Katie Chaplin, lead teacher, 51ÁÔÆæ Children\u2019s Center<\/h2>\n![\"\"](\"https:\/\/uwm.edu\/news\/wp-content\/uploads\/sites\/41\/2018\/04\/KatieChaplin20180412_IMC_EH_0009.jpg\")
(51ÁÔÆæ Photo\/Elora Hennessey)<\/figcaption><\/figure>\nIn Clover Room at the 51ÁÔÆæ Children\u2019s Learning Center, lead teacher Katie Chaplin teaches the babies in her care to communicate in American Sign Language. Her master\u2019s degree from the School of Education has a focus on the inclusion of ASL with infants and toddlers. \u201cBeing a part of a child\u2019s first milestones and supporting their early development is a privilege,\u201d said Chaplin. \u201cI also enjoy building relationships with families who entrust their babies to our care.\u201d<\/p>\n
More than 50 children are enrolled in five infant rooms at the center, which is accredited by the National Association for the Education of Young Children. A staff of 150 part-time student employees, 32 full-time professional educators and a management team provides care and education for 300 to 350 children ages six weeks to 13 years.<\/p>\n
Fifty percent of the childcare slots are reserved for the children of current 51ÁÔÆæ students, with faculty, staff, alumni and community members filling the rest.<\/p>\n
The center prides itself on a full-time staff that is about half 51ÁÔÆæ alumni and a family enrollment that is deeply multicultural and proudly multilingual. There are six languages spoken by families in just one infant room: Arabic, Mandarin, Shanghainese, Mon-Khmer, Spanish and English. Director Lisa Mosier says that center families and staff speak about 30 languages.<\/p>\n
Nancy File,\u00a0Kellner Professor of Early Childhood Education<\/h2>\n![\"A](\"https:\/\/uwm.edu\/news\/wp-content\/uploads\/sites\/41\/2018\/04\/nancyfile20170315_TCF_IMC_T5D2465.jpg\")
(51ÁÔÆæ Photo\/Troye Fox)<\/figcaption><\/figure>\nRaising kids who are successful in school and in life starts with a strong foundation of language skills, social-emotional skills and parent-child relationships established at an early age. Professor Nancy File is applying this knowledge to a new study of children and families from low-income backgrounds. She is following a group of children from age 18 months to 4 years enrolled in the Next Door Foundation\u2019s Educare program in Milwaukee, one of four cities involved in a major research project led by her colleagues at the University of North Carolina.<\/p>\n
\u201cWe hope the findings from our research will provide new evidence to convince policymakers to increase investments in high-quality early learning for infants and toddlers,\u201d File said.<\/p>\n
High-quality early childhood education can have a positive impact for infants and toddlers from low-income backgrounds, minimizing some of the disparities between them and those from more affluent backgrounds.<\/p>\n
Melissa Hedges, senior lecturer and doctoral candidate<\/h2>\n![\"A](\"https:\/\/uwm.edu\/news\/wp-content\/uploads\/sites\/41\/2018\/04\/hedges20180405_IMC_EH_0017.jpg\")
(51ÁÔÆæ Photo\/Elora Hennessey)<\/figcaption><\/figure>\n\u201cYoung kids really are natural mathematical thinkers. It\u2019s up to us to tap into their\u00a0developing math abilities and build from\u00a0them,\u201d said School of Education lecturer, doctoral student and former classroom teacher Melissa Hedges.<\/p>\n
Hedges is teaching the next generation of math educators in the School of Education, who will someday help children from infancy to third grade build fluency with basic math facts,\u00a0one of many key concepts and understandings developed in early mathematics.\u00a0It\u2019s a basic fact that 7+8=15, but it takes a skilled educator \u2013 not rote memorization \u2013 to teach children about the multiple strategies they can use to reach the right answer.<\/p>\n
Also a consultant with the Wisconsin Department of Public Instruction, Hedges says that math is a strong predictor of academic success in multiple subject areas.<\/p>\n
\u201cThat’s what makes this work critically important,\u201d Hedges said. \u201cIn my classes, first we talk about math identity as a teacher and then how we can create a positive math identity for our students. For most people who think of math as a turnoff, it\u2019s connected back to some\u00a0really terrible experience with time testing or memorizing basic facts they had in elementary school. The idea that you are born a \u2018math person\u2019 or \u2018not a math person\u2019 is a myth.\u201d<\/p>\n
Bonnie Klein-Tasman, professor of clinical psychology<\/h2>\n![\"\"](\"https:\/\/uwm.edu\/news\/wp-content\/uploads\/sites\/41\/2018\/04\/Klein-Tasman20171211_TCF_IMC_T5D4356.jpg\")
Nathanael Schwarz (from left), Bonnie Klein-Tasman and Brianna Yund (51ÁÔÆæ Photo\/Troye Fox)<\/figcaption><\/figure>\nWhen kids are afraid to brush their hair each day or startle when they hear the rev of a motorcycle, the solution can be a surprisingly natural one: play, humor and silliness.<\/p>\n
In Clover Room at the 51ÁÔÆæ Children\u2019s Learning Center, lead teacher Katie Chaplin teaches the babies in her care to communicate in American Sign Language. Her master\u2019s degree from the School of Education has a focus on the inclusion of ASL with infants and toddlers. \u201cBeing a part of a child\u2019s first milestones and supporting their early development is a privilege,\u201d said Chaplin. \u201cI also enjoy building relationships with families who entrust their babies to our care.\u201d<\/p>\n
More than 50 children are enrolled in five infant rooms at the center, which is accredited by the National Association for the Education of Young Children. A staff of 150 part-time student employees, 32 full-time professional educators and a management team provides care and education for 300 to 350 children ages six weeks to 13 years.<\/p>\n
Fifty percent of the childcare slots are reserved for the children of current 51ÁÔÆæ students, with faculty, staff, alumni and community members filling the rest.<\/p>\n
The center prides itself on a full-time staff that is about half 51ÁÔÆæ alumni and a family enrollment that is deeply multicultural and proudly multilingual. There are six languages spoken by families in just one infant room: Arabic, Mandarin, Shanghainese, Mon-Khmer, Spanish and English. Director Lisa Mosier says that center families and staff speak about 30 languages.<\/p>\n
Nancy File,\u00a0Kellner Professor of Early Childhood Education<\/h2>\n(51ÁÔÆæ Photo\/Troye Fox)<\/figcaption><\/figure>\nRaising kids who are successful in school and in life starts with a strong foundation of language skills, social-emotional skills and parent-child relationships established at an early age. Professor Nancy File is applying this knowledge to a new study of children and families from low-income backgrounds. She is following a group of children from age 18 months to 4 years enrolled in the Next Door Foundation\u2019s Educare program in Milwaukee, one of four cities involved in a major research project led by her colleagues at the University of North Carolina.<\/p>\n
\u201cWe hope the findings from our research will provide new evidence to convince policymakers to increase investments in high-quality early learning for infants and toddlers,\u201d File said.<\/p>\n
High-quality early childhood education can have a positive impact for infants and toddlers from low-income backgrounds, minimizing some of the disparities between them and those from more affluent backgrounds.<\/p>\n
Melissa Hedges, senior lecturer and doctoral candidate<\/h2>\n(51ÁÔÆæ Photo\/Elora Hennessey)<\/figcaption><\/figure>\n\u201cYoung kids really are natural mathematical thinkers. It\u2019s up to us to tap into their\u00a0developing math abilities and build from\u00a0them,\u201d said School of Education lecturer, doctoral student and former classroom teacher Melissa Hedges.<\/p>\n
Hedges is teaching the next generation of math educators in the School of Education, who will someday help children from infancy to third grade build fluency with basic math facts,\u00a0one of many key concepts and understandings developed in early mathematics.\u00a0It\u2019s a basic fact that 7+8=15, but it takes a skilled educator \u2013 not rote memorization \u2013 to teach children about the multiple strategies they can use to reach the right answer.<\/p>\n
Also a consultant with the Wisconsin Department of Public Instruction, Hedges says that math is a strong predictor of academic success in multiple subject areas.<\/p>\n
\u201cThat’s what makes this work critically important,\u201d Hedges said. \u201cIn my classes, first we talk about math identity as a teacher and then how we can create a positive math identity for our students. For most people who think of math as a turnoff, it\u2019s connected back to some\u00a0really terrible experience with time testing or memorizing basic facts they had in elementary school. The idea that you are born a \u2018math person\u2019 or \u2018not a math person\u2019 is a myth.\u201d<\/p>\n
Bonnie Klein-Tasman, professor of clinical psychology<\/h2>\nNathanael Schwarz (from left), Bonnie Klein-Tasman and Brianna Yund (51ÁÔÆæ Photo\/Troye Fox)<\/figcaption><\/figure>\nWhen kids are afraid to brush their hair each day or startle when they hear the rev of a motorcycle, the solution can be a surprisingly natural one: play, humor and silliness.<\/p>\n
Raising kids who are successful in school and in life starts with a strong foundation of language skills, social-emotional skills and parent-child relationships established at an early age. Professor Nancy File is applying this knowledge to a new study of children and families from low-income backgrounds. She is following a group of children from age 18 months to 4 years enrolled in the Next Door Foundation\u2019s Educare program in Milwaukee, one of four cities involved in a major research project led by her colleagues at the University of North Carolina.<\/p>\n
\u201cWe hope the findings from our research will provide new evidence to convince policymakers to increase investments in high-quality early learning for infants and toddlers,\u201d File said.<\/p>\n
High-quality early childhood education can have a positive impact for infants and toddlers from low-income backgrounds, minimizing some of the disparities between them and those from more affluent backgrounds.<\/p>\n
Melissa Hedges, senior lecturer and doctoral candidate<\/h2>\n(51ÁÔÆæ Photo\/Elora Hennessey)<\/figcaption><\/figure>\n\u201cYoung kids really are natural mathematical thinkers. It\u2019s up to us to tap into their\u00a0developing math abilities and build from\u00a0them,\u201d said School of Education lecturer, doctoral student and former classroom teacher Melissa Hedges.<\/p>\n
Hedges is teaching the next generation of math educators in the School of Education, who will someday help children from infancy to third grade build fluency with basic math facts,\u00a0one of many key concepts and understandings developed in early mathematics.\u00a0It\u2019s a basic fact that 7+8=15, but it takes a skilled educator \u2013 not rote memorization \u2013 to teach children about the multiple strategies they can use to reach the right answer.<\/p>\n
Also a consultant with the Wisconsin Department of Public Instruction, Hedges says that math is a strong predictor of academic success in multiple subject areas.<\/p>\n
\u201cThat’s what makes this work critically important,\u201d Hedges said. \u201cIn my classes, first we talk about math identity as a teacher and then how we can create a positive math identity for our students. For most people who think of math as a turnoff, it\u2019s connected back to some\u00a0really terrible experience with time testing or memorizing basic facts they had in elementary school. The idea that you are born a \u2018math person\u2019 or \u2018not a math person\u2019 is a myth.\u201d<\/p>\n
Bonnie Klein-Tasman, professor of clinical psychology<\/h2>\nNathanael Schwarz (from left), Bonnie Klein-Tasman and Brianna Yund (51ÁÔÆæ Photo\/Troye Fox)<\/figcaption><\/figure>\nWhen kids are afraid to brush their hair each day or startle when they hear the rev of a motorcycle, the solution can be a surprisingly natural one: play, humor and silliness.<\/p>\n
\u201cYoung kids really are natural mathematical thinkers. It\u2019s up to us to tap into their\u00a0developing math abilities and build from\u00a0them,\u201d said School of Education lecturer, doctoral student and former classroom teacher Melissa Hedges.<\/p>\n
Hedges is teaching the next generation of math educators in the School of Education, who will someday help children from infancy to third grade build fluency with basic math facts,\u00a0one of many key concepts and understandings developed in early mathematics.\u00a0It\u2019s a basic fact that 7+8=15, but it takes a skilled educator \u2013 not rote memorization \u2013 to teach children about the multiple strategies they can use to reach the right answer.<\/p>\n
Also a consultant with the Wisconsin Department of Public Instruction, Hedges says that math is a strong predictor of academic success in multiple subject areas.<\/p>\n
\u201cThat’s what makes this work critically important,\u201d Hedges said. \u201cIn my classes, first we talk about math identity as a teacher and then how we can create a positive math identity for our students. For most people who think of math as a turnoff, it\u2019s connected back to some\u00a0really terrible experience with time testing or memorizing basic facts they had in elementary school. The idea that you are born a \u2018math person\u2019 or \u2018not a math person\u2019 is a myth.\u201d<\/p>\n
Bonnie Klein-Tasman, professor of clinical psychology<\/h2>\nNathanael Schwarz (from left), Bonnie Klein-Tasman and Brianna Yund (51ÁÔÆæ Photo\/Troye Fox)<\/figcaption><\/figure>\nWhen kids are afraid to brush their hair each day or startle when they hear the rev of a motorcycle, the solution can be a surprisingly natural one: play, humor and silliness.<\/p>\n
When kids are afraid to brush their hair each day or startle when they hear the rev of a motorcycle, the solution can be a surprisingly natural one: play, humor and silliness.<\/p>\n
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