New York Times – November 7, 2014 by

Claire Cane Miller

Five months after Todd Bedrick’s daughter was born, he took some time off from his job as an accountant. The company he works for, Ernst & Young, offered paid paternity leave, and he decided to take six weeks — the maximum amount — when his wife, Sarah, went back to teaching. He learned how to lull the fitful baby to sleep on his chest and then to sit very still for an hour to avoid waking her. He developed an elaborate system for freezing and thawing his wife’s pumped breast milk. And each day at lunchtime, he drove his daughter to the elementary school where Sarah teaches so she could nurse. When she came home at the end of the day, he handed over the baby and collapsed on the couch.

“The best part was just forming the bond with her,” said Mr. Bedrick, who lives in Portland, Ore., and went back to work in June. “Had I not had that time with her, I don’t think I’d feel as close to her as I do today.”

Social scientists who study families and work say that men like Mr. Bedrick, who take an early hands-on role in their children’s lives, are likely to be more involved for years to come and that their children will be healthier. Even their wives could benefit, as women whose husbands take paternity leave have increased career earnings and have a decreased chance of depression in the nine months after childbirth. But researchers also have a more ominous message. Taking time off for family obligations, including paternity leave, could have long-term negative effects on a man’s career — like lower pay or being passed over for promotions.

In other words, Mr. Bedrick is facing the same calculus that women have for decades.

Women’s role in society and the economy has been transformed over the last half-century. Today, 70 percent of women with children at home are in the labor force, according to the Bureau of Labor Statistics. But only recently have men’s roles begun to change in significant ways.

Paternity leave is perhaps the clearest example of how things are changing — and how they are not. Though the Family and Medical Leave Act of 1993 requires companies with more than 50 employees to provide 12 weeks of unpaid leave for new parents, it requires no paid leave. The 14 percent of companies that do offer pay, like Ernst & Young, do so by choice. Twenty percent of companies that are supposed to comply with the law, meanwhile, still don’t offer paternity leave, according to the 2014 National Study of Employers by the Families and Work Institute. And almost half the workers in the United States work at smaller companies that are not required to offer any leave at all.

Even when there is a policy on the books, unwritten workplace norms can discourage men from taking leave. Whether or not they are eligible for paid leave, most men take only about a week, if they take any time at all. For working-class men, the chances of taking leave are even slimmer.

“There is still some stigma about men who say, ‘My kids are more important than my work,’ ” said Scott Coltrane, a sociologist studying fatherhood who is the interim president of the University of Oregon. “And basically that’s the message when men take it. But the fact that women are now much more likely to be at least a principal breadwinner, if not the main breadwinner, really changes the dynamic.”

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By SHAEL POLAKOW-SURANSKY and NANCY NAGEROCT. New York Times – October 21, 2014

WITH the introduction of universal pre-K in New York City, we have created a new entry point into our public school system. This raises a key question: What do we want our children’s first experiences in school to be? What does a good education look like for 4-year-olds?

This summer, Bank Street College of Education led training for 4,000 of New York’s pre-K teachers, including both veterans and hundreds of people who started teaching pre-K for the first time last month. Worried teachers talked about how the pressure to achieve good outcomes on the third-grade state exams has been trickling down to early childhood classrooms in the form of work sheets, skill drills and other developmentally inappropriate methods.

The problem is real, and it is not unique to New York City. Earlier this year, Daphna Bassok and Anna Rorem, educational policy researchers at the University of Virginia, found strong evidence that current kindergarten classrooms rely too heavily on teacher-directed instruction. Their study, “Is Kindergarten the New First Grade?” revealed that the focus on narrow academic skills crowded out time for play, exploration and social interaction. In a 2009 report for the Alliance for Childhood, “Crisis in the Kindergarten,” Edward Miller and Joan Almon reported that kindergarten teachers felt that prescriptive curricular demands and pressure from principals led them to prioritize academic skill-building over play.

This is a false choice. We do not need to pick between play and academic rigor.

While grown-ups recognize that pretending helps children find their way into the world, many adults think of play as separate from formal learning. The reality is quite different. As they play, children develop vital cognitive, linguistic, social and emotional skills. They make discoveries, build knowledge, experiment with literacy and math and learn to self-regulate and interact with others in socially appropriate ways. Play is also fun and interesting, which makes school a place where children look forward to spending their time. It is so deeply formative for children that it must be at the core of our early childhood curriculum.

What does purposeful play look like? When you step into an exemplary pre-K classroom, you see a room organized by a caring, responsive teacher who understands child development. Activity centers are stocked with materials that invite exploration, fire the imagination, require initiative and prompt collaboration. The room hums.

In the block area, two girls build a bridge, talking to each other about how to make sure it doesn’t collapse and taking care not to bump into the buildings of children next to them. In an area with materials for make-believe, children enact an elaborate family scenario after resolving who will be the mommy, who will be the grandpa and who will be the puppy. Another group peers through a magnifying glass to examine a collection of pine cones and acorns. On the rug, children lie on their stomachs turning the pages of books they have selected, while at the easel a boy dips his brush into red paint and swoops the paint mostly onto his paper.

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