became a teacher, she followed the French teacher's example.\u003c/p>\n\u003cp>\"Let me be frank,\" she says, \"I knocked their heads. When they would do something bad I'd just ...\" She gives the table a hard rap.\u003c/p>\n\u003cp>But in the experimental training program the instructors made the case against intimidation by bringing up brain science.\u003c/p>\n\u003cp>\"When we're scared,\" says Wolf, \"those parts of our brain that can absorb information and are used in learning actually shut down.\"\u003c/p>\n\u003cp>And sitting there, Gbetodeme started to rethink all the experiences she'd had. \"It kept flashing back into my brain.\"\u003c/p>\n\u003cp>Like that time the French teacher had knocked her in the head. It wasn't just physically painful, she says. It was humiliating. She wasn't allowed to leave the cafeteria until lunch was over. So in front of everyone she put her head down on the table, \"and I wept.\" Soon after she dropped his class. She never studied French again. \"I didn't even want to see his face. I hate him up until today,\" she says.\u003c/p>\n\u003cp>And reflecting on that memory, Gbetodeme realized that several years earlier she had done the same thing to one of her own students. A boy named Chris \"was doing something naughty,\" she says, \"I don't remember exactly what.\" So she hit him hard. Now when she runs into him she sees the same hatred in his eyes that she feels toward her French teacher.\u003c/p>\n\u003cp>\"That boy,\" Gbetodeme says sadly, \"will not forgive me.\"\u003c/p>\n\u003cp>All those years that she had been following the traditional script, \"I realized that I had been harming the children.\" Gbetodeme came out of the training and made a vow to herself: She would never lay a hand on a child again. Never even intimidate a kid. It was going to be a different kind of space in her classroom. A different kind of Ghana.\u003c/p>\n\u003ch3>\u003cstrong>A Classroom Transformed\u003c/strong>\u003c/h3>\n\u003cp>Walk into Gbetodeme's class today and the contrast with the typical preschools around the neighborhood is remarkable.\u003c/p>\n\u003cp>Her room is awash in color. Every inch of the cement walls is covered with posters depicting numbers and words and animals. There's a pretend shop filled with empty food boxes and household supplies where children can \"buy\" the items with pretend money. The training program taught her how to use everyday supplies to make teaching materials. Bottle caps, cardboard boxes, \"even the tube inside the toilet [paper] roll,\" she says.\u003c/p>\n\u003cfigure id=\"attachment_51498\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg class=\"size-full wp-image-51498\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/06/ghana-materials.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/06/ghana-materials.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/ghana-materials-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/ghana-materials-768x512.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/ghana-materials-240x160.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/ghana-materials-375x250.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/ghana-materials-520x346.jpg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">By playing with bottle caps and other objects, Herbert learns addition. Before his teacher went through a training program, she relied on call-and-response drills instead of hands-on activities. \u003ccite>(Nana Kofi Acquah/for NPR )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>But the most notable difference is how Gbetodome treats her students. Gone is the knocking. She never even yells — just calls them to attention with a cheerful \"Hello!\" or a ring of a bell.\u003c/p>\n\u003cp>And if they occasionally misbehave — she talks it through with them. When a boy shoves Herbert as they wait to wash their hands, she says firmly but soothingly: \"Michael, why do you like fighting? We say children of God should not fight. Say sorry to him.\"\u003c/p>\n\u003cp>\"Sorry,\" mumbles little Michael.\u003c/p>\n\u003cp>There are still a few chew-and-pour exercises. But throughout the day Gbetodeme finds all sorts of ways to engage the kids in open-ended conversations.\u003c/p>\n\u003cp>It starts with calling the children to a poster with faces on it — one happy, another sad, another angry, another surprised and so on. The children take a sticker with their name on it and place it under the face that reflects how they feel in that moment.\u003c/p>\n\u003cfigure id=\"attachment_51497\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg class=\"size-full wp-image-51497\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/06/ghana-feelings.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/06/ghana-feelings.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/ghana-feelings-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/ghana-feelings-768x512.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/ghana-feelings-240x160.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/ghana-feelings-375x250.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/ghana-feelings-520x346.jpg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Every day, Godaiva Gbetodeme asks her students to put a sticker under the face that reflects their mood. Then she asks them why they're feeling that way — one of many ways she tries to draw the children out in open-ended conversations. \u003ccite>(Nana Kofi Acquah/for NPR )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Herbert puts his name under the grinning face. \"Why are you happy?\" asks Gbetodeme.\u003c/p>\n\u003cp>\"Because my mother will buy me a toffee,\" he exclaims.\u003c/p>\n\u003cp>\"Oh!\" says Gbetodeme, laughing. \"Will you be bringing me some of the toffee?\"\u003c/p>\n\u003cp>\"Yes,\" he says shyly as the other children giggle.\u003c/p>\n\u003ch3>\u003cstrong>The Preschool Paradox\u003c/strong>\u003c/h3>\n\u003cp>Gbetodeme is not an outlier. Across the board, Wolf found that this short, very basic program prompted teachers to substantially change their teaching practices. Best of all, that change translated into better learning outcomes for their students — who scored higher on tests of pre-literacy, pre-numeracy and social emotional skills than did children taught by a control group of teachers who did not get the training.\u003c/p>\n\u003cp>\"That was the thing that really floored me,\" says Wolf. She also found that of all the various changes the teachers made — like more hands-on activities and no corporal punishment — what made the most difference in the children's performance on academic tests was when teachers engaged in the open-ended questioning.\u003c/p>\n\u003cp>This suggests something of a paradox: Ghana's chew-and-pour classrooms may be unsuccessful at teaching early reading and math precisely \u003cem>because\u003c/em> they are so squarely focused on teaching this material. And the teachers in the training program had more success at getting children to read and do math precisely because they moved away from such a strong focus on outcomes and focused instead on the process — basically building up the thinking and reasoning skills that children need to learn.\u003c/p>\n\u003cp>\"We didn't train the teachers on how should you be teaching the alphabet,\" notes Wolf. \"We just trained the teachers on how to make their classrooms more child-friendly.\"\u003c/p>\n\u003cp>But then the experiment ran into an unexpected obstacle.\u003c/p>\n\u003ch3>\u003cstrong>Herman's Hopes ... And Fears\u003c/strong>\u003c/h3>\n\u003cp>Herman Agbavor says he enrolled Herbert in preschool at such an early age because he himself didn't have that opportunity.\u003c/p>\n\u003cp>Agbavor is stuck in a job he doesn't love. And he thinks it's because he didn't get the right start. He would have liked to be a doctor, he says. Most recently he has been working toward getting certified as an airplane mechanic. But right now he works at the airport, filling out paperwork on the planes that come in.\u003c/p>\n\u003cp>For his son, \"I would love for him to be a doctor or a pilot or a pastor,\" Agbavor muses. But most important, he says, is that Herbert get to choose his passion. The thought that this future is within Herbert's grasp fills Agbavor with hope. But also with anxiety.\u003c/p>\n\u003cp>Because right now Herbert is not reading at the pace Agbavor thinks he should. He knows his alphabet, \"but when it comes to reading a full word, he's messing up,\" says Agbavor. The realization feels like a punch to the gut for Agbavor. Herbert is only 5 years old, and already Agbavor worries he may be failing him.\u003c/p>\n\u003cp>So earlier this year Agbavor stopped by Gbetodome's classroom to make a request.\u003c/p>\n\u003cp>\"He told me I should lash his son for him,\" recalls Gbetodeme.\u003c/p>\n\u003cp>She considers the boy eager to please and generally well-behaved. And yet here was his father looming before her, giving her this message.\u003c/p>\n\u003cp>\"He said, 'Lash Herbert for me. He's naughty. He's not learning.' \"\u003c/p>\n\u003cp>Agbavor says he was just trying to \"give her confidence\" to get Herbert to buckle down more — and to let Gbetodeme know that he wouldn't complain if she needed to put the boy in line.\u003c/p>\n\u003cp>But Gbetodeme says it felt like criticism. And in that moment — despite all her vows to be a different sort of teacher, one who no longer relies on intimidation — she slipped a little.\u003c/p>\n\u003cp>She says she called out to the boy: \"Herbert, did you hear? Did you hear what your daddy told me to do to you?'\" And she says, Herbert, normally so full of pep, \"he became kind of timid.\"\u003c/p>\n\u003cp>As slips go, it was not hugely dramatic. But it's telling because of another — less hopeful — finding from Wolf's experiment. In addition to the group of teachers that got the training (Gbetodeme's group), Wolf created another group, training the teachers but also bringing in parents of their students to see a video on the importance of activity-based learning and encouraging them to be more involved in their children's education.\u003c/p>\n\u003cp>Here's what she found: The teachers in that group didn't change their teaching style to engage the children in open-ended conversations. And the children didn't make gains in test scores.\u003c/p>\n\u003cfigure id=\"attachment_51496\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg class=\"size-full wp-image-51496\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/06/Herbert.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/06/Herbert.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/Herbert-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/Herbert-768x512.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/Herbert-240x160.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/Herbert-375x250.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/Herbert-520x346.jpg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Herbert is excited about school these days. But his dad worries that his son isn't learning to read fast enough. He wants to make sure the boy can grow up to do \"whatever he wants to do. I don't intend to limit him in anything.\" \u003ccite>(Nana Kofi Acquah/for NPR )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Why this happened is a bit of a puzzle. But Wolf found what she thinks was a clue. In some follow-up interviews she did with both parents and teachers, it appeared that the training program made parents more prone to complaining about their children to the teachers — to say things along the lines of what Agbavor told his son's teacher. Wolf hypothesizes that giving up the chew-and-pour approach \"was really going out on a limb\" for these teachers. So in the face of even indirect pushback from parents, the child-centered approach \"was the natural thing for teachers to step back on.\"\u003c/p>\n\u003ch3>\u003cstrong>The Worries Of A One-Eyed Man\u003c/strong>\u003c/h3>\n\u003cp>Agbavor seems genuinely surprised to learn that Gbetodeme took his instruction to her as a criticism. He also was not aware that she had had the experimental training. He hadn't even realized she was using a new approach in her classroom. He has never actually observed her in action.\u003c/p>\n\u003cp>When I fill in him, he's intrigued.\u003c/p>\n\u003cp>It would be great for teachers to give kids more opportunities for hands-on learning, he says.\u003c/p>\n\u003cp>\"I believe in the practical,\" he says. \"If you just have theory and you can't practice, it's useless.\"\u003c/p>\n\u003cp>But as we discuss how he, as a parent, can make sure that Herbert's teachers do better, he reverts to the same focus on outcomes — on the trappings of learning — that gave rise to chew and pour.\u003c/p>\n\u003cp>\"It's step by step,\" he says. First the child needs to know the alphabet, \"then from that to form sentences.\"\u003c/p>\n\u003cp>\"And if I tell [the teachers], by the end of this year he should be writing then they'll know that.\" They'll make it happen.\u003c/p>\n\u003cp>He doesn't see how he can let up on his focus on results. He can't just step back and put his faith in the school.\u003c/p>\n\u003cp>\"Herbert is my first son,\" he says. \"I don't want him to regret in the future that, 'my father couldn't do the right thing for me.' \"\u003c/p>\n\u003cp>Agbavor brings up an expression in his language, Ewe: \"If you're a one-eyed man, you don't play with sand.\" It could get in your eye and \"you don't have an eye to spare. A one-eyed man doesn't play with sand.\"\u003c/p>\n\u003cp>SHARE YOUR STORY: Kids and parental pressure\u003c/p>\n\u003cp>As a parent, did you ever push your child in ways you now regret — or not push enough? Or when you were a child, did you ever feel pushed too hard or not enough? Share your story in the tool below. We are collecting responses until \u003ca href=\"https://www.npr.org/sections/goatsandsoda/2018/06/19/613655788/when-it-comes-to-preschool-does-father-really-know-best\">June 27\u003c/a>. We may feature your post on NPR.\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 class=\"fullattribution\">Copyright 2018 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=What+We+Can+Learn+From+Ghana%27s+Obsession+With+Preschool&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/51484/even-when-research-supports-changing-traditional-teaching-parents-make-it-hard","authors":["byline_mindshift_51484"],"categories":["mindshift_194"],"tags":["mindshift_20720","mindshift_165","mindshift_20784","mindshift_1040","mindshift_797","mindshift_290","mindshift_152"],"featImg":"mindshift_51485","label":"mindshift"},"mindshift_48132":{"type":"posts","id":"mindshift_48132","meta":{"index":"posts_1591205157","site":"mindshift","id":"48132","score":null,"sort":[1493400968000]},"guestAuthors":[],"slug":"can-quality-pre-k-and-career-training-for-parents-break-cycle-of-poverty","title":"Can Quality Pre-K and Career Training For Parents Break Cycle of Poverty?","publishDate":1493400968,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>What makes a high-quality learning program effective not just for the child but the whole family? What else, besides a \u003ca href=\"http://www.npr.org/sections/ed/2016/12/27/504712171/we-learned-a-lot-in-2016-about-how-preschool-can-help-kids\" target=\"_blank\">well-run pre-K\u003c/a>, is essential to help families break out of intergenerational poverty?\u003c/p>\n\u003cp>These are some of the key questions that an approach called \u003ca href=\"http://www.ipr.northwestern.edu/events/briefing/two-generation-solutions-research.html\" target=\"_blank\">\"two-generation\" programs\u003c/a> are working to answer. There are many of these \"two-gen\" programs across the U.S. And while they differ in emphasis and detail, at their core they intentionally focus on ways to help both the child and parent. Usually this happens through targeted education and career training and other vital support such as health services, mentoring, and transportation.\u003c/p>\n\u003cp>NPR Ed has been keeping an eye on one innovative two-gen program in Oklahoma. It's called \u003ca href=\"http://captulsa.org/families/family-advancement/careeradvance/\" target=\"_blank\">Career Advance\u003c/a> and is run by the Community Action Project of Tulsa County (CAP Tulsa). I've reported \u003ca href=\"http://www.npr.org/sections/ed/2014/04/23/303797060/one-approach-to-head-start-to-help-kids-help-their-parents\" target=\"_blank\">on it here \u003c/a>and \u003ca href=\"http://www.npr.org/2014/04/26/307186244/fighting-poverty-by-helping-parents-and-children-at-once-in-okla\" target=\"_blank\">here.\u003c/a> It gives low-income mothers access to high-quality Head Start for their children, alongside free career training in nursing and other in-demand health care fields as well as life coaching and support.\u003c/p>\n\u003cp>A \u003ca href=\"http://ascend.aspeninstitute.org/\" target=\"_blank\">new study on the first year impact\u003c/a> of Tulsa's Career Advance shows that, so far, Career Advance is working well for both parents and their children. In fact, the study says, CAP Tulsa's program is working better than similar combined job training and pre-K programs elsewhere in terms of job certification, employment, income and overall well-being for the parent. And, the report shows, the program has boosted attendance and reduced absenteeism among participating children.\u003c/p>\n\u003cp>I reached out to two of study's co-authors to find out more. \u003ca href=\"http://www.ipr.northwestern.edu/about/people/others/sommer.html\" target=\"_blank\">Teresa Eckrich Sommer\u003c/a> is a research professor at Northwestern University's Institute for Policy Research. \u003ca href=\"https://lbj.utexas.edu/directory/faculty/christopher-king\" target=\"_blank\">Chris King \u003c/a>is a senior research scientist and lecturer at the Lyndon B. Johnson School of Public Affairs at the University of Texas at Austin.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>When I went down to report on the program, no one had studied it in-depth. Is this the first big look at this program and its impact? \u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Teresa Ekrich Sommer\u003c/strong>: This is the first one. We're [a colleague, Lindsay Chase-Lansdale at Northwestern University, is the first author on this paper] looking at what happens at the end of year one.\u003c/p>\n\u003cp>In terms of their education, we see that participants had much higher rates of certification in the healthcare fields. And then we see that in terms of employment, a greater proportion of the families, at the end of the first year, are employed in the specific career to which they've been trained, as compared to those who weren't in the program. Sixty-one percent compared to 3 percent.\u003c/p>\n\u003cp>\u003cstrong>Chris King\u003c/strong>: I would add to that, Eric, that the kinds of impacts we're seeing, certainly in terms of job certification, the shifts towards healthcare employment are much larger than anything you see in most other similar career pathway programs. I think this speaks to the components of the model: the career coaching, the peer groups and the incentives.\u003c/p>\n\u003cp>[The program offers a $3,000 a year max incentive if certain goals are reached — for example, attendance at monthly partner meetings for skills training — as well as incentives for achieving milestones such as certification.]\u003c/p>\n\u003cp>\u003cstrong>You're saying that there's no secret sauce, that it's the whole package? The financial incentives, the career counseling, the mentoring, etc., all together?\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Eckrich Somme\u003c/strong>r: We can't conclusively say what single element matters the most. You know, at the base, just having this high-quality early childhood education is an incredible starting point for them.\u003c/p>\n\u003cp>There's no question that the financial incentives make an enormous difference to them in their lives. Many of them have previous college debt, and are struggling financially. And we have people in the comparison group that are similar in motivation and interest and talk about how big their financial struggles are. So I think that's a significant piece.\u003c/p>\n\u003cp>Also, I wouldn't want to leave out the importance of the fact that these are families doing this together. They're in a small learning group. They go to school together, they have their schedules for school when they start out coordinated with their child's Head Start schedule, so they can both pick up and drop off their kids and still go to school. And many continue to work, usually in off hours.\u003c/p>\n\u003cp>And also this coach is an essential element to helping families break down big goals, set specific markers along the way and be able to achieve them. Such as becoming a certified nurse assistant or becoming a licensed nurse practitioner, and knowing how to make those steps and decide, 'Should I take a full course-load? Can I take a half course-load? How do I do this and manage the work and income I need for my family?' with the education that they're trying to pursue at the same time.\u003c/p>\n\u003cp>\u003cstrong>For the children, I also see that attendance was better and fewer were chronically absent. But the absentee rate is still kinda high. Near 50 percent. Do you think there's more to do to lower that?\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Eckrich Sommer:\u003c/strong> I think there is. I know that the eye goes towards the high rate. The bar is pretty low, it's missing 10 percent or more of the school days. It tends to be a few kids who are absent a lot that drive up those numbers.\u003c/p>\n\u003cp>\u003cstrong>Your report argues that Career Advance is doing better than comparable career training programs in other cities in America. In your view, what exactly is Career Advance doing better?\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>King: \u003c/strong>Career Advance fits within the family of other career pathway sector strategies. Employer-driven strategies based in specific growth sectors of the labor market that offer opportunities for career advancement over time in jobs with good wages and benefits, e.g., health care, advanced manufacturing, transportation and logistics. It may be that they have more of all these elements feeding together to make the success possible. What we really have, I think, blown away is traditional postsecondary workforce and education training which doesn't have persistence completion and employment kinds of effects the same size, at all, to what we're seeing here.\u003c/p>\n\u003cp>\u003cstrong>Eckrich Sommer: \u003c/strong>What's incredibly important is that we're building on what's already a positive platform, which is early childhood education. So we know the kids are getting these huge benefits. And then we're adding to that these incredible benefits to the parents.\u003c/p>\n\u003cp>The question is, what is the overall effect over time? And as we follow the kids we'll know that in a few years.\u003c/p>\n\u003cp>\u003cstrong>There's additional help under the program: gas cards, bus passes, childcare outside of Head Start's normal hours. Overall, it's costly. Can it be scaled or replicated easily?\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>King:\u003c/strong> Easily, probably not. ... It's admittedly a high-cost intervention. So you're paying for both parents and kids to get leading-edge, high-quality services, very intensive. At the same time, the way the Career Advance model has rolled out, it really hasn't been a model that relied on the other partners involved to ante up.\u003c/p>\n\u003cp>And I think going forward the way to scale this thing up is to go to the workforce system. To go to the community college system. To go to other providers in the community and say 'OK, we're providing the wraparound services, the career coaches, the Head Start services.' You could then begin to share the cost for training those parents going forward and probably cut those costs to some extent.\u003c/p>\n\u003cp>We know that \u003ca href=\"http://www.npr.org/sections/ed/2017/04/25/525594764/the-research-argument-for-nycs-preschool-plan-for-3-year-olds\" target=\"_blank\">the return on investment for early childhood \u003c/a>is what, [between] 7 [and] 13-to-1. I mean, it's high. We see similar returns for adult services in career pathway sector models. So the theory that we're operating under, we don't have the proof yet, is that when you combine them, you should get at least that, if not more.\u003c/p>\n\u003cp>\u003cstrong>If someone from another city said 'We want to replicate this, but it looks expensive.' What do you tell them?\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Eckrich Sommer: \u003c/strong>What's really interesting and important to think about is these initial investments, I think, have led to some changes in the way the local educational partners do their business. And that kind of systems change is essential.\u003c/p>\n\u003cp>So, for example, by buying classes at the local community college, and working very closely with the instructors there, they've thought much harder about how do you serve families well? Parents of young children, who in fact, are a large majority of the population at many community colleges nationally.\u003c/p>\n\u003cp>And so if you change the way things are done in a traditional school system, then you're making improvements that you can't even quantify, but you know , are the result of this initial big investment.\u003c/p>\n\u003cp>It's not cheap, but it is less expensive than the initial intensive model.\u003c/p>\n\u003cp>And we will have more results, unfortunately, in about five years.\u003c/p>\n\u003cp>\u003cstrong>What are the takeaways here for cities and states that might not be able to afford this kind of a gold-standard program, but still want to try to replicate some of the achievements CAP Tulsa is seeing?\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>King:\u003c/strong> [Colleges need to] make it easier for all students, but especially parents, to navigate what the offerings are, and focus those offerings on sectors that are growing, that will lead to families sustaining jobs. \u003ca href=\"http://economicmobilitycorp.org/index.php?page=81&utm_source=QUEST+final&utm_campaign=Project+QUEST+Demonstrates+Large+Earnings+Gains&utm_medium=email\" target=\"_blank\">Project Quest in San Antonio\u003c/a> has done a good job. [Other leading examples include programs with the \u003ca href=\"http://www.wrtp.org/\" target=\"_blank\">Wisconsin Regional Training Partnership\u003c/a>, \u003ca href=\"https://perscholas.org/\" target=\"_blank\">Per Scholas\u003c/a>, and \u003ca href=\"http://www.jvskc.org/\" target=\"_blank\">Jewish Vocational Services\u003c/a>.]\u003c/p>\n\u003cp>Having governors support [two-gen] strategies and having local workforce entities pursue them is now part of the federal legislation and guidance coming out of the U.S. Department of Labor. Under the Workforce Innovation and Opportunity Act, governors must support implementation of career, private sector strategies statewide and are encouraged to embed career pathway approaches as well.\u003c/p>\n\u003cp>\u003cstrong>Eckrich Sommer: \u003c/strong>I think it's about partnership. And I think community colleges and early childhood education programs and anti-poverty programs can work together, and figure out how they can both serve parents and children.\u003c/p>\n\u003cp>And I think they're both invested in that, but they tend to focus on their primary population and if they think about investing in the other, and how it'll improve the gains for each, then everyone's better off.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>[The CAP Tulsa study was funded in part by the U.S. Department of Health and Human Services as part of the Affordable Care Act's Health Professions Opportunity Grant]\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2017 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=A+Path+Out+Of+Poverty%3A+Career+Training+%2B+Quality+Pre+K+&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"A program in Tulsa, Okla., links quality Head Start services with job training and parental support. A study of the program shows it's improving the lives of both mothers and their children.","status":"publish","parent":0,"modified":1493401212,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":39,"wordCount":1799},"headData":{"title":"Can Quality Pre-K and Career Training For Parents Break Cycle of Poverty? | KQED","description":"A program in Tulsa, Okla., links quality Head Start services with job training and parental support. A study of the program shows it's improving the lives of both mothers and their children.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Can Quality Pre-K and Career Training For Parents Break Cycle of Poverty?","datePublished":"2017-04-28T17:36:08.000Z","dateModified":"2017-04-28T17:40:12.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"48132 https://ww2.kqed.org/mindshift/?p=48132","disqusUrl":"https://ww2.kqed.org/mindshift/2017/04/28/can-quality-pre-k-and-career-training-for-parents-break-cycle-of-poverty/","disqusTitle":"Can Quality Pre-K and Career Training For Parents Break Cycle of Poverty?","nprImageCredit":"Logan Faerber","nprByline":"Eric Westervelt","nprImageAgency":"Getty Images/Imagezoo RM","nprStoryId":"525733959","nprApiLink":"http://api.npr.org/query?id=525733959&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"http://www.npr.org/sections/ed/2017/04/28/525733959/a-path-out-of-poverty-career-training-quality-pre-k?ft=nprml&f=525733959","nprRetrievedStory":"1","nprPubDate":"Fri, 28 Apr 2017 12:15:00 -0400","nprStoryDate":"Fri, 28 Apr 2017 06:00:00 -0400","nprLastModifiedDate":"Fri, 28 Apr 2017 12:15:04 -0400","path":"/mindshift/48132/can-quality-pre-k-and-career-training-for-parents-break-cycle-of-poverty","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>What makes a high-quality learning program effective not just for the child but the whole family? What else, besides a \u003ca href=\"http://www.npr.org/sections/ed/2016/12/27/504712171/we-learned-a-lot-in-2016-about-how-preschool-can-help-kids\" target=\"_blank\">well-run pre-K\u003c/a>, is essential to help families break out of intergenerational poverty?\u003c/p>\n\u003cp>These are some of the key questions that an approach called \u003ca href=\"http://www.ipr.northwestern.edu/events/briefing/two-generation-solutions-research.html\" target=\"_blank\">\"two-generation\" programs\u003c/a> are working to answer. There are many of these \"two-gen\" programs across the U.S. And while they differ in emphasis and detail, at their core they intentionally focus on ways to help both the child and parent. Usually this happens through targeted education and career training and other vital support such as health services, mentoring, and transportation.\u003c/p>\n\u003cp>NPR Ed has been keeping an eye on one innovative two-gen program in Oklahoma. It's called \u003ca href=\"http://captulsa.org/families/family-advancement/careeradvance/\" target=\"_blank\">Career Advance\u003c/a> and is run by the Community Action Project of Tulsa County (CAP Tulsa). I've reported \u003ca href=\"http://www.npr.org/sections/ed/2014/04/23/303797060/one-approach-to-head-start-to-help-kids-help-their-parents\" target=\"_blank\">on it here \u003c/a>and \u003ca href=\"http://www.npr.org/2014/04/26/307186244/fighting-poverty-by-helping-parents-and-children-at-once-in-okla\" target=\"_blank\">here.\u003c/a> It gives low-income mothers access to high-quality Head Start for their children, alongside free career training in nursing and other in-demand health care fields as well as life coaching and support.\u003c/p>\n\u003cp>A \u003ca href=\"http://ascend.aspeninstitute.org/\" target=\"_blank\">new study on the first year impact\u003c/a> of Tulsa's Career Advance shows that, so far, Career Advance is working well for both parents and their children. In fact, the study says, CAP Tulsa's program is working better than similar combined job training and pre-K programs elsewhere in terms of job certification, employment, income and overall well-being for the parent. And, the report shows, the program has boosted attendance and reduced absenteeism among participating children.\u003c/p>\n\u003cp>I reached out to two of study's co-authors to find out more. \u003ca href=\"http://www.ipr.northwestern.edu/about/people/others/sommer.html\" target=\"_blank\">Teresa Eckrich Sommer\u003c/a> is a research professor at Northwestern University's Institute for Policy Research. \u003ca href=\"https://lbj.utexas.edu/directory/faculty/christopher-king\" target=\"_blank\">Chris King \u003c/a>is a senior research scientist and lecturer at the Lyndon B. Johnson School of Public Affairs at the University of Texas at Austin.\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>\u003cstrong>When I went down to report on the program, no one had studied it in-depth. Is this the first big look at this program and its impact? \u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Teresa Ekrich Sommer\u003c/strong>: This is the first one. We're [a colleague, Lindsay Chase-Lansdale at Northwestern University, is the first author on this paper] looking at what happens at the end of year one.\u003c/p>\n\u003cp>In terms of their education, we see that participants had much higher rates of certification in the healthcare fields. And then we see that in terms of employment, a greater proportion of the families, at the end of the first year, are employed in the specific career to which they've been trained, as compared to those who weren't in the program. Sixty-one percent compared to 3 percent.\u003c/p>\n\u003cp>\u003cstrong>Chris King\u003c/strong>: I would add to that, Eric, that the kinds of impacts we're seeing, certainly in terms of job certification, the shifts towards healthcare employment are much larger than anything you see in most other similar career pathway programs. I think this speaks to the components of the model: the career coaching, the peer groups and the incentives.\u003c/p>\n\u003cp>[The program offers a $3,000 a year max incentive if certain goals are reached — for example, attendance at monthly partner meetings for skills training — as well as incentives for achieving milestones such as certification.]\u003c/p>\n\u003cp>\u003cstrong>You're saying that there's no secret sauce, that it's the whole package? The financial incentives, the career counseling, the mentoring, etc., all together?\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Eckrich Somme\u003c/strong>r: We can't conclusively say what single element matters the most. You know, at the base, just having this high-quality early childhood education is an incredible starting point for them.\u003c/p>\n\u003cp>There's no question that the financial incentives make an enormous difference to them in their lives. Many of them have previous college debt, and are struggling financially. And we have people in the comparison group that are similar in motivation and interest and talk about how big their financial struggles are. So I think that's a significant piece.\u003c/p>\n\u003cp>Also, I wouldn't want to leave out the importance of the fact that these are families doing this together. They're in a small learning group. They go to school together, they have their schedules for school when they start out coordinated with their child's Head Start schedule, so they can both pick up and drop off their kids and still go to school. And many continue to work, usually in off hours.\u003c/p>\n\u003cp>And also this coach is an essential element to helping families break down big goals, set specific markers along the way and be able to achieve them. Such as becoming a certified nurse assistant or becoming a licensed nurse practitioner, and knowing how to make those steps and decide, 'Should I take a full course-load? Can I take a half course-load? How do I do this and manage the work and income I need for my family?' with the education that they're trying to pursue at the same time.\u003c/p>\n\u003cp>\u003cstrong>For the children, I also see that attendance was better and fewer were chronically absent. But the absentee rate is still kinda high. Near 50 percent. Do you think there's more to do to lower that?\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Eckrich Sommer:\u003c/strong> I think there is. I know that the eye goes towards the high rate. The bar is pretty low, it's missing 10 percent or more of the school days. It tends to be a few kids who are absent a lot that drive up those numbers.\u003c/p>\n\u003cp>\u003cstrong>Your report argues that Career Advance is doing better than comparable career training programs in other cities in America. In your view, what exactly is Career Advance doing better?\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>King: \u003c/strong>Career Advance fits within the family of other career pathway sector strategies. Employer-driven strategies based in specific growth sectors of the labor market that offer opportunities for career advancement over time in jobs with good wages and benefits, e.g., health care, advanced manufacturing, transportation and logistics. It may be that they have more of all these elements feeding together to make the success possible. What we really have, I think, blown away is traditional postsecondary workforce and education training which doesn't have persistence completion and employment kinds of effects the same size, at all, to what we're seeing here.\u003c/p>\n\u003cp>\u003cstrong>Eckrich Sommer: \u003c/strong>What's incredibly important is that we're building on what's already a positive platform, which is early childhood education. So we know the kids are getting these huge benefits. And then we're adding to that these incredible benefits to the parents.\u003c/p>\n\u003cp>The question is, what is the overall effect over time? And as we follow the kids we'll know that in a few years.\u003c/p>\n\u003cp>\u003cstrong>There's additional help under the program: gas cards, bus passes, childcare outside of Head Start's normal hours. Overall, it's costly. Can it be scaled or replicated easily?\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>King:\u003c/strong> Easily, probably not. ... It's admittedly a high-cost intervention. So you're paying for both parents and kids to get leading-edge, high-quality services, very intensive. At the same time, the way the Career Advance model has rolled out, it really hasn't been a model that relied on the other partners involved to ante up.\u003c/p>\n\u003cp>And I think going forward the way to scale this thing up is to go to the workforce system. To go to the community college system. To go to other providers in the community and say 'OK, we're providing the wraparound services, the career coaches, the Head Start services.' You could then begin to share the cost for training those parents going forward and probably cut those costs to some extent.\u003c/p>\n\u003cp>We know that \u003ca href=\"http://www.npr.org/sections/ed/2017/04/25/525594764/the-research-argument-for-nycs-preschool-plan-for-3-year-olds\" target=\"_blank\">the return on investment for early childhood \u003c/a>is what, [between] 7 [and] 13-to-1. I mean, it's high. We see similar returns for adult services in career pathway sector models. So the theory that we're operating under, we don't have the proof yet, is that when you combine them, you should get at least that, if not more.\u003c/p>\n\u003cp>\u003cstrong>If someone from another city said 'We want to replicate this, but it looks expensive.' What do you tell them?\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Eckrich Sommer: \u003c/strong>What's really interesting and important to think about is these initial investments, I think, have led to some changes in the way the local educational partners do their business. And that kind of systems change is essential.\u003c/p>\n\u003cp>So, for example, by buying classes at the local community college, and working very closely with the instructors there, they've thought much harder about how do you serve families well? Parents of young children, who in fact, are a large majority of the population at many community colleges nationally.\u003c/p>\n\u003cp>And so if you change the way things are done in a traditional school system, then you're making improvements that you can't even quantify, but you know , are the result of this initial big investment.\u003c/p>\n\u003cp>It's not cheap, but it is less expensive than the initial intensive model.\u003c/p>\n\u003cp>And we will have more results, unfortunately, in about five years.\u003c/p>\n\u003cp>\u003cstrong>What are the takeaways here for cities and states that might not be able to afford this kind of a gold-standard program, but still want to try to replicate some of the achievements CAP Tulsa is seeing?\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>King:\u003c/strong> [Colleges need to] make it easier for all students, but especially parents, to navigate what the offerings are, and focus those offerings on sectors that are growing, that will lead to families sustaining jobs. \u003ca href=\"http://economicmobilitycorp.org/index.php?page=81&utm_source=QUEST+final&utm_campaign=Project+QUEST+Demonstrates+Large+Earnings+Gains&utm_medium=email\" target=\"_blank\">Project Quest in San Antonio\u003c/a> has done a good job. [Other leading examples include programs with the \u003ca href=\"http://www.wrtp.org/\" target=\"_blank\">Wisconsin Regional Training Partnership\u003c/a>, \u003ca href=\"https://perscholas.org/\" target=\"_blank\">Per Scholas\u003c/a>, and \u003ca href=\"http://www.jvskc.org/\" target=\"_blank\">Jewish Vocational Services\u003c/a>.]\u003c/p>\n\u003cp>Having governors support [two-gen] strategies and having local workforce entities pursue them is now part of the federal legislation and guidance coming out of the U.S. Department of Labor. Under the Workforce Innovation and Opportunity Act, governors must support implementation of career, private sector strategies statewide and are encouraged to embed career pathway approaches as well.\u003c/p>\n\u003cp>\u003cstrong>Eckrich Sommer: \u003c/strong>I think it's about partnership. And I think community colleges and early childhood education programs and anti-poverty programs can work together, and figure out how they can both serve parents and children.\u003c/p>\n\u003cp>And I think they're both invested in that, but they tend to focus on their primary population and if they think about investing in the other, and how it'll improve the gains for each, then everyone's better off.\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>[The CAP Tulsa study was funded in part by the U.S. Department of Health and Human Services as part of the Affordable Care Act's Health Professions Opportunity Grant]\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2017 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=A+Path+Out+Of+Poverty%3A+Career+Training+%2B+Quality+Pre+K+&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/48132/can-quality-pre-k-and-career-training-for-parents-break-cycle-of-poverty","authors":["byline_mindshift_48132"],"categories":["mindshift_192","mindshift_194"],"tags":["mindshift_165","mindshift_20784","mindshift_1040","mindshift_21091","mindshift_164","mindshift_152"],"featImg":"mindshift_48133","label":"mindshift"},"mindshift_43141":{"type":"posts","id":"mindshift_43141","meta":{"index":"posts_1591205157","site":"mindshift","id":"43141","score":null,"sort":[1454403873000]},"guestAuthors":[],"slug":"finding-the-math-in-storybooks-for-young-children","title":"Finding the Math in Storybooks for Young Children","publishDate":1454403873,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cstrong>By Herbert P. Ginsburg\u003c/strong>\u003c/p>\n\u003cp>Reading is an opportunity for you to learn about your child’s world. Young children (roughly ages 2–6) are often described as egocentric. They see the world from a limited perspective. But adults can be equally egocentric. They often do not understand what the world looks like from a child’s point of view. As you read \u003cem>with — \u003c/em>and not just\u003cem> to — \u003c/em>your child, you may learn that she interprets events differently from you, that she sees things in the story that you did not, and that she learns from the story in ways you did not expect. Reading \u003cem>with\u003c/em> can provide a window into your child’s mind as well as clues to nurturing her thinking.\u003c/p>\n\u003cp>It is important for you to read storybooks that have math learning as their primary goal. Counting books and shape books are of this type. Of course, goals are different from quality. \"Anno’s Counting Book\" uses beautiful illustrations to pose the challenge of finding different numbers of objects. Other counting books are conventional and tedious.\u003c/p>\n\u003cp>Another type of storybook does not aim to teach math explicitly, but contains important mathematical ideas embedded within the story. Goldilocks sees that the Baby Bear’s bed is the smallest, and that Mama’s bed is bigger than Baby’s but smaller than Papa’s. Also, Baby Bear is smaller than Mama, who is in turn smaller than Papa. The beds are in increasing order of size, and so are the bears. The order is more complex than it initially appears: Mama is both bigger than Baby Bear and smaller than Papa Bear. Also, there is a simple correlation between the size of the bears and the size of the beds: the bigger the bear, the bigger the bed.\u003c/p>\n\u003cp>So, the story of Goldilocks and the Three Bears contains some fundamentally important math ideas, some of which children find difficult, about relative size, order and the relations between two sequences.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>When reading books, it’s important to realize that math is a broad subject. Clearly, a counting book or a shape book describing circles and squares are both explicitly about math, in the sense of the kind of formal math we usually learn in school. Although not explicitly about school math, Goldilocks entails relatively complex math ideas— order and correlation. Other storybooks deal in an informal way with patterns, spatial relations, measurement, addition and subtraction, and division — all of which are “math.” Indeed, it would be hard to find a non-math storybook that does not include everyday math in this broad sense. In fact, ordinary storybooks may contain more interesting math than do explicit math storybooks (and textbooks, too!).\u003c/p>\n\u003cp>This in turn raises the question of the type of math you want your child to learn — school math or embedded math? The answer is both. Children need to memorize the counting words, but also need to know that their order specifies relative magnitude. They need to memorize 1, 2, 3, 4, but also need to know that 3 is a bigger number than 2 because it comes after 2, but it is also a smaller number than 4, because it comes after 3. Memorizing symbols is not enough, just as knowing the everyday story is not enough. Eventually, the child needs to know how the informal ideas provide the meaningful basis for the formal math.\u003c/p>\n\u003cp>Given all this, how can you read storybooks in such a way as to promote your child’s math learning?\u003c/p>\n\u003cp>Some do’s:\u003c/p>\n\u003cp>-- Read books that you both find interesting, amusing and full of wonder, books that will grow the child’s budding love of reading. Bypass boring stories, even if you think they are “educational.” Enjoy the story!\u003c/p>\n\u003cp>-- Talk with your child about the various ideas, including the math ideas. “Who is bigger, Mama Bear or Papa Bear? How do you know? Which bear gets the biggest bed? Why?”\u003c/p>\n\u003cp>-- Use math language to describe and explain (“This is a square because it has four sides and they are all the same length.”) and encourage the child to put her ideas into words.\u003c/p>\n\u003cp>-- Keep the child engaged in the book, for example, by asking her to point out certain things on a page. “Show me the biggest bear.” Or you can make the questions very open-ended by asking, “What do you see on this page? What is happening?”\u003c/p>\n\u003cp>-- Think about your own experiences with math and whether you might unintentionally transmit any negative feelings about math to the child.\u003c/p>\n\u003cp>In the end, reading math storybooks and storybooks with embedded math can stimulate your child’s thinking, language and enjoyment. Reading can involve you and the child in an intellectual adventure in exploring mathematical ideas. Reading can help you bond with the child. Reading can provide a warm blanket for the child’s mathematical knowledge and provide insights into the child’s mind.\u003c/p>\n\u003cp>If you do it well, reading math storybooks can set the stage for meaningful math achievement in school during the years to come.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Herbert P. Ginsburg, Ph.D., is the Jacob H. Schiff professor of psychology and education at Teachers College, Columbia University. He has drawn on cognitive developmental psychology to develop a mathematics curriculum (Big Math for Little Kids), storybooks for young children and tests of mathematical thinking.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"Storybooks for young children that contain math ideas may be far more useful in helping kids learn about math than counting books. ","status":"publish","parent":0,"modified":1454403873,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":19,"wordCount":925},"headData":{"title":"Finding the Math in Storybooks for Young Children | KQED","description":"Storybooks for young children that contain math ideas may be far more useful in helping kids learn about math than counting books. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Finding the Math in Storybooks for Young Children","datePublished":"2016-02-02T09:04:33.000Z","dateModified":"2016-02-02T09:04:33.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"43141 http://ww2.kqed.org/mindshift/?p=43141","disqusUrl":"https://ww2.kqed.org/mindshift/2016/02/02/finding-the-math-in-storybooks-for-young-children/","disqusTitle":"Finding the Math in Storybooks for Young Children","path":"/mindshift/43141/finding-the-math-in-storybooks-for-young-children","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cstrong>By Herbert P. Ginsburg\u003c/strong>\u003c/p>\n\u003cp>Reading is an opportunity for you to learn about your child’s world. Young children (roughly ages 2–6) are often described as egocentric. They see the world from a limited perspective. But adults can be equally egocentric. They often do not understand what the world looks like from a child’s point of view. As you read \u003cem>with — \u003c/em>and not just\u003cem> to — \u003c/em>your child, you may learn that she interprets events differently from you, that she sees things in the story that you did not, and that she learns from the story in ways you did not expect. Reading \u003cem>with\u003c/em> can provide a window into your child’s mind as well as clues to nurturing her thinking.\u003c/p>\n\u003cp>It is important for you to read storybooks that have math learning as their primary goal. Counting books and shape books are of this type. Of course, goals are different from quality. \"Anno’s Counting Book\" uses beautiful illustrations to pose the challenge of finding different numbers of objects. Other counting books are conventional and tedious.\u003c/p>\n\u003cp>Another type of storybook does not aim to teach math explicitly, but contains important mathematical ideas embedded within the story. Goldilocks sees that the Baby Bear’s bed is the smallest, and that Mama’s bed is bigger than Baby’s but smaller than Papa’s. Also, Baby Bear is smaller than Mama, who is in turn smaller than Papa. The beds are in increasing order of size, and so are the bears. The order is more complex than it initially appears: Mama is both bigger than Baby Bear and smaller than Papa Bear. Also, there is a simple correlation between the size of the bears and the size of the beds: the bigger the bear, the bigger the bed.\u003c/p>\n\u003cp>So, the story of Goldilocks and the Three Bears contains some fundamentally important math ideas, some of which children find difficult, about relative size, order and the relations between two sequences.\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>When reading books, it’s important to realize that math is a broad subject. Clearly, a counting book or a shape book describing circles and squares are both explicitly about math, in the sense of the kind of formal math we usually learn in school. Although not explicitly about school math, Goldilocks entails relatively complex math ideas— order and correlation. Other storybooks deal in an informal way with patterns, spatial relations, measurement, addition and subtraction, and division — all of which are “math.” Indeed, it would be hard to find a non-math storybook that does not include everyday math in this broad sense. In fact, ordinary storybooks may contain more interesting math than do explicit math storybooks (and textbooks, too!).\u003c/p>\n\u003cp>This in turn raises the question of the type of math you want your child to learn — school math or embedded math? The answer is both. Children need to memorize the counting words, but also need to know that their order specifies relative magnitude. They need to memorize 1, 2, 3, 4, but also need to know that 3 is a bigger number than 2 because it comes after 2, but it is also a smaller number than 4, because it comes after 3. Memorizing symbols is not enough, just as knowing the everyday story is not enough. Eventually, the child needs to know how the informal ideas provide the meaningful basis for the formal math.\u003c/p>\n\u003cp>Given all this, how can you read storybooks in such a way as to promote your child’s math learning?\u003c/p>\n\u003cp>Some do’s:\u003c/p>\n\u003cp>-- Read books that you both find interesting, amusing and full of wonder, books that will grow the child’s budding love of reading. Bypass boring stories, even if you think they are “educational.” Enjoy the story!\u003c/p>\n\u003cp>-- Talk with your child about the various ideas, including the math ideas. “Who is bigger, Mama Bear or Papa Bear? How do you know? Which bear gets the biggest bed? Why?”\u003c/p>\n\u003cp>-- Use math language to describe and explain (“This is a square because it has four sides and they are all the same length.”) and encourage the child to put her ideas into words.\u003c/p>\n\u003cp>-- Keep the child engaged in the book, for example, by asking her to point out certain things on a page. “Show me the biggest bear.” Or you can make the questions very open-ended by asking, “What do you see on this page? What is happening?”\u003c/p>\n\u003cp>-- Think about your own experiences with math and whether you might unintentionally transmit any negative feelings about math to the child.\u003c/p>\n\u003cp>In the end, reading math storybooks and storybooks with embedded math can stimulate your child’s thinking, language and enjoyment. Reading can involve you and the child in an intellectual adventure in exploring mathematical ideas. Reading can help you bond with the child. Reading can provide a warm blanket for the child’s mathematical knowledge and provide insights into the child’s mind.\u003c/p>\n\u003cp>If you do it well, reading math storybooks can set the stage for meaningful math achievement in school during the years to come.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Herbert P. Ginsburg, Ph.D., is the Jacob H. Schiff professor of psychology and education at Teachers College, Columbia University. He has drawn on cognitive developmental psychology to develop a mathematics curriculum (Big Math for Little Kids), storybooks for young children and tests of mathematical thinking.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/43141/finding-the-math-in-storybooks-for-young-children","authors":["4354"],"categories":["mindshift_194"],"tags":["mindshift_165","mindshift_20784","mindshift_1040","mindshift_392","mindshift_20568","mindshift_1037"],"featImg":"mindshift_43433","label":"mindshift"},"mindshift_19117":{"type":"posts","id":"mindshift_19117","meta":{"index":"posts_1591205157","site":"mindshift","id":"19117","score":null,"sort":[1330013758000]},"guestAuthors":[],"slug":"introducing-programming-to-preschoolers","title":"Introducing Programming to Preschoolers","publishDate":1330013758,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cdiv class=\"module image alignright mceTemp\" style=\"width: 300px\">\n\u003cp class=\"wp-media-credit\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/introducing-programming-to-preschoolers/5374237949_78f456d0dc/\" rel=\"attachment wp-att-19242\">\u003cimg class=\"size-medium wp-image-19242\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/02/5374237949_78f456d0dc-300x300.jpg\" alt=\"\" width=\"300\" height=\"300\">\u003c/a>Flickr: AngryJulieMonday\u003c/p>\n\u003c/div>\n\u003ch5>By \u003ca href=\"http://spotlight.macfound.org/all/by-author/a2445/\">Heather Chaplin\u003c/a>\u003c/h5>\n\u003cp>Since MIT’s \u003ca title=\"Lifelong Kindergarten group\" href=\"http://llk.media.mit.edu/\">Lifelong Kindergarten group\u003c/a> released \u003ca title=\"Scratch\" href=\"http://scratch.mit.edu/\">Scratch\u003c/a> in 2007, kids ages 8 to 13 have built more than 2.2 million animations, games, music, videos and stories using the kid-friendly programming language.\u003c/p>\n\u003cp>Scratch allows kids to snap together graphical blocks of instructions, like Lego bricks, to control sprites—the movable objects that perform actions. Sprites can dance, sing, run and talk.\u003c/p>\n\u003cp>Now, with a grant from the National Science Foundation, Lifelong Kindergarten is collaborating with Tufts University’s \u003ca title=\"DevTech Research Group\" href=\"http://ase.tufts.edu/devtech/\">DevTech Research Group\u003c/a> to make Scratch Jr, a new version aimed at kids in preschool to second grade. The expected launch date is summer 2012.\u003c/p>\n\u003cp>The new project raises questions about childhood development and digital learning, and just how early kids should be introduced to computers.\u003c/p>\n\u003cp>\u003ca title=\"Mitch Resnick\" href=\"http://web.media.mit.edu/%7Emres/\">Mitch Resnick\u003c/a>, director of the Lifelong Kindergarten group, spearheaded the creation of Scratch. Having worked with a network of afterschool programs using digital media, Resnick was struck by the lack of software that enabled kids to go beyond playing with other people’s media. There was nothing that encouraged them to make their own interactive stories and games.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"Computers for most people are black boxes. I believe kids should understand objects are ‘smart’ not because they’re just smart, but because someone programmed them to be smart.\"\u003c/aside>\n\u003cp>“What’s most important to me is that young children start to develop a relationship with the computer where they feel they’re in control,” Resnick said. “We don’t want kids to see the computer as something where they just browse and click. We want them to see digital technologies as something they can use to express themselves.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>There’s been a lot of buzz in the last few years about what it means to be literate in the 21st century. To Resnick, teaching kids to program was like teaching children of another generation how to write.\u003c/p>\n\u003cp>“At one point, there was a growing realization that people needed to learn how to write as well as read,” Resnick said. “They needed to be able to express themselves as well as understand how other people expressed themselves. Now it’s the same with new media. It’s not enough to be able to interact with new technologies; you have to be able to create with new technologies.”\u003c!--more-->\u003c/p>\n\u003cp>The problem, though, is that programming languages like Java and C++ are difficult to learn. Resnick and his team imagined a language that would be more “tinkerable,“ as he calls it—more accessible. They also wanted the language to encourage kids to create work that was “personally meaningful,” as opposed to simply manipulating numbers. Lastly, they wanted the program to have a social component so kids could share their work and learn from one another.\u003c/p>\n\u003cp>While Resnick was building Scratch, \u003ca title=\"Marina Bers\" href=\"http://www.tufts.edu/%7Embers01/\">Marina Bers\u003c/a>, a graduate student at MIT’s Media Lab, was focusing on younger children, building, among other things, \u003ca title=\"a programming language for robotics aimed at preschool-aged children\" href=\"http://ase.tufts.edu/DevTech/tangiblek/research/cherp.asp\">a programming language for robotics aimed at preschool-aged children\u003c/a>. Bers would leave MIT for a position at Tufts University, but she and Resnick stayed in touch. In 2010, they decided to partner to develop the Scratch version for a younger audience. Scratch Jr officially kicked off this last summer.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/introducing-programming-to-preschoolers/screen-shot-2012-02-22-at-4-53-32-pm/\" rel=\"attachment wp-att-19243\">\u003cimg class=\"alignleft size-medium wp-image-19243\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/02/Screen-shot-2012-02-22-at-4.53.32-PM-300x229.png\" alt=\"\" width=\"300\" height=\"229\">\u003c/a>According to Bers, the challenge is creating an interface that very young children can understand. Some of the problems are straightforward, like the fact that Scratch relies on text, and the youngest children cannot yet read.\u003c/p>\n\u003cp>“I’ve noticed materials online for games aimed at kids pre-K to third grade where there’s this assumption that children are fluent with reading when they’re not,” said \u003ca title=\"Lisa Guernsey\" href=\"http://newamerica.net/user/54\">Lisa Guernsey\u003c/a>, director of the \u003ca title=\"Early Education Initiative\" href=\"http://earlyed.newamerica.net/\">Early Education Initiative\u003c/a> at the New America Foundation. “This then becomes an exercise in frustration.”\u003c/p>\n\u003cp>Bers hopes to solve this problem by replacing the text of Scratch with voice-over instructions.\u003c/p>\n\u003cp>In focus groups with teachers and children, the Scratch Jr research team has also noticed that younger children struggle with the number of blocks needed to create a program. “The relationship between cause and effect needs to be clearer for this age group,” Bers said. The idea is to reorganize the program so kids can focus on only one thing at a time.\u003c/p>\n\u003cp>Younger children also have trouble distinguishing between the colors in Scratch, (Scratch Jr will be redone in bright, primary colors), and they struggle with how Scratch moves from top to bottom (Scratch Jr will move from side to side.)\u003c/p>\n\u003caside class=\"pullquote alignright\">“It can be the most wonderful content in the world. But if it’s just slid into their lives without a social partner, then a lot of learning will be lost.”\u003c/aside>\n\u003cp>The group has also been studying tutorials in videogames, which teach kids how to play without realizing they’re being taught. “We want to add something like that to Scratch Jr,” Bers said.\u003c/p>\n\u003cp>For children ages 3 to 8, social interaction is perhaps the most important part of the learning process. That interaction can be with a teacher, a parent, an older sibling or a neighbor, said Guernsey of The New America Foundation, but young children must be able to study the facial expressions and other reactions of this “social partner.”\u003c/p>\n\u003cp>“The child needs to feel that what they’re learning is important to this other person,” Guernsey said. “Then it will go into the part of the child’s brain stamped ‘important.’”\u003c/p>\n\u003cp>When learning moves online, this becomes an issue.\u003c/p>\n\u003cp>“It can be the most wonderful content in the world,” Guernsey said. “But if it’s just slid into their lives without a social partner, then a lot of learning will be lost.”\u003c/p>\n\u003cp>The challenge isn’t lost on Bers. “We want to promote social interaction,” she said. “The question is, how do we imbed teacher interaction into Scratch Jr?”\u003c/p>\n\u003cp>Bers thinks of a playground. A good playground will have swing sets and slides for the kids, as well as benches and tables and chairs for the parents. The designers of Scratch Jr are figuring out how to embed the digital equivalent of those tables and chairs.\u003c/p>\n\u003cp>There are many who blanch at the idea of putting such young children in front of a computer screen. Concern over “screen time” is nothing knew—it began with television. But, according to \u003ca title=\"Ellen Wartella\" href=\"http://www.communication.northwestern.edu/faculty/?PID=EllenWartella\">Ellen Wartella\u003c/a>, a professor in the Department of Communication Studies at Northwestern University, these issues are far more nuanced than most people allow. First of all, she said, there simply isn’t good long-term research to show that being in front of a screen affects children negatively now, or in the future.\u003c/p>\n\u003cp>“There is no evidence of harm, although there are a lot of complaints,” she said.\u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003cp>\u003cstrong>RELATED READING:\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/09/a-case-for-lifelong-kindergarten/\">A CASE FOR LIFELONG KINDERGARTEN\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/5-tools-to-introduce-programming-to-kids/\">5 TOOLS TO INTRODUCE PROGRAMMING TO KIDS\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/06/why-should-fifth-graders-learn-to-program/\">WHY SHOULD 5TH GRADERS LEARN TO PROGRAM?\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>Wartella isn’t saying screen time is good for children at a young age. Rather, she’s saying there isn’t good evidence yet to say it’s bad. There are no high-quality long-term studies that show that too much screen time as a 3-year-old will have direct consequences when he or she is 4 or 14. And in past research on TV screen time, it’s hard to untangle the effects of other influences, like parents and income.\u003c/p>\n\u003cp>One mistake people make, Wartella said, is focusing on the fact of the screen itself rather than the content of what the screen is showing. “Is it bad for kids to Skype with Grandma? I don’t think anyone would say that.”\u003c/p>\n\u003cp>Both Wartell and Guernsey refer to “the three Cs,” when considering these issues: content, context and the child. The question isn’t whether it is inherently good or bad when a preschooler is given a videogame. Rather, the questions should be contextual: Is the child playing with a social partner or on her own? What is the educational value of the game? And what are the needs of the particular child?\u003c/p>\n\u003cp>“When people worry about screen time, it’s the substitution effect they’re really worried about,” Guernsey said. “What happens when a kid is so enraptured by screen activity that they won’t go outside to play in other ways? But screen time being harmful by itself, there’s no evidence of that.”\u003c/p>\n\u003cp>For Bers and Resnick, it comes back to preparing children to be literate—in all the ways literacy is perceived today. For real empowerment in a world flooded with digital media, people need to understand not only how to interact with it, but how to make media themselves. Teaching children as young as 5 how to program not only teaches important executive functioning skills, which is crucial for that age group, but also helps demystify the computer, Bers said.\u003c/p>\n\u003cp>“Computers for most people are black boxes,” she said. “I believe kids should understand objects are ‘smart’ not because they’re just smart, but because someone programmed them to be smart.\u003c/p>\n\u003cp>“Also,” she said, echoing Resnick, “it’s about expression. In our times, we need kids to be able to express ideas in different ways, and learning to work in Scratch, in a computational medium, will give them another way of expressing themselves.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>The post originally appeared on \u003ca href=\"http://spotlight.macfound.org/featured-stories/entry/programming-with-scratch-jr-when-it-comes-to-screen-time-and-young-kids/\">Spotlight for Digital Media & Learning\u003c/a>.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1392935653,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":35,"wordCount":1645},"headData":{"title":"Introducing Programming to Preschoolers | KQED","description":"Flickr: AngryJulieMonday By Heather Chaplin Since MIT’s Lifelong Kindergarten group released Scratch in 2007, kids ages 8 to 13 have built more than 2.2 million animations, games, music, videos and stories using the kid-friendly programming language. Scratch allows kids to snap together graphical blocks of instructions, like Lego bricks, to control sprites—the movable objects that","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Introducing Programming to Preschoolers","datePublished":"2012-02-23T16:15:58.000Z","dateModified":"2014-02-20T22:34:13.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"19117 http://blogs.kqed.org/mindshift/?p=19117","disqusUrl":"https://ww2.kqed.org/mindshift/2012/02/23/introducing-programming-to-preschoolers/","disqusTitle":"Introducing Programming to Preschoolers","path":"/mindshift/19117/introducing-programming-to-preschoolers","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cdiv class=\"module image alignright mceTemp\" style=\"width: 300px\">\n\u003cp class=\"wp-media-credit\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/introducing-programming-to-preschoolers/5374237949_78f456d0dc/\" rel=\"attachment wp-att-19242\">\u003cimg class=\"size-medium wp-image-19242\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/02/5374237949_78f456d0dc-300x300.jpg\" alt=\"\" width=\"300\" height=\"300\">\u003c/a>Flickr: AngryJulieMonday\u003c/p>\n\u003c/div>\n\u003ch5>By \u003ca href=\"http://spotlight.macfound.org/all/by-author/a2445/\">Heather Chaplin\u003c/a>\u003c/h5>\n\u003cp>Since MIT’s \u003ca title=\"Lifelong Kindergarten group\" href=\"http://llk.media.mit.edu/\">Lifelong Kindergarten group\u003c/a> released \u003ca title=\"Scratch\" href=\"http://scratch.mit.edu/\">Scratch\u003c/a> in 2007, kids ages 8 to 13 have built more than 2.2 million animations, games, music, videos and stories using the kid-friendly programming language.\u003c/p>\n\u003cp>Scratch allows kids to snap together graphical blocks of instructions, like Lego bricks, to control sprites—the movable objects that perform actions. Sprites can dance, sing, run and talk.\u003c/p>\n\u003cp>Now, with a grant from the National Science Foundation, Lifelong Kindergarten is collaborating with Tufts University’s \u003ca title=\"DevTech Research Group\" href=\"http://ase.tufts.edu/devtech/\">DevTech Research Group\u003c/a> to make Scratch Jr, a new version aimed at kids in preschool to second grade. The expected launch date is summer 2012.\u003c/p>\n\u003cp>The new project raises questions about childhood development and digital learning, and just how early kids should be introduced to computers.\u003c/p>\n\u003cp>\u003ca title=\"Mitch Resnick\" href=\"http://web.media.mit.edu/%7Emres/\">Mitch Resnick\u003c/a>, director of the Lifelong Kindergarten group, spearheaded the creation of Scratch. Having worked with a network of afterschool programs using digital media, Resnick was struck by the lack of software that enabled kids to go beyond playing with other people’s media. There was nothing that encouraged them to make their own interactive stories and games.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"Computers for most people are black boxes. I believe kids should understand objects are ‘smart’ not because they’re just smart, but because someone programmed them to be smart.\"\u003c/aside>\n\u003cp>“What’s most important to me is that young children start to develop a relationship with the computer where they feel they’re in control,” Resnick said. “We don’t want kids to see the computer as something where they just browse and click. We want them to see digital technologies as something they can use to express themselves.”\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>There’s been a lot of buzz in the last few years about what it means to be literate in the 21st century. To Resnick, teaching kids to program was like teaching children of another generation how to write.\u003c/p>\n\u003cp>“At one point, there was a growing realization that people needed to learn how to write as well as read,” Resnick said. “They needed to be able to express themselves as well as understand how other people expressed themselves. Now it’s the same with new media. It’s not enough to be able to interact with new technologies; you have to be able to create with new technologies.”\u003c!--more-->\u003c/p>\n\u003cp>The problem, though, is that programming languages like Java and C++ are difficult to learn. Resnick and his team imagined a language that would be more “tinkerable,“ as he calls it—more accessible. They also wanted the language to encourage kids to create work that was “personally meaningful,” as opposed to simply manipulating numbers. Lastly, they wanted the program to have a social component so kids could share their work and learn from one another.\u003c/p>\n\u003cp>While Resnick was building Scratch, \u003ca title=\"Marina Bers\" href=\"http://www.tufts.edu/%7Embers01/\">Marina Bers\u003c/a>, a graduate student at MIT’s Media Lab, was focusing on younger children, building, among other things, \u003ca title=\"a programming language for robotics aimed at preschool-aged children\" href=\"http://ase.tufts.edu/DevTech/tangiblek/research/cherp.asp\">a programming language for robotics aimed at preschool-aged children\u003c/a>. Bers would leave MIT for a position at Tufts University, but she and Resnick stayed in touch. In 2010, they decided to partner to develop the Scratch version for a younger audience. Scratch Jr officially kicked off this last summer.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/introducing-programming-to-preschoolers/screen-shot-2012-02-22-at-4-53-32-pm/\" rel=\"attachment wp-att-19243\">\u003cimg class=\"alignleft size-medium wp-image-19243\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/02/Screen-shot-2012-02-22-at-4.53.32-PM-300x229.png\" alt=\"\" width=\"300\" height=\"229\">\u003c/a>According to Bers, the challenge is creating an interface that very young children can understand. Some of the problems are straightforward, like the fact that Scratch relies on text, and the youngest children cannot yet read.\u003c/p>\n\u003cp>“I’ve noticed materials online for games aimed at kids pre-K to third grade where there’s this assumption that children are fluent with reading when they’re not,” said \u003ca title=\"Lisa Guernsey\" href=\"http://newamerica.net/user/54\">Lisa Guernsey\u003c/a>, director of the \u003ca title=\"Early Education Initiative\" href=\"http://earlyed.newamerica.net/\">Early Education Initiative\u003c/a> at the New America Foundation. “This then becomes an exercise in frustration.”\u003c/p>\n\u003cp>Bers hopes to solve this problem by replacing the text of Scratch with voice-over instructions.\u003c/p>\n\u003cp>In focus groups with teachers and children, the Scratch Jr research team has also noticed that younger children struggle with the number of blocks needed to create a program. “The relationship between cause and effect needs to be clearer for this age group,” Bers said. The idea is to reorganize the program so kids can focus on only one thing at a time.\u003c/p>\n\u003cp>Younger children also have trouble distinguishing between the colors in Scratch, (Scratch Jr will be redone in bright, primary colors), and they struggle with how Scratch moves from top to bottom (Scratch Jr will move from side to side.)\u003c/p>\n\u003caside class=\"pullquote alignright\">“It can be the most wonderful content in the world. But if it’s just slid into their lives without a social partner, then a lot of learning will be lost.”\u003c/aside>\n\u003cp>The group has also been studying tutorials in videogames, which teach kids how to play without realizing they’re being taught. “We want to add something like that to Scratch Jr,” Bers said.\u003c/p>\n\u003cp>For children ages 3 to 8, social interaction is perhaps the most important part of the learning process. That interaction can be with a teacher, a parent, an older sibling or a neighbor, said Guernsey of The New America Foundation, but young children must be able to study the facial expressions and other reactions of this “social partner.”\u003c/p>\n\u003cp>“The child needs to feel that what they’re learning is important to this other person,” Guernsey said. “Then it will go into the part of the child’s brain stamped ‘important.’”\u003c/p>\n\u003cp>When learning moves online, this becomes an issue.\u003c/p>\n\u003cp>“It can be the most wonderful content in the world,” Guernsey said. “But if it’s just slid into their lives without a social partner, then a lot of learning will be lost.”\u003c/p>\n\u003cp>The challenge isn’t lost on Bers. “We want to promote social interaction,” she said. “The question is, how do we imbed teacher interaction into Scratch Jr?”\u003c/p>\n\u003cp>Bers thinks of a playground. A good playground will have swing sets and slides for the kids, as well as benches and tables and chairs for the parents. The designers of Scratch Jr are figuring out how to embed the digital equivalent of those tables and chairs.\u003c/p>\n\u003cp>There are many who blanch at the idea of putting such young children in front of a computer screen. Concern over “screen time” is nothing knew—it began with television. But, according to \u003ca title=\"Ellen Wartella\" href=\"http://www.communication.northwestern.edu/faculty/?PID=EllenWartella\">Ellen Wartella\u003c/a>, a professor in the Department of Communication Studies at Northwestern University, these issues are far more nuanced than most people allow. First of all, she said, there simply isn’t good long-term research to show that being in front of a screen affects children negatively now, or in the future.\u003c/p>\n\u003cp>“There is no evidence of harm, although there are a lot of complaints,” she said.\u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003cp>\u003cstrong>RELATED READING:\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/09/a-case-for-lifelong-kindergarten/\">A CASE FOR LIFELONG KINDERGARTEN\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/5-tools-to-introduce-programming-to-kids/\">5 TOOLS TO INTRODUCE PROGRAMMING TO KIDS\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/06/why-should-fifth-graders-learn-to-program/\">WHY SHOULD 5TH GRADERS LEARN TO PROGRAM?\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>Wartella isn’t saying screen time is good for children at a young age. Rather, she’s saying there isn’t good evidence yet to say it’s bad. There are no high-quality long-term studies that show that too much screen time as a 3-year-old will have direct consequences when he or she is 4 or 14. And in past research on TV screen time, it’s hard to untangle the effects of other influences, like parents and income.\u003c/p>\n\u003cp>One mistake people make, Wartella said, is focusing on the fact of the screen itself rather than the content of what the screen is showing. “Is it bad for kids to Skype with Grandma? I don’t think anyone would say that.”\u003c/p>\n\u003cp>Both Wartell and Guernsey refer to “the three Cs,” when considering these issues: content, context and the child. The question isn’t whether it is inherently good or bad when a preschooler is given a videogame. Rather, the questions should be contextual: Is the child playing with a social partner or on her own? What is the educational value of the game? And what are the needs of the particular child?\u003c/p>\n\u003cp>“When people worry about screen time, it’s the substitution effect they’re really worried about,” Guernsey said. “What happens when a kid is so enraptured by screen activity that they won’t go outside to play in other ways? But screen time being harmful by itself, there’s no evidence of that.”\u003c/p>\n\u003cp>For Bers and Resnick, it comes back to preparing children to be literate—in all the ways literacy is perceived today. For real empowerment in a world flooded with digital media, people need to understand not only how to interact with it, but how to make media themselves. Teaching children as young as 5 how to program not only teaches important executive functioning skills, which is crucial for that age group, but also helps demystify the computer, Bers said.\u003c/p>\n\u003cp>“Computers for most people are black boxes,” she said. “I believe kids should understand objects are ‘smart’ not because they’re just smart, but because someone programmed them to be smart.\u003c/p>\n\u003cp>“Also,” she said, echoing Resnick, “it’s about expression. In our times, we need kids to be able to express ideas in different ways, and learning to work in Scratch, in a computational medium, will give them another way of expressing themselves.”\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>The post originally appeared on \u003ca href=\"http://spotlight.macfound.org/featured-stories/entry/programming-with-scratch-jr-when-it-comes-to-screen-time-and-young-kids/\">Spotlight for Digital Media & Learning\u003c/a>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/19117/introducing-programming-to-preschoolers","authors":["4354"],"categories":["mindshift_20639","mindshift_193"],"tags":["mindshift_557","mindshift_165","mindshift_556","mindshift_713","mindshift_499","mindshift_500"],"featImg":"mindshift_19243","label":"mindshift"},"mindshift_3534":{"type":"posts","id":"mindshift_3534","meta":{"index":"posts_1591205157","site":"mindshift","id":"3534","score":null,"sort":[1288641137000]},"guestAuthors":[],"slug":"3534","title":"Toddlers and iPhones Make Instant Connections","publishDate":1288641137,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003ch5>\u003ca href=\"http://www.iste-community.org/profile/KatieStansberry\">\u003cspan style=\"text-decoration: underline;\">\n\u003cp>\u003ca href=\"http://www.flickr.com/photos/jessicagarro/4212081351/sizes/m/in/photostream/\">\u003cspan style=\"text-decoration: underline;\">\u003cimg class=\"size-medium wp-image-3536\" title=\"jessica.garo\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2010/11/jessica.garo_1-300x291.jpg\" alt=\"\" width=\"300\" height=\"291\">\u003c/span>\u003c/a>\u003c/p>\n\u003cp>By Katie Stansberry\u003c/p>\n\u003cp>\u003c/p>\u003c/span>\u003c/a>\u003c/h5>\n\u003cdiv id=\"ctl00_Content_Area_BlogPosts1_ctl00_ctl00_pnlContent\">\n\u003cp>I have a confession to make: my 19-month-old son, Paul, is allowed to use my iPhone. In fact, he’s pretty savvy with touch screens. He can turn the phone on, unlock the list of applications, choose the program he wants to experience, and interact with the content.\u003c/p>\n\u003cp>Although he was a loyal \u003ca href=\"http://duckduckmoosedesign.com/\">Duck, Duck, Moose\u003c/a> man when he was a baby, now that he is a toddler his current favorite app is \u003ca href=\"http://itunes.apple.com/us/app/balloonimals/id307459878?mt=8\">Balloonimals\u003c/a>. To interact with this beautifully produced app, the user first blows on the iPhone microphone to inflate the virtual balloon, then shakes the device to turn the rubbery image into a rotund animal. Paul is an expert at these simple steps and he loves using his pudgy little baby fingers to manipulate the fully constructed balloon creations. He can go from limp balloon to full-fledged unicorn in less than a minute.\u003c/p>\n\u003cp>A \u003cem>New York Times\u003c/em> \u003ca href=\"http://www.nytimes.com/2010/10/17/fashion/17TODDLERS.html?src=me&ref=homepage\">article\u003c/a> examining the use of smartphones by toddlers compared current concerns with the ongoing debate over television saying “As with TV in earlier generations, the world is increasingly divided into those parents who do allow iPhone use and those who don’t.” \u003c!--more-->\u003c/p>\n\u003cp>Yes, I fall decidedly on the iPhone side of the toddler-tech divide. However, I am not trying to assuage my guilt by convincing myself that Paul is actually building mind-muscles when tapping around on the glowing screen. In our house, the iPhone is a sometimes toy, and it usually lives out of sight, buried deep in the recesses of Mommy’s purse. It sometimes appears in emergencies like long plane trips and restaurants with slow service, but it is not a staple of my toddler’s playtime.\u003c/p>\n\u003cp>He spends car rides watching mountains, goats, cyclists, and big trucks roll by his window, not watching a screen. When we do use the iPhone it’s typically done together. We go through flashcards and talk about the different animals, colors and foods we see. We read illustrated e-books out loud and he shows me pictures of grandma and the cats.\u003c/p>\n\u003cp>I’m increasingly frustrated by arguments that refer to kids and technology as an all or nothing phenomenon. Information technology, particularly more modern forms of communication technology tools, can be used in ways that encourage social interactions rather than detract from them.\u003c/p>\n\u003cp>Isn’t it time we move away from the image of a techno-geek as some kind of socially inept shut-in? I hope to raise my son to embrace technology rather than fear it, and I believe that strategic use of advanced technology at a young age can be accomplished without sacrificing interpersonal interactions.\u003c/p>\n\u003cp>[This post also appeared on \u003ca href=\"http://www.iste.org/connect/iste-connects/blog-detail/10-10-18/My_Toddler_Uses_an_iPhone_Encouraging_Exploration_in_the_Very_Young.aspx\">ISTEConnects\u003c/a>.]\u003c/p>\n\u003c/div>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1288641368,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":13,"wordCount":462},"headData":{"title":"Toddlers and iPhones Make Instant Connections | KQED","description":"By Katie Stansberry I have a confession to make: my 19-month-old son, Paul, is allowed to use my iPhone. In fact, he’s pretty savvy with touch screens. He can turn the phone on, unlock the list of applications, choose the program he wants to experience, and interact with the content. Although he was a loyal","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Toddlers and iPhones Make Instant Connections","datePublished":"2010-11-01T19:52:17.000Z","dateModified":"2010-11-01T19:56:08.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"3534 http://blogs.kqed.org/mindshift/?p=3534","disqusUrl":"https://ww2.kqed.org/mindshift/2010/11/01/3534/","disqusTitle":"Toddlers and iPhones Make Instant Connections","path":"/mindshift/3534/3534","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003ch5>\u003ca href=\"http://www.iste-community.org/profile/KatieStansberry\">\u003cspan style=\"text-decoration: underline;\">\n\u003cp>\u003ca href=\"http://www.flickr.com/photos/jessicagarro/4212081351/sizes/m/in/photostream/\">\u003cspan style=\"text-decoration: underline;\">\u003cimg class=\"size-medium wp-image-3536\" title=\"jessica.garo\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2010/11/jessica.garo_1-300x291.jpg\" alt=\"\" width=\"300\" height=\"291\">\u003c/span>\u003c/a>\u003c/p>\n\u003cp>By Katie Stansberry\u003c/p>\n\u003cp>\u003c/p>\u003c/span>\u003c/a>\u003c/h5>\n\u003cdiv id=\"ctl00_Content_Area_BlogPosts1_ctl00_ctl00_pnlContent\">\n\u003cp>I have a confession to make: my 19-month-old son, Paul, is allowed to use my iPhone. In fact, he’s pretty savvy with touch screens. He can turn the phone on, unlock the list of applications, choose the program he wants to experience, and interact with the content.\u003c/p>\n\u003cp>Although he was a loyal \u003ca href=\"http://duckduckmoosedesign.com/\">Duck, Duck, Moose\u003c/a> man when he was a baby, now that he is a toddler his current favorite app is \u003ca href=\"http://itunes.apple.com/us/app/balloonimals/id307459878?mt=8\">Balloonimals\u003c/a>. To interact with this beautifully produced app, the user first blows on the iPhone microphone to inflate the virtual balloon, then shakes the device to turn the rubbery image into a rotund animal. Paul is an expert at these simple steps and he loves using his pudgy little baby fingers to manipulate the fully constructed balloon creations. He can go from limp balloon to full-fledged unicorn in less than a minute.\u003c/p>\n\u003cp>A \u003cem>New York Times\u003c/em> \u003ca href=\"http://www.nytimes.com/2010/10/17/fashion/17TODDLERS.html?src=me&ref=homepage\">article\u003c/a> examining the use of smartphones by toddlers compared current concerns with the ongoing debate over television saying “As with TV in earlier generations, the world is increasingly divided into those parents who do allow iPhone use and those who don’t.” \u003c!--more-->\u003c/p>\n\u003cp>Yes, I fall decidedly on the iPhone side of the toddler-tech divide. However, I am not trying to assuage my guilt by convincing myself that Paul is actually building mind-muscles when tapping around on the glowing screen. In our house, the iPhone is a sometimes toy, and it usually lives out of sight, buried deep in the recesses of Mommy’s purse. It sometimes appears in emergencies like long plane trips and restaurants with slow service, but it is not a staple of my toddler’s playtime.\u003c/p>\n\u003cp>He spends car rides watching mountains, goats, cyclists, and big trucks roll by his window, not watching a screen. When we do use the iPhone it’s typically done together. We go through flashcards and talk about the different animals, colors and foods we see. We read illustrated e-books out loud and he shows me pictures of grandma and the cats.\u003c/p>\n\u003cp>I’m increasingly frustrated by arguments that refer to kids and technology as an all or nothing phenomenon. Information technology, particularly more modern forms of communication technology tools, can be used in ways that encourage social interactions rather than detract from them.\u003c/p>\n\u003cp>Isn’t it time we move away from the image of a techno-geek as some kind of socially inept shut-in? I hope to raise my son to embrace technology rather than fear it, and I believe that strategic use of advanced technology at a young age can be accomplished without sacrificing interpersonal interactions.\u003c/p>\n\u003cp>[This post also appeared on \u003ca href=\"http://www.iste.org/connect/iste-connects/blog-detail/10-10-18/My_Toddler_Uses_an_iPhone_Encouraging_Exploration_in_the_Very_Young.aspx\">ISTEConnects\u003c/a>.]\u003c/p>\n\u003c/div>\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>\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/3534/3534","authors":["180"],"categories":["mindshift_20828"],"tags":["mindshift_134","mindshift_165","mindshift_164","mindshift_166"],"featImg":"mindshift_3536","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? 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. 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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! You ask the questions. You decide what Bay Curious investigates. 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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. 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You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg","imageAlt":"KQED MindShift: How We Will Learn","officialWebsiteLink":"/mindshift/","meta":{"site":"news","source":"kqed","order":"2"},"link":"/podcasts/mindshift","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/mindshift-podcast/id1078765985","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5","npr":"https://www.npr.org/podcasts/464615685/mind-shift-podcast","stitcher":"https://www.stitcher.com/podcast/kqed/stories-teachers-share","spotify":"https://open.spotify.com/show/0MxSpNYZKNprFLCl7eEtyx"}},"morning-edition":{"id":"morning-edition","title":"Morning Edition","info":"\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. Hosts Steve Inskeep, David Greene and Rachel Martin bring you the latest breaking news and features to prepare you for the day.","airtime":"MON-FRI 3am-9am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Morning-Edition-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.npr.org/programs/morning-edition/","meta":{"site":"news","source":"npr"},"link":"/radio/program/morning-edition"},"onourwatch":{"id":"onourwatch","title":"On Our Watch","tagline":"Police secrets, unsealed","info":"For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/On-Our-Watch-Podcast-Tile-703x703-1.jpg","imageAlt":"On Our Watch from NPR and KQED","officialWebsiteLink":"/podcasts/onourwatch","meta":{"site":"news","source":"kqed","order":"1"},"link":"/podcasts/onourwatch","subscribe":{"apple":"https://podcasts.apple.com/podcast/id1567098962","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM2MC9wb2RjYXN0LnhtbD9zYz1nb29nbGVwb2RjYXN0cw","npr":"https://rpb3r.app.goo.gl/onourwatch","spotify":"https://open.spotify.com/show/0OLWoyizopu6tY1XiuX70x","tuneIn":"https://tunein.com/radio/On-Our-Watch-p1436229/","stitcher":"https://www.stitcher.com/show/on-our-watch","rss":"https://feeds.npr.org/510360/podcast.xml"}},"on-the-media":{"id":"on-the-media","title":"On The Media","info":"Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us","airtime":"SUN 2pm-3pm, MON 12am-1am","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/onTheMedia.png","officialWebsiteLink":"https://www.wnycstudios.org/shows/otm","meta":{"site":"news","source":"wnyc"},"link":"/radio/program/on-the-media","subscribe":{"apple":"https://itunes.apple.com/us/podcast/on-the-media/id73330715?mt=2","tuneIn":"https://tunein.com/radio/On-the-Media-p69/","rss":"http://feeds.wnyc.org/onthemedia"}},"our-body-politic":{"id":"our-body-politic","title":"Our Body Politic","info":"Presented by KQED, KCRW and KPCC, and created and hosted by award-winning journalist Farai Chideya, Our Body Politic is unapologetically centered on reporting on not just how women of color experience the major political events of today, but how they’re impacting those very issues.","airtime":"SAT 6pm-7pm, SUN 1am-2am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Our-Body-Politic-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://our-body-politic.simplecast.com/","meta":{"site":"news","source":"kcrw"},"link":"/radio/program/our-body-politic","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/our-body-politic/id1533069868","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5zaW1wbGVjYXN0LmNvbS9feGFQaHMxcw","spotify":"https://open.spotify.com/show/4ApAiLT1kV153TttWAmqmc","rss":"https://feeds.simplecast.com/_xaPhs1s","tuneIn":"https://tunein.com/podcasts/News--Politics-Podcasts/Our-Body-Politic-p1369211/"}},"pbs-newshour":{"id":"pbs-newshour","title":"PBS NewsHour","info":"Analysis, background reports and updates from the PBS NewsHour putting today's news in context.","airtime":"MON-FRI 3pm-4pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/PBS-News-Hour-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.pbs.org/newshour/","meta":{"site":"news","source":"pbs"},"link":"/radio/program/pbs-newshour","subscribe":{"apple":"https://itunes.apple.com/us/podcast/pbs-newshour-full-show/id394432287?mt=2","tuneIn":"https://tunein.com/radio/PBS-NewsHour---Full-Show-p425698/","rss":"https://www.pbs.org/newshour/feeds/rss/podcasts/show"}},"perspectives":{"id":"perspectives","title":"Perspectives","tagline":"KQED's series of of daily listener commentaries since 1991","info":"KQED's series of of daily listener commentaries since 1991.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Perspectives-Podcast-Tile-703x703-1.jpg","officialWebsiteLink":"/perspectives/","meta":{"site":"radio","source":"kqed","order":"15"},"link":"/perspectives","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/id73801135","npr":"https://www.npr.org/podcasts/432309616/perspectives","rss":"https://ww2.kqed.org/perspectives/category/perspectives/feed/","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvcGVyc3BlY3RpdmVzL2NhdGVnb3J5L3BlcnNwZWN0aXZlcy9mZWVkLw"}},"planet-money":{"id":"planet-money","title":"Planet Money","info":"The economy explained. 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