In a recent post on her blog, Brain Insights, Deborah McNelis reminds us that continuous or intense stress can affect children’s brain development. When children have repeated or long term exposure to stressful experiences this results in increased levels of stress chemicals that can cause lasting damage.
Preliminary results of a current study being conducted by Vanderbilt University in partnership with the Division of School Readiness and Early Learning at the Tennessee State Department of Education show that children attending state-sponsored pre-kindergarten programs do significantly better in school than those who do not attend pre-K.
From conception until age three, children undergo a period of extraordinary brain development, and their early environments can encourage or impede effective cognitive growth. A growing body of research tells us that an early childhood spent in poverty means more than economic hardship for infants and toddlers - young children raised in impoverished households lack access to crucial resources needed for optimal social, emotional and cognitive brain development. Unfortunately, child poverty is on the rise in Memphis
A child’s most rapid brain development will occur between birth and age 3. The quality of that early brain development is dependent on a child having access to safe, supportive and stimulating early environments (National Scientific Council on the Developing Child, 2004).
The “Ready, Set, Grow!” (RSG) program is a child care accreditation program run by the University of Memphis. The RSG program evaluates programs using standards set by the National Association for the Education of Young Children (NAEYC).
In this week's Early Ed Watch blog, Lisa Guernsey reports on the latest round of state budget cuts and their effect on pre-kindergarten programs. She notes: In 2010, states spent an average of $700 less per child on preschool than in the previous year—an ominous sign to advocates of state-funded pre-k.