Betty Bardige, Ed.D.

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Betty Bardige, Ed.D.
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The Widening Gap in Young Childrens Vocabularies

• Source Hart, B., and Risley, T. (1995).
  Meaningful Differences in the Everyday Experience
  of Young American Children. Baltimore, Paul H.
  Brookes Publishing Company, p. 47.

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The Widening Gap in Language Input Addressed to
Young Children

• Source Hart, B., and Risley, T. (1995).
  Meaningful Differences in the Everyday Experience
  of Young American Children. Baltimore, MD Paul
  H. Brookes Publishing Company, p. 198.

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Positive Caregiving for US Children Ages 1 to
3 Source NICHD Early Child Care Research
Network. (2000). Characteristics and quality of
child care for toddlers and preschoolers. Applied
Developmental Science, 4.
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Cumulative State Investment by Age, Contrasted
with Brain Growth

• Source Voices for Americas Children and the
  Child and Family Policy Center (2004). Early
  Learning Left Out An Examination of Public
  Investments in Education and Development by Child
  Age.

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Iowa Spending by Child Age

• Source Voices for Americas Children and the
  Child and Family Policy Center. (2004). Early
  Learning Left Out An Examination of Public
  Investments in Education and Development by Child
  Age.

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Whatever Happened to Developmentally Appropriate
Practice in Early Literacy?Susan B. Neuman and
Kathleen RoskosYoung Children, July 2005

• Studies show that without powerful
  intervention, children from economically
  disadvantaged settings are likely to start school
  behind their middle-class peers and stay behind,
  with the gap becoming ever larger in each
  subsequent year.
• These children are not lacking in the ability to
  learn. They are lacking in learning experiences
  that will help them develop problem-solving and
  higher order thinking skills. We do a terrible
  disservice to them by using a curriculum that is
  devoid of any real thinking. To catch up, these
  children need just the opposite content-rich
  instruction that blends meaningful learning with
  foundational skills.

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Language Arts/Literacy Expectations

• Children listen and respond to environmental
  sounds, directions, and conversations
• Children converse effectively in their home
  language, English, or sign language for a variety
  of purposes relating to real experiences and
  different audiences
• Children demonstrate emergent reading skills.
• Children demonstrate emergent writing skills.

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Building a Winter Village and Writing a Story
Together
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Cooking with Words!
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Finding Bugs Under a Log
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I Want to Write
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Mathematics Expectations

• Children demonstrate an understanding of number
  and numerical operations.
• Children develop knowledge of spatial concepts,
  e.g. shapes and measurement.
• Children understand patterns, relationships, and
  classification.
• Children develop knowledge of sequence and
  temporal awareness.
• Children will use mathematical knowledge to
  represent, communicate, and solve problems in
  their environment.

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How many children does it take to reach around
the tree?
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Blueprints for Our City
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Science Expectations

• Children develop inquiry skills, including
  problem-solving and decision-making.
• Children observe and investigate the properties
  of objects, both living and nonliving.
• Children explore the concept of change in both
  living and nonliving entities and in the
  environment.
• Children develop an awareness of the environment
  and human responsibility for its care.

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What Makes Flowers Grow?
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A Seed-Sprouting Experiment
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Planning Together
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How to Have a Temper Tantrum By Marilyn Segal
How to have a tantrum Is something every child
should know. If you dont know, I can teach
you. Im a temper tantrum pro.   With my kind of
tantrum, theres nothing to fear I can do it
without even shedding a tear. Are you ready to
try a tantrum now? Then listen up! I will tell
you how.   First wave your arms up in the
air With all the power you can spare. The next
thing to do is to stamp your feet Stamp so hard
you break up the street. Then after that you can
gurgle and rumble Shout grump, grr-rump, then
start to grumble. When you can not grumble for
one minute more Give one last grr-rump and fall
on the floor.  
Now let out a really ear-splitting scream Just as
loud as a whole football team.
whoooop!
Scream so loud that youre certain to scare All
of the people everywhere.   Then be real quiet
for a second or two To make sure that somebodys
watching you. Youll know that your tantrum was
perfectly done When you get the attention of
everyone.
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Contact Your Senators and Representatives about
Head Start and CCDBG Funding

• www.naeyc.org/policy
• www.nhsa.org
• www.childrensdefense.org
• www.parentsaction.org/act/childcare

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More Federal Opportunities

• The FOCUS Act (Focus on Committed and Underpaid
  Staff for Childrens Sake Act)
• The FOCUS Act, establishes the Child Care
  Provider Retention and Development Grant Program
  and the Child Care Provider Scholarship Grant
  Program. It would provide 5 billion over five
  years to the states for the purpose of attracting
  and retaining qualified child care providers.
  Participation in the program would be open to
  full-time and part-time staff working with
  children in licensed child care centers, Head
  Start, family child care homes and school-age
  programs.
• Education Begins at Home Act
• Directs the Secretary of Health and Human
  Services (HHS), in collaboration with the
  Secretary of Education, to (1) allot grants to
  States for Parents as Teachers programs, or other
  programs of early childhood home visitation and
  (2) make competitive grants to local educational
  agencies and other eligible applicants for early
  home visitation for families with English
  language learners and for military families.

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Build New Jersey Partners for Early Learning
Policy Agenda

• Expand access to preschool.
• Increase child care subsidy funding.
• Place infant/toddler specialists in all Resource
  and Referral agencies.
• Establish a quality incentives system.
• Offer parents relevant program information.
• Offer parents child development information.
• Ensure that the child care workforce is
  adequately compensated.
• Improve articulation within higher education.
• Create a professional development system for
  early care and education providers who work with
  children 0 5.
• Implement an infant/toddler credential.
• Create an early learning governance entity.
• www.buildinitiative.org/synopsis_nj.htm

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