Pre-Primary Sources

We're back with Tiffany Pearsall! In part one, we talked about creativity; but a lot of the information out there is really about coloring pages and mental health. Where does using this research fit in with ethical practice in early childhood settings? What are our responsibilities and professional scope of practice? And of course, where do coloring pages fit in a setting that wants to offer children the opportunity to create freely?

Dr. Denisha Jones, of Defending the Early Years (DEY) and I discuss the 2024 publication from the National Academy of Sciences, Engineering, and Medicine called A New Vision for High-Quality Preschool Curriculum; in particular, we look at Chapter 4: Developing High-Quality, Equitable Preschool Curricula, and discuss what real commitment to equitable education looks like, and who should be developing the curriculum for it. Hint: page 129 of this report says, "Curriculum development requires broad and deep knowledge, experience, and expertise. Therefore, it is important to ask who develops curricula for preschool currently and who would ideally. Preschool teachers cannot be expected to create curriculum resources independently (Ball & Cohen, 1996; National Academies, 2020, 2022); in addition to expertise, the task  requires substantial time and teamwork." We disagree. National Academies of Sciences, Engineering, and Medicine. 2024. A New Vision for High-Quality Preschool Curriculum. Washington, DC: The National Academies Press. https://doi.org/10.17226/27429. As with all episodes of Pre-Primary Sources, my opinions are my own and do not reflect those of any other organization with which I may be associated.

In the enormous child care care ecosystem conversation, there is an idea that one to one care, like a nanny, parent, or grandparent, is ideal until a child is three years old, at which point they are able to "benefit" from being in a group with other children. We look at this claim, the idea that group care is either not beneficial or actively detrimental, and talk about what quality of care really comes down to.   Sources: Eckstein-Madry, T, Piskernik, B., Ahnert, L. Attachment and stress regulation in socioeconomically disadvantaged children: Can public childcare compensate? DOI: 10.1002/imhj.21878 Bernier, A., Cote, S. M., Theriault, R. L., Leclerc, G. On executive functioning and childcare: The moderating role of parent–child interactions DOI: 10.1111/desc.13534 Barry, K. M. Early childcare arrangements and children’s internalizing and externalizing symptoms: an individual participant data meta-analysis of six prospective birth cohorts in Europe https://doi.org/10.1016/j.lanepe.2024.101036 Nystad, K. Change in toddlers’ cortisol activity during a year in childcare. Associations with childcare quality, child temperament, well-being and maternal education https://doi.org/10.1080/10253890.2022.2048371 Fukkink, R. Is childcare good or bad for children’s socio-emotional development? Context matters https://doi.org/10.1016/j.lanepe.2024.101044  

While there isn't often a hard and fast rule, coloring pages are often looked at as "busy work" or as having no place in a child led classroom, with beliefs about the potential for negative impact on children's creativity and discovery. Why would a child want to learn to draw independently if we have pages already made with all of the pictures they could want to draw! Surprisingly, there's very limited research on coloring pages and their impact on creativity... or anything else for young children.    References: Creative and Mental Growth (Third Edition) Viktor Lowenfeld Nurturing Creativity: An Essential Mindset for Young Children’s Learning by Rebecca Isbell and Sonia Akiko Yoshizawa Coloring-Book-Type Experiences and Children's Divergent Pictorial Production* N. ASHLEY RANDALL, JR.; THOMAS W. DRAPER   Music from: Audio File URL: https://pixabay.com/music/upbeat-retro-electronica-284413/

The Reggio Emilia approach values the idea of the teacher as researcher; program director Alexandra Dutton, of Old Firehouse School, has nearly 20 years of experience supporting educators in their role as researcher of their own group of children.    Find Fireside Chats on the Young Mind wherever you get your podcasts!

Before we talk about specific research in early childhood, I wanted to talk about the history of the institution of science-- how it has served to both expand human knowledge and block out those it has deemed "unfit" to be in its halls, how unintentional bias and purposeful bigotry have made and maintained their way in, and how modern scholars can work to expand the canon of what we know and how we know it. Lizz talks with Dr. Bee, a professor of sociology, about bias, science, and what it means to be a radical scholar. 

Coming soon: Pre-Primary Sources!