Gaming in the Classroom to Boost Engagement
Gaming in the Classroom to Boost Engagement
Gaming in the Classroom to Boost Engagement
By Wendy Taylor
September 28, 2021
Summary
Two big challenges remain: ensuring that families with "Non-traditional" work schedules are included, and significantly increasing public investment in facilities to allow preschools to expand well beyond church basements and providers' homes.
Federal childcare initiatives must address the needs of families with such work schedules, or the families that most need public child care will be left out.
Currently, U.S. family childcare providers, preschool teachers, and childcare workers earn poverty wages with few benefits and often cope with difficult working conditions.
Continuing professional development will be geared to the schedules of the low-income working parents who are over-represented among preschool workers.
Employers demand "Non-traditional" work schedules for the three occupations expected to add the most jobs between 2019 and 2029: home health and personal care aides, fast food and counter workers, and restaurant cooks.
Multnomah County will pay fair wages to everyone working in the classroom, but will not supplement the pay of people working in Head Start and other public preschool and childcare programs that pay too little to retain skilled people in the face of a more attractive alternative.
A new federal program should aspire to offer high quality child care to families struggling with difficult work schedules, until labor legislation is revised to place limits on such unpredictable schedules.
Reference
Taylor, W. (2021, September 16). Gaming in the classroom to boost engagement. Retrieved November 15, 2021, from https://swhelper.org/2021/09/28/gaming-in-the-classroom-to-boost-engagement/