Gayle Forman Josette Frank Award 2025 Acceptance Speech

Author Gayle Forman wins the Josette Frank Award 2025 for Not Nothing from Bank Street College Children\u27s Book Committee. The Josette Frank Award This award for fiction honors a book or books of outstanding literary merit in which children or young people deal in a positive and realistic way with difficulties in their world and grow emotionally and morally. The award has been given annually since 1943. Josette Frank, the editor of anthologies for children, served for many years as the Executive Director of the Child Study Association of America of which this committee was a part.https://educate.bankstreet.edu/cbc_awards/1020/thumbnail.jp

Long Trip 2003 Photo 6

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Así querés que aprenda: Artivism as a Speculative Praxis

Así querés que aprenda (Is this how you want me to learn?): Artivism as a Speculative Praxis is a youth-led research project created by a community of young people from Centro Educativo de Capacitación, Arte y Producción (CECAP), an alternative school in Uruguay. The project\u27s title is drawn from a poem written during the research process, where youth critically reflect on their educational experience

Long Trip 1948 Photo 13

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Be A Tree: Reconceptualizing Early Education through the Roots and Fruits Methodology of Teaching and Learning

This past Winter, my seven-year old son lived through a traumatic experience, resulting in the amputation of a significant portion of his middle finger. While reflecting on the concept of being a “Whole Child,” I was engaging in conversations with my son, exploring questions on wholeness, such as, “What is the purpose of our bodies? How will my hand work now with the loss of this finger? How will my classmates see me, and view my finger? When will my nerves re-align as I place my stubbed finger on different textures of fabric, petting our dog, holding my bike handle-bars, skimming rocks, dribbling a basketball, or holding a pencil?” “How will I create in the world?” “How will I play piano?” My young child is wise enough to know who he is, is more than the body he moves through on this planet. Yet, he is also astute to recognize our world can be harsh, and understanding his identity in this new body, and how the external world may perceive him was significant. His internal conflicts of identity, who he is now in this different body, and how he will use this body to serve in the world were questions consuming his mind. As I facilitated dialogues with him, his brother who witnessed the trauma, his teachers, and classmates on understanding this new chapter to his story, I knew that the power of being seen and feeling whole in our world is critical to all of us, especially our youngest earthlings

Long Trip 1998 Photo 9

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A Little Cuckoo: A Book About Finding Your Place

The research collected in this study aims to support students, teachers, and families in understanding that friendships take many forms and that neurodivergent students don’t always make friends in the same way as their peers

Paths Forward to Salary Parity for New York: National Models for Equity in Early Childhood Education Compensation

Pay parity for early childhood educators is critical to reducing turnover, improving job quality, and achieving an equitable child care system. This publication explores compensation reform nationwide and offers ideas for local and state financing options to better support the early childhood workforce and New York families.https://educate.bankstreet.edu/bsec/1013/thumbnail.jp

Redefining Quality to Center the Capabilities of Young Children

In this article, we offer a justice-centered approach to measuring and documenting instructional quality that counters traditional teacher evaluations models commonly used in states\u27 Quality Rating Improvement Systems (QRIS). We tell the story of two early care and education practitioners - one teacher and one school leader - who participated in a professional development that focused on learning to observe young children in agentic contexts and finding more ways for young children to showcase, demonstrate, strengthen, or contribute their capabilities. Through these stories, we show how focusing on children\u27s capabilities served to counter the reductionist, hierarchical, and dehumanizing approaches of commonly used teacher evaluation tools. By focusing on the capabilities of children, educators were able to define for themselves what they regarded as high-quality practice and implement meaningful shifts in their work. We argue that QRIS teacher evaluation models need to be revised to center young children and their capabilities