ニューヨーク・タイムズのインスタグラム(nytimes) - 1月11日 23時18分

One February morning at the Springfield Arbors preschool in downtown Springfield, Massachusetts, Kejo Kelly locked eyes with a blond-haired 3-year-old. It was circle time, and Kelly, 38, was trying to get each of her 13 tiny students to articulate a feeling. Most children squealed with delight when their turn came. But not a blond-haired boy. To an outsider, it was tough to say which of the children’s behaviors were normal for 3- and 4-year-olds and which were signs of bigger issues. Increasingly, classrooms like Kelly’s are being eyed by social scientists and policymakers as both the place where problems emerge and the safety net that stands the best chance of addressing them. Preschool is often thought of as mere babysitting. But a growing body of research suggests that when done right, it can be much more than that. Educators like Kelly continue to earn as little as $28,500 a year on average, though, which puts them well below K-12 teachers, who earn roughly $53,100 a year. Would improving preschool teachers’ training — and their pay — improve outcomes for their students? @nataliekeyssar took this photo of Kejo while on assignment for @nytmag. Visit the link in our profile to read on.

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