Preschool Suspensions: Yes, They're Happening, and the Consequences Aren't Fun and Games

"No Child Left Behind" (Photo credit: Wikipedia)

by Suzi Parker, Take Part: http://www.takepart.com/article/2014/04/04/pre-k-suspensions

 

Suzi Parker is a journalist whose work also appears in The Christian Science Monitor and Reuters - full bio follow me

 

It may seem absurd, but each year thousands of preschool children are suspended from school. 

 

Kids as young as four years old are sent home for so-called misbehavior, such as kissing another student or wearing the wrong shoes. 

 

What’s even more alarming than a child that young being suspended for such minor things? Nearly half of all children suspended are black.

A recently released report from the Civil Rights Data Collection of the U.S. Department of Education’s Office for Civil Rights examined all 97,000 public schools across America and found that more than 8,000 public preschoolers were suspended at least once in the 2011-12 school year.

According to the report, although black students represent 18% of preschool enrollment, they represent 42% of students suspended once and 48% of students suspended more than once.

The report is the first time the Department of Education has collected data on preschool discipline. Although black parents don’t need an official study to know that these stats are true, the numbers have been eye-opening.

“To see that young African American students - or babies, as I call them - are being suspended from pre-K programs at such horrendous rates is deeply troubling,” Leticia Smith-Evans, interim director of education practice at the NAACP Legal Defense and Educational Fund, said in a statement.

Even more problematic? Suspensions often lead to the "school-to-prison pipeline," a national trend the ACLU has called disturbing. The organization also notes that the pipeline allows students to be "funneled out of public schools and into the juvenile and criminal justice systems."

“This critical report shows that racial disparities in school discipline policies are not only well documented among older students but actually begin during preschool,” U.S. Attorney General Eric Holder said at a recent event in Washington, D.C.

“Every data point represents a life impacted and a future potentially diverted or derailed,” said Holder. “This administration is moving aggressively to disrupt the school-to-prison pipeline in order to ensure that all of our young people have equal educational opportunities.”

Not only is the targeting of black children wrong, but the Department of Education’s urgency is surely linked to the reality that suspended students are less likely to graduate “on time and more likely to be suspended again.” However, they are at greater risk of repeating a grade, dropping out, and becoming involved in the juvenile justice system.

While the report doesn’t offer concrete reasons why black students are singled out and suspended, previous studies show that teacher bias accounts for some of the disparity. Children who live in high poverty also show aggressive or impulsive behavior that lands them suspensions.

Zero-tolerance policies also play a key role in all suspensions.

Those zero-tolerance rules began in 1994 after Congress required states to adopt laws that guaranteed one-year expulsions for students who brought firearms to school. For states to receive federal funding, districts had to adopt these laws. All 50 states did so.

Over the years, schools have altered their policies to include zero tolerance for an array of infractions, including minor ones such as violating dress code. The result? The outrageous pre-K suspension rates we currently have.

Susan M. Glisson, executive director of William Winter Institute for Racial Reconciliation at the University of Mississippi in Oxford, Miss., calls these pre-K suspension rates “a sad commentary that even childhood doesn't protect one from inequities.”

But, says Glisson, “empowered parents and engaged civic stakeholders can arm themselves, beginning by talking about race to children.”

Schools have a role to play too. The Departments of Education and Justice recently released guidelines to school districts on zero-tolerance policies and discipline tactics.

The guidelines are included in a resource package for educators that consists of four components: a “Dear Colleague” letter on civil rights and discipline; a 37-page guiding principles document that includes ways to improve school climate and discipline; a directory of federal school climate and discipline resources; and the Compendium of School Discipline Laws and Regulations that compares laws across states.

Fortunately some states, such as Arkansas, Connecticut, and Colorado, haven’t waited for Washington to dictate new rules.

In 2012, Colorado passed a law that limited the use of zero-tolerance discipline policies and emphasized restorative practices. The Colorado School Discipline Report Card, an analysis by the Advancement Project and Padres and Jovenes Unidos in Colorado, showed the impact of the new law and cited that suspension and expulsion rates decreased, as did law enforcement referrals.

For all the progress, the Colorado report states that disparities still persisted in discipline rates for minorities.

“Nevertheless, it is unacceptable that, in some cases, the gains being made are not benefitting students of color, who have been most affected by harsh and inequitable disciplinary measures in the past,” the authors of the Colorado study said.

“Going forward, there is an urgent need to place particular emphasis on improvements with regard to students of color, particularly with regard to the most severe disciplinary consequences, such as referrals to law enforcement.”

This article was created as part of the social action campaign for the documentary TEACH, produced by TakePart's parent company, Participant Media, in partnership with Bill and Melinda Gates.

Want to Improve Your Children's Writing? Let Them Draw

A child's drawing of four people (Photo: Wikipedia)

by Misty Adoniou, University of Canberra

We love our children's first drawings.

They draw before they write, so their drawings seem somehow miraculous in those early years - their first communication that is permanent and there for all to see.

Preschool is all about drawing and painting.

Large canvasses of abstract finger paintings give way to recognisable broad stroke figures, houses, and sunny skies.

We celebrate every image and give them pride of place on the fridge door.

The disappearance of children’s drawings

Once school starts, nobody really takes drawing seriously anymore. In the classroom, drawings begin to take second place to writing. Young children quickly learn that success at school is measured by how well you can read and write, not by how good your drawings are. Their drawings are now just decorations that they get to do if they finish their writing.

Too often in classrooms we view drawing as a crutch, or a distraction that we want children to grow out of, so they can focus on the ‘real’ task of writing. But we seriously misunderstand the function of drawings, and their contribution to learning, if we think they are just what children do when they can’t yet write.

Drawing is not the evolutionary inferior to writing - writing and drawing are two distinct communication systems, and each deserves their place in the communicative repertoire of our children.

Drawing improves writing

Drawing and writing support each other. The poet E.E. Cummings was both an artist and a writer, and when asked whether these two pursuits interfered with each other, he replied, ‘On the contrary, they love each other’. And his experience is backed up by the research.

Children who draw before they tackle writing tasks produce better writing - it’s longer, more syntactically sophisticated and has a greater variety of vocabulary.

It is likely this is because the act of drawing concentrates the mind on the topic at hand, and provides an avenue for rehearsal before writing - rather like a first draft where they can sort things out before having to commit words to a page.

If you have ever read a 10 year old’s long and winding story you will know how much a first draft would enhance comprehensibility. And if you’ve ever taught 10 year olds, you will also know they are not terribly inclined to do multiple written drafts.

They’d rather sum up all their story’s inconsistencies with ‘It was all a dream’ than follow a teacher’s suggestion to go back and make significant changes.

As a first draft, drawings are much easier to erase, to add to, and to rearrange. They provide a common reference point for the teacher and the child to discuss the story before it is written, and this is an important additional oral rehearsal that strengthens the quality of the writing. Ideas are clarified and vocabulary strengthened.

The message to teachers is a simple one - instead of telling children they can draw a picture if they finish their writing, have them draw before writing.

Just for the talented few?

Drawings are not the sole province of the ’talented’. Of course there are children with a natural talent for drawing, but they shouldn’t be the only ones who enjoy drawing, any more than we think only the naturally talented writers should write.

Everybody should have the opportunity to use drawing as a means of expression and communication - just as everyone should learn to write. And for those children with a drawing talent, closing down drawing in the classroom can feel to them like just another brick in the wall.

Everyone can learn to draw

Drawing is a teachable skill, just as writing is. Most of us have a romantic notion of drawing - we see someone who produces life-like images and sigh, knowing we could never do that.

The child who claims to be bad at drawing, furiously erasing parts of their drawing till the paper wears away, has probably learned what ‘good’ drawing is from unthinking comments from adults who have ‘helpfully’ observed that the sky isn’t red, or that their Easter bunny looks like a kangaroo.

Indeed there does come an age, usually around 8 or 9 years, when we begin to see our drawings as others do, and most of us are usually disappointed with what we see - and give up on drawing. But actually, with tuition and encouragement, all of us can learn to draw pretty well, and more importantly, feel the pleasure that comes with this kind of expression.

To promote a classroom where drawing is valued, get rid of colouring in stencils. Let kids freehand draw and paint, and don’t be afraid to teach some drawing skills so they can get what is in their mind’s eye down on paper. You won’t be stifling their creativity, you will be ensuring they never lose it.

Drawing helps in other academic areas

We understand things more deeply when we see them from multiple perspectives. Drawing what you have understood from a reading passage, drawing the science experiment you have just done or drawing the detail of an autumn leaf are all examples of engaging with the same learning from a different angle.

For most children, this helps consolidate the learning but for some children it can be the key they have been waiting for to open the door to the learning. The confidence and self belief this gives them can change their attitude and engagement with other aspects of schooling.

Closing doors and building walls

If our only measure of success at school is performance in standardised literacy and numeracy tests, schools will be tempted to narrow their curriculum and to sideline the Arts. It is already happening

This is disastrous, not just for the Arts and all their intrinsic worth - but for the reading and writing skills we are so focussed on improving.

Drawing improves children’s writing, and can enhance learning in other areas - so let kids draw. 

Misty Adoniou does not work for, consult to, own shares in or receive funding from any company or organisation that would benefit from this article, and has no relevant affiliations.

This article was originally published on The Conversation. Read the original article.

Looming Cut in Preschool Entitlements Defies All Evidence

Sussan Ley (Photo credit: Wikipedia)

by Susan Krieg, Flinders University

The recent announcement by assistant education minister Sussan Ley that the 15-hour preschool entitlement introduced by the ALP in 2013 may be wound back to 12 hours signals a worrying trend in Australian early childhood care and education policy.

This proposal was made in conjunction with the announcement that childcare benefit rebates may be expanded to include nannies.

These decisions pre-empt a Productivity Inquiry report, which is due in July, and raise questions about the basis for such significant change. Are the changes based on research evidence or are they the result of special interest lobbying, personal opinion or ideology?

That these potential changes have been signalled prior to the Productivity Commission report is worrying. Even more concerning is the place that will be given to research in future education policy. The 441 submissions to the Productivity Commission include a wide range of individual opinions and responses from businesses and researchers.

One of the responses (submission number 209) from the Indonesia Institute argues that employing Asian nannies would significantly cut the cost of childcare. So how will this submission be considered?

Will the response made by the Australian Institute of Family Studies - based on decades of research - be considered equally with that of an individual parent who is unable to enrol her child in childcare, or parties like the Indonesia Institute, which have something to gain?

International research clearly shows the benefit of investing in early childhood education. Comparisons among OECD countries show those nations that are performing best invest much more than Australia in early childhood education.

The proportion of GDP invested by Australia is 0.6%. When this is compared with countries that consistently top international comparisons, such as Finland and Sweden (which dedicate 1.3% of GDP to early childhood education), the relationship between consistent ongoing investment in early childhood education and long-term educational outcomes becomes evident.

In Sweden, after 70 years of political vision, access to universal, integrated health care and early education is seen as an unquestionable right rather than being exclusive to the privileged few, an institution for needy children, or a substitute for parental care for those who work.

Educational research must drive educational policies, not anecdotal or subjective opinion. There still seems to be a lack of respect for educational research.

The track record of Australian educational policy decisions based on educational research evidence is not good. In fact, research is often treated with disdain in many public forums.

For example, a recent opinion piece in The Australian challenges both international and national research that provides evidence of the benefits of quality care and education of children in their earliest years.

With disparaging comments such as “Oh really, professor” and “so-called expert opinion”, years of longitudinal research in fields such as economics, education, neuroscience and sociology are ridiculed.

The writer, Angela Shanahan, argued experts such as Edward Melhuish have “hijacked” the concept of care to include education. She constructed a division between preschool teachers as four-year qualified teachers and childcare workers who are “ill-educated” and “barely literate”.

Perpetuating this division takes us back to attitudes prevalent at the beginning of the century, and puts Australia far behind other OECD countries.

The early years of children’s lives are formative years, yet the Australian government still does not seem to realise the importance of providing quality early childhood education and care, despite the evidence.

High-quality early childhood learning not only contributes to the economy but makes a valuable contribution to Australia as a democratic, pluralistic and interdependent country.


Susan Krieg receives funding from The Channel 7 Childrens' Research Foundation.

This article was originally published on The Conversation. Read the original article.

We're Not Talking to our Kids: Are We Causing Speech Delay?

Technology (Wikipedia)

by Jane Louise Hunter, University of Western Sydney

A parent with a small child in a stroller is walking along the footpath with headphones in. The child is crying, the parent is oblivious.

A parent walks into a cafe engaged in conversation on the phone, with a child tagging along.

The parent orders a coffee and a drink for the child.

The parent sits down and continues talking on the phone. A tablet computer is pulled out of the parent’s bag and passed to the child. The parent continues talking on the phone.

A parent enters a doctor’s waiting room with child in arms, sits down; the child is placed on a nearby chair. The child is handed a mobile phone to play with, while waiting.

Is technology the villain?

As a parent and educator I encourage teachers to integrate technology in learning at schools. I have done a number of large studies in the area, and studies show educational programs on computers and other devices have great potential to improve early learning.

But primary school principals and early years' teachers have expressed concern to me about the increased numbers of kindergarten students with obvious speech delays - so much so that in many schools speech therapists have been called in.

One inner-city Sydney school principal said:

From 62 kindergarten children this year, 11 require speech therapy. That is almost 18% of the cohort. While I am an advocate for using technology in education, I am very concerned about basic human skills like speech not being as developed as well as they could be when young children start school.

Are parents relying on technological devices to entertain their children - known as “pass ‘n’ play” - rather than direct conversation, story reading, playing games and make-believe, and other forms of quality interaction?

There aren’t enough studies on the effects of parents’ use of technology on children’s speech development to make definitive claims, but the fact that it has been raised by teachers and principals suggests we need to look into the issue more closely.

Pass ‘n’ play

This is just as it sounds: the parent passes the child a technological device to play with while in the café or in the doctor’s waiting room. While technology certainly has its place in childhood development, devices should be used as active tools providing quality interactions, not as pacifiers.

Parents should use the device with an educational app or game to question and talk about what is happening on screen. If technological devices are just “inbuilt babysitters” or “moment fillers” they are not fulfilling the educational capacity for which they could be used.

Similar fears of declining familial interactions were raised with the promulgation of television in the 1950s. The main difference here, however, is that these smart phones and tablet computers are carried everywhere we go.

What does the research say?

A UK study suggested “technology gadgets are blamed for a 70% leap in speech problems in the past six years”.

In a follow-up article, a US paediatric speech pathologist asked whether technology is damaging children’s speech and language skills; it concluded too much time on devices is definitely playing a role.

When parents are endlessly busy on computers, phones, tablets and watching TV, that is time they are not spending interacting with their child.

Brain scientist Dr Jordy Kaufman argued that in 2013 there were no scientific studies on the consequences of the use of technological devices by very young children.

Research at the Swinburne BabyLab is being undertaken to fill this gap. Kerry Staples, an early childhood specialist at the University of Western Sydney, adds:

We need some caution here - to say it’s all down to technological devices and parents' overuse is too simplistic. Technology holds tremendous potential for young children but interactions between parents and children while using tablets and mobile phones is what I’d like to see more of.

Turn off the devices and talk

In his book Program or Be Programmed Douglas Rushkoff implores us to “not always be on”.

Children do learn from TV and from using apps on devices and by using other technologies, but speech, language and social skills are learnt from real interactions with people. Technological devices can be used better, especially with young children.


Jane Louise Hunter does not work for, consult to, own shares in or receive funding from any company or organisation that would benefit from this article, and has no relevant affiliations.

This article was originally published on The Conversation. Read the original article.

Very Few Schools are Ready to Take Two-Year-Olds Into Class

Castlefields Infants School from age 4 to 7 (Wikipedia)

by Naomi Eisenstadt, University of Oxford

Proposals to allow schools to start looking after two-year-olds go to the heart of a long-standing tension in education policy: is early childhood provision about childcare for working parents or is it about child development, to better prepare children for school?

Childcare minister Elizabeth Truss has announced she would like schools that already have early years provision for three and four-year-olds to extend to two-year-olds by September, and to open longer hours to accommodate working mothers and fathers.

As the minister says, poorer children enter school well behind their better-off peers on a range of measures. Anything that can narrow the gap before school must be a good thing.

Parental employment not only helps to reduce child poverty levels, but evidence also shows that employment has benefits beyond financial gain, including adult mental health, reduced isolation, and gender equality.

So what is the problem? First, it is not clear why schools are assumed to be appropriate for very young children. At 24 months, many children are not yet toilet trained. Their language development is rudimentary, often with only close family understanding their words.

They also need intimate and warm, caring relationships with adults that they know well and who know them well. Most will need support at mealtimes. They also benefit from small groups - of 12 or under - and can be easily overwhelmed by large, noisy rooms.

If schools can provide all these features, then why not? But few schools can.

The government’s proposal to remove the red tape of separate Ofsted registration for schools wanting to care for two-year-olds, means that no independent body will be responsible for ensuring appropriate arrangements are in place.

There is also some evidence that Ofsted inspections are not particularly sensitive to the needs of children under three.

It may seem obvious, but from two years to three years is one third of a child’s life. It is considerably different from the changes that take place in children between five and six years of age.

There are social and cognitive gains to be had by children who experience early education from aged two. But those gains are only made if provision is high quality and led by well-trained staff who remain in post for some time.

Toddlers need stability

The second problem - for which admittedly there is less clear evidence - is the flexibility of extended hours.

Most school-based provision conforms to school hours, with many schools offering school-aged children after-school programmes both for educational enrichment and to help working parents with childcare.

Many mothers with young children would prefer to work part time, two or three days per week. Most school-based nurseries offer five days per week, usually half-day sessions morning or afternoon. For working parents this is unhelpful.

But are two long days in childcare good for two-year-olds? Attendance patterns in childcare vary enormously. The research that demonstrates the developmental benefits of early years provision for children is virtually all based on five-day-a-week programmes.

Playtime or naptime?

Two more factors seem to argue in favour of a few hours over more days. Very young children benefit from predictable routines, knowing what is happening next, and having some familiarity with regular experiences.

 If two days a week are taken on Tuesday and Wednesday, for example, that means five days before the next session, and so it would be difficult for a toddler to experience a familiar routine. Will the toddler remember the staff, and will the staff feel as close to the toddler who comes for two days, as those who come for five days?

And the nature of time spent in childcare changes during the course of the day. Routines tend to rely on structured play activities, stories and games for a morning session and an afternoon session just after lunch.

When I worked in full-day care, the television went on around 4.30pm, while staff washed paint pots and cleared the room for the next day.

Admittedly, it is some time since I worked directly in nurseries, but there can be no doubt that staff are tired at the end of day, and are less likely to be providing the kind of language support and developmental activities that typify the beginning of the day.

In terms of enrichment for poorer children, 15 hours over two days is probably only about three to four hours of stimulating activity, as opposed to five days, which would provide ten hours of enriching activity.

Finally, do we really want very young children in institutions from 8am-6pm? Our most privileged children have nannies, who usually take the children to nursery for a few hours. These children have the benefits of group care combined with the warmth, and informality of domestic care.

Very few working parents can afford the luxury of full-time home care mixed with part-time group care. There is no doubt that child poverty cannot be reduced without increased maternal employment.

There is also no doubt that by creating the conditions for poorer women to enter the labour market without jobs that pay enough to lift families out of poverty, and without very high quality childcare, we will fail on both goals.

I was co-author on a report for Sutton Trust on what constitutes quality provision provision for children under three in childcare. I received a small payment for the work, via my post at Oxford. I am not employed by Sutton.


This article was originally published at The Conversation. Read the original article.

Policy Outlook: Coalition Set to Slow Progress in Early Childcare and Learning

Early Childhood Education Journal (Photo credit: Wikipedia)

by Susan Krieg, Flinders University

Early childhood education reforms, started under Labor, are looking increasingly shaky under a Coalition government.

Despite a series of recent reports and mounting evidence that support the Labor reforms, the Coalition is reviewing the initiatives.

Effectively this means delaying key parts of the reforms, including new staff-children ratio requirements and qualification standards for carers and educators.

Victoria, New South Wales, Western Australia and South Australia have also signalled they want to continue with the new ratios and education requirements and remain supportive of the reforms.

While the new government is clearly responding to concerns within the sector about cost, how many reports do we really need that show the importance of early childhood education and its ripple effects through the rest of the school system, before we act to make it better?

Evidence based policy

The latest report from the Council of Australian Governments (COAG) reform council stresses the importance of improving early childhood education outcomes in order to improve Australian education overall.

It cites a recent 2013 study, that shows a clear link between access to quality preschool education and higher scores later on in international tests.

There’s further evidence which shows children who receive early childhood education from highly qualified teachers then go on to achieve higher NAPLAN scores than those who are educated by less-qualified teachers.

This kind of evidence showing the link between better access to quality early childhood and improved education outcomes was what spurred the former government’s reforms in the first place.

These began in 2009 with the National Partnership Agreement between all Australian states and the federal government. Prior to the agreement’s introduction, each tier of government presented inconsistencies and confusion over the provision of early childcare.

Up until the government agreement, the Commonwealth government had been primarily concerned with childcare, while states were responsible for preschool provision. This arrangement resulted in a confusing variety of funding bodies, employment agreements, policies and lobby groups.

As part of the deal, the jointly governed National Quality Framework was established. Under the framework, Australia received a unified system for licencing and quality assurance processes in long day care, preschools, out of hours school care and family day care.

Early childhood care and education programs are now assessed against seven standards, including for children’s health and safety, learning and development, physical environment, child-to-staff ratios and qualifications, relationships with children and families and, leadership and governance arrangements.

Staffing arrangements

The “staffing arrangement” standard has been the NQF’s most debated requirement. It requires increased staff numbers to meet new adult-to-child ratios - one adult for every 11 children for preschool, one for every five children between 24-36 months and one for every four babies.

The NQF also requires staff who are more qualified, and thus more expensive. Currently, an Australian child carer earns A$488 per week on average - less than a bar attendant.

Upon the introduction of the framework, the for-profit early childhood sector warned that parents would bear the burden of increased costs through fee increases. Australia is one of the few developed countries in which this problem would arise.

In many OECD countries, the costs are not automatically passed on to families but are absorbed in shared funding arrangements with government.

In response to these concerns, the former government instigated the Early Years Quality Fund (EYQF).

The one-off pool of A$300m was intended to support an increase in wages for early childhood educators. Centres could only apply for the funding if they had an enterprise agreement in place, meaning that many centres would not receive any benefit.

The fund has become a target for reform by the Abbott government. Liberal MP Sussan Ley described it as:

… a dodgy fund, set up in a hurry, sorted out with (their) union mates.

She claimed the fund would have been exhausted within 12 hours of applications opening. As a result, the Coalition has frozen the fund and revoked all conditional funding offers provided by the former government.

The Coalition government has also signalled that it plans to loosen ratio requirements for family day care services that don’t record any “serious incidents” after five years.

Review or reform?

Ley has stated that the new government intends to minimise the paperwork and “regulatory burden” that exist under the existing requirements.

While these priorities are understandable, it would be disastrous for families and young children if the Coalition winds back reforms designed to improve quality and equity.

Furthermore, Ley’s claims and proposed reforms are not supported by many of the states or industry bodies.

Prior to the election, the Coalition stated that that the NQF was so expensive that some childcare centres threatened to close. However, industry body Early Childhood Australia released a statement earlier this year backing the NQF, stating:

Recent reports that centres are facing closure are a surprise to me. The clear trend here shows that far from closing, early childhood education and care services are booming.

Meanwhile, Wendy Lovell, Victoria’s minister for children and early childhood development, has claimed that the NQF’s reforms didn’t go far enough to ensure the quality of early childcare and education in Australia.

Given that that the majority of providers back the quality reforms in early childhood education and care, it would be a tragedy to wind the clock back.

There is a wealth of evidence showing the long term effects of quality early childhood care and education - it cannot be ignored. The reforms, including changes in ratios and staff qualifications, must continue.

Susan Krieg receives funding from the Children's Research Foundation. She is a member of the South Australian Education and Early Childhood Services Registrations and Standards Board.


This article was originally published at The Conversation. Read the original article.

How to Become a Kindergarten/Elementary School Teacher

by Robin A Wright

Kindergarten and elementary school teachers are, with the exception of parents, the forefront for preparing young children for further schooling.

These teachers often teach the very basics, so students can continue onto more advanced schooling with a foundation in subjects such as reading and math. Students' social skills are also usually developed during this period, as well.

Those who wish to begin this career must first earn a bachelor's degree in elementary education from an accredited college or university. While some degrees may be in areas of general study, some states will require teachers to major in a specific area, such as science or math.

These specialized areas often accompany a university's teacher preparation program and require additional courses in child psychology and education. Some states will require a master's degree along with teaching certification. A license is also known as a teaching certification. While public schools require teachers be licensed, some private schools do not have this requirement.

Along with earning a degree, the majority of programs will have students complete a teacher preparation program and student teaching.

This is typically completed at a nearby school, under the supervision of a certified teacher. This is a very important part of the learning process, because students will be able to interact with children in their future job environment.

While in this field, students should have good communication, instructional, and creativity skills, as well as a fair amount of patience. Especially with small children, learning can be a difficult process, and recognizing that individuals have different abilities and learning rates.

Those interested in becoming a kindergarten or elementary school teacher should expect to work school hours, plus after school hours to meet with students or parents. A school year is approximately 10 months long, and summer break lasts about two months.

Some teachers may have an alternate schedule that allows them to work eight weeks in a row, break for one week, and have a midwinter break that lasts for five weeks.

For all teachers, weekends and evenings during the school year will typically be spent preparing lessons and grading papers (if applicable).

Those who successfully earn a bachelor's degree and begin this career will earn salary based upon where they work. According to the Bureau of Labor Statistics, in May of 2010, the median annual wage of kindergarten teachers was $48,800 and $51,660 for elementary school teachers.

For kindergarten teachers, the lowest 10 percent earned less than $31,720 and the highest 10 percent earned more than $76,490. Elementary school teachers earned $34,390 for the lowest 10 percent and $80,140 for the top 10 percent.

Since being an elementary school teacher or kindergarten school teacher absolutely requires at least a bachelor's degree in all states, interested individuals should look for a degree program that best fits their needs.

Students may even want to consider an online degree program that will allow them flexibility with their studies. Through this option, students will complete their student teaching at an approved school within their area.

Article Source: http://EzineArticles.com/?expert=Robin_A_Wright
http://EzineArticles.com/?How-to-Become-a-Kindergarten/Elementary-School-Teacher&id=7891283

Let My Three-Year-Old Play – Not Sit Exams

by Schools Improvement Net: http://schoolsimprovement.net/let-my-three-year-old-play-not-sit-exams/

Jane Merrick in the Independent says “it is because I want children to enjoy their education that I am alarmed at the Government’s plans to start formal testing at five - or even earlier” …

… The proposals, unveiled by Nick Clegg and David Laws, the Schools minister, and presumably supported by Michael Gove, will formalise across England testing at key stage one, with the possibility for four-year-olds to also be brought under the testing regime.

The consultation document says a test could be introduced at reception - covering four to five-year-olds - within two to six weeks of them arriving.

To spell it out, that is a national test for a child barely a month after they have entered the education system for the first time. Before they have found their own coat peg, they will undergo a test.

The Deputy Prime Minister, who has a way of conjuring up odd soundbites, says his plans are not the equivalent of putting children through an “exam sausage factory”, and that the tests at the start of a child’s education are to create a baseline that their individual progress can be measured against.

But there is already a baseline method, through the Early Years Foundation Stage profile, which teachers create through observation during reception year. It is clearly important for this to be in place, to ensure that a pupil is making good progress.

But a snap test on a given day might not get the result that reflected that child’s ability. One day, he or she could be focused and attentive, and sail through a test. The next day, the child could be distracted and simply want to engage in diversionary tactics, sorry, play.

That’s what four-year-olds are like, you see. Mr Clegg should know this, his youngest child is four …

I can understand the reasoning behind these plans. I understand that Mr Clegg and Mr Laws are passionate about ensuring the most disadvantaged pupils receive the best education.

So their announcement yesterday of extra funding for the pupil premium, an excellent policy developed by the Liberal Democrats in opposition, from £900 for each poor child to £1,300 by the next election, is laudable.

The plan, also floated yesterday, for ranking 11-year-olds on a national scale, with the results available only to pupils and teachers, sounds a reasonable way to ensure struggling children do not slip through the net as they pass from primary to secondary education.

It is not that the tests for four and five-year-olds themselves will be arduous - it is suggested that a pupil will have to identify a carrot on a screen and count how many items there are on a page.

It is the existence of a rigid test at four and five that I find unsettling. I am afraid it does sound like an “exam sausage factory”.

Primary school children are already overburdened with homework, daily in some cases. To add more tests at such a young age will not create the kind of environment that stimulates interest in learning.

It will only impose more rigidity that makes children resent school. Let them enjoy their education, but understand that youngsters need their diversionary tactics too.

More at:  Let my three-year-old play – not sit exams

Jane Merrick seems more concerned with the principal rather than the proposed practice of the possible new reception tests - even saying she understands the reasoning behind them. 

Is there any reason, in reality, why the tests will necessarily make children more likely to resent school, as she suggests? Let us know what you think …

Australia Lags Developed World on Preschool Enrolment: OECD

Pre-School Graduation!!! (Photo credit: Wikipedia)

by Stephanie Peatling, South Coast Register: http://www.southcoastregister.com.au/story/1349921/australia-lags-developed-world-on-preschool-enrolment-oecd/?cs=8

Australia has one of the lowest rates of enrolment in preschool in the developed world and spends less on early childhood education than any other comparable country, the OECD says.

In a research brief, the OECD noted the growing number of studies pointing to the importance of learning for children aged up to five.

Australia's preschool enrolment rate improved between 2005 and 2010, the report said, but was low at 51 per cent compared with the OECD average of 79 per cent. The best-performing countries, such as France, Germany, Japan, New Zealand, Spain, Norway and the UK, had enrolment rates of more than 95 per cent.

Trevor Cobbold, the national convener of Save Our Schools, said the figures were due to low enrolment and spending in NSW and Queensland. ''The report on government services published by the Productivity Commission shows that 55 per cent of children in the year before full-time school in NSW were enrolled in preschool in 2011-12,'' Mr Cobbold said.

''The figure for Queensland was 39 per cent. This compares with about 100 per cent in Victoria, WA and Tasmania, 92 per cent in South Australia, 88 per cent in the ACT and 86 per cent in the NT.'' The research also found Australia spent less than 0.1 per cent of gross domestic product on early childhood education, based on 2009 figures.

Countries including Denmark, Iceland, Israel and Spain spent 0.8 per cent of GDP, well above the OECD average of 0.5 per cent.

''Without sufficient public spending, there is a greater risk that access to early childhood education and care programs will be restricted to affluent families and the quality of the programs will vary,'' the research warned.

Early Childhood Australia released a report in February saying children who attend childcare centres with more and better-qualified educators start school with superior social, language, literacy and numeracy skills.

The federal government has introduced new childcare regulations that require higher staff-to-children ratios and better educational qualifications. But childcare staff remain among the lowest paid workers in the country, typically earning less than $20 an hour.

10 Reasons Some Kids Aren’t Ready For Kindergarten

Teaching kindergarten (Wikipedia)

by Summer Nanny: http://www.summernanny.com/blog/10-reasons-some-kids-arent-ready-for-kindergarten/

Starting kindergarten is one of the biggest milestones in a young child’s life, both for the child and their parents.

For kids who have never attended daycare and were not enrolled in preschool, kindergarten can mark the first time they venture into the world and takes the first steps along a long road towards independence.

While most kids start kindergarten at around five years old, there are those who simply aren’t ready to start school when the time rolls around.

These are 10 of the most common reasons for delayed kindergarten readiness.

Has a Late Birthday

Depending on when your child’s birthday is and where it falls in relation to the cut-off date for kindergarten enrollment in your school district, your child could potentially be one of the youngest members in the class and, as such, not quite ready for the rigors of school. Social readiness is also an important factor in determining kindergarten readiness.

Didn’t Go to Preschool

Kindergarten has changed quite dramatically over the years, and is no longer dedicated to singing songs or taking naps. These days letter and color recognition, basic counting and even early mathematics and pre-reading skills are required to be considered ready for kindergarten. If your child didn’t attend preschool, they may not be quite ready for the demanding atmosphere of kindergarten.

Is Developmentally Different

Some developmental differences begin to present themselves around the time a child would begin kindergarten, which is one of the reasons why some parents are surprised to find that their little one isn’t quite ready. If you suspect that your child is developmentally different, discussing your concerns with his doctor can help you determine what your next step should be.

Was Born Prematurely

Premature babies can lag a bit behind their peers developmentally, even as late as kindergarten. According to a study by the University of Nottingham published in the New England Journal of Medicine, up to 52% of prematurely born children experienced developmental delays at age two, with many prematurity-related problems not showing up until the age of five.

Struggle With Behavioral Problems

Kids who have difficulty controlling their behavior may struggle to adhere to the rules of a kindergarten classroom, especially if they have little experience with a classroom setting. Your child’s behavioral differences can affect their kindergarten readiness and may require a bit of special attention.

Has a Physical Disability

Public schools are required by Federal law to make allowances for children with special needs, but a physically disabled child may simply not be ready for the relatively demanding schedule of kindergarten when other children their age are starting school.

Has Speech Problems

One of the areas in which many kindergarten screening tests look for kindergarten readiness is in regards to verbal skills and speech ability. A child who struggles to speak, isn’t verbal at all or has a severe speech impediment may require a bit of extra time before he starts school with their peers.

Not Fully Potty Trained

Legally, public school districts are not allowed to turn away a student based on their lack of potty training. Still, the humiliation that can accompany regular accidents in front of their classmates may keep your child from thriving. If he/she’s not potty trained and kindergarten enrollment is approaching, you may need to consult with a pediatrician for advice.

Can’t Focus On a Given Task

Some kids simply can’t focus on a task they’ve been given. Whether it’s due to attention deficit disorder or developmental differences, a child who isn’t able to focus at all may require special attention in order to thrive in kindergarten.

Suffers From Severe Separation Anxiety

Most kids who suffer from separation anxiety during the first few days of kindergarten learn to overcome it. An incapability to shake separation anxiety or severe emotional distress can point to more complicated emotional differences, however, which may need to be evaluated by a medical professional before the child attends school.

It’s important to remember that at such a young age, most children are developing at their own pace and may not reach milestones at the same time as their peers.

Delayed kindergarten readiness isn’t always an indicator of developmental differences that will set your child apart throughout their academic career. Remember how important it is to be patient with your child and help them reach developmental milestones at their own pace.

10 Tips for Helping Kids Be Independent

Children playing in snow (Wikipedia)

by Erin McNeill, 4 Nannies.com: http://www.4nannies.com/blog/10-tips-for-helping-kids-be-independent/
Raising independent children is hard work, but it’s one of the most rewarding things you can do, for them and for you!

Children who are able to solve their own problems and do things for themselves are happier and more relaxed about the world around them. They are less stressed about how everything is going to get done because they are in control of the situation.

It takes time to teach kids how to be independent, so be patient with the process and expect a few messes along the way!

1. Set clear boundaries – Let children know what their boundaries are and what is expected of them. There should be no surprises in what they are allowed to do on their own and when they should ask for help. If there are questions, kids should talk to the grown-up in charge and discuss the situation with them.
2. Create structure and routine that encourages independence – Set kids up to be able to help themselves as much as possible. Put cups on lower shelves, keep drinks on the lowest shelf in the fridge, have children sort and put away their own laundry, let them pick out their own clothes and dress themselves in the mornings and create a snack shelf in the fridge with healthy options. The more they can do for themselves, the more that a sense of independence will be created for them.
3. Teach problem solving skills – If children have a problem, teach them the skills they need to solve it. A common problem children have is fighting among siblings. Instead of always stepping in, give them the option of resolving the conflict with each other on their own. Role-playing is a great way to introduce these skills without having all the emotion of a real conflict in the way.
4. Show empathy – It’s important for kids to know you care while they are figuring out how to solve a situation. Tell them that you care about what happens to them, but that you’d also like for them to be the one who figures out the solution. You won’t allow them to get physically hurt, but they do need to find a solution that they think will work.
5. Let them fail – It sounds harsh, but allow for mistakes. The best consequences are the ones that occur naturally. For example, forgetting your homework at home will mean you will suffer a consequence at school. It’s a learning experience, but one that is sure to help your child remember their homework next time! Let them spill the milk when trying to pour it into their glass, then show them how to clean it up and try again!
6. Let them do it themselves – Have children be responsible for their own belongings on a trip. They can pack a small backpack of toys and books to bring on a trip, be responsible for carrying it through the airport and onto the plane and make sure that all of their belongings get back into the backpack for the trip home.
7. Give choices – Let children think for themselves and give them reasonable choices about their day. If they need to be dressed up that day, allow them to choose the blue or the grey shirt. Have them help you decide which snacks to prepare, what project to work on, what homework they’d like to do first and other choices throughout the day.
8. Let them speak for themselves – When you are at a restaurant have your child order their own food or if you’re at a medical appointment have them speak to the receptionist, nurse and doctor. This gives them the opportunity to learn how to interact with people outside of their social groups and in professional settings.
9. Interject, but don’t intervene – When children are in the middle of figuring out a problem, but are struggling a bit, don’t solve the problem for them. It’s okay to offer suggestions and ideas if they are truly stuck, but it’s important that they use the thought process to get themselves out of the situation. Your children will probably surprise you by coming up with solutions that you may have not even thought of!
10. Practice how to practice – Practicing is a life-long skill that we all use on a daily basis. If your child takes up a musical instrument, but halfway through the year decides they no longer want to play it, use the experience as a practicing experience. They need to finish their commitment and should consider it practice for life. Make sure to explain that to them.

Being independent isn’t easy, nor is it fast. There are times when you are truly in a hurry and kids won’t be able to practice, but try to allow for times when your children can do things on their own, even if that means waking up 15 minutes earlier in the morning!

Kids who are independent will turn into teenagers who are independent and able to make solid choices, because at some point, you won’t be there to guide their every move. It’s important to give them the tools today so that they grow to be successful adults.

How to Begin Choosing the Right Books For a Struggling Reader

Toddler with book (Photo credit: Wikipedia)

by Margo Emrich

Perhaps you have asked yourself these important questions:

"How do I go about choosing the right books for my struggling reader?"
"Why is it so difficult to find books for a struggling reader to read?"
"Is my child reading the right books for him or her?"

In working with dyslexic and struggling readers for twenty-plus years, one thing I've noticed is that parents often encourage their children to read books that are too difficult for them.

While it's understandable that parents want their child to read grade-level books - it's counterproductive - because when the struggling reader becomes frustrated, he or she will not want to read at all.

I realized that I had to be very clear about exactly what books my students could comfortably read right now. These books are called independent reading level books.

How to Know When a Book is at the Right Level?

If your child misses too many words on a page, the story won't make sense and the child will just be frustrated. There is a "rule of thumb," that if the reader misses more than five words on a page, that is too many. But, you of course have to take this with a "grain of salt," because on a page that has only twelve words, even four words would clearly be too many.

One of the problems with finding the right book for your child is that even books that are purported to be "easy readers" are clearly not easy for a struggling reader. Easy reader books may include all kinds of things that the reader doesn't yet know.

For example, they may mix in multi-syllable words and past tense words. The struggling reader may not yet know that past tense is written as /ed/ regardless of whether it sounds like: d/t/ed. For example words such as "learned," "cooked," and "painted." The child needs to be taught this.

A small percentage of children learn to read regardless of how they are taught, or seemingly by "osmosis;" in other words just "out of the blue." But, struggling readers need to be taught explicitly. Struggling and dyslexic readers also benefit from being taught in a multi-sensory way.

Don't get me wrong, this certainly doesn't mean these children are less bright; it just means they need to be taught in a way that makes sense to them. It appears their brains are wired a little differently than your average child. Realistically speaking, though, I believe almost all children ought to be taught in an explicit, multi-sensory way.

As the parent of a struggling reader, you need to be aware of what your child presently knows. If you don't have the time for learning more about the reading process, then you need to find a good teacher/tutor for your child.

If he or she is struggling now, it is not likely to fix itself. Often by about grade 2 or 3, parents begin to realize their child needs additional help. A couple of my other articles will give you some initial information about how to begin teaching your child to read.

If Your Child is Guessing at Many of the Words, It Is Not the Right Book!

What you don't want is for your child to guess at words when reading. This is clearly not a good strategy for at least two reasons:

1. Most often the reader makes a wrong guess. This messes up the rest of the sentence and slows the reader down.
2. When the reader guesses, it reinforces the idea that there is no strategy for reading words. Guessing most often makes no sense and therefore the reader is left with the idea that reading makes no sense. 

Finding the Right Book at the Right Time is Not Easy

I'd like to give you easy ways to find the right book at the right time for your struggling reader. Unfortunately there are no really easy ways. I have spent years and years trying to perfect this for my students. But a few things to think about are:

Check in with your local children's librarian; they are often a great resource.

Get to know certain authors that seem to be writing for struggling readers, or certain series that may be just the ticket for your struggling reader to begin to develop reading fluency. The early reader will at some point benefit from reading the Frog and Toad series of books, as well as others by Arnold Lobel.

A little later some of the Red Feather chapter books like one of my favorites Max Malone Makes a Million and The Boxcar Children will be wonderful reading additions. These later two, however, are out of print and may only be available at your local library. Nate the Great is a particularly good series for boys just getting into chapter books.

If you're looking for a reading specialist in southern Oregon (I live in Ashland), check out my Wise on Reading website, and give me a call to schedule a free consultation. Email or call me with any questions (see website below).

If you want to teach your child to read, see my web site to read the first of eighteen stories in my Wise on Reading Program. Unlike many phonics programs, my stories are written in an accumulative fashion. Each story teaches a new skill, while also reinforcing and building upon all the previously-learned skills.

My eighteen Wise on Reading stories will be available for sale soon. Please respond or ask me a question below and leave your email address to be notified when they are available.

http://www.wiseonreading.com

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25 Blogs to Read before Sending Your Child to Kindergarten in September

Ready for Kindergarten

by Summer Nanny: http://www.summernanny.com/blog/25-blogs-to-read-before-sending-your-child-to-kindergarten-in-september/

Once your toddler begins approaching the age when he can go to school, many parents begin to worry that their child is not actually ready to go to kindergarten.

There are several aspects of readiness, including emotional, skills and desire. Many schools have started to test kids when they register for kindergarten to make sure they are ready.

If your child is the right age, then you can send him or her to school, though some teachers are concerned about how successful the child will be once they get into school.

These 25 blogs will give you the tools you need to make sure your child is ready when the time comes.

Readiness Checklists

Everyone needs a place to start when it comes to deciding if your child is ready for school or not, and a checklist can be a useful tool when trying to determine your child’s level of readiness. These checklists include everyday tasks, like tying your shoes, as well as emotional hurdles, like separation anxiety. The following five checklists will have differences, so it might be a good idea to check them all out before deciding which one might be right for you and your child.

• A Kindergarten Readiness Checklist
• Kindergarten Readiness Checklist
• 4 Signs of Kindergarten Readiness
• Kindergarten Readiness Checklist
• Kindergarten Readiness: How to Know

Skills

If you are not around a lot of children that are the same age as yours, you might wonder how they compare to their peers when it comes to their skill sets. You may think that they're behind because they don’t know how to read, but you could be surprised to find out that many of the other kids can’t read yet either. The next five blog posts will help you determine which skills your child needs to have to succeed in school.

• The Basic Skills of Kindergarten
• 10 Skills to Teach Your Toddler before Kindergarten
• Closing Achievement Gap for Students Begins Before Kindergarten
• Social Skills Before Kindergarten
• What My Child Should Know Before Kindergarten

Helpful Internet Sites

Often it’s a good idea to switch things up every once in a while to keep learning interesting. These websites can be helpful in teaching your child everything from letter recognition to beginning reading skills. Check out these five blog articles to determine the right sites for your child.

• The Best 5 Websites for Preschool Readiness
• Find Preschool Worksheets Online
• Preschool Kids Games, Preschool Activities & Lesson Plans
• Free Online Games and Activities for Preschool Age Children
• PBS Gears Site to Preschool Children

Reading

Libraries recommend reading 1000 books to your child before they start attending school. While reading 1000 books can seem like a daunting task, if you begin reading to your child shortly after they are born then it won’t seem like such a large hurdle to overcome. If you’ve gotten a late start, there are some blogs that suggest a shorter list of titles you might want to read, some of which you may already have in your collection. Take a look at these suggested reading lists and try to incorporate some of them into your own library.

• Finding Great Books for Your Kids and Preschool Education Time
• Practice Unhurried Reading for Preschoolers and Kindergarteners
• Great Books to Read In the First Week of Kindergarten
• 100 Books to Read Before Kindergarten
• 25 Books to Read Before Kindergarten

Parent Involvement

Many children do not attend preschool because they have a parent or family member who stays home with them. In this situation, the teaching responsibilities fall to the caregiver instead of a preschool teacher. There’s no wrong or right, it’s just different. As a parent you should make sure that someone is teaching your child the skills they will need in school. The following five blog entries will help you figure out your role and what you can do to help your child be prepared for school.

• Kindergarten Readiness: Parent Strategy for Best Results
• The Parent Role in a Child’s Education
• Let’s Get Ready for Kindergarten
• Ways to Get Your Child Ready for Kindergarten
• Ten Things Your Child Can Do at Home with Magnetic Letters

Montessori Preschools for Nurturing the Overall Personality of a Child

Montessori education (Wikipedia)

by Roosevelt Hunt

Montessori preschool or the Montessori method of education has proved to be the best system of education for preschool kids.

It is a very innovative educational system where a perfect learning environment is created for the kids so that they naturally develop an urge to learn with an eagerness for knowledge.

The system gives focus on the overall physical, emotional, social and cognitive development of a child.

Characteristics of Montessori

• Multi age grouping - This facilitates peer learning as children of different age groups get a chance to interact each other. The older children impart their skills and knowledge to the younger ones. Moreover, these schools train the child to socialize with others
• Uninterrupted blocks of work time
• Discovery model - Unlike learning a concept through instruction, here the children work with materials and learn it
• Guided choice of work activity
• Montessori learning materials

Advantages

The early years of a child are a very crucial phase and have an influence in the development of his/her personality. The traits which they learn during the childhood stay with them throughout their life.

So molding of a child must begin from this phase itself. Though parents play an integral role in the molding of a child's personality, they will not be able to impart all the necessary approaches which are essential for a child's overall development.

Moreover, due to work commitments, the parents may not be able to give the child proper attention. Montessori preschools work on the nourishment of the overall character of a child.

Rather than the regular classroom sessions, here the child gets an opportunity to interact with children from different age groups. This interactive form of learning helps them develop their innate skills and talents in a healthy environment.

The cognitive powers like tasting, smelling, hearing, touching, movement and seeing are also enhanced through these sensory-motor activities. The teacher guides the child in pursuing their interest in this environment. So a close interaction between the children, teacher and the environment takes place.

The children also get the freedom and independence to do the activities which are of their own interests. The child develops an interest for academics and extracurricular activities here which will help them in the next stage of school. Subsequently, he/she will be able to have a rewarding career which is of his/her interest.

The strong academic base imparted to the child in the Montessori school will help them learn other concepts in academics as well as society. So your children must be enrolled in a top notch Montessori school for ensuring a sound overall development.

If you are looking for a good school in Gilbert and Chandler AZ, Arizona area.Visit Spondeo Preschool

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10 Practical Lessons Learned from the Little Red Hen

by admin, National Nannies: http://www.nationalnannies.com/blog/10-practical-lessons-learned-from-the-little-red-hen/

The story of the Little Red Hen has been told for ages to teach young people basic moral values.

Using farm animals for the characters makes it interesting and fun for children, and stimulates their imaginations as they learn some important life lessons. Even though this folk tale has been passed down for generations, its message is timeless.

We can all relate to these 10 practical lessons learned from the Little Red Hen.

1. Thrift – The story begins with the Little Red Hen finding some discarded grain seeds. Nobody else saw the value of these seeds, but she knew they had potential. The thrifty hen knows better than to let her fortunate find go to waste.
2. Initiative – Nobody had to tell the hen what to do with the grain seeds. She took the initiative to pick up the seeds and take advantage of her good fortune. People can learn a lesson from her initiative instead of waiting to be told what to do.
3. Plan ahead – The Little Red Hen could see the future potential of those seeds if they were planted and harvested. Instead of just focusing on the present, she could plan ahead to improve her situation.
4. Work hard – The hen wasn’t afraid of hard work even if nobody else on the farm would help her. She knew that her labor would pay off in the end and didn’t hesitate to get busy. Kids can learn how important it is to work hard if they want to succeed.
5. Self reliance – The Little Red Hen didn’t count on anyone else to help her out even though she asked. When the other farm animals refused to help she just went ahead and did all the work on her own. This story has the practical lesson of self reliance that is important for young people to learn.
6. Basic skills – Apparently the other animals on the farm didn’t have the basic skills required to plant, harvest and mill the grain into flour needed to make bread. Only the hen had the knowhow that she probably learned from observing the workings of the farm.
7. Persistence – At every stage of the project, the Little Red Hen didn’t give up. Even though she didn’t have any help and the work was hard, her persistence and perseverance paid off in the end.
8. Ignore naysayers – The other farm animals surely told the hen she was crazy to do all that hard work while they were lazing about and having fun. It’s important for kids to learn to ignore the naysayers while doing the right thing.
9. Rewards – Of course the most practical lesson is that the initiative and hard work paid great rewards in the end. The Little Red Hen had some delicious bread to eat and share with her family while the other animals had nothing.
10. Fairness – And finally, the animals who didn’t share in the work didn’t earn any of the bread. This is probably the most important lesson of all in today’s society. With all the talk of fairness, the other farm animals really did get their “fair share”. The Little Red Hen had every right to keep the fruits of her labor and not share it with anyone who didn’t help.

With today’s entitlement society the story of the Little Red Hen should be revived and told more often. So many people have come to expect the government or someone else to provide for them.

They envy the wealth of others even though they did nothing themselves to earn it. Those who have worked hard and achieved success have every right to keep what they’ve earned and should not feel obligated to share it with those who aren’t willing to capitalize on their own abilities.

People would be well advised to take a page out of this timeless tale and apply it to their own lives. These are some valuable practical lessons that everyone should learn to achieve their own success.