Early Childhood

 From Forbes:

 From Forbes:

From the Boston Globe:

THIS WINTER, Lego, the toy company that has inspired many an engineer, unveiled a line of blocks called Lego Friends, aimed specifically at girls. The bricks come in pastel colors, the figurines go to beauty shops, and the concept is straight out of market research. Lego executives say girls play differently from boys. They don’t want to build complex fighter jets like the ones on the cover of the Lego Star Wars boxes. They want to tell stories, instead.

I have no doubt that girls in focus groups were interested in putting little Lego flowers on little Lego treehouses. But that’s not the whole story; figuring out what girls want is a matter of asking the right questions. A year ago, when the Girl Scout Research Institute embarked on a study of girls, math, and science, researchers expected to find a Lego Friends sort of world: girls drawn to cute and pretty stuff, who didn’t aspire to careers in science. Instead, the study’s results, which are being released today, upend those old assumptions.

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In other words, the trouble isn’t girl-themed toys, but what girl-themed toys ask girls to do. Salem State University professor Rebecca Hains, who studies girls and media, recently dug up a 1990s “Saturday Night Live’’ parody of a game called “Chess for Girls,’’ which showed girls cradling pink bishops and rooks as if they were baby dolls.

It reminded her of Lego Friends. Objections to the line have often focused on the gender stereotypes associated with pink blocks and Lego flowers. But whether girls want to play with pastels or pretty clothes is really beside the point. The real objection to Lego Friends is that the kits seem oversimplified. Storytelling has replaced problem-solving, instead of accompanying it.

If Lego really wants to get girls excited, maybe it should give them a tougher challenge, instead: a pink floral space-exploration kit that’s harder and more complex than the one the boys get. If you give girls problems to solve — whether or not they involve flowers or small animals — they’ll be inclined to solve them. As girls, and as adults.

 From the Los Angeles Times:

Do boys lose out when girls start to do better in math? Do girls' successes lead to a "boy crisis"? An important new study says the answer is a definitive no. When girls do better in society, both sexes benefit. Gender equity is good for everybody.

And boys and girls are becoming more equal, globally, in math performance. The study by Jonathan M. Kane and Janet E. Mertz of the University of Wisconsin analyzed scores from more than half a million fourth- and eighth-graders from 86 countries. It found essentially no gender differences between girls and boys in math performance.

The students came from Western and Asian democracies and developing countries, as well as Muslim countries notable for their sex-segregated classes. But the really surprising finding was that the more equal the societies were around gender, the better everybody did in math. As the researchers conclude, "gender equity and other sociocultural factors … are the primary determinants of mathematics performance at all levels for both boys and girls."

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From the article:

The subsidy, a mix of federal and state funds that reimburses child care providers on behalf of families, is critical to the lives of poor women. But it has been eaten away over the years by inflation and growing need and recently by state budget cuts, leaving parents struggling to find other arrangements to stay employed.

“States have dropped their investment in child care substantially,” said Linda Saterfield, vice chairwoman of the National Association of State Child Care Administrators, who oversees child care for the state of Illinois. “We’re being expected to do more with less.” Her state has toughened eligibility for the subsidies and raised co-payments from families to cover the growing demand.

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From the press release: