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UC Davis experts: School readinessSchool readiness is not only a big concern for parents of preschool and kindergarten-aged children, but also for California voters because of a ballot measure that would mandate universal preschool. The UC Davis faculty has a broad expertise in these issues. If you need information on a topic not listed, please contact Claudia Morain, UC Davis News Service, (530) 752-9841, cmmorain@ucdavis.edu, or Karen Finney, UC Davis Health System Public Affairs, (916) 734-9064, karen.finney@ucdmc.ucdavis.edu. General readiness
Children with disabilitiesGENERAL READINESSKindergarten issuesUC Davis human development professor Larry Harper can draw connections between school expectations for kindergarten readiness and developmental levels of children. He can talk about how to assess children's abilities to maintain a focus long enough to follow a lesson (an issue with curricula in the early grades). He can also talk about the importance of children being open to the idea that books can contain interesting information; awareness of the sounds of words as the basis for phonics; and the general attitude that adults can be the source of interesting ideas and activities. "Children need enough social skill with peers that one won't take things from others or interfere with their activities on 'whim,' " Harper says. He has spent his career researching the early development of intentional motor, cognitive and social behaviors. Harper also looks at how children are able to develop increasingly sophisticated understandings of social rules, such as in sports. Contact: Larry Harper, Human and Community Development, (530) 752-3624, lharper@ucdavis.edu. Intellectual and emotional growthKristin Lagattuta, assistant professor of psychology at UC Davis, can talk about how preschool becomes an essential investment in early childhood for later adult development and functioning. She can talk about how preschool aids early brain development, cognitive development and socio-emotional skills (such a motivation, delay of gratification and emotional intelligence). "The gist of the matter is this," says Lagattuta, "developmental research reveals that early skills beget later skills -- the more children know entering school, the better they can learn and benefit from being taught." Without dramatic changes in the environment (school or home) these early patterns become increasingly difficult to modify as children grow older, Lagattuta says. Contact: Kristin Lagattuta, Psychology, (530) 754-9438, khlaga@ucdavis.edu. Literacy linked to wellnessRobert Byrd, a pediatrician with UC Davis Children's Hospital, can talk about the role that encouraging early literacy plays in children's health. Byrd believes that literacy is key to ensuring school readiness, good school performance and wellness throughout life. He leads the "Reach Out and Read" program at UC Davis Children's Hospital, through which all children ages 6 months to 6 years are provided age- and culturally appropriate books as part of their regular visits to the doctor's office. Byrd says wellness is influenced by emotional and behavioral approaches in the home. His work with patients is distinguished by assessments of family life, including whether children live in a safe and nurturing environment, how much television they watch each day, if they have access to healthy foods and how they are disciplined. Contact: Karen Finney, UC Davis Health System Public Affairs, (916) 734-9064, karen.finney@ucdmc.ucdavis.edu. Best practices in preschoolJanet Thompson, associate director of the UC Davis Early Childhood Laboratory School, can discuss best practices in early childhood education. "A good early childhood educator develops deep relationships with children that motivate learning, shows respect for children's interests as the catalysts for discovery, and creates a classroom environment that stimulates curiosity and nurtures a desire to learn more," Thompson says. She can identify how best practices in the education of young children are very different from best practices for older children. A high-quality preschool program includes many elements that differ dramatically from a typical teacher-directed elementary school curriculum approach. "Studies have shown that if you put young children into a setting that approximates a traditional academically oriented classroom, you end up with frustrated, unhappy children who actually learn less," she says. Contact: Janet Thompson, Center for Child and Family Studies, (530) 754-4000, jethompson@ucdavis.edu. CHILDREN WITH DISABILITIESClassroom inclusionAnn Mastergeorge, assistant adjunct professor in human development and a UC Davis M.I.N.D. Institute (Medical Investigation of Neurodevelopmental Disorders) faculty member, can talk about young children with disabilities and interventions for them in the classroom environment. "Creating a culture of competence begins in very early development for all children and their families," says Mastergeorge, pointing to studies concluding that many young children with disabilities (autism, social-emotional disorders, and speech and language delays) as well as children at risk for such disabilities learn best in regular classrooms where they can have interactions with other children. Children with disabilities also thrive with enriched classroom curriculum. Contact: Ann Mastergeorge, Human Development and Family Studies, (530) 754-9629, ammastergeorge@ucdavis.edu. Autism and other neurodevelopmental concernsRobert Hendren, chief of child and adolescent psychiatry for the UC Davis Health System and executive director of the UC Davis M.I.N.D. Institute, is an expert in the early identification and treatment of neurodevelopmental disorders -- autism spectrum disorders, bipolar disorder, schizophrenia, ADHD or impulse control disorders. He is a strong advocate for inclusion in early childhood education. "Sometimes things go wrong with the way a child's brain develops," says Hendren. "That doesn't mean that a child should be limited from the benefits of interacting with other typically developing children. Children who have developmental issues can start to overcome some of the roadblocks to normalcy, while their peers who are progressing normally can gain important leadership and acceptance skills. Inclusion can work well for everyone." Contact: Karen Finney, UC Davis Health System Public Affairs, (916) 734-9064, karen.finney@ucdmc.ucdavis.edu. Media contact:
Last updated April 22, 2008 |
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