This post has generated a number of comments on this blog, and on Facebook. One theme that arises is concern that the trends reported by this study may have continued or possibly accelerated in the past few years. Certainly, since 2006 the Common Core State Standards have been developed and are beginning to be implemented. Increased attention is being paid to teacher effectiveness and accountability, including continued use of child assessments with increasingly higher stakes being tied to them. During the same time, states' have increased or decreased their support for full-day kindergarten and for programs for children prior to school entry. All of these changes tend to challenge how we want to approach working with young children- DAP. We need to ensure that our understanding and practice of DAP is a strong as possible and is supported by school or program administrators. It also means we need to be able to share success: how are we meeting state standards in ways that maintain DAP? Where (and when) have we been successful in affecting change for the good or averted change that would have been bad for children? There have been some positive signs - many schools have fought to keep recess, for example. Increasingly, non-academic areas, like executive functioning, and more popularly, grit," are entering the conversation. Are there others?
More information about formatting options
© National Association for the Education of Young Children - Promoting excellence in early childhood education 1313 L St. NW, Suite 500, Washington, D.C. 20005 | (202)232-8777 | (800)424-2460 | firstname.lastname@example.org