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We share several resources on libraries - modern, evolving community spaces of education and support for families and children.
Explore how libraries are taking a leading role in learning, discover ways to reimagine learning in your community, and learn how parents—through policy and advocacy—are being empowered to engage in their children’s learning.
Through a case discussion, the Bridging Worlds case became a catalyst for robust dialogue discussion about the assumptions teachers make during the transition to kindergarten and their potential consequences for children and families.
Cases are a powerful tool to support teacher preparation in family engagement. Read how five faculty members facilitated the case Bridging Worlds: Family Engagement in the Transition to Kindergarten and learn how the case influenced both students and faculty.
By coupling the Bridging Worlds case with a Reader’s Theater, we helped students examine the complexities involved in sharing responsibility for student learning during the transition to school.
Presenting the Bridging Worlds case with a Fishbowl activity helped educators came to understand the need to support relationships between families and schools during the transition period.
Communication is key during the transition to school, and a mock team meeting based on the perspectives presented in the Bridging Worlds case helped school psychologists gain confidence talking with representatives from different learning settings.
One way to help educators better understand how parents and teachers think and feel during the transition to school is by pairing the Bridging Worlds case with an Empathy Map.
Simulations, virtual learning communities, web conferences, text-based chats, and interactive cases are all ways that blended professional learning methods are supporting educators’ ability to engage families. Learn more in this commentary that explores new opportunities for blended professional learning in family engagement.
We begin the Bridging Worlds Interactive Case by meeting Maya Warren. Maya is a fun-loving 5-year-old girl who, despite success in preschool, is having a difficult transition to kindergarten.
In this section of the Bridging Worlds Interactive Case, we meet Nicole Warren, Maya’s mother. Nicole reflects on her daughter’s difficult transition to kindergarten and thinks about what she might do to improve the situation.
In this section of the Bridging Worlds Interactive Case, we meet Maya’s former preschool teacher, Teresa Guzman. Teresa considers the role of early childhood programs in preparing children and families for kindergarten.
In this section of the Bridging Worlds Interactive Case, we meet Tanya Robinson, Maya’s kindergarten teacher. Tanya is concerned that children and families are not kindergarten ready.
In this section of the Bridging Worlds Interactive Case, we meet Esther Lasher, the educational director of the Grant Head Start Program. Esther works to smooth the transition to kindergarten by planning with multiple community and school representatives.
In this section of the Bridging Worlds Interactive Case, we examine some school-level data to develop a better understanding of the factors influencing Maya’s difficult transition to school.
In the final section of the Bridging Worlds Interactive Case, we piece it all together. We think about the principles guiding smooth transitions to school, assumptions people in the case make, and how difficult issues might be resolved.
In our Family Involvement News, discover who is thinking about families in the reauthorization of ESEA, how home visits support engaged families, and why collaboration among schools, communities, and families is important for student success.
Ellen Lettvin from the U.S. Department of Education highlights how the 21st Century Community Learning Centers program is collaborating with various federal agencies to bring STEM into out-of-school time learning.
Children can develop 21st-century skills, even outside of the classroom. This resource guide offers hands-on, maker-inspired activities, along with advice from museums, libraries, and afterschool programs, for educators and families to use when exploring STEM topics with children.
In this Q & A, S. Craig Watkins discusses the family’s role in the connected learning model, and how students can link what they learn in schools, afterschool programs, and their communities using digital technology.
Afterschool programs are a powerful influence in the lives of young people, but their benefits can only be realized if youth are engaged. This commentary explores the different dimensions of youth engagement in afterschool programs and offers promising practices for those seeking to promote and foster youth engagement.
Engagement in afterschool programming is one way to keep middle and high school youth engaged in their education. Learn about how the Everett Boys & Girls Club located just outside of Boston, uses intentional informality to keep students coming back and wanting more.
Celebrate the Week of the Young Child by learning about Head Start’s ongoing commitment to supporting early childhood educators in implementing a comprehensive, two-generation approach to child development and well-being. As Head Start reaches its 50th anniversary, learn about its exemplary resources.
In 2010, Silicon Valley Community Foundation started a bold and innovative initiative designed to ensure success by third grade for all children in San Mateo County, California. It focuses on ready children, ready families, ready schools, and ready communities