LINC Workshop: Leadership and the

Learning ContinuumEarly Childhood Breakout Session

Joyce Weiner – Ounce of Prevention Fund

Robin Miller Young – Indian Prairie School District # 204

The Early Years Matter:Children Learn How To

Learn

Key ingredients of successful, life-long learners:

• Confidence• Self-Control• Curiosity• Self-reliance• Persistence• Ability to Communicate• Cooperativeness

Variables That Put Children At-Risk For Poor Developmental Or Academic Outcomes :

Low socio-economic status Parent’s education level, employment,

income, age Adverse health circumstances Limited English proficiency Social conditions

Healthy Development Development Affected by Environmental Stress

Nurturing, active, and challenging experiences: Thicken the cortex of an infant’s brain Develop more extensive and sophisticated neuron structures Create the neurological foundations that support lifelong learning

Early Experiences Affect the Architecture of the Developing Brain

Professional parents

Working class parents

Welfare parents

Cycle of Promise

Development of early language and

literacy skillsand strong social

and emotionalfoundations

Well-adjustedadults who contributeto society

Strong andpositive

relationshipsbetween adults

and youngchildren

High-quality early learning opportunities provide a higher economic rate of return than later

interventions such as:

Reduced pupil-teacher ratios Tuition subsidies Adult literacy programs Public job training Criminal rehabilitation programs Expenditures on police

James J. Heckman, PhD – Nobel Laureate in Economic Sciences, 2000 University of Chicago

Children with access to high-quality early education:

Have stronger academic skills Are more likely to stay in school &

graduate Are less likely to repeat grades Are less likely to need special education

remediation Are less likely to be arrested Have higher earnings as adults

As Educational Leaders, Principals: Foster collaborative relationships

• With families• Among staff • Horizontally and vertically

"If your actions inspire others to dream more, learn more, do more and become more, you are a leader.“ --JQ Adams

Who is involved in these collaborative relationships? Children . . . Parents and Families . . . Staff members . . .

Children . . . Common Educational Needs1. Ambitious early learning standards. 2. Rich and stimulating environments.3.Adults who intentionally engage children in self- initiated and teacher-directed activities. Unique Instructional Needs1. Boys and girls.2. Learning rate; cognitive and problem-solving skills.3. English Language Proficiency.4. Background knowledge; opportunities to practice .

Parents and Families . . . Common Expectations and Desires 1. First schooling experience . . . child student.2. Safe and nurturing environment.3.Monitor progress and prepare for kindergarten, and beyond.

Unique Goals and Dreams1. Unique cultural expectations.; self-help skills.2. Families of “Entitled” children (grants, federal $s). 3. Families who are paying for a service.

Staff Members . . . Common Characteristics 1.Women . . . nurturers. 2.Passion for working with young children and their families.

Unique Qualities 1.Training, certification, qualifications, etc. 2.Philosophical orientation to children’s development.3.Typically, not “systems” thinkers. 4. Educators and therapists.

"The best principal is the one who has sense enough to pick good people to do what she wants done, and self-restraint to keep from meddling with them while they do it."

-Theodore Roosevelt (with apologies!)