YOUNG CHILDREN | SEPTEMBER 2012 School Readiness for Infants and Toddlers? Really? Yes, Really! Sandra Petersen View Interactive PDF Download PDF If it is true that “new discoveries in neuroscience suggest that school readiness interventions might come too late if they start after the child is three years old” (Lally 2010, 1), then the infant/toddler field must claim the concept of school readiness. The brain’s foundation for all later learning is created in the first three years of life. As many researchers, practitioners, and policy makers have defined it, school readiness implies that by the time children enter kindergarten, they have achieved a level of development that makes it likely they will successfully adapt to the challenges of formal schooling (Ladd 2005). School readiness refers to “children possessing the skills, knowledge, and attitudes necessary for success in school and later learning in life” (Head Start 2012, 1). For infants and toddlers, school readiness means supporting and protecting the developing brain in such a way that the brain creates a strong physical foundation for learning. This well-constructed organ, the brain, can be curious, pay attention, remember earlier experiences, gather information, problem-solve, and persist through frustration. In other words, this brain has the foundation needed for lifelong learning.... continue reading
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| Developmentally appropriate practice is so fundamental to the early childhood field that all new educators need a sound grasp from the very start. This engaging little book describes the core concepts and makes them meaningful to everyday practice for teachers of infants and toddlers. College instructors, directors, and trainers will find this an invaluable tool for introducing learners to the foundation of the early childhood field. | ||||
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