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42 Key Figures Today in Early Childhood Education in North America

Mar 30, 2023 | Early Literacy, Equity in Education, Formative Assessment, Holistic Learning

Sprig Learning is indebted to all educators who continuously think about ways to improve the quality of education in preschools, kindergartens and elementary schools. 

It is great motivation for continued innovation in the holistic approach to lifelong learning and creating evidence-based platforms that will improve early academic outcomes. 

Early childhood education (ECE) has come a long way. Many important thinkers have left their imprint on how to educate children. 

This article is being updated to double the number of key early childhood education influencers who are leaving their mark, from 21 key figures to 42 key figures.

These 42 people have made a difference in ECE and continue to do so.

Five themes of influencers can be identified. 

From the last time this article was published, two new categories of influencers have emerged: organization influencers and structured literacy influencers. 

We comment on the five themes and then cover the 42 figures. 

Each personality brings something different to the table. 

 

The Five Themes of Influencers

5 Themes of Early Childhood Education Influencers

 

Resource Focus

These influencers fill a specific need in the market for educational materials which offers lots of room for innovation. In almost all of the cases they are educators, using their years of experience in teaching to speak to fellow educators. Educators tend to rely on each other for creative early learning materials and resources, which have stood the test of time and delivered results. 

The influencers tend to support their websites with a strong social media presence, which act as great vehicles to reach more like-minded individuals interested in bettering early learning in classrooms. 

 

Knowledge Focus

These influencers take a more academic approach to bringing forth new ideas and theories that can be applied to education. In almost all of the cases, they hold a teaching position in universities or colleges, where they do research on early childhood education.

Such influencers publish books or papers to impact early learning. Their social media reach is not comparable to the more traditional active early learning educators who operate businesses, but they do generate good publicity from book releases and presenting at conferences. 

 

Activism Focus

These influencers are relatively low in number compared to the commercial and knowledge influencers. They dabble in a bit of both where they teach young students currently, but don’t really have websites promoting any products or displaying original research.

But they do hold influence, because they are agents of change. They notice trends in early childhood education and fight for their viewpoints to be heard in the public dialogue about how to best educate early learners. 

 

Structured Literacy Focus

These influencers can be described as a subcategory of knowledge focused influencers. They too produce new knowledge that can be applied to ECE, but particularly on the topic of evidence-based structured literacy. 

Literacy equity has emerged as a top issue in ECE, thus Sprig is committed to advancing the cause towards achieving literacy for all and promoting those figures who have been the vanguard of the movement. 

 

Organization Focus

These influencers are leaders of organizations. Both individuals and organizations are powerful when it comes to wielding influence in early learning. While educators, professors and activists can garner a big name by filling a gap that exists for resources, knowledge and change, there are influential organizations that are  led by individuals as well. 

There is another category of influencers, notably those who head current institutions that have made a significant impact on early childhood education in North America.

 

Key Early Learning Influencers in North America

Key Early Learning Influencers in North America

 

Resource Focused Influencers

 

Anya Garcia

Anya is an attorney by training, and the founder of Montessori From the Heart in Basking Ridge, New Jersey. She is an author and an educational coach. 

Contribution: She helps educators and parents use the Montessori path to unlock the early learner’s fullest potential. Her work talks about the value of intrinsic motivation versus extrinsic motivation in sparking the learning curiosity of every child.

 

Caley O’Connor Nunnally

Caley is a speech language pathologist at Aveanna Healthcare in Richmond, Virginia. She is also a part-time therapist providing speech and language services to a local preschool. 

Contribution: She runs Learn With Chatterboxes where she offers tips for play-based learning for enhancing language development. Her work involves educating the parent on how to educate their child, in what is a whole-family approach. 

 

Deanna Jump

Deanna is a Florida-based, award-winning kindergarten teacher who runs two popular blogs that contain resources and advice for other ECE educators. Namely: Mrs. Jump’s Class and Get Your Teach On.

Contribution: She is an early literacy and reading specialist who was the #1 seller on TeachersPayTeachers.com, a website where educators buy and sell original teaching materials. Her vast archive of learning materials covers creative ideas such as stage play, where items can be set up to explore a thematic lesson. Her resources are also organized into a curriculum making them very easy to use. 

 

Deborah J. Stewart

Deborah is a preschool teacher and the owner of Teach Preschool Children’s Studio in Noblesville, Indiana. 

Contribution: She connects preschool teachers to resources in her blog Teach Preschool, which is based on the interactions and observations of her students at the Teach Preschool Children’s Studio. She is an advocate of fostering the love of learning in young students by giving them the confidence to try learning for themselves.

 

Ellen Galinsky

Ellen is an early education consultant, author and the founder and executive director of Mind In the Making.

Contribution: She reviewed more than 2,000 studies and conducted extensive interviews with leading researchers who study children’s development and learning. Her life’s work focuses on identifying critical emerging societal questions, from which she developed a framework of the 7 Essential Life Skills every child needs.

 

Holly Homer

Holly is an experienced blogger, marketer and speaker from Dallas, Texas. She runs the website KidsActivities.com and the Facebook page Quirky Momma. 

Contribution: She has many innovative learning resources on her website that cover specific event themes and subjects such as science and history. She recommends activities for children at all stages of their development, from babies to elementary school students and beyond. 

 

Jackie Currie

Jackie is the owner and founder of Happy Hooligans based out of Ontario, Canada. She writes about her creative daycare ideas that are successful in engaging early learners. 

Contribution: Jackie’s blog is an international resource for kid’s art, craft and play ideas. She is a big believer in creating a strong support network for early childhood carers, who play a very important role just as teachers and parents do. She also runs a Facebook group that provides inspiration and support to ECE professionals. 

 

Jamie Reimer

Jamie is a blogger and stay at home mom. She runs the website Hands On As We Grow® that teaches parents to do hands-on activities with kids.

Contribution: Activities are sorted by age on Hands On As We Grow® and there is a particular focus on gross and fine-motor skills. Using her experience in teaching her three young boys, she recommends many useful hands-on activities that can be used as learning opportunities. 

 

Marsha McGuire

Marsha is a kindergarten teacher and author at Differentiated Kindergarten. Differentiated Kindergarten commits to the creation of differentiated classrooms for early learners. 

Contribution: It’s Marsha’s goal to meet the needs of her students through fun and developmentally appropriate activities. She is a big supporter of differentiated instruction for early learners. 

 

Karen Cox

Karen is the owner at PreKinders.com in Albany, Georgia, a blog she founded to share ideas with her fellow PreK educators. 

Contribution: She believes in classroom-tested lessons. Her website has tons of teaching advice for preschool and kindergarten teachers who have a tight budget to pick the right resources. 

 

Kristin Yann

Kristin is a math-intervention teacher and a literacy coach at Fulton County Schools in Atlanta, Georgia. She runs the blog School and the City where she shares advice with fellow early education educators. 

Contribution: She is a big proponent of personalized learning. There are great choice boards in the School and the City which are her preferred methods of assessments. She has developed such choice boards that allow students to showcase their unique talents. 

 

Susan Stacey

Susan is an author, educator and early education consultant based in Halifax, Canada. She wrote the very popular books Emergent Curriculum in Early Childhood Settings, and later, Unscripted: Emergent Curriculum in Action.

Contribution: Susan is a proponent of exploring emergency curriculum and inquiry-based practices. She believes that a dynamic curriculum emerges out of collaboration between teachers and students. 

 

Sheryl Cooper

Sheryl, based out of Portland, Oregon, is an early childhood educator and owner of the website Teaching 2 and 3 Year Olds.

Contribution: She lists preschool literacy activities on her website to make learning fun and meaningful for young children. She is a big supporter of play-based learning, which features heavily in her lesson plans for toddlers and preschoolers. 

 

Knowledge Focused Influencers

 

Dr. Janet N. Mort

Dr.  Mort is an internationally acclaimed innovative literacy expert, author and former superintendent. Upon retirement, she obtained a PhD in language and literacy and developed her Joyful Literacy Interventions program, which has been successful in improving the reading skills of countless young students and is now available digitally via Sprig Reading.

Contribution: She has facilitated and spoken at educational summits, authored multiple groundbreaking books on literacy interventions, and provided mentorship and professional development to teachers in Canada and internationally.

 

Dr. John Nimmo

Dr. Nimmo is an associate professor of early childhood education at Portland State University in Portland, Oregon. He is an acclaimed scholar and author in this field, having presented his work in several renowned institutions. 

Contribution: His publications include Loris Malaguzzi and the Teachers, Leading Anti-Bias Early Childhood Programs and Emergent Curriculum with many distinguished co-authors. He is very passionate about recognizing and mitigating bias in the early years. 

 

Dr. Marie Battiste

Dr. Battiste is an author and educator, and a member of the Potlotek First Nation in Nova Scotia. She has authored many books such as Decolonizing Education: Nourishing the Learning Spirit and received numerous awards for her work in Indigenous education in Canada.

Contribution: Her lifelong work centers on the revitalization of certain Indigenous languages and promoting postcolonial educational approaches that better reflect the cultural diversity of Canada.

 

Dr. Miriam Beloglovsky

Dr. Beloglovsky is a professor of early childhood education at Cosumnes River College in Sacramento, California. She is the founder and CEO of Playful Transformation, and co-author of the award-winning Loose Parts Inspiring Play book series.

Contribution: It’s Miriam’s mission to enhance play opportunities for young children and educators. Her work shows how play can be transformational in building a more equitable society.

 

Dr. Pamela Toulouse

Dr. Toulouse is an education consultant, prolific researcher and former professor of education at Laurentian University, in Sudbury, Ontario. Originally from the Sagamok First Nation, she is an advocate for education equity.

Contribution: She is known for her work on the Indigenous approach to quality learning environments and the role of education in truth and reconciliation in Canada.  She has authored many important papers on inclusive education, assessments, differentiated instruction and Indigenous education in the realm of early learning.

 

Dr. Roberta Michnick Golinkoff

Dr. Golnikoff is a professor and scientist who leads the Child’s Play, Learning, and Development laboratory at the University of Delaware. Her work at the intersection of education and psychology has garnered many awards from various learning institutions. 

Contribution: She has written papers on language development, the benefits of playful learning, the effects of media on children, and early spatial development. Her primary goal is to raise awareness on the importance of language development for children’s academic, social, and occupational success.  

 

Activism Focused Influencers

 

Ann Pelo

Ann is a Seattle-based educator, program consultant, and author whose work focuses on reflective pedagogical practice, ecological teaching and mentoring. 

Contribution: She is the author of several books including the first edition of The Language of Art and co-author of That’s Not Fair: A Teacher’s Guide to Activism with Young Children. She is an advocate of fostering an ecological identity in young learners. 

 

Tom Hobson

Tom is a preschool teacher, author and blogger in Seattle, Washington, who runs the popular website Teacher Tom’s World. 

Contribution: Tom is a leading proponent of progressive play-based curriculum and supporting public policies that focus on the whole child. He shares his play-based pedagogy through online e-courses.

 

Structured Literacy Focused Influencers

 

Dr. Maryanne Wolf

Dr. Wolf is the Director of the Center for Dyslexia, Diverse Learners, and Social Justice at UCLA. She is also the author of “Proust and the Squid: The Story and Science of the Reading Brain”, a seminal work in the field of cognitive neuroscience of reading.

Contribution: She has advocated for systematic, explicit, and evidence-based literacy instruction, particularly for children with dyslexia and other reading difficulties. She has emphasized the importance of addressing individual differences in learning.

 

Dr. David Kilpatrick

Dr. Kilpatrick is the author of “Equipped for Reading Success” and expert in reading assessment and instruction. He has conducted extensive research on reading and dyslexia and is a sought-after speaker on these topics.

Contribution: He has worked on establishing the importance of phonological awareness, phonics, and fluency instruction in his work. He has advocated for a structured literacy approach to reading instruction that is tailored to the needs of individual learners.

 

Dr. Mark Seidenberg

Dr. Seidenberg is the author of “Language at the Speed of Sight” and an expert in the cognitive science of reading. He is a member of the National Academy of Education and has received numerous awards for his contributions to the field of reading science.

Contribution:He has stressed the need for understanding the cognitive and neural processes underlying reading and language. He has advocated for a structured literacy approach that is grounded in scientific evidence and is appropriate for all learners.

 

Dr. Susan Neuman

Dr. Neuman is an early literacy expert and Professor of Childhood and Literacy Education at NYU. She has served as a consultant to Sesame Street and has written over 100 articles and authored or co-authored 15 books on early literacy.

Contribution: She has worked to improve literacy outcomes for disadvantaged children and has emphasized the importance of explicit and systematic instruction in phonemic awareness, phonics, vocabulary, and comprehension. She has also championed the use of authentic literature to engage children in reading.

 

Dr. Linda Siegel 

Dr. Siegel is the author of “Understanding Dyslexia and Other Learning Disabilities” and an expert in reading and language disabilities. She has received numerous awards for her research on reading and language disabilities and has served as an expert witness in legal cases involving dyslexia.

Contribution: She has conducted extensive research on dyslexia and reading disabilities and has emphasized the need for structured literacy instruction that addresses the specific needs of struggling readers. She has also advocated for early identification and intervention.

 

Dr. Sally Shaywitz

Dr. Shaywitz is a co-Director of the Yale Center for Dyslexia and Creativity and author of “Overcoming Dyslexia”. She is a neurologist and has conducted extensive research on the neural basis of reading, which has led to significant advances in understanding and treating dyslexia.

Contribution: She has been a leading advocate for early identification and evidence-based intervention for children with dyslexia, and has emphasized the importance of structured literacy instruction that is tailored to the needs of individual learners. She has also supported the building of self-esteem and motivation in the quest towards literacy. 

 

Dr. Reid Lyon

Dr. Reid Lyon is the former Chief of the Child Development and Behavior Branch at the National Institute of Child Health and Human Development and expert in reading development and disabilities. He has served as an advisor to multiple U.S. Presidents and has played a key role in shaping national policies on reading instruction and research.

Contribution: He has conducted extensive research on reading development and disabilities, and has been a strong advocate for evidence-based literacy instruction that is tailored to the needs of individual learners. He has also stressed the importance of building oral language skills.

 

Dr. Susan Hall

Dr. Hall is the Co-founder of the 95 Percent Group Inc. and expert in literacy instruction. She has developed numerous evidence-based literacy programs and materials that are widely used in schools across the country.

Contribution: She has developed evidence-based instructional materials and strategies for teaching phonemic awareness, phonics, fluency, and comprehension, and has been a strong advocate for structured literacy instruction. She has also spoken on the importance of addressing students’ emotional needs.

 

Dr. Timothy Shanahan

Dr. Shanahan is the Former Director of Reading for the Chicago Public Schools and expert in literacy instruction and policy. He has written over 200 publications on literacy instruction and policy, and is a recipient of the William S. Gray Citation of Merit from the International Literacy Association.

Contribution: He has put a spotlight on the importance of evidence-based instruction and has advocated for a balanced approach to literacy instruction that includes phonemic awareness, phonics, vocabulary, comprehension, and fluency. He has also worked to bridge the gap between research and practice.

 

Dr. Elfrieda Hiebert 

Dr. Hiebert is the Founder of TextProject Inc. and expert in vocabulary and reading comprehension. She has developed several widely-used measures of reading ability and is a leading expert on the role of vocabulary in reading comprehension.

Contribution: She has developed research-based instructional materials and strategies for vocabulary and comprehension instruction, and has emphasized the importance of a structured literacy approach to reading instruction that is appropriate for all learners. She has also advocated for building background knowledge.

 

Organization Focused Influencers

 

Ron Spreeuwenberg

An engineer by trade, Ron is the founder of HiMama in Toronto, Ontario. HiMama is a childcare app that helps childcare programs and parents share and record important childcare activities.

Contribution: He loves designing and creating new businesses that have a positive social impact. He also hosts The Preschool Podcast, where he interviews early childhood education experts to bring more light to the industry. 

 

Brenda Potter

Brenda is the Director of the Center of Early Learning Professionals at Warwick, Rhode Island. The Center is operated by Education Development Center (EDC), a global nonprofit organization. EDC is known for supporting the work of early childhood professionals in the US.

Contribution: Brenda is an expert on early education and childhood development. She and her team have supported thousands of administrators and educators to create preK-Grade 3 systems and improve early science, mathematics, and literacy learning. 

 

Diana Rauner

Dr. Rauner is the president of Start Early, a public-private partnership for the advancement of quality early learning and care for families with children in their early formative years. It is the parent organization of the First Five Years Fund, an advocacy group that aims to be a harbinger of equity in education for all children from birth through age five.

Contribution: Dr. Rauner leads efforts to develop center-based and home-based programs and services for children and families, provide professional development tools to scale best practices within the field, and innovate new solutions for continuous quality improvement.

 

Don Giesbrecht

Don is the CEO of the Canadian Child Care Federation (CCCF), which is a community of professionals and practitioners in early learning advocating for affordable, accessible, high-quality child care and education for all Canadian children. 

Contribution: Don is motivated by the need for advocacy for the importance of quality early learning and child care (ELCC) to Canada’s federal government. He is a big believer in influencing positive systemic change. The CCCF develops models, standards and guidelines for quality ELCC, professional development and organizational design.

 

Judy Braus

Judy is the executive director at the Natural Start Alliance, which promotes hands-on experiences in early education that connects young learners with nature and the local environment. 

Contribution: Judy has led Natural Start Alliance’s efforts in building a foundation for lifelong environmental literacy. She has been a strong advocate of using school grounds for outdoor classroom spaces during the pandemic. She has always promoted the expertise of environmental educators in teaching young students.

 

Linda Darling-Hammond

Dr. Darling-Hammond is the president and CEO of the Learning Policy Institute and the Charles E. Ducommun Professor of Education Emeritus at Stanford University. The Learning Policy Institute conducts high quality independent research seeking to improve education policy and practice.

Contribution: Her work focuses on achieving equitable and empowering education for all children through a focus on meaningful learning, educator quality, and sufficient resources. On early childhood education, the Learning Policy Institute recommends actions to ensure that all children have access to the early learning experiences they need to succeed.

 

Mike DeGagne

Mike is the president and CEO of Indspire, Canada’s largest Indigenous charity, supporting Indigenous students, education, and excellence.

Contribution: Mike’s lifelong work is in Indigenous health and education. His objective is to ensure that every Indigenous student graduates school within a generation. He uses his federal program management experience to spearhead Indispire’s mission to educate, connect, and invest in First Nations, Inuit, and Métis students so they will achieve their highest potential.

 

Rebecca Moskowitz

Rebecca is the Executive Director of Advancement of Association of Waldorf Schools of North America (AWSNA). The principles of Waldorf education address the needs of the growing child, what can be best described as holistic learning. 

Contribution: Rebecca represents Waldorf education to the broader community. An educator herself for over two decades, she has great insights regarding diversity and inclusion. Waldorf students cultivate their intellectual, emotional, physical and spiritual capacities to be of service to the world. 

 

Rhian Evans Allvin

Rhian is the CEO of National Association for the Education of Young Children (NAEYC). NAEYC promotes high-quality early learning for all young children, birth through age eight, by connecting early childhood practice, policy, and research. 

Contribution: Under Rhian’s leadership, NAEYC has streamlined the early childhood program accreditation system and developed a unifying framework to create an aligned professional field of practice for early childhood educators. She will leave a strong legacy behind, as she announced her planned departure earlier this year. 

 

Rev. Dr. Starsky Wilson

Dr. Wilson is president & CEO of the Children’s Defense Fund (CDF), which has a mission of ensuring every child a healthy, safe, and fair start to life as they transition to adulthood with the help of caring families and communities. 

Contribution: Dr. Wilson brings his progressive experience and transformational leadership in social sector missions for uplifting the community to the CDF. The CDF works to ensure the rights of all children, so they receive the proper education they need and are not neglected by the system. 

 

Yasmina Vinci

Yasmina is the executive director of the National Head Start Association(NHSA). NHSA is the voice for more than 1 million children, 275,000 staff members, and 1,600 grant recipients in the US. Its mission is to ensure that every child has access to high-quality early education despite their situation. 

Contribution: Yasmina has a great deal of experience in both executive and policy roles and has impacted early childhood education at the national, state and local levels as a consultant and an advisor. She has defended the values of the Head Start program and early education in general, on multiple interviews such as this one. 

Steven Barnett

Dr. Barnett is the founder and co-director of the National Institute for Early Education Research (NIEER) at Rutgers University. The NIEER provides nonpartisan independent research-based analysis and technical assistance to inform and support policy on high-quality education for early learners.

Contribution: NIEER encourages policies and practices promoting the physical, cognitive and social-emotional development of children. Apart from leading NIEER, Dr. Barnett has authored over 200 publications on topics such as the economics of early care and education and the long-term effects of preschool programs on children’s learning and development.

 

Key Learnings & Continuation of Series

Key Learnings and Continuation of Series

Studying the teaching expertise, philosophies and research areas of active early learning educators, professors and scientists alike, there are some recurring subjects.

  • Play-based learning.
  • Activity-based learning.
  • Learning that is focused on the community.
  • Learning that is focused on scholarly evidence.
  • Supporting educators with resources that help instill skills and concepts.

 

Sprig’s holistic approach supports evidence-based learning practices that can be done in the classroom, in one’s home and in the greater community. To learn more about the type of resources that are available for such holistic programs, visit our Sprig Store.

The research from these leading early learning key figures and organizations point to the need for inclusive education that focuses not only on academic development, but other types of development as well, such as physical, emotional, and even spiritual. 

It further supports attaining such growth by focusing more on teaching the basic aspects of core subjects, that is, creating a solid foundation. 

This series on key figures of early childhood education is by no means exhaustive. There are many other key individuals Sprig hopes to capture in a future update, or by publishing a part two of the blog. 

Stay tuned and thank you for your interest in improving high-quality early childhood education.

Go to Sprig Blog

Hand Puppets for Kids: How They Enhance Early Literacy Development

Mar 16, 2023 | Early Literacy, Holistic Learning, Resources

Educators, parents, caregivers and anyone else involved in the early childhood education of a child, are always on the lookout for new and innovative ways to help young learners develop their early literacy skills. 

While practices such as reading aloud and practicing phonics are certainly effective, they are best supported with high-quality classroom resources. 

Sprig Learning supports both, with evidence-based teaching tools such as Sprig Reading, and resourceful learning materials such as storybooks and language cards in the Sprig Store. 

What about hand puppets as a tool to enhance early literacy development? 

Puppets have always featured in early literacy playshops, and for good reason, because of their ability to attract and retain attention at an early age. 

In this post, Sprig explores the many benefits of using hand puppets with young students to promote early literacy, and offers some tips and tricks for incorporating them into teaching routines.

 

How Hand Puppets Enhance Early Literacy Development

 

How Hand Puppets Enhance Early Literacy Development

Research has shown that evidence-based reading practices, such as phonics instruction and repeated reading, can significantly improve literacy scores for young students who are learning how to read. 

However, there are many other innovative approaches to promoting literacy that can engage children and make learning fun, such as the use of hand puppets in the classroom.

How exactly do puppets help enhance early literacy development? Let’s find out…

 

Hand Puppets Encourage Active Participation

When children are engaged in a story or activity with a hand puppet, they are actively participating in the learning process. 

This sort of active participation helps to improve their attention span, listening skills, and overall comprehension of the learning material in the classroom.

Foundational reading skill instruction should be explicit. They should also be understood by the students. When early learners show more willingness to participate in the lessons, they better absorb explicit instruction.

 

Hand Puppets Promote Imaginative Play

Hand puppets can be used to act out stories, characters, and scenes from books, which encourages imaginative play and creative thinking. 

This type of play is essential for young children, as it helps them to develop their language skills and build a strong foundation for future learning.

Also, through imaginative play and storytelling, hand puppets can help children to expand their vocabulary and develop a deeper understanding of language. As children interact with their hand puppets, they can learn new words and concepts in a fun and engaging way.

Developing vocabulary and oral language skills is a foundational aspect of early reading skills.

 

Hand Puppets Foster Social and Emotional Development

Hand puppets help children to develop social and emotional skills, such as empathy, communication, and cooperation. 

By interacting with their puppets and other children, they learn how to express their feelings and work together to achieve a common goal.

Social and emotional learning is growing to be a massive aspect of early childhood education. When properly nurtured, it leads to improved academic outcomes which include better literacy scores. 

Tips for Using Hand Puppets to Enhance Early Literacy Development

Moose, Beaver, Fox and Bear. Four hand puppet characters in the Sprig Store.

 

 

Tips for Using Hand Puppets to Enhance Early Literacy Development

From the prior section, it is understood that incorporating hand puppets into reading and storytelling activities can help to capture children’s attention and make learning a more interactive experience.

Let’s now look at some tips on how to best optimize the use of hand puppets in the classroom. 

 

Choose Age-Appropriate Materials

When selecting hand puppets for young children, make sure they are made from safe and durable materials that are appropriate for their age group. 

Look for puppets that are easy to maneuver and comfortable to wear.

 

Incorporate Puppets into Storytime

Use hand puppets to act out stories during storytime, and encourage children to participate by asking them to take on roles or make suggestions for the story. 

This can help to improve comprehension and encourage active listening.

 

Create Your Own Puppet Shows

Help children create their own puppet shows based on their favorite books or stories. 

This can help to improve creativity, language skills, and imaginative play.

 

Use Puppets to Teach New Concepts

Hand puppets can be used to teach new concepts or reinforce ideas. 

For example, use a puppet to help teach letters, numbers, or colors, or to act out social situations and demonstrate appropriate behavior.

 

Use Hand Puppets in the Classroom to Teach Early Literacy!

Use Hand Puppets in the Classroom to Teach Early Literacy!

To conclude, hand puppets can be a powerful tool for promoting early literacy development in young children. When teachers incorporate hand puppets into their teaching routine, it makes a world of difference in the engagement and learning that happens in the classroom.

A systematic literature review was conducted on the use of hand puppets to reveal that using hand puppets played a key role in early childhood language development. 

Besides improving listening skills and making children more self-confident, puppets also increased word recognition and vocabulary in children.

By encouraging active participation, promoting imaginative play, and fostering social and emotional development, hand puppets can help children to develop strong literacy skills. 

By combining the evidence-based reading practices with the innovative use of puppets, educators can help young children to become confident, engaged, and successful readers.

Go to Sprig Blog

How to Design Classroom Resources— for Teachers in Early Learning.

Mar 9, 2023 | Differentiated Instruction, Early Literacy, Holistic Learning, Resources

Creating effective classroom resources is essential for teachers in early learning. In this article, we will delve into the topic of designing classroom resources that cater to the needs of young students. 

Originally titled by Chris Hough, Sprig’s remarkable graphic designer and former primary teacher, we are revisiting this topic to provide updated information and insights. 

The aim is to assist teachers in crafting the best resources for their students in early childhood education.

These tips and tricks will equip you with the knowledge and skills you need to craft your own teaching tools and classroom resources.

 

Fonts Design Tips & Tricks for Teachers in Early Childhood Education

Fonts Design Tips & Tricks for Teachers in Early Childhood Education

Fonts are one of the most important elements to consider when designing resources for the classroom.

 

Why Is It So Important to Choose the Right Font?

Choosing the right font is absolutely essential when creating classroom tools and resources. The wrong font can result in children misunderstanding content, or in some cases, being unable to fully process or understand the information being presented to them.

Our first piece of advice is to resist the urge to choose cute, playful fonts. These fonts are most likely to confuse and trip up young learners. The ‘Disney’ font, for example, is adorable in appearance but would be terribly difficult for children at this age who are learning to both read and write.

Why Is It So Important to Choose the Right Font? 

 

One-Storey vs. Two-Storey Letters – What’s the Difference?

One-storey (or single-storey) letters are the ones we first learn to write as young children; they are most commonly used in handwriting, traditional calligraphy, and even in many italics. 

On the other hand, some letters have two-storey (double-storey,) versions used by almost all serif fonts (like Times New Roman), and many sans serif ones, too (like the one this blog is written in).

The best example to illustrate this is to look at the letter ‘g’. The letter ‘g’ comes in both single- and double-story variants, either coming with a loop, or tail. We are taught to write single-storey g’s as children because it’s most common in handwriting and is the easiest to replicate for early learners. The letter ‘a’ also looks significantly different when you compare the one-storey and two-storey versions.

Take a look at the visual below. Keep in mind that two-storey a’s are far more common than two-storey g’s. Keep an eye out for the tail on the letter ‘t’ as well – it could also be an issue depending on the font you choose.

One-Storey vs. Two-Storey Letters – What’s the Difference?

 

How Will I Know if a Font Is Going to Be Right for My Students?

It is recommended you start by typing out every letter of the alphabet, all of the numbers and all commonly used punctuation, using both uppercase and lowercase characters. Take a look at each character carefully and ask yourself if they could be difficult for a young child or someone with impaired vision to read. 

Tip: Create and save a text document on your computer that includes the full alphabet (upper and lower case), punctuation marks, numbers, and a few example sentences. 

From there, copy those and set them into a few different sizes and styles (italic, bold). You can also include a white version of the characters on a dark background to see how it looks reversed.

Here’s a comparison of two different fonts, one that is much easier to read than the other:

How Will I Know if a Font Is Going to Be Right for My Students?

The second font in this example (Freckle Face) is fun from a design standpoint, for sure – but it’s more likely to cause confusion with your students. 

To further illustrate this point, we tested out the font ‘Duper’ that we really liked here at Sprig, but ran into problems with the letters ‘a’ and ‘g’ presenting as two-storey (circled in red below).

How Will I Know if a Font Is Going to Be Right for My Students?

 

Once You’ve Settled on a Font That You’re Happy With, Ask Yourself These Questions Before Finalizing and Printing Out Your Classroom Resources:

  1. Are all the characters easy to recognize?
  2. Does this font include all of the characters that you need?
  3. How legible is it, especially at smaller sizes?
  4. Does it have a variety of styles?

 

Design Software Can Be Very Expensive – Do You Have Any Free Resources to Recommend?

There are a ton of free resources out there, and we’ve put together a quick list of our favourites that are easy to use with little to no experience required:

  • Google Fonts: A huge catalogue of free fonts you can download
  • Canva: Design tools and templates for creating resources, or for organizing the classroom (Canva Pro gives you access to more stock images and photography, as well as useful design tools – although it comes at a monthly cost);
  • Unsplash, Rawpixel, Pixabay: Free stock photography sites that also have a good selection of illustrations (more on copyright, fair use/fair dealing, and creative commons/attribution to come in a future post – stay tuned!)

 

Process & Execution Design Tips & Tricks for Teachers in Early Childhood Education

Process & Execution Design Tips & Tricks for Teachers in Early Childhood Education

While in the previous section, the focus was on fonts, Sprig will now shift the spotlight to the design process and execution.

To design effective classroom resources for early learning, it’s important to have a well-planned design process from start to finish. Chris will now cover the necessary steps to ensure your classroom resources are accessible, visually appealing, versatile, and functional. 

Chris will provide insights on how to create engaging resources, drawing inspiration from your own ideas or borrowing from online activities and adding your own personal touch.

 

Step 1 – Brainstorm Answers on Designing Classroom Resources

Start by asking yourself the following questions:

  • Have I come across any interesting ideas online recently that I’d like to put my own unique twist on?
  • Have I come up with any concepts or ideas that I may not have previously followed through on?
  • Is there something that myself, my students and/or other teachers could really benefit from having access to in the classroom? 

I usually start the creative process by grabbing screenshots of any ideas/inspiration I stumble upon while doing research online. I will either jot down ideas in a notebook or on my phone and use a Google Drive folder to save screenshots of ideas I come across. 

Tip: It is recommended to look into note-taking tools such as Notability or Evernote; they have been built with the purpose of helping you to organize notes and important information – making them easier to locate when you need to refer back to them.

Step 1 – Brainstorm Answers on Designing Classroom Resources 

 

Step 2 – Clarify your Design Purpose and Goals

Now, ask yourself a few questions that will help you to better understand your specific reasoning for deciding to create these resources in the first place:

  • What is the purpose of this resource? Why am I creating it?
  • Does something similar already exist, or will this fill the need for a resource that I’ve been looking for but haven’t been able to find?
  • What are the learning objectives associated with this resource/activity?

Once you’ve answered those questions, it is recommended that you do a bit of research into other teachers’ lessons and resources online to see what has successfully worked in other classrooms. It is one example of collaborative planning, which is a mark of differentiated instruction that fuels successful student outcomes.

You may also stumble upon insight or feedback about a specific activity/resource that will help you to extend or improve upon an idea that may have previously had issues/shortcomings.

 

Step 3 – Sketch It Out

It sounds obvious, but I always recommend starting designs/new ideas by sketching them out on paper. That way, I can quickly work out the basics of the resource, and any possible variations I might want to create.

It gives you a chance to figure out what goes where, and how much space it might take up in the final design. You don’t need to be a master illustrator to sketch out these concepts; just lay it out visually in whichever way feels right to you. 

Keep your sketches and ideas together in a sketchbook/folder, that way they’ll be handy when it comes time to review the process in planning to create the final product. 

Tip: keeping records of your thought process will really help to improve the quality of your future work/designs.

 

Step 4 – Time to Create

Once I’ve done enough research and have sketched out a rough concept, I start building the resource in my design program of choice. Depending on your comfort level, you can use free software like Canva or something more advanced like Adobe Suite/Creative Cloud. 

Always keep an eye out for new software or updates that expand the limits of what you can do, and how efficiently you can do it. For example, Pages has added features that let you create interactive books. The resources section in the Sprig Learning educator portal has a variety of image assets you can use for building digital or printable assets.

 

Step 5 – Review and Finalize

Revisit the goals you set in the beginning and make sure they have been met with your final design. 

Before you save and export your completed resources, it is recommended to walk through the following criteria (these are important points that I try to cover with each and every design I create):

 

Is it Accessible?

This is especially important for resources that are in full colour. Your text shouldn’t be too small, contrast should be high, text should be easy to read and photos should pop on top of coloured backgrounds, and colours should be always used in a thoughtful, meaningful way. It’s also very important to keep those who are colourblind in mind (potential or formally diagnosed).

Students have different learning styles, such as visual, auditory, and kinesthetic. Designing resources that are accessible and cater to different learning styles can help to engage and accommodate a wider range of students. 

In fact, holistic learning is one of Sprig’s core tenets, and by capturing input from every student, the right classroom resources can be created and used to best serve the student. 

Here are a few examples to illustrate what accessible vs. inaccessible design looks like:

Colour contrast colour blindness

type size

Sim Daltonism (for Mac) is a free tool that lets you test whatever is visible on your screen using filters that simulate different types of colour blindness. Get it here: https://michelf.ca/projects/mac/sim-daltonism/

Here’s a look at Sim Daltonism in action:

Sim Daltonism

 

Is it Visual? 

If it isn’t specifically a reading/writing activity, keep instructions visual, or use simple, familiar language. Consistency helps a lot, both in terms of vocabulary and imagery.

 

Is it Versatile?

My aim is always to give teachers room to use the resources I create in a way that suits their goals and the individual goals of their students. It’s even better if a resource can be used repeatedly in a multitude of different ways. 

Unlike something found on Pinterest, resources that you’ve created yourself can be easily altered or adjusted to aid students who may require special accommodations, such as increased font size or an adjustment to the difficulty level.

 

Is it Simple?

Some free resources online clutter their designs with decorative elements or fancy fonts that aren’t especially legible. Fonts were covered in the last section.

A little goes a long way as they say; too much and you risk creating confusion that can interfere with the purpose of the resource and success rate of the activity itself.

busy backgrounds

 

Sample Resources

All About Me Sheet (Free to Download)

Berry Sorter

sample activity A berry sorter

 

Is it Effective?

Lastly, one of the final questions I ask myself before exporting my work – is the resource I’ve created effective? 

Does it cater to the goals/purpose I set at the beginning of the creation process? The answer to this may remain somewhat unclear until you’ve had a chance to test it out in a classroom setting. 

By creating your own resources this way, making edits or quick changes to an activity that you’ve created is easy.

 

Content Design Considerations for Teachers in Early Childhood Education

Content Design Considerations for Teachers in Early Childhood Education

As an early childhood education teacher, you now have a better understanding of which fonts to use and the design process required to create classroom resources that are both enjoyable and engaging for students.

There is one last remaining piece left in knowing how to best design classroom resources for teachers in early learning. Which is, what content should be designed?

Before embarking on the design process, it’s best to know 1) how the content aligns to the curriculum, and 2) who the content is for.

 

1: How the Content Aligns to the Curriculum

The content of the resources should align with the learning objectives and goals of the course or lesson. The learning objectives and goals should be outlined in the curriculum that is followed by the school. The resources should also cater to the developmental level and abilities of the students.

 

2:  Who the Content Is For

The font, process and content designs in the article thus far have been geared towards the early learners. It is the students who will interact with these classroom resources. But there is a whole category of classroom resources that are meant for use by the teacher. 

It can include feedback and assessment resources. Such resources should include ways for teachers to assess student progress and provide feedback. This can include quizzes, tests, or other assessments that help teachers gauge student understanding and adjust their teaching accordingly.

Another type of resource for teachers could be planning and organizational tools, such as lesson plans and schedules. These resources can help teachers stay on track and ensure that they cover all the necessary material within the given timeframe.

Sprig Learning has solutions which digitize such resources so teachers are more efficient in teaching their classrooms in line with evidence-based practices. 

These solutions also contain actual classroom resources that can be printed and used to teach various essential early learning concepts. 

This article however, covers the designing of content that is meant for students. It describes how to best design classroom resources for teachers to engage and teach their students. 

 

Right Font, Right Process, Right Content

In conclusion, designing effective classroom resources for early learning is an essential task for teachers. Choosing the right font is a crucial factor in creating such resources.

Additionally, having a well-planned design process is critical in ensuring that the resources are accessible, visually appealing, versatile, and functional. 

Finally, it is crucial to ensure that the content of the classroom resources aligns with the curriculum to maximize student outcomes; otherwise, all the effort put into the content design process would be in vain.

We hope this article helps to make the classroom resources design process more approachable and understandable.  Stay tuned to the Sprig Blog for more classroom resources focused content in the future!

—

Note: Sprig does not endorse nor receive any monetary rewards for including links to software, programs, and/or tools recommended within this blog post. 

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Need for Oral Language Development in Early Literacy

Feb 16, 2023 | Early Literacy, Holistic Learning

Oral language forms the bedrock of early literacy.

It is one of the greatest predictors of a child’s success in school.

Oral language development plays a critical role in early literacy because it provides the foundation for reading and writing. 

As children acquire more words and learn to use them in meaningful ways, they are better able to understand and use written language.

Beyond the foundational role of oral language, early language skills are in fact predictive of later reading comprehension development. 

Grade 5 students with poor reading comprehension despite adequate word-reading skills – showed weak language skills as early as 15 months of age. 

Studies show that children with unresolved specific language impairment in kindergarten are at a higher risk for reading difficulties, particularly in phonological processing and reading comprehension.

Given the crucial stature of phonological awareness and reading comprehension in evidence-based literacy, mastering oral language early on is key to reading successfully!

 

How is Oral Language Acquired?

How is Oral Language Acquired?

Babies begin to acquire language within months of being born and by age five, they can master basic sound system structures and grammar. 

Young children develop their oral language skills through conversations with their caregivers, exposure to a rich vocabulary, and opportunities to practice their language in different contexts. 

Thus, for the acquisition of oral language, It’s important to provide high-quality early learning experiences which contain such interactions, exposure and opportunities to practice. 

Oral Language is a skill practiced all the time with teachers, educators, parents, peers and members of the community. If well-supported properly, it encourages reading and writing.

Thus, there also needs to be a high-level of parental involvement and community participation, where adults in the child’s life are taking the time to speak to them and encouraging them to speak also. 

Cultural relevance can make a huge difference in strengthening early learning, especially in how it promotes oral language acquisition. Culturally responsive content helps students to see themselves in what they are learning. Connecting with words and concepts is easier, and learning is more fluid.

Having understood the need for oral language in early literacy and its acquisition process, how do the aforementioned practices translate into practice?

 

What Should your Early Literacy Program Look Like?

What Should your Early Literacy Program Look Like?

Since few children entering kindergarten can read words, early literacy programs should look at oral language skills that develop word recognition and/or decoding ability. 

When taught in combination with language comprehension, concepts such as communication and vocabulary leads to reading comprehension.

Thus, whether it’s a program for preschool, kindergarten, or the early elementary grades, it is very important that early literacy programs teach both word recognition and language comprehension. 

Besides the actual teaching content focusing on oral language, the following considerations should also be made for maximizing oral language growth. 

 

Holistic Learning for Constant Exposure to Oral Language

Early learners should be exposed to oral language activities holistically, in all aspects of life. 

It’s important that an early literacy program engages caregivers as well. Students that have caregivers actively engaged in their learning do better in overall educational outcomes, grades and academic achievement.

Holistic learning is a large topic which Sprig has covered previously in multiple blog posts. It should be used in early literacy where a child has more than one person to practice oral language skills with, and more than one environment where such practice can take place.

 

Early Assessments to Gauge Oral Language Requirements

Assessments of oral language skills are important to identify children who are likely to need more intensive instruction to achieve reading success.

By identifying and working with students across all literacy levels early, educators can be proactive in ensuring that students meet or exceed academic expectations.

Early and frequent assessment of children’s oral language abilities provides educators and caregivers with a clearer picture of student learning. 

Holistic learning also plays an important role in early assessments of skills which digs deep into each student’s needs, strengths and interests.

Such assessments conducted regularly early on as these traits are being formed, are called formative assessments. It’s another topic that is covered extensively by Sprig. Holistic formative assessments are great for assessing oral language skills early and frequently.

 

Making the Connection Between Oral Language and Other Foundational Reading Skills

Oral language is paramount for early literacy, not just on its own accord, but because it has such strong ties to other foundational reading skills that result in reading proficiency. 

For example,

Children learn to recognize and manipulate speech sounds through activities such as rhyming and segmenting words into individual sounds. 

This is phonological awareness, and its development can be encouraged by teachers by encouraging children to play with sounds in oral language.

Also, children develop comprehension skills through conversations, discussions, and storytelling, where they learn to understand and interpret the meaning of oral language. 

Teachers can support reading comprehension development by asking open-ended questions about the text  and encouraging children to make predictions about what will happen next. 

These language comprehension skills come in very handy for reading comprehension. 

Similarly for vocabulary acquisition, children build their vocabulary knowledge by being exposed to a variety of words and phrases in different contexts in oral language.

Teachers can support vocabulary acquisition by using rich and varied language in their own speech and reading aloud high-quality books that use sophisticated vocabulary.

 

How to Ensure Oral Language Development for Early Literacy

How to Ensure Oral Language Development for Early Literacy

Children who have strong oral language skills are more likely to develop strong reading and writing skills, while children who struggle with oral language development may experience difficulties with literacy. 

Therefore, it is important to provide young children with rich language experiences and opportunities to develop their oral language skills to support their early literacy development. 

Oral language development is an ongoing process that occurs over time, and it is best supported through a combination of explicit teaching, rich language experiences, and opportunities for children to engage in meaningful conversations and interactions.

Sprig Learning offers two solutions that deal with oral language development. 

Sprig Language does a deep dive on the fundamentals of oral language for Pre-K to Kindergarten students, working on things such as pragmatics and syntax. 

Sprig Reading also covers the fundamentals of oral language, but dovetails this one component of early learning with other foundational reading skills that are needed to turn a child into a confident and proficient reader by Grade 3. 

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15 Essential Terms in Early Childhood Educational Equity

Jan 26, 2023 | Early Literacy, Equity in Education

Achieving equity in education is a crucial goal for all organizations. 

Sprig Learning is one among many. Our ultimate mission and purpose is to provide every child with a fair shot at success, by uncovering and supporting their unique learning strengths, needs and interests. 

However, navigating the field of early childhood education can be challenging, with a constantly evolving lexicon of terms and concepts.

Words have power. 

Researchers, professors, administrators, and practitioners in early childhood education use hundreds of terms that shape the discourse on equity in education, and ultimately lead to policies that drive change. 

New words and concepts are constantly emerging, but it can be difficult to understand their meaning and relevance.

It’s important to understand the relevant terms and concepts used in the field of equity in education. 

By having a clear understanding of these terms, it becomes easier to find the right tools, resources and solutions.

Want to know more about the relevant terms and concepts? This article goes over 15 essential terms in early childhood educational equity. Let’s dive in.

 

The Essential Terms To Advance Equity in Early Childhood Education

These terms will focus on early education, and not early childcare. While they are often grouped together, there are distinct differences between the two.

Words like “child-care access” and “community-based child care” focus on the practical aspect of finding caregivers, rather than on learning.

Ensuring equal access to opportunities is important, but it is the delivery of the program to each child that ensures equity. 

Quality programs are those that provide proper differentiated instruction and leave no child behind.

These terms focus on achieving equity in early learning by increasing the quality of programs.

 

1. Accommodation.

Refers to the adjustments made in standards and assessment tools to allow certain students to learn and demonstrate their learning in their own way. 

However, the content of learning is not changed for them, it follows a curriculum. Rather, the process of learning is adapted to suit the student’s needs, such as difficulty with the English language.

When deciding on a tool to improve early learning quality, it’s best to see how it differentiates instruction from the teacher’s point of view, and personalizes learning from the child’s point of view. Both are equally important. 

 

2. Adult-child ratio.

Refers to the appropriate number of early education educators for a certain class size.

 The Administration For Children & Families in the US recommends 1 trained adult for 6-10 preschoolers (aged 3-5) and 1 trained adult for 10-12 school age children (aged 5 and above). 

It also recommends a maximum class size of 12 and 24 students for the two categories above, meaning each class should be managed by two educators. 

The Canadian Child Care Federation recommends a 1:8 ratio of adults to preschoolers.

The preferred scenario is smaller class sizes, where each educator can devote their full attention to the students.

As the adult-to-child ratio is so crucial, it’s beneficial to have a tool that will lessen some of the administrative duties for teachers working in large classrooms.  

It’s also important to understand how any technology or resource will be used by the lead teacher and the co-teacher. 

Ask yourself, how is a tool suited to any of these 6 styles of co-teaching?

 

3. After School Program.

Refers to programs serving school children outside of school hours, also known as out-of-school time programs. 

Childhood is a valuable time. 

It can be said that too many organized after school programs such as recreational activities, mentoring or social clubs can unnecessarily tax the development of young children. 

Afterall, the school is supposed to be a place to work on other developmental domains besides just cognition and language. Physical and socio-emotional development cannot be relegated to other programs. 

But, depending on the strategy of each school district, certain support systems may be created outside of school hours that make it easier for the parents to manage their child’s schedules and ensure they are developing holistically. 

When choosing a resource or platform to increase the quality of early learning, it’s best to understand how its usage transitions from the school to the home. 

 

4. At Risk.

Refers to those students who may need additional support for their child development and learning. 

It’s important to identify children “at risk” early on, so necessary interventions, supports and measures can be taken. 

Most brain development happens between birth and age 8, so it’s crucial to provide support at this stage early on.

Risk factors include lower soci-economic status, community conditions and experiences, and lack of access to high-quality education. 

By choosing to improve the quality of early learning, the at-risk factors can be mitigated to some degree. 

 More holistic and comprehensive screening and assessment tools can also support young at-risk learners.   Such tools can help  apply a 360 degree account of the students needs, interests and challenges that reflect multiple learning environments. 

 

5. Attachment.

Refers to the deep emotional connection between a parent or caregiver, and a child. 

Human connections contribute to the child’s overall sense of wellbeing. It is an indicator of healthy child development and learning. 

Technology is a poor substitute for the emotional bonding that can happen between an adult and a child in their formative years. That being said, the context matters in which a particular tool or resource is being used. There are 4 attachment styles, of which secured attachment is the best. 

Technology can also be used to encourage parental involvement or promote activities that work on establishing secure attachment between the child and the people who care for, and  educate them. 

 

6. Continuity of Care.

This is a term that is more commonly associated with child care and it refers to the transitions from one person or setting to another person or setting. 

However, it can also be applied to early education. Preschool programs are a type of setting where the young student spends a considerable amount of time. 

Maintaining constancy in the kind of individuals and environments with which the child interacts during his or her early years enhances brain growth and learning.

When deciding tools and resources that  improve quality in early childhood education, see if they focus on maintaining this continuity where educators, parents and any other caregivers are able to collaborate on the best outcome for the child. 

 

7. Cultural Competence.

Refers to the incorporation of cultural knowledge, customs and language of a particular group of people into the educational standards, policies and practices. 

Classes are more diverse than ever before. 

Thus the need for cultural competence is at an all time high. Understanding the community of learners and their contexts can support the development of appropriate culturally responsive materials. 

In order to advance quality in early learning programs, it’s best to confirm if culturally appropriate learning materials are available that are reflective of the student body.

 

8. Curriculum.

Refers to an outline of what children will be learning, and the learning materials and processes available to them to achieve those learning outcomes. 

Having a set outline, course content and process for learning seems straightforward, but often, only general guidelines are released. This leaves a lot of room for flexibility when it comes to implementing the curriculum. 

The learning outcomes are perhaps the most rigid aspect of the curriculum, because they are developed and agreed upon by the local, regional or national governing bodies on education. However, such curriculum guides can be general in nature. There is much room for input from the school board, directors of curriculum, and building-level teachers and administrators.

Solution providers can step in to make this “top-down but flexible” process easier on the schools. 

It’s good to understand if the solution has actually made their own version of the curriculum, or if it promises to align to the local, state or provincial curriculum. 

 

9. Developmental Domains.

The wide range of research defines somewhere between four to seven developmental domains, which refer to the specific aspects of growth and change in young children. 

Attached to these developmental domains are developmental milestones. 

They allow educators, parents and caregivers to keep track of appropriate development or intervene when there is a cause for concern. 

A lot of research has been conducted that connects reaching the developmental milestones to success in later life in what is known as developmental outcomes. 

There are other determinants as well such as family income and health, but developmentally appropriate early education is certainly a leading indicator of success. 

It’s best to find a tool that has mechanisms in place to understand the unique personality of every child, their learning style and their family background. Activities, practices, settings and behaviors can be modified to match the learning needs of the student. 

While language, cognitive, physical and socio-emotional development are standard domains, adaptive/self-help and spiritual/moral domains are more rare. A holistic learning approach considers all of the above. 

 

10. Executive Function.

Refers to cognitive skills that help children regulate their behavior such as their ability to focus, remember instruction and control certain inhibitions to complete a task.

Executive function is extremely important in early childhood education as there is a strong connection to both academic and social success. 

Before choosing a learning solution or resources, it’s a good idea to ask what activities or exercises are offered to promote executive function. 

 

11. Bias.

Bias in early childhood education can be both implicit and explicit. 

Implicit bias is an automatic or unconscious reaction someone has toward other people. With explicit bias, individuals are aware of their prejudices and attitudes toward certain groups.

While it’s not possible to get rid of bias completely, there are measures that can be taken to mitigate it. Using more culturally responsive assessments and having an assessment process that considers more viewpoints are great tactics in the battle against bias in early learning.

When picking a tool or platform, it helps to know how inclusive and culturally responsive the assessment process is. 

Perhaps it’s not an out-of-the-box solution due to the level of customization that is needed, but it is definitely reassuring to know if such arrangements can be made. 

 

12. Motor Skills.

Refers to fine motor skills and gross motor skills. 

Fine motor skills involve control of the small muscles in the body to complete activities like drawing or writing. Gross motor skills involve control of the large muscles in the body for activities such as running and jumping.

Motor skills are absolutely crucial for early education because physical development is a big part of growth. Cognitive and socio-emotional skills enable early learners to conceptualize and solve problems or acquire early literacy and numeracy, but in order to perform certain activities that show those skills, motor skills are needed.

Also, young students have a lot of energy, which is why play-based learning has emerged as one of the most popular learning styles in preschools and kindergartens. 

To boost quality in early learning programs, it cannot be all desk-based or stationary activities. There has to be a healthy mix of mobile activities, both inside and outside the classroom. 

 

13. Observational Tools.

Refers to instruments that are used to assess and communicate the level of quality in early education programs. 

Classroom assessment scoring systems and environment rating scales are used in the US to improve the quality of teacher effectiveness and learning environment respectively. The Federal Secretariat on Early Learning in Canada also recommends these two scales to measure quality.

If you plan to use observational methods at your school, it’s helpful to know the degree of quality and the sort of quality that will be measured. For example, 30 years of research papers on the subject were reviewed to reveal that good staff-to-child interactions and development-focused curricula were the best drivers of process quality.

14. Parent Involvement.

Refers to the active participation of the parents in the child’s education. 

It requires communication between the parents and the child’s educators. When this communication extends to a relationship with regular interactions, it is known as family engagement. 

It’s ideal if a quality improvement platform is able to measure parental involvement. 

 

15. Protective Factors.

Refers to the characteristics that counteract the effects of risk factors in early learning. One in six children face developmental problems at school entry. 

To minimize this risk, protective factors include community and social support and knowledge of parenting and child development.

Examine whether your solution uses a strengths-based approach, which aims to emphasize all of the positive aspects of healthy development rather than focusing on the downsides.

Of course, at-risk factors will exist for some children. However, it is the reaction to those risk variables that will determine the final outcome.

 

The Short of It — Internalizing All The Terms

There were plenty of terms that were left out in this document because of their overly technical nature. These include: terms relating to funds, or terms related to the various types of child care that do not specifically speak to any educational quality component. 

At the end of the day, achieving equity is a long-term oriented goal.

To begin the arduous task of closing opportunity gaps, it’s helpful to understand the relevant terms that determine the quality of education in an early childhood setting. 

Only when these concepts are properly understood, they can be fine-tuned in an existing program or included in a new program. The end result is quality enhancement.  

When the quality of early childhood education is raised, there is a higher chance of any existing accessibility and equality translating into equity.

Sprig Learning builds culturally relevant resources and assessments to provide a holistic learning experience to all students. To learn more about how your program can address inequity in early learning, give us a shout.

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