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Educare Chicago is a school on Chicago's South Side for children ages 0 to 5 that was founded by Start Early and the Irving Harris Foundation in 2000. [13] The Montessori-style curriculum of the school provides classes that focus on the emotional and academic development of children in the early stages of their lives. [3]
Current applied research projects focus on after-school programs, assessment in early childhood classrooms, caregivers of substance-exposed infants, early literacy instruction with culturally and linguistically diverse children, Early Head Start, Early Reading First, infant mental health, social-emotional evaluation of children in foster care, early mathematics education, and vocabulary ...
North Chicago School District #187 launched high-impact tutoring with Chapter One to accelerate learning for students who had fallen behind in early literacy due to COVID-19 school closures. [15] Early Literacy Interventionists began working virtually with district kindergartners and first graders along with their families at the start of the ...
The same categories of organizations are eligible to apply for Early Head Start, except that applicants need not be from the community they will be serving. [5] Many states have created new early childhood education agencies. Massachusetts was the first state to create a consolidated department focused on early childhood learning and care.
Community Consolidated School District 62 (CCSD62) operates 11 schools and one early learning center in the city of Des Plaines, Illinois. Locally known as Des Plaines, School District 62 serves the communities in Des Plaines and Rosemont. [4] [nb 1] CCSD62 graduates attend Maine Township District 207. [5]
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This can create considerable tension and introduce many challenges for curriculum writers. Foremost amongst these is the tension between perceptions of young children as passive learners, dependent on adults for instruction, and perceptions of children as active constructors of their own learning. [10]
Teachers should provide a learning environment where students can explore and develop their learning without direct instruction. His approach calls for teachers to incorporate students' needs and interests. It is important to do this because students' levels of interest and abilities will vary and there needs to be differentiation.
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