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Young Children in Deep Poverty: Racial/Ethnic Disparities and Child Well-Being Compared to Other Income Groups
Get PDFThis report compares early health, development, and risk indicators for young children in deep poverty to indicators for young children in other income groups. The results show that young children in deep poverty experience exceptional challenges that make them vulnerable to poor long-term outcomes. The report also highlights large disparities in the prevalence of deep poverty across five racial/ethnic groups, nationally and state by state.https://educate.bankstreet.edu/gse/1005/thumbnail.jp
Forgotten Frontline Workers: A Snapshot of Family Child Care and COVID-19 in New York
Get PDFThis the third report from the New York ECE and COVID-19 Survey, which focuses on both the unique challenges faced by the family child care (FCC) providers who participated in the survey, as well as their particular resilience. At the time of the survey (May 2020), this group of participants was the most physically open form of ECE and was significantly more affected economically than their other ECE colleagues. Interestingly, several of the survey respondents (in different geographic locations) spoke of organizing efforts for mutual support and collective action, which may be a promising development for reducing social isolation, increasing information sharing, and promoting more equitable policy making for this sector.https://educate.bankstreet.edu/sc/1003/thumbnail.jp
A Guide to Navigating CPSE: from Beginning to Kindergarten
Get PDFIn this guide parents will find a step by step walkthrough of what is to follow after meeting with a teacher to discuss the Early Inventory Screening (ESI-R)
Emotionally Responsive Practice as Trauma Informed Care: Parallel Process to Support Teacher Capacity to Hold Children with Traumatic History
Get PDFThis article features an adult-focused trauma informed approach that is an integral part of Bank Street’s Emotionally Responsive Practice work in schools. The authors share stories of parallel process work with teachers and administrators in various school settings, giving the reader insight into an approach that supports integration of the teacher’s past and present, and promotes empathy for the children they once were, as well as the children who fill their classrooms. The work is situated within the context of the high prevalence of Adverse Childhood Experiences that impact our communities of both children and adults, and leave them vulnerable to traumatic reactions during the school day
Why Trouble SEL? The Need for Cultural Relevance in SEL
Get PDFWith regards to efforts to imagine more equitable spaces of learning for all students, we are compelled to ask: How can SEL programs address the needs of marginalized, minoritized, and/or historically under-resourced students without deeply considering the cultured context of social interaction and school learning? Although evidence shows SEL programs yield benefits in multiple domains, most programs are based on monolithic approaches that often do not consider dynamics of power and oppression in the context of schooling. In this paper, we discuss the crucial role of culture in SEL frameworks. We propose adopting an interdisciplinary lens to integrate culturally relevant pedagogy (CRP) and culturally sustaining pedagogy (CSP) into SEL programs to promote student well-being and academic achievement across contexts
A Guide for Teacher Sensitivity of the Homeless Preschooler
Get PDFThis paper is intended to exhibit the effects of homelessness on preschool children and to provide anecdotes for the child’s social emotional growth and well-being. This paper provides a statistical analysis of the steady growth of homelessness among preschool children and families residing in New York City, lists some of the causes of homelessness, and identifies barriers that homeless children and their families must face daily, affecting their education and stability. Additionally, it is hoped that this paper will allow the reader to comprehend their ability to utilize their empathic reasoning skills and impartial reasoning in their association with homeless children and families, and homelessness in general, from this point forward
Introduction: Facilitating Conversations on Difficult Topics in the Classroom: Teachers’ Stories of Opening Spaces Using Children’s Literature
Get PDFFor this edition of the Bank Street Occasional Paper Series, we invited educators to share stories from their practice: times when they utilized children’s literature and conversations to address real life; the difficult topics that children experience through the mirror of their own experiences or the windows of their peers, communities, or world
Language Acquisition and Development
No full textThis Integrated Masters Project focuses on first language development in developing children, and how variant it can be, especially in the early years of child growth
The Little Witch Needs Help: An Emotional Support Book for Children Who’s Parents Suffer From Chronic Illness
No full textThis Integrated Masters Project centers on the creation of a new emotional support tool for children whose parents suffer from chronic illness