Newsletter Blog

By Jared Lisonbee “The important thing is not to stop questioning. Curiosity has its own reason for existing 1 .” –Albert Einstein Children are born curious. They begin engaging with and discovering their world from the day they are born. As young children gain the ability to wonder, ask questions and make connections, they discover the joy of learning which pushes them to discover even more. Unfortunately, as many children progress across childhood, the spark of curiosity that leads to a love of learning diminishes. The “how” and “why” questions common in early childhood may be replaced by “What do I need to know for the test?” or “Just tell me the right answer.” In our world where technological advances are happening at a rapid pace, curiosity and creativity will be increasingly essential characteristics to have. Parents and teachers working with young children have a big influence on supporting children’s continued curiosity. Unfortunately, adults may also c

By John Funk             Current research indicates that the two top factors in curtailing negative behavior in the classroom are nurturing positive relationships with the children and providing high quality supportive environments (classrooms). (1)             After years of supervising pre-service teachers, I understand fully how critical supportive environments are in our early childhood classrooms.  In the current collaboration between the University of Utah and Granite School District, we use the ‘Big 8’ format for classroom management. (2) Those eight strategies include:   Expectations:   Teaching and stating clearing the expected behavior.   Attention Prompts: Having signals or prompts to get the children’s attention.  (“When you hear the train whistle, stop and look at the teacher.”)   Proximity: Being close to the children (not calling across the room) when giving directions or encouraging positive behavior.   Cueing: Tied closely to expectations, cueing draws

Hello Utah Educators! UAEYC recently received a request for more information and more examples of how to use dialogic questions in the classroom.  Our President Elect, Sheila Anderson, was able to provide some great resources. Click HERE for a free online module. Click HERE to visit the main website developed by the key researchers on this particular issue. If you have a question or concern that you would like to see addressed here on our blog email us at: assist.uaeyc@gmail.com. Likewise, if you have information that would be useful to the Utah Early Childhood Community, write or video a small blog entry and email it to us at: assist.uaeyc@gmail.com.

We have received permission to share the article from NAEYC featuring our very own Ilse Wilson. Check it out:  http://www.naeyc.org/ tyc/article/Ilse_Wilson .

The Wall Street Journal just published important father-child research done by our very own Sheila Anderson.  As UAEYC Vice President, she is leading by example as she becomes involved in making a difference for her community and nation!  Congratulations Sheila Anderson on your most recent publication! http://www.wsj.com/articles/what-dads-play-does-for-kids-1434476561?mod=e2fb

We are proud to announce that our very own Ilse Wilson was featured in the recent edition of the national Teaching Young Children Magazine!  We are grateful for our involved, contributing members and for all they do in the pursuit of supporting our youngest learners!  Way to go Ilse Wilson!!! June/July 2015 - Vol. 8, No. 5 | National Association for the Education of Young Children | NAEYC TYC | Teaching Young Children Magazine

By Susan Okroy, Early Childhood Specialist Utah State Office of Education Parents as First Teachers: Children’s first and most influential teachers are their parents/family. They play an important, fundamental role in the child’s learning and achievement. When parents, educators, and caregivers work together in the education and well-being of a child, a partnership is formed that will influence the best possible learning outcomes for the learner. Meaningful family-school partnerships focus on: Increasing regular two-way communication between parents and their child’s teacher and/or child care provider that is meaningful and ongoing. Welcoming and preparing family members to be involved in fun learning activities at home. Inviting parents and families to on-site programs, activities, and professional development when possible. Sharing decision making that involves the child’s learning, achievement and well-being. When and where appropriate, sharing in school and

Click Here to view the power point presentation .

By Sheila Anderson, Ty Aller, Kathy Piercy, & Lori Roggman This article is excerpted from an article published byTaylor & Francis Group in Early Child Development and Care (2014). ‘Helping us find our own selves’: Exploring father role construction and early childhood program engagement. DOI: 10.1080/03004430.2014.924112 Many fathers are becoming increasingly interested in the education and care of their young children. Indeed, early childhood teachers report observing fathers who watch with interest from the “sidelines”, (e.g. standing outside the doorways of classrooms), but appear unsure of their role in children’s early education (Anderson & Roggman, 2012; Honig, 2010). In this study, we partnered with a local Utah early childhood program to conduct an exploratory focus group with fathers. The purpose of the study was to identify family engagement practices that encouraged fathers to get off the sidelines and into the game of engaging in early childhood program