DENVER -- As Congress considers making significant investments in the nation's child-care system, children's advocates say now is the time to make nature-based, high-quality outdoor learning available for all children in Colorado, regardless of their ZIP code.

Sarah Konradi, director of the Early Childhood Health Outdoors (ECHO) program for the National Wildlife Federation, said kids need regular access to spaces where they can play, run and climb.

"We also want them to be able to explore, to imagine, to pretend, to create," Konradi outlined. "And so that may look like a little digging area in the shade of a tree, where they can explore worms and bugs."

ECHO has published new recommendations, calling for broadening investments in playgrounds to include outdoor extensions of the classroom; areas where kids create rules for new games, learn how to work together to build pirate ships, and other activities that help boost cognitive learning and social skills in natural settings.

Konradi pointed out child-care providers also see benefits from outdoor learning environments. Instead of monitoring recess on a traditional playground, educators can engage with kids as they explore winding pathways, plant pollinator gardens and create "mud kitchens."

Konradi noted building outdoor learning spaces does not necessarily require a lot of money or effort.

"Changes that we are advocating for can be extremely cost-effective; they can be done very incrementally," Konradi explained. "This doesn't have to be an extreme playground makeover to be successful."

When children get to spend a part of their day in natural settings, Konradi added, there is also an opportunity to pause, and take a deep breath.

"And spaces where children can just observe, contemplate," Konradi stated. "And with nature around us, we know that as adults going out into those kinds of environments is very restorative, and it can be for children as well."

Lawmakers in Congress are facing mounting pressure from corporate lobbyists to pass business tax breaks before the end of the year but new analysis suggests cuts would be far more costly than promised.

Joe Hughes, federal policy analyst at the Institute on Taxation and Economic Policy, said reinstating the expanded Child Tax Credit would be a better investment. He pointed out it is unclear whether corporate tax breaks would achieve their stated policy goals, but they would make a lot of very rich people even richer.

"The child tax credit, on the other hand, the beneficiaries and the effects are entirely clear," Hughes asserted. "It's children in low- to middle-income families, middle-class families, people making less than about $86,000 a year."

Reinstating the pandemic-era Child Tax Credit would help nearly 60 million children in Wyoming and across the U.S. Proponents of corporate tax breaks passed in 2017 argue they are essential to economic growth and should be made permanent. Critics of the expanded child tax credit, which expired last year doubling child poverty rates, warned it would discourage people from re-entering the workforce.

Researchers at the University of Chicago and the Massachusetts Institute of Technology found the expanded Child Tax Credit did not affect parents' decisions to enter or leave the workforce. Hughes noted working is not free if you have children. For many parents, it is less expensive to stay home than pay rising child care costs.

"An expanded child tax credit that's available to all low-income families can actually help some families re-enter the workforce," Hughes emphasized. "Because now they can receive child care."

Making corporate tax breaks permanent is projected to cost $500 billion but Hughes stressed making the Child Tax Credit fully refundable, where families get assistance even if they don't earn enough to owe taxes, would have a much lower price tag of between $10 billion and $20 billion.

"The most impactful part of the legislation was what made it available to all families, including very low-income families," Hughes added. "In 2021, as a result of the child tax credit, child poverty was cut in half."


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Education experts say children in New Hampshire are at risk of falling behind their peers in other states with well-funded preschool programs.

Nearly half of 3- and 4-year-olds in New Hampshire are not receiving early education, which is known to provide foundational knowledge and skills used in school and later in life.

Steven Barnett, senior co-director of the National Institute for Early Education Research at Rutgers University, said research shows children who attend preschool are more likely to attend college, find professional success and are less likely to be involved in the criminal justice system.

"We know that kids who miss out from low income families can start two or three years behind their peers," Barnett explained. "And they will rarely catch up."

Barnett acknowledged while individual school districts can opt to pay for preschool, a well-funded state program would help ensure all New Hampshire children get a chance to learn the fundamentals of math and language as well as develop the social-emotional skills they will carry into adulthood.

New Hampshire is one of just six states to not fund preschool, and Barnett pointed out it affects the economy as well. Thousands of Granite State parents report they frequently miss work or have had to quit their jobs due to the lack of affordable and accessible preschool. But where it is available, often staff is not.

Barnett added of more than 200 majors offered in college, early childhood education is one of the lowest paid.

"If we're serious about producing the kinds of benefits that preschool can, we need an adequate paid workforce," Barnett contended.

The Community College System of New Hampshire has created multiple scholarship and tuition assistance programs to help draw more people to the field of early education, but Barnett argued greater federal investments and a state commitment to universal preschool with adequately paid staff are needed to ensure kids get the best start on life.


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Ohio schools are stepping up to meet the needs of a growing number of English learners.

Nearly 40% of around 60,000 English learners in the state speak Spanish as their primary language, but others speak Arabic, Chinese, Somali, Swahili and more.

Debbie Skarsten is an English Learners teacher in Pickerington. She said schools need certified teachers to provide a specialized curriculum, along with more training for other teachers, given a population that has doubled over the past decade.

Skarsten added that there's a significant difference between a child learning playground vocabulary and academic language required for testing.

"These students are required to take the same state tests that every other student takes," said Skarsten, "and pass the same standards that every other student - who grew up as a native English speaker - is expected to take, and at the same time frame."

National Center for Education Statistics data show nationwide, the percentage of public school students who were English learners rose by 4.5 million between 2010 and 2020.

Forty-eight states and the District of Columbia provide funding specifically for English language learners.

Lakota Local School District English as a Second Language Specialist Helen Vassiliou explained language isn't a disability, and said students should learn English in an environment that accounts for their native language skills.

She said many students arrive in the U.S. speaking multiple languages, meaning English is sometimes a child's third or fourth language.

"English learners should receive additional supports from counselors and social workers - as well as certified, licensed ESL specialists," said Vassiliou. "We should provide them and their families with support."

Research shows that grouping English learning students into small communities, training peer mentors, monitoring students' academic progress, and providing culturally responsive teaching are effective at helping English learners.




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