Long hrs in preschool/daycare harmful
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Long hrs in preschool/daycare harmful
| Sun, 03-19-2006 - 3:09pm |
http://www.signonsandiego.com/uniontrib/20051101/news_1n1earlyed.html
Very interesting. Particularly the difference in the middle to upper income kids vs low income.
"I personally feel children need the nurture of their parents and the home," she said. "Those early years, that's when they are bonding to their family. That nurturing, only the family can give that."
I tend to agree.
MM, WOHM to B&E, 7.24.03

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That's my thoughts too. I always find it odd when programs use IQ as a basis for determining whether or not a child can/should/qualify to receive additional/special services.
There are many children who are gifted in a particular area, but who may not have an above-average intelligence level. Based on IQ alone, those children would never receive services.
By the same token, there are many people with an above-average IQ who, while highly intelligent, aren't gifted.
I think IQ CAN be a factor ... and should be considered ... but it is, imo, small factor out of many factors.
I can't understand why you are taking this personally. This is a debate board. I disagree with you. You say your children's educators also disagree with you. So why the surprise with my disagreement??
Anyway, despite my bringing your attention in a post above to how you apparently talk down to people like myself who ask for simple clarification of a very difficult to believe situation, you continue here once again with your pedantic tone. Perhaps you are not entirely free from blame in the unhappy response you are getting from the school.
Regardless, I disagree entirely with your approach. If I had a child with as serious a learning disability as you described above to Mondomom, any hopes or dreams I had of getting my child accepted into a gifted program would rightly scatter to the four winds. My only concern would be to get the correct therapies and treatment for such a serious learning disability. You disagree. Your and my approach yield the same result ~ no gifted program.
Apparently, the decision-makers in your school's gifted program are being honest with you that they cannot possibly educate your gifted child who has a serious learning disability. It is very understandable to me that the gifted teacher cannot handle both the gifted curriculum and a single student who needs remedial services. I think that's reasonable. Do you have reason to suspect they are lying to you about what they are capable of? If not, why would you fight to get him accepted into a program where he will not succeed? Why keep banging your head against a brick wall if your school is being honest that they cannot handle it?
It's like the earlier question I asked you and you didn't answer:
You: <>
Me: So then you are saying that there's no solution anyway. If the gifted child with an LD is indeed receiving remedial services while at the same time participating in a gifted program, yet still ~ as you say ~ does not benefit, what more do you want?
I don't know and I don't know. It isn't my field and I'm not particularly knowledgeable ...
For me, as a parent, it is more of a basis of knowing when your child's needs are being met or not. And if they're not, there's a problem. Whether its becaue they're gifted or have a disability or are just "different" learners.
Unfortunately, there has to be some sort of criteria somewhere, or you'd end up with a financially-burdened system in which a great many kids were basically being individually tutored all day. And that just can't work. So systems have to implement some sort of guidelines and criteria. I'm not qualified to say what those should be.
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