Posted on May 8, 2018
On May 8, 2018 ACNJ testified in front of the Joint Committee on the mixed delivery system preschool model to address facilities problems as part of preschool and kindergarten expansion. Read testimony.
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BLOG: How to improve high school attendance? Make it like “grandma’s house” – what high school could learn from preschool
Posted on May 4, 2018
Last week, as I sat listening to a panel of Newark students discussing what they want out of school at the City of Newark’s chronic absenteeism summit, I heard words that are not often heard in a high school setting. Students talked about how important it was to feel loved and cared for by adults in the school, how they needed teachers and staff who could relate to their cultural backgrounds and not just act as authoritative figures for four years. In short, they wanted school to feel “like Grandma’s house.” Their comments echoed what we learned in preparing our October 2017 report on Newark’s high school chronic absenteeism –caring adults in the school building make a big difference in student attendance patterns and school engagement.
These words are in contrast to most existing high school models and structures, which focus heavily on subject-matter content and an industrial-era system of strict periods and bells. In fact, the students seemed to be asking for a more “developmentally appropriate practice” that is commonplace in preschool and kindergarten classrooms.
- Knowing child development and learning
- Knowing what is individually appropriate, and
- Knowing what is culturally important.
Although these basic factors are more often geared towards young children, they can also be applied in high school, when absenteeism is often the most prevalent. We know that high schoolers and adolescents lead complex emotional lives, especially if they have had experience with trauma. Yet the curriculum and pedagogy in high school often focuses on learning biology content rather than on healthy emotional development.
Of course, content-area knowledge is extremely important; building academic skills is still and always will be a core goal of secondary education. But what the Newark high school students shared that day is what common sense often tells us: students who do not feel welcome, safe and cared for in their schools will be less likely to succeed academically and more likely to disengage from school entirely.
“Developmentally appropriate” classrooms in preschool and early elementary grades reflect this more updated understanding of child brain development. Rather than demand memorization and rote skills, a developmentally appropriate preschool experience focuses on creative and instructive play, developing a love of books and stories and nurturing inquisitive young minds. This practice is not reflected in many high school settings.
At the absenteeism summit, speakers discussed the need to “reinvent” school for the 21st century – to develop more authentic learning experiences, to support students’ social and emotional health and to build lessons that connect to students’ cultural backgrounds. So many of these lessons have already been implemented at the preschool level. State-funded preschools are required to be evidence-based programs, and teachers receive extensive training on child development, which utilizes a “developmentally appropriate” structure. New Jersey’s robust preschool learning standards (PDF) show what is possible when an education system focuses on the whole child.
We may not hear much about “love” amid discussions of PARCC testing and career readiness in high schools, but as high school teachers and administrators listen to youth voices, they may find that high schools can learn a surprising amount from early childhood models.
New report offers strategies to feed more of NJ’s youngest children
Posted on April 29, 2018
A federal child nutrition program helps child care providers feed young children, giving them the nourishment they need to grow and thrive, according to a new report issued today by Advocates for Children of New Jersey (ACNJ) and Reinvestment Fund.
Based on a survey of more than 120 child care providers and organizations acting as sponsors in the Child and Adult Care Food Program (CACFP) and interviews with sponsors and food vendors, the report found that sponsors overwhelming agreed the program is a valuable part of their child care services and that children are eating healthier because of their participation.
In the survey, conducted by ACNJ, nearly 90 percent also agreed that children need the nutrition they receive through CACFP and might go hungry without the program. Read more.
NJ serves up more summer meals in 2017 Sites, sponsors sought for 2018
Posted on April 9, 2018
The number of children receiving summertime nutrition continued to grow last year, and federal dollars flowing into New Jersey communities to feed hungry children rose, according to a new report by Advocates for Children of New Jersey.
New Jersey communities served up summer meals to nearly 95,000 children on an average day in July 2017 through two federal summer meals programs, according to data provided by the New Jersey Department of Agriculture. That represents a 27 percent increase since July 2015, according to the report.
Video clips of “Cradle to Kindergarten: A New Plan to Combat Inequality” round table discussion
Posted on April 4, 2018
On January 29, 2018, Advocates for Children of New Jersey held a roundtable discussion and book signing for the Cradle to Kindergarten: A New Plan to Combat Inequality. ACNJ president/CEO Cecilia Zalkind provided closing remarks. Special thanks to Arturo Brito, Executive Director of the Nicholson Foundation & Steve Adubato! Guest Included:
- Ajay Chaudry, Co-Author: Cradle to Kindergarten
- Taryn Morrissey, Co-Author: Cradle to Kindergarten
- Bonnie Eggenburg, Vice President of Gateway Community Action Agency
- Ellen Frede, Co-Director of National Institute for Early Education Research
- Beverly Lynn, CEO of Programs for Parents
- Karen White, Director of Center for Women and Work
Below are some highlights from the event.
| Dr. Arturo Brito paints a picture of the vulnerability of babies
The time between birth and kindergarten is critical for child development. But did you know, 150,000 children with working parents wake up each morning in New Jersey without reliable child care? |
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| Ajay Chaudry, PhD discusses what the biggest inequality is…
Having access to quality preschool and early child care are building blocks for a better adulthood. And in other developed countries, children begin school by age three. Preschool in the US is a luxury that only a quarter of families can afford. |
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| Taryn Morrissey PhD, speaks about the long-term and short-term effects
Taryn Morrissey highlights the differences in children who are ready for kindergarten versus those who are not. It is important to invest in quality early learning experiences so that all children have equal opportunity for preschool and kindergarten readiness programs. Children who do not attend preschool are more likely to have behavioral problems and less likely to graduate high school. |
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| Ajay Chaudry, PhD discusses the 3 keys to success
The first key to combating preschool inequalities is to provide paid leave for newborn parents. The second key is to support child care costs for families in need by introducing a refundable tax credit. The third key is to offer free preschool to low and middle-income children ages 3 and 4. |
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| Taryn Morrissey, PhD comments on our investments
Investing in preschool will decrease both k-12 and remedial education costs. Children who experience preschool are also less likely to end up in the criminal justice system. A strong start in education will give kids a better chance at becoming productive members of society. |
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| Ellen Frede, PhD comments on universal pre-school
Ellen Frede, PhD. explains that the goal of universal preschool isn’t just for low-income families. She references the success of kindergarten and Head Start programs. |
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| Ajay Chaudry, PhD asks, “What Kind of State Do We Want?”
There are less than a handful of states who offer family leave. Shouldn’t all parents have the same opportunity to stay home and bond with their newborn for 12 weeks? |
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| Beverly Lynn & Ellen Frede, PhD discuss high-quality child care
Beverly Lynn EdD, discusses the Child Care Development Block Grant. She explains how the grant needs to include children younger than the age of 3. She stresses that those years are the building blocks to preschool achievements. |
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| Cecilia Zalkind comments on the new plan
ACNJ’s CEO/president Cecilia Zalkind explains how New Jersey has had a law in place to fund preschool expansion since 2008 but has yet to achieve the goal of expansion. The state needs to look at early child care as one system instead of separating them. She talks about conversations she had with young families unable to find quality child care for their babies. |
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| Dr. Arturo Brito, & Taryn Morrissey, PhD, “pay now or pay later”.
High-quality early education has far-reaching benefits including an increased likelihood of being able to read by third grade, social and emotional growth, and a reduction in special education referrals. The benefits of preschool will save the state money in the long run. |
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| Karen White speaks about the importance of paid leave
Being able to stay home with a newborn gives parents a chance to bond with the baby and make important decisions regarding their care.
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| Bonnie Eggenburg comments on the neglect for child care programs in NJ
Research shows that every child benefits from infant and toddler care and preschool. Bonnie Eggenburg discusses her feelings on universal early childhood care. She states that it is neglectful to not have this care offered to every child in the United States. |
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| Taryn Morrissey, PhD & Ajay Chaudry, PhD discuss the progress
Many people can relate first-hand to the struggles of families with young children, including state lawmakers. In addition, public opinion polling has found that advancing early childhood education is an issue that vast majority supports. It’s important to capitalize on this momentum. |
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| Cecilia Zalkind Closing Remarks
ACNJ’s CEO/president Cecilia Zalkind commends the dedication and hard work of NJ advocates who want to see equal access to child care and preschool across the state. She announces ACNJ’s advocacy campaign to improve child care for babies. |
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| Beverly Lynn & Ellen Frede, PhD closing comments
Everyone will benefit from the Cradle to Kindergarten plan. Ellen Frede explains, “Another year we wait is another year we fail our children”. |
