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In 2013, the Massachusetts Legislature approved a bond bill that included the new Early Education and Out of School Time (EEOST) Capital Fund. The fund provides grants to programs that want to repair or renovate their spaces — everything from fixing roofs to adding more classroom space.

 

“Along with many others, I helped to advocate for the reauthorization of the bond bill in 2018 which included the EEOST Capital Fund. It has been absolutely AMAZING to see the transformation of the programs that have received the funding. The difference is not just in the physical space — it can also be seen and felt in the classroom practices and from positive feedback from educators, administrators, and families. I am so encouraged by the number of programs that are applying for the funds and hope that we will secure annual bond allocations of the full $9 million that was authorized for the EEOST Capital Fund.”

“Working Together To Invest In High-Quality Early Education And Care,” by Amy O’Leary, Insites, a blog published by the Community Economic Development Assistance Corporation, November 12, 2019

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The East Boston Social Centers recently interviewed Representative Adrian Madaro (D-Boston). Here’s an excerpt.

“As an undergraduate, you majored in child development. What would ideal system of early childhood supports look like and how can organizations like the Social Centers help get there?”

“We know that everything starts young. Children’s brains are developing, they’re formulating thoughts and learning from day one so it’s important that we invest as early as possible in the development of children and that’s exactly what the Social Centers does. The earlier you invest in a young person, the positive outcomes that can come from that increase dramatically. The sooner we can intervene and the sooner we can start to get at those children, the better for the long term.”

And here’s a relevant personal note from Madaro’s bio:

“Adrian and his wife Ariel met as undergraduate students at Tufts University in a child development class taught by the same professor who would officiate their wedding seven years later.”

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“Every child in Virginia is capable of success in school and beyond if they have access to the resources they need during those critical first five years of life. We are bringing our leading early childhood experts and policymakers together to align our priorities and make scalable and sustainable improvements to better serve Virginia’s littlest learners.”

— Virginia’s First Lady Pamela Northam

 

The Early Childhood Education Summit provided “an opportunity for superintendents and school leaders from around the Commonwealth to hear from education experts, engage in conversations with state officials about statewide policies, and learn from local communities collaborating creatively to improve access to and quality of early childhood education programs.”

“Governor Ralph Northam and First Lady Pamela Northam have taken many steps to improve school readiness for at-risk three- and four-year-olds in the last six months. In August, Governor Northam announced the completion of a statewide Early Childhood Education Needs Assessment and draft Strategic Plan that were produced through the $9.9 million federal Preschool Development Grant Birth through Five (PDG B-5) that the Commonwealth was awarded in January. The Needs Assessment identifies gaps in Virginia’s early childhood system and the draft Strategic Plan outlines the goals and priorities for unifying and strengthening early childhood care and education in Virginia.”

“First Lady Pamela Northam, Virginia Secretary of Education Host Summit on Early Childhood Education,” press release from the Office of Governor Northam, October 22, 2019

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Click on this image for more of David Jacobson’s First 10 slides.

 

“This is a school that engages and supports families years before their children enter kindergarten. The principal introduces herself as the principal of a birth-through-fifth-grade school, and here’s how she sums up Sandoz’s mindset: ‘From the moment you walk in that door all the way through our fifth grade classroom, from our home visiting families of our youngest children in the neighborhood — they all learn here.’ ”

“Sandoz does this through home visiting of children ages zero to three, through parent-child interaction groups with young children and their families, and by connecting these families to health and social services.”

— David Jacobson, principal researcher and technical advisor at the Education Development Center and director of the First 10 initiative, speaking in a webinar sponsored by the National Association of Early Childhood Specialists, October 17, 2019

The webinar explores “the implications for state policy of the recent study, ‘All Children Learn and Thrive: Building First 10 Schools and Communities.’ This report looks at innovative schools and communities that combine alignment across early childhood and elementary education and care (children’s first 10 years) with family engagement and social services.”

The webinar also featured:

Laura Bornfreund, New America’s Director of Early and Elementary Education Policy, who moderated an expert panel that included:

Samantha Aigner-Treworgy, Commissioner, Massachusetts Department of Early Education and Care

Elliot Regenstein, Partner, Forsight Law and Policy Advisors, and

Brett Walker, P-3 Alignment Specialist, Early Learning Division, Oregon Department of Education

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“There are countless reasons why supporting the early childhood workforce is central to an economically thriving community. Much like construction workers shape our infrastructure through building our cities’ roads, bridges, and buildings, the early childhood workforce plays an integral role in shaping the development of our most valuable resource—young children.

“Municipal leaders recognize the importance of high-quality early childhood education opportunities and many are taking action to implement policies that support the early childhood workforce. NLC reached out to the cities of Jacksonville, Florida; Long Beach, California; and Albuquerque, New Mexico to find out how their municipal leaders are supporting the early childhood workforce.”

“While not every city has the same approach, promoting policies and practices to ensure the early childhood workforce is well-trained, fully compensated, and has access to resources is vital to the child’s success later in life.”

“Replicable Ways to Support the Early Childhood Workforce in Your City,” by By NLC Staff, the National League of Cities, October 11, 2019

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“It is too often that young children, families, and early childhood educators are being forced to grapple with the consequences of historic and systemic oppression. As issues of equity and social justice continue to remain at the forefront of American political and cultural discourse, high-quality early childhood education has emerged as a viable agent of change. The impact of racial disparities in educational opportunity, family separations as a reaction to immigration, and the disproportionate prevalence of poverty are a wake up call. Communities and systems must recognize the need to deeply consider identity development of young children, the norming of discussing and celebrating human difference, and the importance of working against bias and injustice in all of its forms throughout society.”

“Centering Equity: Local Progress and Innovation,” by Lindsey Allard Agnamba, New America, October 7, 2019, part of a new blog series on equity in early childhood education

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“Children with immigrant parents and those exposed to a language other than English in the home (known as Dual Language Learners, or DLLs) are important target populations for such early childhood programs. As of 2013–17, one-fourth of U.S. children ages 5 and under were children of immigrants, and nearly one-third were DLLs. Young children of immigrants are also more likely than their peers to live in low-income households—a priority service population for many home visiting initiatives.

“Yet studies show that DLLs and children in immigrant families are underserved by home visiting services.”

“Leveraging the Potential of Home Visiting Programs to Serve Immigrant and Dual Language Learner Families,” by Maki Park and Caitlin Katsiaficas, the Migration Policy Institute, August 2019

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On Tuesday, September 10, 2019, Geoffrey Canada, president of the Harlem Children’s Zone, was the Stone Social Impact Forum speaker at the Edward M. Kennedy Institute for the United States Senate.

In the audience were Amy O’Leary, the director of Strategies for Children’s Early Education for All Campaign, and Titus DosRemedios, Strategies’ director of research and policy.

Amy asked Canada about investing in early education. Here’s an edited version of their exchange.

Amy: “What is it going to take for us to change our priorities and invest more earlier to get the bigger outcome later?”

Canada: “The science on this is really clear, [but] we’ve got science that is not driving policy, and I think this is going to be another one of these movements. It’s one of the reasons that we are trying to advocate for comprehensive, cradle to career [approaches], which does not mean pre-K to career. It means cradle to career.

“The science on this stuff is really clear, what happens to those young brains when kids are six months, one year. And if you’re in communities where people don’t know how to stimulate those brains appropriately, that’s going to put that kid at a disadvantage. So the question is: What is it going to take? It’s going to take us not giving up. (more…)

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