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I have been working at the NY Early Childhood Professional Development Institute at CUNY for over a year and a half. Here, I have had the opportunity to work with teachers, providers, and directors by offering different types of training to support their work with young children and families. Almost two months ago, I was…
At the Other Side of the Door
As an educator, the first day of school was always full of emotions. Children and families feeling sad, excited, anxious, worried, and happy. The first day and perhaps the first month is a roller coaster of feelings. Some children are doing totally fine, but suddenly they break into tears after a few weeks of saying…
Collaborating with Families to Complete Developmental Screening in Blended and Remote Learning
Many educators have expressed how their relationships with families have strengthened during remote learning. We have seen how educators and families have collaborated closely during these past months and how these partnerships have been necessary to understand and advocate for children and their families. One area where this is especially important is during the first…
Child Development from a Place of Wondering
I am an early childhood teacher and two and half years ago I became a mother of a premature baby (32 weeks). He was a brave little baby, learning from day one all the new tasks the doctors asked for: gaining weight, breathing without assistance, eating/drinking, and regulating his temperature. Nurses and doctors were providing…
Using the Revised Early Learning Guidelines to Support Mixed Age Groups in Family Child Care Settings
In 2019, the New York State Early Childhood Advisory Council in collaboration with New York Works for Children released the Revised New York State Early Learning Guidelines: A Child Development Resource for Educators of Children Ages Birth Through Eight. This resource was developed in collaboration with partners and advisors from the NY Early Childhood Professional…
¿Qué son las Pautas de Aprendizaje Temprano del Estado de Nueva York
En el 2019 el New York State Early Childhood Advisory Council en colaboración con el New York Works for Children realizó el lanzamiento de Pautas de Aprendizaje Temprano del Estado de Nueva York (Revisada). Este recurso fue desarrollado en conjunto con colaboradores y asesores del NY Early Childhood Professional Development Institute, Agribusiness Child Development Head…
Outdoor Learning: A Safe Solution for Reopening
Even as private and contracted childcare programs are reopening across the city, it remains uncertain how district schools will reopen. The NYC DOE has planned for a blended model that would allow schools to reduce the number of students per day in classrooms. However blended learning does not address the role district schools play in…
Self-Care and Healthy Boundaries
Insights from the Survey of the Early Childhood Workforce during the COVID-19 Pandemic
I am working harder, longer than I did when at school. Families have different needs, different schedules and their new lifestyles are disorganized right now. I find myself struggling to balance between work time, me time, family time. -Workforce Survey Participant The New York Early Childhood Professional Development Institute in partnership with the Bank Street…
Supporting Multilingual Learners in Remote Learning
Insights from the Survey of the Early Childhood Workforce during the COVID-19 Pandemic
I personally cannot translate every great resource I find and I feel like my multilingual families are missing out. But I’m also not the greatest Spanish reader myself and cannot go through lots of pages trying to find good resources in Spanish. – Workforce Survey Participant The New York Early Childhood Professional Development Institute in…
Learning Stories
Narrative Assessment as a Culturally and Emotionally Responsive Family Engagement Practice
During the past year, in our work as screening and assessment specialists at the Institute, we learned about a formative assessment framework called learning stories. This approach emphasizes the value of noticing, observing, reflecting on, and responding to children’s strengths as they interact in the world. Embedded in this framework is the notion that families…
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