During the election season, and in the aftermath, we’ve heard from many teachers concerned about the intensity and tone of the rhetoric and conversations taking place in the media, in their communities, and in their programs. Teachers are looking for resources to guide them as they support the children and families with whom they work. In particular, early childhood educators are asking about anti-bias approaches, strategies to counter bullying, and ways to guide children’s behavior, to build positive classroom communities, and to support the range of diverse children and families in their programs.
With this in mind, we recently culled excerpts and articles from NAEYC’s publications and online content and are sharing them with you to support you in your teaching and interactions.
- Anti-Bias Education: Now online you can read the first chapter of the book Anti-Bias Education for Young Children and Ourselves and find self-reflection exercises for teachers as well as additional Young Children and Voices of Practitioners articles on the topic.
- Guiding Challenging Behavior/Anti Bullying: Read about positive guidance, building classroom community, and addressing challenging behavior; learn how powerful interactions with children can make a big difference.
- The NAEYC Code of Ethical Conduct: Our online resources include this NAEYC position statement and the Young Children column Focus on Ethics, in which the authors of the Code help educators use it to think through difficult situations.
- Supporting and Engaging Diverse Families: We share lessons learned from NAEYC’s Engaging Diverse Families project, as well as a selection of content from Young Children, Teaching Young Children, and families.nayec.org, about supporting and involving families in your program.
Finally, as I was reviewing NAEYC’s resources on these topics, I came across Carol Brunson Day’s moving column “Tribute to the Power of a Teacher—The Ruby Bridges Story”, which looks back to 1960 to show the difference one teacher makes. As an early childhood educator, you too make an enormous difference in children’s lives. We hope you find these resources useful in your work with young children and their families. Please use and share them with other educators grappling with these issues.
Susan Friedman is Senior Director, Content Strategy and Development at NAEYC.
By: Karen Nemeth
Early childhood educators have the power to start early and start strong by helping all children learn to respect themselves and others. When children and teachers speak different languages, they need special strategies to build that life-changing sense of community.
1. Pronounce each child’s name as closely as possible. Model for your dual language learners (DLLs) and for all children that each child deserves the respect of hearing this important marker of their identity. We don’t want to create a divide between children whose names belong and those whose names are ‘foreign’. Learn more about this national movement.
2. Learn to say some things in every child’s language…. not just the easy ones. Research shows that when a teacher speaks a child’s home language some part of every day in preschool, the behaviors of the children with each other are improved. This is a way of demonstrating for all of the children that there are no second class citizens in preschool. Ask your local librarian for help. Read about the research.
3. Celebrate each child’s authentic culture. Get to know each child and family and include representations of what’s important to them in your classroom environment and activities. This goes beyond ordering ‘multicultural’ materials from catalogs. Get personal, involve families and let the environment help all of the children and families really understand and appreciate each other.
4. Teach children strategies for respectful communication with peers across languages. Mutual respect grows from good communication. Download this resource from Language Castle describing research-based strategies to help multilingual children interact effectively with peers.
5. Give every child a chance to be a helper. You may have seen the story from Fred Rogers about his mother teaching him to look for the helpers during frightening times. I also think it is important to encourage children to look for the helper within themselves. Every time a child helps or is helped, both sides develop positive feelings that build positive relationships across all languages and cultures. Helping can be part of the curriculum in a multilingual class.
It is an extraordinary gift to be an early childhood educator and have the power to shape the future. Thank you!
Karen Nemeth is an early childhood author, member NAEYC’s Affiliate Advisory Council, and Language Castle website host, supporting better early childhood education for dual language learners. Read the original post on her website.
By: Rhian Evans Allvin
A recent Atlantic article questions the linguistic shift by parents from the term daycare to school. Examples of toilet training and too much academic rigor are used to suggest a large gap in philosophy for the role of child care. The actual gap is between the science of early learning and America’s policy agenda. Daycare demeans, and school sets the wrong expectations for toddlers.
Historically, child care has been tasked with supporting working parents, with the focus on keeping kids safe rather than promoting their development and learning. Yet most families want and need both. And neuroscience has confirmed what social scientists have long suspected—the first five years of life are the critical time for rapid brain development. During this period, children build the foundation for lifelong learning—and learning works best when mediated by relationships with caring, knowledgeable adults. A baby first babbles, then puts sounds together, discovers words, and strings words together. Her vocabulary is a function of the language she hears around her. Fine motor skills development (think, holding a pencil in first grade) is evident in pinching a slice of peach and putting it in her mouth. Games like Simon Says and Red Light/Green Light help teach impulse control, logical reasoning, and critical thinking. These are the very skills 21st century employers say they most desperately need.
Providing care and education
As parents come to understand this science, they seek out environments that keep their kids safe and maximize early learning experiences. These are early learning programs where children are engaged in problem solving, exploring the environment, navigating conflicts at the water table, and learning STEM basics by changing the incline of a ramp to make a marble roll down faster. They are places where early childhood educators—teachers, not child care workers—have requisite knowledge, skills, and competencies; where they bring a dramatic play area to life with the right questions and materials; where early childhood educators understand that their primary responsibility is a child’s learning and development as well as his safety.
State and federal policies, which too often perpetuate the false dichotomy between care and education, have not connected the dots between high-quality learning and supporting working families. Insufficient funding and fragmented regulatory structures make it difficult to attract and retain the qualified staff who are the key to program quality. Average wages for early educators are a mere $10.40 per hour; 46 percent of these teachers must rely on some sort of public assistance to support their families; and just slightly more than half have any type of post-secondary degree. Depending on the state and the program, what early childhood educators are required to know and be able to do varies widely. And while parents may be increasingly aware of their options for high-quality programs, those options are out of reach for most families.
The path ahead
What will it take for policy to catch up to science? First, we must significantly increase our investment, fully funding programs so that children and families have access to full-day, full-year, high-quality early learning that meets the needs of working families. Second, we must fund the real cost of quality. It won’t be cheap, but it is far more cost effective than what we spend for remediation when we don’t make these programs available. Third, early educators must be better compensated so they can build a career in early learning, not just pass through the profession on their way to a different field that pays them a liveable wage. Finally, much like nursing and speech pathology, the field of early childhood education must define the knowledge, skills, and competencies required to be an effective educator. Then degree programs and state regulatory and licensing structures must align to meet those competencies.
The National Association for the Education of Young Children has convened a collaborative effort to define our field of practice. Now we must make sure our policies reflect the new reality. It’s all about early learning—it’s not rocket science, but it is definitely brain science, regardless of the labels we use. All early education settings—child care centers, family child care homes, public and private schools, Head Start programs, community centers, faith-based programs—can be dynamic, developmentally appropriate environments that strongly support children’s learning and enable parents to go to work with peace of mind. We have to muster the courage to build the right policy—the policy that accelerates access to high-quality early learning for all kids, especially those who are at greatest risk for starting school behind their peers and who far too often never catch up.
Rhian Evans Allvin is Chief Executive Officer at NAEYC
By: Rhian Evans Allvin
*This blog post was originally sent as a letter to NAEYC members the day after the US Presidential Election.
Dear NAEYC Family,
When we launched the Early Ed for President campaign in the Fall of 2015, we said we believed that all candidates could embrace early learning on the road to the White House. And they did. One of the first national ads released by now President-Elect Trump focused on the importance of child care to our nation’s children, parents and economy.
But yesterday's election was about more than the White House. It was about the future of this country. And as early childhood educators, we, who hold a key to that future, are bound by a professional code of ethics that fights bias and respects the dignity, worth and uniqueness of all individuals, regardless of the color of their skin, the place in which they worship, the people they love, or the candidates for whom they voted. Each and every day, in early learning programs around the country, you, our NAEYC members, have a powerful opportunity to impact the lens with which children and their families approach the world.
Based on my own experience throughout decades of work in Arizona, and the many polls that have come out, equitable access to developmentally appropriate, high-quality early learning is truly a bipartisan issue and a moral agenda. We will continue to work in a bipartisan manner, educating new and returning elected officials in Washington, DC and across the country about our shared priorities for children, families, and educators as we confront a changed political landscape.
In a year of potentially record turnout, there are now 239 Republicans and 193 Democrats (with 3 undecided seats) in the U.S. House of Representatives. In the U.S. Senate, there are now 51 Republicans and 48 Democrats, with 1 undecided seat. Republicans won at least half of the 12 states where elections for Governor were held, and control upwards of two-thirds of state legislatures—including in Ohio, where two ballot initiatives to support early childhood education also passed. Changes at these state levels can also mean new state agency leaders—and important opportunities to advocate for child care and early learning, especially as the work on the implementation of the Child Care and Development Block Grant (CCDBG) and the Every Student Succeeds Act (ESSA) continues.
Support for increased federal and state investment in early childhood education is high across the political, geographic, and demographic lines that have so clearly divided American voters, and if we are to come together, let support for all of our nation’s children and families drive that fight towards unity.
We have work to do, and we will do this work together. It will require bravery and courage; empathy and determination. So let’s get to it. Let’s hold our elected officials, at all levels of government, responsible for delivering on the promise of early childhood education, for the good of our children, our families and our nation.
Rhian Evans Allvin
Save the date for NAEYC's Public Policy Forum!
Sunday, February 26-Tuesday, February 28
You voted Early Ed for President, now join us in our nation's Capital to advocate for early childhood education and educators with a new Congress and a new Administration!
NAEYC members, each one of you is an advocate. At Public Policy Forum, you will:
-Be part of a team working to advance federal and state early childhood policy
-Hear from and network with national and state policy leaders and fellow advocates
-Get the resources and experiences you need for effective advocacy
-Meet with members of Congress and build relationships
For more information, be sure to download the flyer and save the date!
Check out more NAEYC resources on anti-bias!
Anti-Bias Education for Young Children and Ourselves by Louise Derman-Sparks & Julie Olsen Edwards
"In this wonderful and long-awaited second edition, the authors compellingly invite early childhood educators to learn and reflect and to teach in new and daring ways. Their penetrating analyses and vivid, honest stories inspire all of us to challenge our assumptions and to work together to create a more just and equitable world."
— Patricia G. Ramsey, Professor, Mount Holyoke College
Rhian Evans Allvin is Chief Executive Officer at NAEYC
By: Cass Ryan
In August 2016, early childhood program administrators from across the country came together for NAEYC’s first Summer Camp for Program Administrators. The day began with a field trip to the National Building Museum’s ICEBERGS exhibit, followed by an afte
rnoon workshop exploring the relationship between creativity and leadership in early learning programs.
This interactive experience was guided by a series of activity challenges designed to inspire exploration, creativity, and teamwork. The shared learning experience was also an opportunity for administrators to network and explore the benefits of collaboration, creative risk taking, and innovative leadership.
Check out these highlights of our workshop participants immersing themselves in the museum experience!
“Directors and administrators actually talking about situations and giving their solutions to the situations. Another set of eyes! Another set of ears!Selecting groups was a great idea!”
—Carol Masten, Workshop Participant
Be Playful. Visit “PLAY, WORK, BUILD,” and build something together! In the Play, Work, Build exhibit of the National Building Museum, groups collaborated, building a variety of structures to encourage cooperation and communication. Arches, houses, levers, and animals were the result!
Be Bold. Go down an ICEBERGS slide. Get a picture or it didn’t happen!
The ICEBERGS slides were enjoyable for all (including service dogs in training!), and introduced new perspectives on how to engage with a community environment.
Participants were challenged to brainstorm locations in their own communities where they could take teachers for a similar creativity-inspiring experience.
Be Thoughtful. With your new team, brainstorm a list of the topics/concepts a teacher could include in a lesson plan inspired by this exhibit.
“We use the project approach at my school, and I think we could take a field trip together and brainstorm a mini study during our set-up week in the future—just like we did this morning!”
—Kristen Klotz Bowman, Workshop
Time was available for groups to discuss their ideas, which were then exchanged with others during the afternoon portion of the workshop, at NAEYC headquarters.
Be Inspired. Climb to the highest point in the ICEBERGS exhibit and take a picture.
Back at NAEYC Headquarters, the afternoon workshop focused on identifying connections between creativity and leadership that result in a sense of unity within programs. Conversations were engaging and informative as attendees connected their museum experience to their work as program administrators. Activities included contributing to Mind Maps, taking creativity tests, and sharing responses to questions such as
- What would you like to hear when people describe your program?
- What things can I do to foster connections between teachers?
The conversations, combined with the museum activities, provided an opportunity for program administrators to collaborate with one another and experience the power of team building firsthand.
“NAEYC has extended the concept of life-long learning by encouraging educators to take risks, be creative and innovative, and be passionate about providing the best learning experiences for all children.”
Join us in Washington, DC, at these upcoming professional learning events:
December 8, 2016
Infusing developmentally appropriate practice into your interactions can reinvigorate teachers and encourage family involvement. Come prepared to actively engage with your peers to learn about leadership, creativity, and the power of reciprocity in our professional relationships!
April 28, 2017
Gossiping teachers, children who don’t nap, parents who pack sweets for snack! Join us to learn how using the NAEYC Code of Ethical Conduct can guide program administrators as they navigate these rocky, everyday dilemmas.
August 16, 2017
Experience the joy of a field trip, connect with fellow program administrators, and be prepared to feel excited and revitalized. Stay tuned for the next location!
Register now for these unique learning experiences: www.naeyc.org/ecp/trainings
Cass Ryan is a Professional Learning Coordinator at NAEYC
This blog post introduces the cluster (themed group of articles) for the November issue of NAEYC's journal, Young Children.
Urban educators share many of the same joys, rewards, and challenges as their peers in suburban and rural areas, and yet there are also unique aspects to teaching in urban environments. Paying attention to the nuances of the context in which children learn and live is part of developmentally appropriate practice. I was reminded of this on my way to work one day, thinking about the cluster for this issue of Young Children.
Walking on a busy sidewalk in Washington, DC, I nearly walked into a caterpillar emerging from its husk as it dangled from a tree—an unexpected encounter with nature in the city. As pedestrians hurried by, I called out, “Watch out for the caterpillar!” so they would avoid running into it. I thought about how differently we experience nature in a city than in a rural or suburban area with less foot traffic—a good reminder about how important it is for educators to think about the specific context in which they teach and children learn.
In this issue of Young Children, we share seven stories of best practice, innovative ideas, and new research related to teaching young children in urban programs. From teaching STEM skills to preparing teachers to support children’s positive racial identities, the articles offer many lessons learned—food for thought to inspire all educators.
Second-graders in a Boston public school brainstormed how to solve a problem they observed in their community—too much trash on the playground.
As they developed solutions through inquiry, they learned and explored key concepts related to science, technology, engineering, and math. Find out more in “Community-Based Engineering: STEM Experiences From a Second Grade Urban Classroom,” by Tejaswini Dalvi, Kristen B. Wendell, and Joseph Johnson.
Supporting positive racial identities—New research
Two recent reports from the University of Pittsburgh—one from its Center for Urban Education and one from its Office of Child Development—highlight the role societal racism plays in denying students of color the opportunities needed to thrive in school and the importance of helping children develop positive racial identities at a very young age. Read about this in Ira E. Murray and Adam Alvarez’s article, “Research to Practice: New Research on Helping Children Develop Positive Racial Identities.” Highlighting teachers’ voices Hear about the hopes, challenges, and successes of a master preschool teacher and instructional coach in San Antonio, an arts educator in the Bronx, and an early childhood educator and guest lecturer in San Francisco, in “Three Cities, Three Educators,” by Cristina M. Lopez, Isauro M. Escamilla Calan, and Hector Rivera.
Preparing new teachers for urban classrooms
All new teachers need mentoring and guidance, but these supports are critical in urban public schools, which have significantly low teacher retention rates. Lea Ann Christenson describes a partnership between Towson University and Baltimore’s Department of Education that provides supports to bolster the success of new teachers in Baltimore schools, in “Preparing Preservice Teachers to Support Young Children in Urban Settings.”
Supporting dual language learners
Karen N. Nemeth discusses some trends impacting city schools, including an increasing concentration of children and families with many different home languages—some the schools have never before supported. She offers examples of best practice in “Extreme Diversity in Cities: Challenges and Solutions for Programs Serving Young Children and Their Families.”
Building strong relationships with all children
In “Culturally Responsive Strategies to Support Young Children With Challenging Behavior,” Charis Price and Elizabeth A. Steed share five strategies that teachers can draw on as they establish nurturing practices to help all children engage in positive, prosocial interactions with teacher and peers. These relationship-building techniques are particularly relevant for teachers as they reflect on their own practices and biases, specifically toward African American boys.
Calling on community stakeholders
In this Viewpoint, “Building a More Inclusive Sandbox: Inviting New Collaborators to Support Children, Families, and Early Learning,” Titus DosRemedios encourages educators to bring together diverse professionals from different fields—librarians, public housing administrators, pediatricians, bankers, parent leaders, and educators—to expand early learning opportunities for children in their communities.
Back to the caterpillar—visit naeyc.org/YC to see a Young Children favorite on nature education in cities: “Exploring the Natural World With Infants and Toddlers in an Urban Setting,” by Alyson E. Williams.
As always, we’d love to hear from you. Send us a note with your thoughts on this issue at email@example.com.
Susan Friedman is Senior Director, Content Strategy and Development at NAEYC.
By: Mary Harrill
In November, NAEYC will publish a special tribute issue of Voices of Practitioners (VOP)— NAEYC’s journal of teacher research—in memory of Gail Perry, its former editor. NAEYC has long supported teacher research efforts in the early childhood field, as it advances the field’s understanding of child development and produces creative approaches to building high-quality learning experiences for young children. Teacher research also serves as a bridge between early learning practitioners and higher education, which is the primary pipeline for the early childhood education workforce.
In the preparation of educators, there is so much that prospective and practicing professionals should learn. For example, our students should be well-grounded in the content that they teach, have a deep understanding of how to assess children’s learning needs, and draw upon a wide range of instructional practices. Early childhood professionals should also have a strong understanding of child development to provide a foundation for choices they make about curricular content, assessment tools, and pedagogy. Finally, early childhood teachers and administrators must develop capacity to build relationships with children, families, and communities.
High quality teacher education programs can go far in supporting early childhood professionals to be prepared, yet we can’t prepare our teachers for everything. Educators always face unknowns—new dilemmas and complex situations. To be successful, teachers must address these problems with flexibility and forethought. One very good way to prepare early childhood professionals for these inevitable puzzles of practice is to equip them to be teacher researchers. While this venture is a joint responsibility for leaders of early learning programs and higher education, this post addresses the role of higher education.
Teacher Research Promotes Agency in Teachers
At a general level, developing teacher research skills supports our students’ readiness for complex situations and grows their effectiveness as teachers. It does so by promoting a sense of agency. Specifically, teacher research provides skills and a mindset that provide teachers with the confidence to take action on behalf of children and families. Thus, teacher researchers work alone, or in collaboration with colleagues, to address challenges and to seek opportunities that advance children’s learning and development.
Teacher Research Develops Inquiry in Teachers
Teacher research also builds teachers’ capacity to be reflective in their practice—to constantly ask why and what if questions as they observe their children and the classroom dynamics. It also provides a framework to help teachers evaluate their own teaching and consider how better to serve their children and families. Examples of such reflective and forward thinking professionals can be found in the articles of Voices of Practitioners. There, early childhood teacher researchers have tackled questions about how to develop and strengthen children’s conflict management skills (Holly Dixon’s article in the Fall 2016 issue), understanding how young children experience musical theatre (Rekha Rajan’s article in the Winter 2015 issue), and how to meaningfully incorporate technology in a transitional kindergarten classroom (Carlyn Joy Bracken’s article in the Summer 2015 issue).
Teacher Research Contributes to the Research to Practice Pipeline
Teacher research also expands our view of teachers as knowledge creators, because by its very nature, it is grounded in real-time classroom experiences—a beautiful example of how research should connect to practice. A stronger research to practice pipeline is desperately needed in our education system. Too often, education research—whether conducted by higher education, think tanks, professional organizations, or advocacy groups can fall into one or more buckets: it isn’t grounded in what is actually happening in classrooms; the research doesn’t examine critical questions around children’s learning or teachers’ practices; or, the findings of research are never translated for the most important audiences - teachers, school leaders, families, and children. When teachers conduct research in their own classrooms, these problems with traditional educational research can all be addressed.
Teacher Research Connects Higher Education and Local Practice Settings
Teacher research also provides a path for higher education professionals to create reciprocal partnerships with local early learning settings. Indeed, partnerships between the early childhood settings and higher education ought to be the most highly valued dimension of our preparation programs and should be beneficial to higher education and to the local settings. Higher education needs these relationships so that it can offer quality field experiences to candidates. Providing professional development that is centered on supporting teacher research at its partner sites is one way for higher education to uphold the reciprocal relationship and support sites in addressing their most pressing demands.
Teacher Research Builds Professionalism in Teachers
The act of teacher research contributes significantly toward building professionalism in teachers; that is, autonomy, decision-making capacity, inquiry-orientation, resourcefulness, advocacy, and ethical conduct. It is this sense of professionalism that is addressed in Standard Six of NAEYC’s Professional Preparation Standards. These are the standards by which NAEYC accredits associate degree programs and recognizes quality in baccalaureate and master’s degree programs. These skills and perspectives of professionalism and teacher research take our pre- and in-service teachers a long way towards being ready for children, classrooms, and schools, for the responsibilities of work, and the demands of the profession when they leave our programs. One example of the impact of teacher research in this area is described in an article in the Fall 2016 VOP tribute issue. In the article, Debra Murphy, a professor of early childhood education, writes about making teacher research a cornerstone of the early childhood associate degree program at Cape Cod Community College and how it has grown candidates’ sense of agency and their capacity to enhance young children’s learning experiences and how it has strengthened her own teaching.
With the upcoming publication of the 2016 tribute issue of Voices of Practitioners, I encourage higher education programs to reflect on how they incorporate teacher research into their curriculum. Specifically, teacher education programs for early childhood educators should consider using teacher research as part of their programs’ efforts to address Standard Six of NAEYC’s Professional Preparation Standards. More generally, teacher research can provide a framework that changes how we view teachers as professionals and the level of professionalism we expect in the field of early childhood education.
NAEYC will continue to elevate teacher research through Voices of Practitioners and a range of teacher research focused sessions at our national convenings. In addition, for higher education faculty who are attending NAEYC’s Annual Conference, ACCESS and NAECTE are holding a joint roundtable discussion on teacher research for their members. This roundtable will take place on November 2nd as part of these groups’ annual meeting events. You can find more information on their web sites.
I encourage NAEYC members to connect with Voices of Practitioners online at www.naeyc.org/publications/vop/. Voices articles are also now a part of every issue of Young Children. We are eager to hear from NAEYC members about other ways in which you would like NAEYC to elevate and support teacher research. Please reach out to us with your ideas!
Mary Harrill is Senior Director of Higher Education Accreditation and Program Support at NAEYC
By: Amanda Discala
Nearly ten months ago, I was a first-time participant at the 2016 Public Policy Forum when NAEYC announced its own first-time electoral advocacy effort - the Early Ed for President campaign, designed to elevate the conversation around early childhood education and educators in the 2016 election cycle.
Since then, NAEYC members like me, and friends, Affiliates and partners all around the country have carried the Early Ed for President messages to candidates far and wide, making sure they know about the importance of early childhood education! And every one of the 105,320 (and counting!) likes and follows on social media mean our voices are growing. We’ve heard both Presidential candidates talk about child care and early learning - and we want to hear more.
With Election Day just weeks away, we need every one of you to join us. Here are five things you can do - in just five minutes per day - to join the movement and make sure early childhood education is being embraced on the road to the White House (and the state house, and the school house!)
Are you on Facebook? Check out Facebook.com/supportearlyed for the most up-to-date information and engaging conversations. Or maybe Twitter is your thing! Follow @NAEYC and @SupportEarlyEd - and share tweets and pictures using the #EarlyEdIn16 hashtag. That way, your friends and colleagues will learn about Early Ed for President and why it’s important— and they’ll share as well!
Visit the Early Ed for President website, sign the Supporter Wall, and watch an Early Ed for President webinar! Looking for more to do on the site? Check out Early Ed Wins to learn what’s already happening all around the country and donate $16 in 2016 to support the cause. In addition NAEYC’s Public Policy and Advocacy team will be hosted a webinar on the Early Ed for President campaign on Wednesday, October 26, watch the full webinar today!
Join the Public Policy or Advocacy Committee at an NAEYC Affiliate near you (and follow them on social media) to become part of local and regional efforts to advocate for access to high-quality early care and education for all children and families.
Reach out to your candidates and elected officials with stories about your experiences. Or write a letter to the editor of your local paper describing how early childhood education is an issue everyone can support. (And don’t forget to thank your elected officials who have supported and continue to support this bipartisan cause that benefits us all)!
- VOTE. Make sure your friends and family vote. Make sure all the parents who drop off their kids vote. Make sure the educators and staff who work in your center vote. Organize a “Take Your Child to Vote” campaign in your classroom or center so that kids can see and engage in this critical right and responsibility.
Early Ed for President is a campaign that all candidates can support, and sharing the message is something that we can all get behind! Go #earlyedin16!
Amanda DiScala, Owner/Educational Director of Bridges to Learning Child Development Center and President of NJAEYC
As Washington, DC’s heat and humidity begin to fade and the leaves start to fall, government officials and civil society representatives from around the world gather for the 2016 Annual Meetings of the International Monetary Fund and the World Bank Group. For 70 years, this meeting has provided a platform for discussions about the world economy. This year those conversations include what we as early childhood professionals have long known—evidence that young children are the best economic investment that any parent, community, or government can make. The Human Capital Summit: Investing in the Early Years for Growth and Productivity will make the case for investing in the early years. This global conversation on early childhood development is further fueled by today’s release of the Lancet Early Childhood Development Series: Advancing Early Childhood Development: From Science to Scale. NAEYC is excited to bring you a glimpse of the insightful research presented in the Series, written by leading global experts and members of the Society for Research in Child Development. By connecting practice, policy, and research we as a society can ensure all young children thrive and learn in a society dedicated to ensuring they reach their full potential.
— Stephanie Olmore, Senior Director, Global Engagement, NAEYC
The last decade has ushered in tremendous economic growth in many parts of the world, lifting families out of poverty both in the United States and elsewhere. Science on the importance of child development continues to grow, helping to make the case for increased investments in young children and helping parents focus on the activities that help children the most, leading to promising declines in the gap between high-income and low-income children in the United States.
But these gains are not equally distributed. With this new sense of optimism about our ability to effect change for young children, it is now time to turn our attention to the majority of the world’s children, who are born and raised in low- and middle-income countries. As outlined in a new series of articles on early childhood development just released by the Lancet, a stunning 43 percent of these children are at risk for poor developmental outcomes due to poverty, inadequate caregiving, poor nutrition, and health status. That translates into hundreds of millions of children a year who are not able to play, grow, and learn in ways that will unlock their developmental potential. As outlined in the Lancet series, these children begin life facing inequity, with mothers who may have experienced undernutrition themselves. The children may not have had the opportunity to attend high-quality schools and may have had limited access to health care and good nutrition.
The good news is that we now have the knowledge to intervene effectively on behalf of these children. As the Lancet series states, by implementing high-quality programs that integrate health, nutrition, and stimulating, supportive caregiving, we have the potential to significantly improve the odds facing the world’s children. The need to engage in questions of how best to support children globally is more relevant every day, given the large numbers of children who come to the United States as refugees or immigrants, and the growing interdependence between all countries in the wake of climate change, regional conflicts, and terrorism. As well, the United Nations recently has begun implementation of the 2015–2030 Sustainable Development Goals, which include a focus on children throughout the 17 Goals , signaling the commitment of the world’s policy makers to support early childhood development. World Bank President Jim Yong Kim recently stated his intention to hold countries accountable for reducing stunting, referring to children with poor growth due to malnutrition, a lack of stimulation, and toxic environments. As important as that single indicator is, much more action is needed to move toward full implementation of programs that integrate health, nutrition, and stimulation—the necessary combination for young children’s development.
In particular, research shows strong new evidence of added positive impacts gained from integrating a focus on nurturing care—on the part of parents, of course, but also of caregivers, teachers, home visitors, and community health workers. For example, when families receive integrated parenting support in basic health, nutrition, and antenatal and postnatal care, impacts on children’s learning and development are more robustly positive. Likewise, when teachers and caregivers learn to incorporate nurturing approaches to support learning and families, early childhood development programs are strengthened. Finally, social protection policies—those that provide poverty reduction and income support—are strengthened when they incorporate strengthening families and parenting.
The United States has years of experience in the design and implementation of programs and policies that are now leading to positive changes on behalf of young children. With this foundation, we can apply this wealth of knowledge to children globally. Conversely, the United States has much to learn from innovations in parenting, poverty reduction, education, and integrating care from low- and middle-income countries as well as other OECD (Organization for Economic Cooperation and Development) nations. Through partnerships between policy makers, practitioners, researchers, and advocates, together we can make a difference in the lives of millions of children.
Click here for more information or to view the Lancet event.
Abbie Raikes is the Director of Global Early Childhood Development at the Department of Health Promotion and Behavior.
Hirokazu Yoshikawa is the Co-Director of the Global TIES for Children Center at NYU.
Attendees of the 2015 NAEYC Annual Conference await the Grand Opening of the Exhibit Hall.
By: Emily Warne
Being the daughter of an early childhood educator has some serious advantages. My mother, a NAEYC member, nurtured our sense of curiosity, understood the importance of meaningful play, and always made learning fun.
Not everyone is born with a formal educator as a parent, but that’s okay—because they have you. Every day, you provide children with high-quality early learning experiences that greatly impact their lives by developing the basis for later success.
Families recognize the important role you play in society, and they want the best for their children. That includes making sure that the professionals that shape their children’s futures have access to ongoing professional development and the latest in early childhood research and technology.
And while there are many ways that you can enrich your career, attending the NAEYC Annual Conference is simply the best opportunity to enhance your skills and connect with thousands of other professionals who share your passion for educating young children.
No one knows that better than NAEYC Member Christina Amato, who is determined to attend this year’s conference and decided to start a fundraiser to help cover the costs of registration and travel expenses to Los Angeles.
She downloaded the NAEYC Funding Tool-Kit and used its letter templates to approach the families of the children whose education she is responsible for every day at Ganon Early Childhood Education Center in San Mateo, CA.
“I used the letter to parents from the NAEYC website as a guide to inform supporters of what the conference is and how it would benefit not only their child, but the center as a whole,” she explains.
Then, she took it one step further, creating a GoFundMe page and sending the link to parents, as well as her own friends and family members via her personal Facebook account. “I also talked to as many parents as I could face-to-face to tell them about the exciting opportunity that I had to attend the conference,” she says. “With each milestone, I kept the families informed of the progress.”
It worked—in as little as two months, Christina has already raised over 65% of her goal, and she still has plenty of time to collect additional donations before the conference begins November 2. “I am ecstatic about the amount I was able to raise so far,” she says.
Her advice for other educators who may be thinking about fundraising to attend the conference but are unsure if it will be successful? Just go for it!
“I was scared at first that no one would support me,” she explains. “But, it turns out, I have an amazing support system and great work community. I am always looking for new ways to gain more knowledge in my career as an early childhood educator and by attending NAEYC’s Annual Conference, I can do just that.”
Thousands of early learning professionals agree, and amongst them are hundreds who creatively fundraise to attend the conference. Many “crowdfunding” platforms exist online to help collect donations from families, friends, and even local businesses. These include GoFundMe, the website that Christina used, as well as Indiegogo, Donorschoose and more.
With the help of these websites and the NAEYC Funding Tool-Kit, Christina was able to raise the necessary funds to attend the most important conference for early childhood professionals in the country, and so can you. Good luck!
Emily Warne is the Senior Marketing Manager at NAEYC.