How To Become A Kindergarten Teacher In Nj – Pre-K teacher Vera Csizmadia teaches 3- and 4-year-olds in her class at Dr. Charles Smith Early Childhood Center in Palisades Park, N.J., last month.
In the middle of the epidemic, the number of young children attending primary school has dropped to the lowest level in more than XNUMX years. The decline threatens to disrupt decades of school readiness, especially for the most vulnerable children.
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New Census data shows just 40 percent of 3- and 4-year-olds enrolled in school in 2020, a 14 percent drop from 2019 and the first time since 1996 that fewer than half of US children in that age group attended preschool. (That data supports the state census’s analysis of Education Week this summer, which found a decline in kindergarten enrollment in every state and in every elementary school in every state that collects school data.)
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The National Institute for Early Education Research found that the three main reasons parents pull their young children out of preschool are fear of health risks, cuts to public and other preschool programs and fewer options for preschools. employees.
In fact, Census data shows that young children of working mothers were the most vulnerable; their school enrollment rate dropped by 35 percent in 2020, compared to only 10 percent of 3- to 4-year-old children whose mothers did not work.
While many preschool programs have returned to in-person instruction, NIEER also found that families continue to be concerned that sending young children to preschool could expose them — and, potentially, other vulnerable family members — to COVID-19. Although the vaccine is expected to be approved for 5- to 12-year-olds in days or weeks, there is no timeline for the COVID-19 vaccine for young children, and studies have found that students in the first grades are more likely than older ones. children to infect other relatives if they bring home the coronavirus.
Enrollment in elementary schools fell 25 percent from 2019 to 2020, from 4.7 million to 3.5 million, worse than the 9 percent decline in kindergarten enrollment, which dropped the number to 3.7 million, the Census shows.
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Primary schools are already feeling the brunt of the incoming milk school pupils who missed out on early years lessons last year. Research has found that younger children are exposed to more screen time and are less likely to engage in learning.
Erika Forti is the superintendent of public schools in East Haven, Conn. both education and social development.
“Students [in 2020] who entered our kindergarten have a strong foundation in technical and academic skills, and they also have behavioral and performance rules,” Forti said. “Those who didn’t go to preschool because of the pandemic probably didn’t have the skills to prepare for preschool…
In addition, the district has realized that the new incoming grades will need more support. “It’s been tough [for] some of our 3- and 4-year-olds,” Forti said. “You know, they were 18 months old when the epidemic started. So they were in their homes; their opportunities to socialize were not readily available. So they are coming to us with different types of behavior and a very different environment than they did before.”
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A new study conducted by researchers at George Mason University found that children’s school readiness skills at age 4 still predicted greater academic and disciplinary gains by 5th grade, and the American Academy of Pediatrics found that students who attended preschool they were less likely to show later. symptoms of anxiety or being at risk of dropping out of school.
Children who attend preschool have been shown to attend school more often when they reach K-12, too, according to Hedy Chang, founder of Attendance Works, a nonprofit organization that studies the effects and prevention of long-term absenteeism. Good attendance comes in part, he said, because children learn and feel comfortable in well-prepared schools, and because they build up their immune systems by being around other children.
Because children take a few tests before they reach grade 3, Chang said, “another problem is that we may not understand how all of this will affect us for a short period of time.” … We will already see some results in 3rd grade now, but they will grow over time unless we find other ways to help our youngest students. “
East Haven has offered private, full-time summer school programs for the past two years, with the goal of helping students socialize, develop skills, and learn about hygiene and safety related to the pandemic. Forti said the district is increasing in terms of development and education for underserved children.
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“We focus on social studies and building high-quality skills of children. This is very important for us – to create a strong foundation,” he said. “We need to make sure we welcome our children to safe and prosperous communities and build relationships with them.”
Students work in teams to design a Bee-Bot during their summer class at Goliad Elementary School in Odessa, Texas.
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A Birmingham, Ala., elementary school teacher works with a student wearing a “talk pedometer,” which records the voices of children and adults, as part of the school-based LENA Grow program. Teachers receive reports on the amount of conversation and interaction for each child on the recording day.
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Create a free account to save your favorite stories, follow important topics, sign up for email newsletters, and more.Kindergarten teacher Amber Updegrove talks to her students at Warner Arts Magnet Elementary in Nashville, Tenn., in August.
Instead of returning from winter break feeling refreshed and ready for the new semester, some teachers have said on social media and in interviews that they are about to return to the classroom amid the recent outbreak of COVID-19.
As the number of cases of COVID-19 increases due to the highly contagious Omicron strain, educators in several areas are looking for another semester of staff shortages, student shortages, and illness themselves.
Omicron’s changes have been “a huge game changer,” said Kathryn Vaughn, an elementary education teacher in rural west Tennessee. “We’re back [after the winter break] to something completely different, and nobody’s prepared.”
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Some districts, such as those in Milwaukee, Wis., and Newark, N., test students and staff and review their learning plans.
But other districts, including large ones like New York City and smaller rural ones, are continuing with business as usual, which is leaving some teachers worried about their health and that of their students and their families.
Vaughn has been losing sleep over the possibility of catching COVID-19 at school and bringing it home to his four-month-old son. Financial threats add to her worries: Vaughn has cut her sick days during her vacation, and if she misses work because of COVID, she won’t be paid, which would prevent her from putting food out. table, he said.
On January 2, the day before most schools start the new semester, the daily average of new cases of COVID-19 topped 405,000—a 200 percent increase from two weeks ago, according to the New York Times tracker. The seven-day number of hospitalizations related to COVID-19 has reached 90,000.
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Although preliminary data suggest the Omicron strain may cause less disease than the Delta strain, especially among vaccinated individuals, it is highly contagious. Administrators are planning that the high number of absenteeism may result in them not being able to work in the classroom or run the schools.
Andrea Castellano, a third-grade teacher in New York City, said more than half of her class was absent on Monday, as were many of her friends.
“All teachers can say today to each other is, ‘Why are we here?'” Castellano said. “There are fewer students, fewer employees. Teaching is not happening because you don’t want to offer new things.”
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