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Myths and Realities of Early Care and Development
Myths and Realities of Myths and Realities of Early Care and Early Care and DevelopmentDevelopment
Samuel J. MeiselsErikson Institute
©Samuel J. Meisels
Samuel J. MeiselsSamuel J. MeiselsErikson InstituteErikson Institute
©Samuel J. Meisels©Samuel J. Meisels
The Myth of theFirst Three Years of Life
The Myth of theFirst Three Years of Life
The first three years are no more important to a child’s development than any other time in life.
The first three years are no more important to a child’s development than any other time in life.
“The Myth of theFirst Three Years”“The Myth of the
First Three Years”
According to John Bruer, the “Myth” is that (1) the brain learns best and is unusually plastic only during the early years of neuronal development, and (2) the experiences we have during those years are particularly powerful and have long-term, irreversible consequences.
According to John Bruer, the “Myth” is that (1) the brain learns best and is unusually plastic only during the early years of neuronal development, and (2) the experiences we have during those years are particularly powerful and have long-term, irreversible consequences.
Early Life Experiences and Early Development
Early Life Experiences and Early Development
What happens during the first months and years of life matters a lot, not because this period of development provides an indelible blueprint for adult well-being, but because it sets either a sturdy or fragile stage for what follows.
Neurons to Neighborhoods, p. 5
What happens during the first months and years of life matters a lot, not because this period of development provides an indelible blueprint for adult well-being, but because it sets either a sturdy or fragile stage for what follows.
Neurons to Neighborhoods, p. 5
The Engine of Change in the First Three Years
The Engine of Change in the First Three Years
Sensitive parenting--not educational toys or Mozart CDs--provides the essential catalysts for early intellectual growth.
--Ross Thompson (2001)
Sensitive parenting--not educational toys or Mozart CDs--provides the essential catalysts for early intellectual growth.
--Ross Thompson (2001)
The Myth of thePreeminence of Cognition
The Myth of thePreeminence of CognitionCognitive development is the single most important area of development and should be emphasized above all other domains.
Cognitive development is the single most important area of development and should be emphasized above all other domains.
The Domains of EarlyChildhood PedagogyThe Domains of EarlyChildhood Pedagogy
Cognitive, social-emotional, and physical development are complementary, mutually supportive areas of growth all requiring active attention in the preschool years. . . All are therefore related to early learning and later academic achievement. . .
Eager to Learn, p. 307
Cognitive, social-emotional, and physical development are complementary, mutually supportive areas of growth all requiring active attention in the preschool years. . . All are therefore related to early learning and later academic achievement. . .
Eager to Learn, p. 307
Social and Cognitive Advance in Early Childhood
Social and Cognitive Advance in Early ChildhoodThe elements of early intervention programs that enhance social and emotional development are just as important as the components that enhance linguistic and cognitive competence.
Neurons to Neighborhoods, p. 398
The elements of early intervention programs that enhance social and emotional development are just as important as the components that enhance linguistic and cognitive competence.
Neurons to Neighborhoods, p. 398
Heart StartHeart Start
ConfidenceConfidence CuriosityCuriosity IntentionalityIntentionality SelfSelf--controlcontrol RelatednessRelatedness CapacityCapacity to communicateto communicate CooperativenessCooperativeness
Characteristics of Children Who Are Ready To LearnCharacteristics of Children Who Are Ready To Learn
The Myth of a Magic Bullet for Teaching Reading
The Myth of a Magic Bullet for Teaching Reading
Phonics is the best way to teach young children to read.
Phonics is the best way to teach young children to read.
Literacy and Life - 1Literacy and Life - 1
“The most basic educational skill is reading. The most basic obligation of any school is to teach reading.”
George W. Bush, 2001
“The most basic educational skill is reading. The most basic obligation of any school is to teach reading.”
George W. Bush, 2001
Literacy and Life - 2Literacy and Life - 2
“Understanding the importance of literacy is critical to our nation’s educational, economic, and social health.”
Kurt Landgraf, President, ETS
“Understanding the importance of literacy is critical to our nation’s educational, economic, and social health.”
Kurt Landgraf, President, ETS
Literacy and Life - 3Literacy and Life - 3
“The number of jail cells that we need in the future is determined by the number of kids who aren’t reading at the end of third grade.”
Cheryl James-Ward, Principal, Long Beach, CA
“The number of jail cells that we need in the future is determined by the number of kids who aren’t reading at the end of third grade.”
Cheryl James-Ward, Principal, Long Beach, CA
What is Phonics Instruction?
What is Phonics Instruction?
• Matching letters to sounds• Matching letters to sounds• Alphabet and letter recognition• Alphabet and letter recognition• Conventions of print• Conventions of print• Learning rhyming words & word families• Learning rhyming words & word families• Vocabulary instruction• Vocabulary instruction• Mastering the “alphabetic principle”: that
there are systematic and predictable relationships between written letters and spoken words
• Mastering the “alphabetic principle”: that there are systematic and predictable relationships between written letters and spoken words
A “Meaning-Based”Literacy PerspectiveA “Meaning-Based”Literacy Perspective
• Assumes that young children can be engaged in language and literacy learning before they are able to read and write conventionally
• Assumes that young children can be engaged in language and literacy learning before they are able to read and write conventionally
• Reading, writing, and listening and speaking are part of the daily activities of the classroom where teachers read books to children, engage them in play with letters and sounds, and encourage them to participate in literacy-rich learning centers, among other activities
• Reading, writing, and listening and speaking are part of the daily activities of the classroom where teachers read books to children, engage them in play with letters and sounds, and encourage them to participate in literacy-rich learning centers, among other activities
Emphasizing All of the Processes of Learning to Read
Emphasizing All of the Processes of Learning to Read
• Systematic phonics instruction by itself does not help students acquire all the processes they need to become successful readers.
• Systematic phonics instruction by itself does not help students acquire all the processes they need to become successful readers.
• Phonics needs to be combined with other essential instructional components to create a complete and balanced reading program.
• Phonics needs to be combined with other essential instructional components to create a complete and balanced reading program.
• By emphasizing all of the processes that contribute to growth in reading, teachers will have the best chance of making every child a reader.
Ehri, Nunes, Stahl, & Willows, 2002
• By emphasizing all of the processes that contribute to growth in reading, teachers will have the best chance of making every child a reader.
Ehri, Nunes, Stahl, & Willows, 2002
• The most effective way to teach children to read is to combine the components of phonics and whole language.
• The most effective way to teach children to read is to combine the components of phonics and whole language.
• Although phonics is an essential part of beginning reading instruction, it must be taught in conjunction with meaningful reading and writing activities and comprehension instruction.
• Although phonics is an essential part of beginning reading instruction, it must be taught in conjunction with meaningful reading and writing activities and comprehension instruction.
Effects of Multiple Teaching Methods on Learning to Read - 1
Effects of Multiple Teaching Effects of Multiple Teaching Methods on Learning to Read Methods on Learning to Read -- 11
• Children display greater motivation to learn and more optimal approaches to learning in phonics/whole language combined curricula.
• Children display greater motivation to learn and more optimal approaches to learning in phonics/whole language combined curricula.
Effects of Multiple Teaching Methods on Learning to Read - 2
Effects of Multiple Teaching Effects of Multiple Teaching Methods on Learning to Read Methods on Learning to Read -- 22
• Poor children may be at double jeopardy if they are enrolled in didactic classrooms because they do not receive extensive language and literacy experiences at home or at school.
Early Childhood Longitudinal Study (Yange Xue, 2002)
• Poor children may be at double jeopardy if they are enrolled in didactic classrooms because they do not receive extensive language and literacy experiences at home or at school.
Early Childhood Longitudinal Study (Yange Xue, 2002)
The “Middle Road”:A Balanced ApproachThe “Middle Road”:
A Balanced Approach• There is significant research evidence that
phonics and whole language can coexist and complement each other.
• There is significant research evidence that phonics and whole language can coexist and complement each other.
• A balanced approach combines skills instruction with literature and language-rich activities.
• A balanced approach combines skills instruction with literature and language-rich activities.
• Preventing Reading Difficulties points out that there is no identical mix of instructional materials and strategies that will work for every child. Effective teachers “craft a special mix of instructional ingredients for every child they work with.” (p. 2)
• Preventing Reading Difficulties points out that there is no identical mix of instructional materials and strategies that will work for every child. Effective teachers “craft a special mix of instructional ingredients for every child they work with.” (p. 2)
The Myth of Measuring Readiness
The Myth of Measuring Readiness
Readiness can be assessed in terms of a common set of indicators and achievements that can be expected of all children at the start of school.
Readiness can be assessed in terms of a common set of indicators and achievements that can be expected of all children at the start of school.
Readiness: A “Mischievous Half-Truth”
Readiness: A “Mischievous Half-Truth”The idea of readiness is a mischievous half truth . . . largely because it turns out that one teaches readiness or provides opportunities for its nurture, one does not simply wait for it.
Jerome Bruner, 1966
The idea of readiness is a mischievous half truth . . . largely because it turns out that one teaches readiness or provides opportunities for its nurture, one does not simply wait for it.
Jerome Bruner, 1966
Problems with School Readiness Tests
Problems with School Readiness Tests
• Early development is episodic and uneven• Early development is episodic and uneven
• Social knowledge components are typically culturally-biased
• Social knowledge components are typically culturally-biased
• Validity of the tests is poor• Validity of the tests is poor
• Test items often imply teaching• Test items often imply teaching
• Content is inconsistent with teachers’ views of school success
• Content is inconsistent with teachers’ views of school success
• The concept of “readiness” is relative• The concept of “readiness” is relative
Predicting Children’s Competencefrom Readiness Assessments
Predicting Children’s Competencefrom Readiness Assessments
• On average, only 25% of variance in early academic/cognitive performance is predicted from preschool or kindergarten cognitive status.
• On average, only 25% of variance in early academic/cognitive performance is predicted from preschool or kindergarten cognitive status.
• Only 10% or less of the variance in K–2 social/ behavioral measures is predicted by social/behavioral assessments at preschool or kindergarten.
• Only 10% or less of the variance in K–2 social/ behavioral measures is predicted by social/behavioral assessments at preschool or kindergarten.
• Instability or change may be the rule rather than the exception during this period.
La Paro & Pianta, 2000
• Instability or change may be the rule rather than the exception during this period.
La Paro & Pianta, 2000
Readiness Tests and Readiness for SchoolReadiness Tests and Readiness for School
The use of readiness tests . . . is implicitly based on the premise that children are not able to take advantage of school until they are “ready,” and that biological maturation and experience outside of school prepares them better than experience in a school context. The evidence supports neither of these assumptions. Deborah Stipek, 2001
The use of readiness tests . . . is implicitly based on the premise that children are not able to take advantage of school until they are “ready,” and that biological maturation and experience outside of school prepares them better than experience in a school context. The evidence supports neither of these assumptions. Deborah Stipek, 2001
The Hippocratic Oath Applied to AssessmentThe Hippocratic Oath
Applied to AssessmentWhen test or assessment information is used for placement, school readiness, or other high-stakes decisions, it behooves educators to pay attention to the consequences and to make sure that they are educationally beneficial.
First, do no harm.Eager to Learn, p. 235
When test or assessment information is used for placement, school readiness, or other high-stakes decisions, it behooves educators to pay attention to the consequences and to make sure that they are educationally beneficial.
First, do no harm.Eager to Learn, p. 235
Making Assessments of “Readiness” MeaningfulMaking Assessments of “Readiness” MeaningfulMeaningful assessment
of young children’s readiness to learn calls
for a comprehensiveview of learning and
development.
Meaningful assessment of young children’s
readiness to learn calls for a comprehensiveview of learning and
development.
Our ChallengeOur Challenge
To transform assessment information into meaningful intervention and instruction
To transform assessment information into meaningful intervention and instruction
Fusing Assessment and Instruction
Fusing Assessment and Instruction
By linking assessment and teaching or intervention, more
information is available to answer our questions about children’s learning, and the questions become part of a
process of continuous refinement and application.
By linking assessment and teaching or intervention, more
information is available to answer our questions about children’s learning, and the questions become part of a
process of continuous refinement and application.
Benefits of an Observational Assessment System
Benefits of an Observational Assessment System
1. Focuses on what children know and can do
1. Focuses on what children know and can do
2. Engages teachers/caregivers in the assessment process
2. Engages teachers/caregivers in the assessment process
3. Demonstrates progress over time3. Demonstrates progress over time4. Adaptable for diverse students4. Adaptable for diverse students5. Understandable to parents5. Understandable to parents
6. Instructional in orientation; not high stakes
6. Instructional in orientation; not high stakes
The best way to evaluate a child’s performance is to
study performance, not something else.
The best way to evaluate a child’s performance is to
study performance, not something else.
The Ounce Scale™The Ounce ScaleThe Ounce Scale™™Samuel J. Meisels, Amy Laura Dombro, Dorothea B. Marsden,
Donna R. Weston, and Abigail M. JewkesSamuel J. Meisels, Amy Laura Samuel J. Meisels, Amy Laura DombroDombro, Dorothea B., Dorothea B. MarsdenMarsden, ,
Donna R. Weston, and Abigail M.Donna R. Weston, and Abigail M. JewkesJewkes
1. Contextually-sensitive1. Contextually-sensitive
2. Functionally-appropriate2. Functionally-appropriate
3. Parent-child focused3. Parent-child focused
4. Relationship-enhancing4. Relationship-enhancing
5. Observationally-based5. Observationally-based
6. Relevant to program-planning6. Relevant to program-planning
The Ounce ScaleThe Ounce ScaleBasic CharacteristicsBasic Characteristics
1. A relationship-building tool1. A relationship-building tool
2. Enhances parent and provider knowledge, control, and empowerment
2. Enhances parent and provider knowledge, control, and empowerment
3. Helps differentiate and expand parents’ and providers’ perceptions of their children
3. Helps differentiate and expand parents’ and providers’ perceptions of their children
The Ounce ScaleThe Ounce ScaleBasic Characteristics (cont.)Basic Characteristics (cont.)
4. Focuses on functional accomplishments, not splinter skills, milestones, or ratings
4. Focuses on functional accomplishments, not splinter skills, milestones, or ratings
5. Structures interactions that support the baby’s growth
5. Structures interactions that support the baby’s growth
6. Blends assessment and intervention6. Blends assessment and intervention7. Fosters positive relationships
between families and providers7. Fosters positive relationships
between families and providers
Understanding the child within context is key to understanding the child
Understanding the child within context is key to understanding the child
Well Begun is Half DoneWell Begun is Half DoneThe importance of early childhood for the intellectual, social, and emotional growth of human beings is probably . . . one of the most revolutionary discoveries of modern times. . . . where emotional and mental growth are concerned, well begun is indeed half done.
Jerome Bruner, 1980
The importance of early childhood for the intellectual, social, and emotional growth of human beings is probably . . . one of the most revolutionary discoveries of modern times. . . . where emotional and mental growth are concerned, well begun is indeed half done.
Jerome Bruner, 1980