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Tag Archives: early childhood education

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School Choice: Empowering Parents in their Child’s Education

On February 4, the Brown Center on Education Policy at Brookings released its fourth annual Education Choice and Competition Index (ECCI), which chronicles the progress across American school districts of ‘school choice’ – a system of primary and secondary school placement giving parents the freedom to choose their child’s school. The older, traditional model assigns students to local schools based on their residential address (often dividing children among schools along socioeconomic lines). Within that model, any parent wanting to exercise choice over their child’s placement must either change their home location or pay the high fees of private school tuition. Continue reading…

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Teacher Bias: Are we discouraging girls from math and science?

Have you noticed that women are often underrepresented in math and science jobs? Have you ever wondered why? A new study shows that early childhood experience make a substantial impact on higher education choices youth make. More specifically, “elementary school seems to be a critical juncture” for children and teacher bias. And while it may be unconscious, it plays a huge role in a child’s future. As a part of the study, researchers monitored school students over a period of seven years, from sixth grade until the end of high school. In the process, students took a series of various exams. One exam Continue reading…

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To Tech or Not to Tech? Technology’s Role in Parent-Teacher Communication

Silicon Valley has turned its eye towards education as a new and growing niche for tech startups. In the past year, investors bid nearly $1.87 billion on education-tech companies, up 55% from the year before. The market is now rife with fledgling ed tech businesses, and investors are more enthusiastic than ever to get in on the trend. More recently, apps for parent-teacher communication have taken front stage: take Remind, a free messaging service for teachers to send reminders and classroom news to students and parents. ClassDojo, a competitor of Remind now used in 1 out of 3 U.S. schools, Continue reading…

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Boys vs Girls: Who is Falling Behind?

Do boys outperform girls in school? Are girls more likely to continue higher education? Who is falling behind? According to NPR, girls are outperforming boys “in math, science and reading in 70 percent of the 70-plus countries and regions surveyed by the Organization for Economic Development Cooperation and Development.” The article continues, “Girls do better even in countries that rank low on U.N.’s gender equality index and that tend to discriminate against women politically, economically and socially — like Qatar, Jordan and the United Arab Emirates.” This is a problem plaguing Palestine too. The Palestinian Central Bureau of Statistics reports that “8.9% of males Continue reading…

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4 Ways to Bring Joy Back into Your Classroom

In the age of education where buzzwords like “results,” “standardized,” “self-control,” and “college prep” are dominating the conversation, some educators say that we’re falling out of touch with the true purpose of education. One of those voices is Susan Engel, a developmental psychologist and Psychology lecturer at Williams College. In her recent Atlantic article Joy: A Subject Schools Lack, Engel argues that in our singular pursuit of making kids college- and workplace- ready, we’re overlooking their immense capacity for joy, and importantly, how we can use that joy to better engage kids in the classroom Last week, as TYO’s Core Continue reading…

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The MENA region’s investment in ECD is among the lowest in the world

Countless research shows that best investment a community can make is in early childhood interventions and early childhood development (ECD). In fact, according to the World Bank, research shows that “investments in ECD significantly improve a child’s health, learning ability, future earnings, and life expectancy.” However according to a recent publication by the World Bank Group, Expanding Opportunities for the Next Generation: Early Childhood Development in the Middle East and North Africa, “the Middle East and North Africa (MENA) region’s investment in early childhood development is among the lowest in the world.” The research presents very sobering statistics about a substantial deterioration in children’s Continue reading…

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Reflecting on Progress in the Core Child Program

With the end of the Fall Core Child Program session almost in sight, it is a good time to reflect back on the last 11 weeks to assess the progress children have made throughout the session. Oftentimes, no place is this more clear than in the halls of the Core AM program. As is oft reported, the first weeks of the program can be jarring for our 4 and 5 year old children- both new and returning to TYO. For many of them, this marks the first time in their young lives that they are spending time away from their Continue reading…

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Developing resiliancy through group work

A study published in the Proceedings of the National Academy of Sciences found that prolonged exposure to abuse or traumatic events in childhood stunts emotional development and puts children at greater risk of developing personality disorders or depression later in life. This is a concerning reality for those working in early childhood education in wartorn regions. According to a UNICEF report regarding the rights of childrenv, the ‘Occupied Palestinian Territory is a place where children may become, deliberately or incidentally, the victims of extreme acts of violence and brutality, such as targeted and/or negligent killings, indiscriminate attacks on their homes, Continue reading…

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Addressing the ‘Why?’

The ‘why’ stage- it’s the often joked about stage of child development where children are so wildly filled will curiosity about the world around them that it seems every other word out of their mouths is ‘why’. Addressing and encouraging children’s natural curiosity is critical to shaping the type of thinkers they will be later in life. They need to be provided with answers, but they also need to feel competent and that they are capable of understanding the complexities of the world around them. If a child is made to feel that they are not fit to learn on their Continue reading…

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Until Next Time

Every day in my Core English course, my students left the classroom yelling, “Goodbye! Goodbye!” They waved furiously, ecstatic at the opportunity to demonstrate their new English skills. I smiled and laughed at their enthusiasm, giving them countless high-fives in return for their hard work. Now, that word takes on a new meaning to me as my internship with TYO comes to an end and I prepare to leave Nablus. Though my time here was relatively short, the mutual impact that my students and I had on each other is palpable. As my first time in Palestine and the Middle Continue reading…