We know that school readiness programs work, and the best ones work extraordinarily well. They are effective in reducing the achievement gap, which in Connecticut is among the highest in the country.
I was very disruptive. I was horrible. I didn't learn like all the other kids. I had to sometimes take my tests out in the hallways because I couldn't focus. But, my teachers would come see me in the plays and were like 'I don't understand how you can focus and be in the moment in a play and you go into math class and you can't focus.'
Building a solid foundation in the early years of a child's life will not only help him or her reach their reach their full potential but will also result in better societies as a whole.
When a child shows up for school, and is not physically and mentally ready to learn, he or she never catches up.
As a teacher you can see the difference in kids who have parents who were involved. That difference, by the time these kids get to the third grade, is drastic.
The greatest development is achieved during the first years of life, and therefore it is then that the greatest care should be taken. If this is done, then the child does not become a burden; he will reveal himself as the greatest marvel of nature.
It is paradoxical that many educators and parents still differentiate between a time for learning and a time for play without seeing the vital connection between them.
My system is to be considered a system leading up, in a general way, to education. It can be followed not only in the education of little children from three to six years of age, but can be extended to children up to ten years of age.
Early intervention programs enrich adverse family environments. The largest effects of the early intervention programs are on noncognitive traits. Now, what do I mean by that? I mean perseverance, motivation, self-esteem, and hard work.
By providing our young children with opportunities for free, child-directed play, along with proper nutrition, we are setting them up for a lifetime of healthy habits, versus interventions needed later in life.
When I began my practice, I said I'm going to be a pediatrician that really thinks about and understands a child's educational trajectory.
I think we should bring up our children with much less pressure to compete and get ahead: no comparing one child with another, at home or in school; no grades. Let athletics be primarily for fun, and let them be organized by children and youths themselves.
For a small child there is no division between playing and learning; between the things he or she does just for fun and things that are educational. The child learns while living and any part of living that is enjoyable is also play.
Suspension and expulsion are tied to a host of short- and long-term consequences. For some students, zero-tolerance policies in schools lead directly to involvement in the criminal justice system.
Hottest space that I think is interesting would be education, particularly, like, ages 3-10.
I was a kindergarten dropout.
Soul development depends on attachment and bonding. Every brain and body is genetically wired to develop itself, but the full soul development of brain and body depends on each child receiving the care of between two and five completely bonded caregivers.
I really learned the power of the tube on Sesame Street and how it can influence a very young mind.
The research clearly demonstrates high-quality early childhood opportunities help children succeed.
We must provide an improved early education system so that all students have the opportunity to learn and reach their full potential.
