Small Talks features leaders who share key insights on early childhood education and discuss innovative solutions to early learning issues in Minnesota.
By Kristie Thorson
Text Me: Turning Everyday Moments into Early Learning Experiences was the topic of the second Small Talks event which took place October 10, 2017, at the Wilder Center in St. Paul. The panel presentation and discussion focused on leveraging the simplicity of text messaging to engage parents and boost a child’s learning.
Ben York, Ph.D., Founder of ParentPowered Public Benefit Corporation, made the trip from California to talk about the research behind Think Small ParentPowered Texts. This free program is offered to parents of children ages birth to five.
“We sought to develop an approach to complement existing programs by breaking down the complexity of engaged parenting into small steps that are easy to achieve,” York said.
Think Small ParentPowered Texts provide Minnesota parents with three text messages per week.
“On Mondays, we send facts, which include factual information on why the skill of the week is important,” said York. “On Wednesdays, we send tip messages with recommendations for activities that build on existing family routines, and on Fridays, we send growth messages which reiterate the skill and provide encouragement and follow-up.”
Click below to watch some video highlights from the Small Talks event.
Small Talks features leaders who will share key insights on early childhood education and discuss innovative solutions to early learning issues in Minnesota.
By Kristie Thorson
Talk to Me: How Early Conversations Impact a Child’s Life was the topic of the first Think Small Small Talks event which took place August 15, 2017, at the University of Minnesota’s Robert J. Jones Urban Research and Outreach-Engagement Center in Minneapolis. The panel presentation and discussion focused on closing the word gap in Minnesota through simple practices, strategic partnerships, and innovative research.
Scott McConnell, Educational Psychology professor at the University of Minnesota was one of the presenters. His research focuses primarily on preschool-aged children, and the skills and competencies that will enable them to learn and participate in school and other settings. His work includes implementation and evaluation of LENA Start, a program which focuses on increasing interactive talk with children because it has been proven to be a key factor in early brain development.
The Policies in Play series takes a closer look at the recently passed state legislative policies that affect early care and education. We work with partners to find out what these policies look like in action and how they impact Minnesota children and families.
By: Rich Gehrman, Founder and Executive Director of Safe Passage for Children
Early childhood education and quality child care are among a handful of services that significantly reduce the incidence of child abuse and neglect, and also lessen negative effects when it does occur.
That is why Safe Passage for Children and Think Small actively participated in the successful 2017 campaign by the MinneMinds Coalition to pass legislation giving top priority for early learning scholarships to children who are homeless, in child protection, or in foster care, and to open eligibility at birth rather than age three. As a result of this effort, $20.65 million was added to the state budget for the current biennium, bringing the total early childhood scholarship pool to $140.4 million.
While the increase itself was modest, the policy changes in this statute mean that our most vulnerable children can now get critical child development opportunities on a priority basis, and during the much earlier period when it can best promote healthy brain development.
These eye-catching statements sound impressive but can be confusing and misleading. Learning certainly continues after age five, and the window for development doesn’t close at Kindergarten. However, we know that interactions in the first few years of life are important to a child’s future. A parent’s relationship with their young child shapes the healthy development of their brain and body. But what is the role of brain development? And how can caregivers support children 0-3 to have a great start? Continue reading Brain Development in Infants and Toddlers
This month marks one year since the start of the Think Small blog. To celebrate, we’re using January to highlight information and initiatives from Think Small and our partners about infants and toddlers and their caregivers in Minnesota. This post is part of our series on children 0-3.
By: Representative Dave Pinto, District 64B
Since the very beginning, my top priority as a legislator has been to make sure that every child in Minnesota gets off to a great start. The disparities that our state sees in education, economics, health, and the criminal justice system – some of the worst in the nation – are paralleled by disparities that begin with prenatal care and continue from birth and beyond.
Minnesota is heralding in an innovative program to help close the word gap. The word gap–a 30 million word deficit between children from low income families and their more well-off peers– is evident by age 3. In order for it to be reversed, children need both parents and caregivers to speak, sing and read to them often.
More than 16 million children in the United States – 22% of all children – live in families with incomes below the federal poverty level, $23,550 a year for a family of four.
Children living in poverty are often exposed to a cluster of circumstances that affect their brain development. A study conducted by the University of Wisconsin Madison found that children from low-income families experience less cognitive stimulation, stressful living conditions and harsher parenting, which all affect brain growth and development.
From the moment they are born, children are learning from their surroundings. Everything from brain growth to approaches to life are shaped by what does—or does not–happen in their first months and years of life.
“Early experiences that are nurturing, active, and challenging actually thicken the cortex of an infant’s brain, creating a brain with more extensive and sophisticated neuron structures that
determine intelligence and behavior.”