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As an educator I have frequently been a part of research. Often, this involvement was on the periphery, as a subject, without much knowledge of the study design or implications. Seldom was I privy to even the outcome of the research. As part of its work, the New York City Early Childhood Research Network seeks…
Inclusive and Family-Centered Infant-Toddler Care: Research on Educator’s Experiences
“By we assessing the children within 45 days…we may see wherethat child might need some help and where can we help them (so that) by the timethey get to kindergarten the child is …ready for kindergarten and not repeating kindergarten! If we can actually get the service now, it’s better for the child’s developmental stage.”…
Research to Practice Reflections
“It is research that will spotlight the importance for supporting the early childhood field…”-Research-to-Practice session participant. This April, the Professional Development Institute’s New York City Early Childhood Research Network kicked off its series of Research-to-Practice sessions. These interactive sessions are an opportunity to engage early childhood workforce leaders in reflection on research supported by the…
The NYC Early Childhood Research Network Video Library
At the New York City Early Childhood Research Network, we bridge research, policy, and practice by providing actionable insights to improve early care and education quality. This type of collaboration facilitates research for impact and action; research to inform policy and practice (Penuel & Hill, 2019). We are pleased to announce the Research Network’s video catalog. These quick videos showcase key takeaways from the studies that…
Telling Early Childhood Educators’ Stories
Insights from the Survey of the Early Childhood Workforce during the COVID-19 Pandemic
“We need a campaign where providers, coaches, special educators, therapists and families can tell their story because this is not easy, it’s exhausting and yet our amazing early childhood professionals get it done in a way that meets the needs of families.” — Workforce Survey Respondent The New York Early Childhood Professional Development Institute, in…
Equitable Access to Technology for Remote Learning
Insights from the Survey of the Early Childhood Workforce during the COVID-19 Pandemic
My internet service …is not reliable, very slow speed and it cuts off very often. I have had to upgrade in the hopes that I will get adequate internet service. Which mean it is more expensive when they eventually mail me a new modem.”.” – Workforce Survey Participant The New York Early Childhood Professional Development…
Collaborating as a Teaching Team During the Pandemic
Insights from the Survey of the Early Childhood Workforce during the COVID-19 Pandemic
I cannot begin to say how proud I am of my staff and colleagues. People react very differently to stress/trauma, and we collectively reacted in a very proactive way to the needs of our center’s families. We closed our doors on Friday, March 13, and by Monday, March 23rd, we began providing daily pre-recorded circle…
Learning from Family Engagement and Empowerment During COVID
Insights from the Survey of the Early Childhood Workforce during the COVID-19 Pandemic
“This sounds cliché, but I am genuinely moved and inspired by the families of my students–the foster sister who makes sure the two siblings who attend our school are present for every single one of their combined eight teletherapy sessions per week; the parents who greet us at the start of each session with a…
Social-Emotional Family and Child Engagement While Remote Teaching
Insights from the Survey of the Early Childhood Workforce during the COVID-19 Pandemic
Pre-k is for social-emotional development and that seems to be missing remotely. I can see it working for older grades, such as 3rd grade and beyond but nothing under. The children cannot really interact – they cannot practice sharing or other social skills and that is the most important in pre-k. – Workforce Survey Participant…
Mental Health and Emotional Well-Being in a Time of Trauma
Insights from the Survey of the Early Childhood Workforce during the COVID-19 Pandemic
“It’s okay to have many feelings.” As an educator in a preschool classroom I’ve often used or heard some version of this statement in conversations with young children. Whether it’s the challenge of separating from a grown-up, excitement over completing a complicated block structure, or the many feelings that go along with seeing the tumbling…
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