NATIONWIDE ESTIMATES OF BLACKBIRDS AND STARLINGS

An estimated 538 million blackbirds and Starlings are found in the United States, based on the national cooperative blackbird/Starling winter roost survey conducted by the U.S. Fish and Wildlife Service during the 1974-75 winter period of December 20-February 15. Ap- proximately 74% or 398 million of these blackbirds and Starlings occurred in the Eastern States, including the tier from Minnesota to Louisiana; 26% or 139 million birds were in the West. The national roosting population in 1974-75 was composed of 11 species (Table 1) in the following approximate proportions: 38% Red-winged Blackbirds; 22% Common Grackles; 20% Starlings; 18% Brown-headed Cowbirds; 2% Brewer’s Blackbirds; and less than 1% six species combined (Rusty Blackbirds, Boat-tailed Grackles, Great-tailed Grackles, Tri-colored Black- birds, Yellow-headed Blackbirds, and Bronzed Cowbirds). (Some 2 million robins also were reported in the 1974-75 survey, though not solicited and therefore not tabulated, from 20 of the blackbird roosts in the Southeast.) The 1974-75 species proportions are similar to those found in the last nationwide winter survey (1969-70). In the 1963-64 national winter survey, Redwings made up 33% and Common Grackles 31% of the total population.

Integrating Visual and Verbal Literacies in the Early Childhood Classroom

Young children have the strong desire to use all of the communicative tools their cultures and families offer them. They want to be able to do all of the things that the powerful people they admire can do, including talking, writing, drawing, using the computer, and otherwise creating and sharing ideas, memories, solutions, even jokes and feelings. Today, we live in a time when the communicative tools are changing rapidly, practically exploding before our eyes in terms of the formats and media available to us in complex combinations not seen before. What do these technological changes mean for how we can support children's development toward literacy? An integrated arts curriculum has long been favored by many educators, but today there are more reasons than ever to implement such a philosophy. From communications theory comes a new understanding of how modern technologies demand that children learn to "read" and "write" messages involving complex combinations and integrations of visual and verbal formats. From psychology come insights about intelligence being multiple not unitary, as well as ecological perception theory offering a well-accepted framework for analyzing the affordances and expressive possibilities of different media. From education come fresh approaches to integrated curriculum, including a philosophy and pedagogy from Reggio Emilia, Italy, that combines well with current thinking by North Americans. Altogether, we have many rationales and exciting strategies at hand for launching young children toward an integrated visual and verbal literacy that involves substance, challenge, and discipline, as well as innovation, creativity, and freedom.