Sentences with phrase «early learning capacity»

Title II: Professional Development — Professional development funds may be used for early learning capacity building.

Not exact matches

If at an early stage in his evolution it was useful for an individual to be able to adapt to a language - using community, i.e., to learn language as fast as possible, selection for this capacity might well have brought about a genetic assimilation of at least the bases for what had originally been only a learned adaptive response.

This early childhood period is a time when kids begin developing knowledge and skills for science, she said, adding that preschool children have the capacity to engage in and learn from scientific thinking.

Though young children have the capacity to learn mathematics, many lack opportunities, so there is much to gain and little to lose from early math interventions.

What is often missing from the national discussion about early learning is how, exactly, we are to enhance the capacity of the adults whose everyday work is to put initiatives and policies into action,» Jones said.

Specifically, this project has two key elements: (1) a one - day convening (12/12/14) that forges relationships among stakeholders in Hampden County's early education field with influential leaders and experts from across the nation, where they engage in mutual learning and dialogue around the goal of strengthening individual and organization capacities to advance early learning for all; and (2) a multi-pronged communication strategy, rooted in the convening and designed to provide guidance around the field's most pressing needs, with a particular focus on strengthening the quality of Pre-K for at - risk children, like many of those growing up Hampden County.

Lessons Learned from the NGSS Early Implementer Districts: Professional Learning is a new 18 - page report that shares insights from eight traditional school districts and two charter management organizations in California that took part in a project intended to build school system capacity for implementing NGSS.

In addition to McCleary, other education issues will include expanding capacity for high quality early learning programs and fully supporting the State Need Grant to increase college access.

The webinar focuses on the Center's goals for the next two years; how CEELO will be supporting state early childhood goals in upcoming month; highlights signature projects building leadership and organizational capacity, birth to third grade data and policy, and financing and sustaining high - quality early learning programs; and, hallmarks state leaders from AZ, IL, KY, and NE discussing with their work with CEELO.

Findings from studies of high quality early childhood education experiences illustrate that such services for our youngest learners, infants and toddlers, have long - lasting and positive impacts on their development, learning abilities, and capacity to regulate their emotions (National Institute of Child Health and Human Development; NICHD, 2003).

Early evidence indicates that combining the best of face - to - face instruction with the best of online instruction offers educators new opportunities to differentiate instruction for individual students, to motivate students to take ownership over their own learning, and to extend teacher capacity to reach additional students.

One of 22 Comprehensive Centers funded by the U.S. Department of Education's Office of Elementary and Secondary Education, the Center on Enhancing Early Learning Outcomes (CEELO) will strengthen the capacity of State Education Agencies (SEAs) to lead sustained improvements in early learning opportunities and outcEarly Learning Outcomes (CEELO) will strengthen the capacity of State Education Agencies (SEAs) to lead sustained improvements in early learning opportunities and oLearning Outcomes (CEELO) will strengthen the capacity of State Education Agencies (SEAs) to lead sustained improvements in early learning opportunities and outcearly learning opportunities and olearning opportunities and outcomes.

Under ESSA, a new preschool program will, for the first time, «promote coordination in early learning among local communities; align preschool with early elementary school; and build the capacity of teachers, leaders, and others serving young children to provide the highest - quality early learning opportunities.»

This was one of the key lessons learned early on by EPAC and led to the recommendation to delay full implementation of the evaluation system by a year: 2012 - 2013 was scheduled in the tenure reform law as a capacity - building year for districts to choose, train in, and practice using a teacher practice instrument.

«It is a valuable complement to FEA's earlier report, Redefining Accountability: Improving Student Learning by Building Capacity.

There are seven content centers that provide research - based technical assistance and support for 15 Regional Comprehensive Centers (RCCs) and the states they serve, around the following areas: Building State Capacity and Productivity, College and Career Readiness and Success, Enhancing Early Learning Outcomes, Great Teachers and Leaders, Innovations in Learning, School Turnaround, and Standards and Assessment Implementation.

Creating Learning Environments in the Early Grades that Support Teacher and Student Success profiles three expanded - time elementary schools to demonstrate how a longer school day provides educators enhanced capacity to meet the needs of young learners and foster a well - rounded education.

The meeting is collaboratively planned with national technical assistance partners to build capacity of state agency leaders and early childhood specialists to provide informed leadership about research - based practices that directly impact the development and learning of children, birth through grade three.

Building Capacity to Enact Change for Classroom Quality Improvement in New Jersey — State Education Agencies (SEAs) across the country are working to directly impact early childhood teaching and learning in local education agencies (LEAs).

They include the importance of early years education in closing the gap before it becomes entrenched; targeted small - group interventions for those at risk of falling behind; robust and rigorous evaluation of teaching and learning strategies; and sharing effective practice between schools (and building capacity for doing so) as key to closing the gap.

As investments in aligned systems has gained momentum, a critical component has been missing: professional learning opportunities to build the capacity of early childhood leaders to effectively support the learning and development of the children they serve.

The Roundtable is collaboratively planned by NAECS - SDE and CEELO with national technical assistance partners to build capacity of state agency early childhood specialists to provide informed leadership about research - based practices that directly impact the development and learning of children, birth through grade three.

There is an opportunity to provide «seed» and «capacity building» funding to our school districts seeking to expand existing dual language immersion or developmental bilingual programs or to establish new dual language immersion or developmental bilingual programs or early learning dual language learner programs.

Our goal is that these communities «establish community - specific capacity building, infrastructure development and comprehensive integrated early childhood care, health and education services in ways that can be used as models by other communities across the state» (State of New Mexico Race to the Top Early Learning Challenge Application For Phase 2 Funding, 2early childhood care, health and education services in ways that can be used as models by other communities across the state» (State of New Mexico Race to the Top Early Learning Challenge Application For Phase 2 Funding, 2Early Learning Challenge Application For Phase 2 Funding, 2012).

The workshop will explore the connections between a sense of identity and cognitive learning capacity by examining growing bodies of scientific evidence that underpin both KidsMatter and the Early Years Learning Frlearning capacity by examining growing bodies of scientific evidence that underpin both KidsMatter and the Early Years Learning FrLearning Framework.

Infant - early childhood mental health (I - ECMH) is the developing capacity of the child from birth to 5 years of age to form close relationships, manage and express emotions, and explore the environment and learn.

Infant - early childhood mental health, sometimes referred to as social and emotional health, is the developing capacity of the child from birth to 5 years of age to form close and secure adult and peer relationships; experience, manage, and express a full range of emotions; and explore the environment and learn — all in the context of family, community, and culture.

Center on the Social and Emotional Foundations for Early Learning is designed to strengthen the capacity of child care programs to improve the social and emotional wellbeing of young children.

S / he will provide consultation, coaching, modelling and will support professional learning to enhance the capacity of early learning and child care programs to include all children.

The idea that parents and caregivers might proactively build the rudiments of resilience is not without precedent.67, 68 Vygotsky suggested that the role of parents, caregivers, and teachers is to work within the child's zone of proximal development so the child will learn to master skills that were previously beyond their independent ability.69 This is the theory behind both Reach Out and Read70, 71 and more recent efforts to decrease obesity by nurturing the foundational motor skills needed for an active lifestyle.72 — 74 The current challenge, then, is for pediatricians, home visitors, and early educators to collaboratively increase the capacity of caregivers and communities to nurture those rudimentary but foundational SE, language, and cognitive skills as they emerge developmentally.

Along with the two states that already reach a majority of low - income children under age 5 — Vermont and West Virginia — eight additional states will have the capacity to enroll at least 50 percent of low - income children in early learning programs statewide — Florida, Iowa, Maryland, New Jersey, New York, Oklahoma, Wisconsin, and Wyoming.

Toxic stressors in early childhood in turn impact health, emotional wellbeing, and the capacity to learn and thrive into adulthood.

Advances in a wide range of biological, behavioral, and social sciences are expanding our understanding of how early environmental influences (the ecology) and genetic predispositions (the biologic program) affect learning capacities, adaptive behaviors, lifelong physical and mental health, and adult productivity.

Unlike any other species we are capable of intimacy — but this capacity requires us to learn (preferably early in life) the codes of cooperative living.

Center on Enhancing Early Learning Outcomes http://ceelo.org/ One of 22 comprehensive centers funded by the U.S. Department of Education, CEELO works to strengthen the capacity of State Education Agencies (SEAs) to lead sustained improvements in early learning opportunities and outcEarly Learning Outcomes http://ceelo.org/ One of 22 comprehensive centers funded by the U.S. Department of Education, CEELO works to strengthen the capacity of State Education Agencies (SEAs) to lead sustained improvements in early learning opportunities and oLearning Outcomes http://ceelo.org/ One of 22 comprehensive centers funded by the U.S. Department of Education, CEELO works to strengthen the capacity of State Education Agencies (SEAs) to lead sustained improvements in early learning opportunities and outcearly learning opportunities and olearning opportunities and outcomes.

This series explores six strategies the newest ELC grantees are pursuing: developing and integrating Early Learning Guidelines for infants and toddlers; professional development of the infant - toddler workforce; expansion of home visiting; building capacity in high - need communities; engaging and supporting families; and connecting families to appropriate services.

Thrive is committed to helping organizations and communities connect their efforts with the Early Learning Plan, strengthen partnerships, build capacity and reach more children and families.

At this year's seminar, Ounce speakers Brenda Eiland - Williford, Director, Program and Curricula; Barbara Abel, Birth - to - Five Curriculum Specialist and Educare Infant Toddler teacher Claudia Cattage, discussed how early childhood educators can help reduce the effects of these stressors — and improve each child's capacity to learn — by constructing safe and engaging environments.

The Race To the Top — Early Learning Challenge (RTT - ELC) grant strives to integrate data across early learning programs to illustrate how many children are being served, how many early learning programs there are, where they're located and the qualifications and capacity of the early learning workforce in New MeEarly Learning Challenge (RTT - ELC) grant strives to integrate data across early learning programs to illustrate how many children are being served, how many early learning programs there are, where they're located and the qualifications and capacity of the early learning workforce in NewLearning Challenge (RTT - ELC) grant strives to integrate data across early learning programs to illustrate how many children are being served, how many early learning programs there are, where they're located and the qualifications and capacity of the early learning workforce in New Meearly learning programs to illustrate how many children are being served, how many early learning programs there are, where they're located and the qualifications and capacity of the early learning workforce in Newlearning programs to illustrate how many children are being served, how many early learning programs there are, where they're located and the qualifications and capacity of the early learning workforce in New Meearly learning programs there are, where they're located and the qualifications and capacity of the early learning workforce in Newlearning programs there are, where they're located and the qualifications and capacity of the early learning workforce in New Meearly learning workforce in Newlearning workforce in New Mexico.

Strengthen the capacity and role of the Early Learning Coalitions to coordinate and support early childhood system building efforts at the community level across WashinEarly Learning Coalitions to coordinate and support early childhood system building efforts at the community level across Washinearly childhood system building efforts at the community level across Washington.

Invest in US will announce increased capacity to support community and state leaders interested in expanding early learning programs and opportunities.

Learn how Maryland builds on Early Head Start by increasing the capacity for Head Start and EHS to serve additional children through extending the day or year of the program.

The lessons we learn about ourselves and others from our caregivers and early life experiences becomes the template by which we measure our self - worth and our capacity to be empathic, caring and genuine.

PATH supports Tribal Home Visiting and Tribal Early Learning Initiative (TELI) grantees by increasing their capacity to implement high quality, home visiting programs with tribal communities and develop integrated early childhood systems serving American Indian and Alaska Native famiEarly Learning Initiative (TELI) grantees by increasing their capacity to implement high quality, home visiting programs with tribal communities and develop integrated early childhood systems serving American Indian and Alaska Native famiearly childhood systems serving American Indian and Alaska Native families.

PATH increases the capacity of Tribal Home Visiting and Tribal Early Learning Initiative (TELI) grantees.

Learn how Minnesota builds on Early Head Start by increasing the capacity of existing Head Start and EHS programs to serve additional children.

Lessons Learned from the NGSS Early Implementer Districts: Professional Learning is a new 18 - page report that shares insights from eight traditional school districts and two charter management organizations in California that took part in a project intended to build school system capacity for implementing NGSS.

The Center on the Social and Emotional Foundations for Early Learning is a national center focused on strengthening the capacity of child care and Head Start programs to improve the social and emotional outcomes of young children.

It notes that early care and nurturing have a decisive and long - lasting impact on how people develop, their ability to learn, and their capacity to regulate emotions.

Learn how thwarted attachment experiences and trauma that occur early in life affect the capacity of the individual for regulation, connection and present awareness.