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.
Early Education Spotlight is an ongoing series that showcases great work happening in child care and preschool settings across Minnesota. From innovative early learning programs to parent perspectives on what works, check out the Early Education Spotlight for unique examples of Minnesota’s early learning successes.
“If we don’t talk to them, they aren’t going to learn.”
This statement from Maria “Elisa” Vega could easily be the motto of her bilingual program. Her licensed family child care, Little World of Angels, is full of children learning through conversation and play. Kids in her program come from a mix of English-speaking and Spanish-speaking families. When they come to Elisa, they sing, read stories, and interact with each other in both English and Spanish.
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 the age of three, it is estimated that low-income children have heard 30 million fewer words than those from higher-income families. We see, in fact, a difference in how many words a child knows as early as eighteen months of age. This discrepancy in the number of words heard is referred to as the word gap, and it contributes to low-income children being less school ready than their more affluent peers. In 2016, utilizing funds from the Bush and Target Foundations, Think Small introduced a new initiative to address the word gap. The initiative, called LENA Start, is a laser-focused language intervention for those first three critical years of life. Continue reading Using LENA to Help Close the Word Gap
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.
By age four, children from low-income families hear 30 million fewer words than their more well-off peers, setting them on very different trajectories for early literacy. The disparity is jarring, and in order to combat it, Minneapolis launched a language development program called ‘Talking is Teaching.’
The campaign is meant to encourage parents to talk, sing and read to their children every day. It sounds simple, but this helps strengthen language skills at a crucial time in a child’s life. Studies show that the most critical time for brain development is from birth to age three. The first three years of life are when all of the neuron connections are occurring, something that can’t happen without stimulation from a relationship-based encounter.