The April 2012 newsletter shares photos of WEEL/AFT members and advocates meeting with legislators, rallying on the capitol grounds and updates on AFT+Members Benefits.
Updates on Kids Count on Me Voters, Lobby Day 2012 and what you can do to make sure the voice of early learning educators is at the table to discuss, WAC Review and proposed legislation.
This month American Federation of Teachers releases the publication Right from the Start: Transitions strategies for developing a strong preK-3 continuum.
AFT President Randi Weingarten states in her introductory letter, “Early learning matters. It can’t be put more simply than that. Anyone who has ever visited a child care center, a Head Start program or a pre-K classroom—or any of the other myriad settings where infants, toddlers and preschool-aged children are cared for and educated by dedicated and engaged adults—knows that what happens in those settings, as well as in kindergarten and the early elementary grades, will have a lifelong effect. As I said in a recent column (“Investing in a Strong Start,” NewYork Times, May 15, 2011), “whether one views this issue through an educational or an economic prism, it makes sense to get it right from the start.”
This publication expands on the presentation, featuring examples from across the country of what communities are doing to improve these transitions for children, as well as the ways that early childhood educators, elementary school teachers, parents, child care program administrators, elementary school principals and unions, can be involved in promoting and advancing stronger transition practices and policies that lay the crucial foundation for P-3 alignment.
AFT President Randi Weingarten states in her introductory letter, “Early learning matters. It can’t be put more simply than that. Anyone who has ever visited a child care center, a Head Start program or a pre-K classroom—or any of the other myriad settings where infants, toddlers and preschool-aged children are cared for and educated by dedicated and engaged adults—knows that what happens in those settings, as well as in kindergarten and the early elementary grades, will have a lifelong effect. As I said in a recent column (“Investing in a Strong Start,” NewYork Times, May 15, 2011), “whether one views this issue through an educational or an economic prism, it makes sense to get it right from the start.”
