School Readiness at Bright Horizons: What does it mean?
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The document summarizes the results of a survey conducted by Bright Horizons that assessed the views of parents and teachers on the academic preparedness of children who graduated from their early childhood program. The survey found that 97% of Bright Horizons parents and 97% of elementary school teachers believed the program played a critical role in preparing children for the demands of elementary school. Additionally, 97% of Bright Horizons parents felt their children entered school prepared and ready to meet kindergarten or first grade expectations.
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1) The survey tracked 544 children from age 3-4 (K1) through first grade to analyze the development of skills needed for elementary school.
2) It found that children developed strong skills in daily habits, literacy and numeracy. Over 80% could go to bed at the same time by K1 and over 90% could read hiragana and count to 20 by K3.
3) Literacy and numeracy skills like writing sentences and adding/subtracting showed the most growth, with abilities increasing by over 50 percentage points between K3 and first grade.
Encyclopedia on Early Childhood Development .docx
Encyclopedia on Early Childhood Development 1
©2004 Centre of Excellence for Early Childhood Development
Rimm-Kaufman S
School Transition and School Readiness:
An Outcome of Early Childhood Development
SARA RIMM-KAUFMAN, PhD
University of Virginia, USA
(Published online February 25, 2004)
Topic
School transition
Introduction
Recent research has redefined what it means for a child to “be ready” for kindergarten.
This primary objective of Goals 2000 set by the National Education Goals Panel1 was “to
insure that all children enter school ready to learn.” Historically, views on readiness have
placed differing levels of priority on children’s social and academic preparedness.
Subject
Researchers have been examining the topic of school transition and readiness for several
decades. The recurrent questions emerge: What does it mean to be ready for school? How
do different stakeholders prioritize different aspects of school readiness? What are the
antecedents of school readiness? This short report summarizes evidence on the school
transition and readiness with the goal of describing stakeholders’ definitions of readiness,
characteristics of child readiness, and readiness as an outcome of early childhood
experiences.
Problems
Children and their families experience a large discontinuity as they make the transition
into kindergarten. This shift is notable despite the fact that more than 80% of American
children received care on a regular basis from a non-parental caregiver prior to this
transition.2 The change in priorities and the heightened academic rigour present
challenges to children as they begin their formal education.
The current educational climate in the U.S. has furthered the experience of discontinuity
for American children. The emphasis on accountability has forced a “push down
curriculum” in which children are expected to perform at higher academic levels at earlier
ages. The transition to kindergarten has become an increasingly visible issue as federal
and state governments consider the merits of federally funded preschool programs.
Further, the children entering kindergarten are different from those of a generation ago;
they are increasingly diverse with regard to racial, ethnic, economic and language
backgrounds.3
SCHOOL TRANSITION
School readiness leads to school success. Research suggests that children’s school
outcomes, especially achievement, remain remarkably stable after the first years of
school.4,5 Further, there is evidence that interventions are more likely to be successful in
the early school years.6 As a result of this evidence, researchers, policy-makers, educators
and parents are grappling with what it means for children to be “ready” for school.
Research Context
Numerous large-scale studies currently target the success of the transition to school as ...
Ofsted report may 2016
This document is a letter from an Ofsted inspector to the headteacher of Southmead School regarding a short inspection of the school. The 3 main points are:
1. Southmead School continues to be rated as "good". Leadership has maintained quality of education and effectively deals with higher pupil mobility.
2. Leaders have developed strategies to improve writing and pupils' work shows high standards. They also provide support for disadvantaged pupils' progress.
3. Next steps include teachers providing more challenge to stretch the most able pupils in writing, and governors analyzing data more rigorously to fully understand the impact of initiatives.
Jones_Paideia_Family_Engagement_Plan
The document outlines Jones Paideia Family Engagement Plan for the 2014-2015 school year. It provides background on the school, which serves a primarily low-income African American community. The plan aims to effectively communicate with parents, provide opportunities for parent input, and support English Language Learner families. Key goals include communication through various means, decision-making partnerships, and community involvement. An assessment plan is also outlined to evaluate parent involvement, relationships, and engagement effectiveness.
The North Carolina Science of Teaching Reading Project
The document summarizes the findings of a survey sent to North Carolina K-3 teachers to assess their knowledge of the science of reading. Key findings include:
1) Teachers performed better on factual knowledge questions than application questions, suggesting they would benefit from professional development on how to apply their knowledge to classroom instruction.
2) Survey results showed particular need for support in teaching phonemic awareness, a foundational reading skill.
3) The report provides recommendations to help North Carolina strengthen teacher professional development, support, and implementation of evidence-based reading instruction practices.
Inclusive practices in classroom for all
The document discusses schools' readiness for addressing learning difficulties. It states that children's skills and development are influenced by their families and interactions before school, not innate readiness. It defines readiness as including physical, cognitive, social, emotional competence and learning attitudes. Readiness has five elements: ready children, families, communities, early childhood services, and schools. It asserts that ready families, early childhood services, communities, and schools create ready children. The document provides examples of how these groups can support children's readiness and lists physical facilities that indicate a ready school.
Contextual FactorsCommunity, District, and School FactorsGree
Contextual Factors
Community, District, and School Factors
Greenville, Mississippi is located in the Mississippi Delta area. It is well-known for its blues musicians and agriculture. Here in the city, it hosts its annual MS Delta Blues Festival every year in September. The city of Greenville spans to serve the Washington County which serves the community of schools through the Greenville Public School District. The title I school is Matty Akin Elementary School it serves grades 1st- 5th grade of 700 students. It also is a school which work with children of special needs according and per grade level with specialized teachers. The racial demographic of the district makes up 95.30% African American, 3.44% White, 1.14% Hispanic, and 0.11% Asian. Recent test surveys indicate that majority of the students are proficient in social studies, while only 24 percent are effective in mathematics. Parents, school leaders, and community members at Greenville often collaborate to promote positive learning outcomes among students. Due to different learning capabilities based on each student’s backgrounds, educators often employ a differentiated instructional technique to increase student engagement and knowledge retention (Renner, 2021).
Classroom Factors
The classroom environment is one of the most important factors that affect student’s learning capabilities. The atmosphere where learning occurs affects the state that individuals can feel but cannot touch. This includes the ways in which the classroom is physically arranged. Desks and the blackboards must be placed in ways that make it comfortable for students to effectively access learning materials and communicate with teachers (Renner, 2021). Additionally, posters that are related to social studies lessons should be fixed on walls to create vantage positions for easy accessibility. One of the simplest models of making the physical environment supportive of learning is to ensure that it has high indoor air quality, sufficient spacing, and proper lighting. Additionally, the psychological climate of the classroom should set the emotional tone for effective reading and learning. This can be accomplished by creating a mood that makes students eager to grasp several learning concepts (Renner, 2021).
Student Characteristics
My 23 kindergarten students are aged from 5- 6 years old. They have different learning styles and capabilities, which affect their overall performance. 2 of the students have IEPs, 4 students attend speech therapy due to low reading skills. Variations in learning competencies often arise from different factors such as their racial, ethnic, and cultural backgrounds. Learning style is also viewed as a potentially useful indicator of the ways in which individual differences may affect the effectiveness of distributed learning. Various conceptual constructs can be used to gain insights into each learner’s needs and personality with the purpose of fine-tuning the instructional envir ...
The Level of Influence of Family-related factors on the Selected Tangub City ...
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Preschooltransitionstrategies
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Preschooltransitionstrategies
The Gerrish-Higgins School District has two preschool programs located in Roscommon and St. Helen. The district aims to help families smoothly transition their preschool-aged children from other programs into preschool and from preschool into kindergarten. Both preschool programs hold open houses alongside kindergarten open houses. Preschool teachers work together to create class lists and meet regularly with kindergarten teachers to coordinate planning and ensure preschool classrooms offer activities students will participate in the following year in kindergarten. Preschool staff conduct home visits to provide transition information to parents and children.
5th Annual Conf. | Measuring what we value
The document summarizes findings from Ofsted reports on PSHE education in schools. It found strong correlations between schools rated highly for overall effectiveness and those rated highly for PSHE education. Schools with good PSHE programs saw pupils develop strong personal and social skills, independence, and pride in their school. However, many teachers lacked training in teaching sensitive PSHE topics, and leadership and management of PSHE required improvement in many schools. When done well, PSHE education supports pupils' achievement and development.
Parental Involvement for Sixth Grade Centers
Dr. W.A. Kritsonis and Shuana Williams-Thomas.
The purpose of this research was twofold. First, to determine the essential characteristics that must be included in developing a successful framework for a parental involvement program for sixth grade students. Second, to develop an effective parent involvement program at the sixth grade level.
Dr. Kritsonis & Shuana Williams-Thomas
This document outlines the essential characteristics of an effective 6th grade parent involvement program. It discusses how parent involvement decreases in middle school and that many current programs are too complex. The researcher conducted surveys and interviews with teachers and parents to determine the key elements of a successful program. These include two-way communication between parents and teachers, providing parents with information about academic standards and homework, and helping parents support their child's education and social development. The goal is to create a framework that gives parents resources to be involved and utilizes their skills to promote student academic success.
-CVaughn EPort Exit
This document contains a candidate's exit portfolio from the Education Professional Program at the University of South Carolina Upstate. The portfolio includes reflections on planning, which is divided into three parts: long-range planning, short-term lesson planning, and assessments. It describes artifacts created by the candidate, including an integrated academic unit on the US presidential election and a math lesson. It also references work on a teacher work sample for a kindergarten animal unit integrating science and literacy standards. The portfolio demonstrates the candidate's understanding of developing comprehensive plans incorporating goals, lessons, and assessments to support student learning.
Juntos Poster Presentation
The Juntos program works to empower Latino youth and their families in Oregon through academic support workshops. The program began in 2007 in North Carolina and expanded to Oregon in 2012. Juntos provides a series of workshops for middle and high school students and their families on topics like higher education opportunities and financial planning. Evaluations found that the program significantly increased students' and parents' knowledge of high school graduation requirements and options for higher education after graduation. Juntos hopes to continue expanding to more school districts in Oregon and improve their evaluation methods to further support academic success for Latino youth and families.
MS.JANE-DEFENSE.pptx
This document discusses a proposed study that aims to determine the relationship between media exposure and language proficiency among Grade 11 students in Malamig National High School. The study would assess students' exposure to various media sources and their proficiency in vocabulary, grammar and comprehension. Statistical tests would be used to analyze the relationship between media exposure and proficiency. Based on the results, the study aims to propose a media-guided language development program to enhance students' English language abilities.
How To Get Involved in Your Children's Education.
The #1 Ultimate Empowerment Toolkit for Parents.
http://94e532zp417v0y6bnoneyjqgfm.hop.clickbank.net/?tid=PARENT
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Chapter 2
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Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
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Chapter 4
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Chapter 6
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Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
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- 1. These years are critical to establishing neural connections that provide a foundation for language, reasoning, problem solving, social skills, behavior, and emotional health; all are critical aspects of school readiness. of a child’s brain develops in the first 5 years.* of Bright Horizons parents believe that Bright Horizons graduates entered elementary school with a strong enthusiasm for learning. parents and teachers of Bright Horizons graduates were surveyed during the fall of the child’s 1st year of elementary school to find out if their children were well prepared.of elementary school teachers surveyed believe Bright Horizons played a critical role in preparing children for the demands of elementary school. of Bright Horizons parents agree that their children entered school prepared and ready to meet the demands of kindergarten or first grade. 12001200 97% SCHOOL READINESS AT BRIGHT HORIZONS ® As part of Bright Horizons’ mission to create and maintain a school readiness program that meets the evolving expectations of elementary schools, we conducted a comprehensive survey of parents and teachers nationwide to assess their views of the academic preparedness of recent Bright Horizons graduates. To learn more, download our School Readiness Study at www.brighthorizons.com/programs/school-readiness. *Action for Children. “Brain Development and School Readiness.” Action for Children. PowerPoint. 2013. 7 August 2010. http://www.actionforchildren.org/up_doc/Early_Brain_Development_Slides_8.8.pdf