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While some may think of academics and play as mutually exclusive, others argue that it’s important to embed the brain-boosting practice of play into the skill-building activities of academics. This summer, the Gesell Program in Early Childhood partnered with New Haven Public Schools to launch a play-based learning pilot focused on pre-K through grade 3.
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The Connecticut Documentation & Observation for Teaching System (CT DOTS) is a framework to guide early care and education providers in monitoring children’s progress on the skills, abilities and behaviors in the Connecticut Early Learning and Development Standards (CT ELDS). This article provides information about the development and implementation of the CT DOTS.
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This winter, Maritime Odyssey Preschool launched a new two-generational initiative that directly benefits parents, children, and the preschool itself: the Career and Family Coaching Institute.
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Each of PEER’s partner communities is crafting its own approach to supporting children and families during the transition to kindergarten. In Stamford, a major focus is improving communication between preschool teachers and kindergarten teachers.
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The Yale Department of Psychiatry’s Psychology Section will sponsor a screening of the documentary “The Thick Dark Fog” at 3:00 pm May 15, 2019, at the Yale School of Forestry and Environmental Studies, Kroon Hall, 195 Prospect St., New Haven.
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PEER has partnered with the Office of Early Childhood, the State Department of Education, and the University of Connecticut to evaluate the Preschool Development Grant (PDG) program in Connecticut. PEER will use existing data to examine the association between PDG participation and child outcomes in the kindergarten year.
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“Young adulthood is more challenging than ever, especially when making choices,” explains psychologist Jacob Tebes, PhD.
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"You've got your whole life ahead of you," young adults are often told—but that's of little comfort to the many 20- and 30-somethings who face "adulting" challenges like career uncertainty, overwhelming student loan debt, and relationship difficulties.
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In an effort to promote coordinated, high quality SEL programming and supports for the young children and families of Bridgeport, a number of local stakeholders came together in the summer of 2018 to launch the Bridgeport Early Childhood SEL Initiative (BECSELI). The initiative is led by the Yale Center for Emotional Intelligence, and PEER is contributing as an evaluation partner. Several of PEER’s member organizations serve on the BECSELI Steering Committee.
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The Partnership for Early Education Research (PEER) has released a new brief entitled Kindergarten performance in early literacy: student, teacher, and classroom factors. This publication is the last in a series of four briefs based on the research that was funded by the U.S. Department of Education’s Institute of Education Sciences through the researcher-practitioner partnership grant program.
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The center’s many supporters, scientists, students, and mentees offered their thoughts and feelings about the last two decades and the change WHRY has made in leading us toward a healthier and happier future.
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PEER member organizations gathered at The Leir Retreat Center in Ridgefield, Connecticut for a strategy session focused on leveraging research to enhance decision-making. John Q. Easton provided the keynote address and shared his deep expertise in research-practice partnerships.
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Seven Yale faculty have been appointed to transition committees for Gov.-elect Ned Lamont's new administration.
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The Connecticut State Department of Education (CSDE), the Connecticut Office of Early Childhood (OEC) and the Connecticut Early Childhood Funders Collaborative (ECFC), joined with parents, educators and communities to co-create a common definition, framework and guiding principles for advancing state and local family engagement efforts across the state, which were recently published online.
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The work of research-practice partnerships is inherently complex and challenging, and PEER works hard to balance rigor, relevance, and timeliness. PEER is part of a national movement of education research-practice partnerships (RPPs), and PEER recently joined the National Network of Education Research-Practice Partnerships (NNERPP).
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Derrick M. Gordon, PhD, Associate Professor of Psychiatry and Director of Research, Policy and Program on Male Development at The Consultation Center, participated as a panelist on a virtual roundtable Sept. 20 held to increase awareness about the mental health needs and vulnerabilities of African American boys.
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The Connecticut State Department of Education (CSDE) has released a suite of PreK to kindergarten transition resources for schools and districts. These resources include The Early Childhood Landscape Analysis Tool for Connecticut Schools and Districts, Transitioning to Kindergarten: the Why, What, and How of this Important Milestone for Connecticut Students, and The Connecticut State Department of Education’s Evidence-Based Guide for Early Learning.
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PEER Director Mike Strambler discusses a session at the 2018 National Research Conference for Early Childhood (NRCEC) focused on the measurement of inequitable experience in the classroom.
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Angela Haeny, PhD, and Jacqueline Woerner, PhD, postdoctoral fellows in the Division of Prevention and Community Research at The Consultation Center, have been recognized with travel awards for their research work.
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PEER explores how understanding young English learners can allow schools to serve this population more effectively.