Meet Mikela, a passionate advocate for early childhood education and new mom to a beautiful baby girl named Brooke. Her new life as a mother has only deepened her connection to early childhood education.

For the past three years, Mikela has served as chair of the Start Early Affiliates Board (SEAB), a group made up of young leaders and professionals who work together to extend the reach of Start Early and its commitment to ensuring all children from birth to age 5 have access to the highest-quality care and education.

This fall, Mikela and SEAB members are in the thick of planning for their signature event, an evening of networking, socializing and introducing guests to the Start Early’s work.

Recently, Mikela took a break from helping plan the SEAB’s annual event to chat with us about her new life as a mother and why she is so deeply connected to early childhood education.

1. What does early childhood education and development mean to you?
   Before becoming a mom, early childhood education had always been important to me because I LOVE school. I would have stayed in school forever if it were possible. I remember my mom telling me when I was young that I was lucky I got to go to school every day because there were kids that did not have that same opportunity. This absolutely shocked me. As I grew up, it became glaringly important how critical the early years were for future opportunities. Thus, I volunteered in tutoring, leadership and outreach programs in underserved communities. I saw first-hand that giving these children their best shot at growth and success started long before they stepped foot in kindergarten. It starts at birth, and we must find ways to give those children, and their families and communities, the opportunities so many people take for granted.
2. There are so many wonderful causes out there. Why are you passionate about early education and care?
   After Brooke was born, the concept of early childhood education transformed for me. I constantly think about the statistics I’ve learned through my work with Start Early about how many words a child hears and learns in their first few months and year of life and the various ways babies’ brains grow and develop starting from birth. I try every day to find new ways to engage Brooke so that her path to success (whatever that means for her!) starts now.

   It’s also glaringly apparent that I’m a parent with the incredible benefit of paid leave, a supportive partner, and resources to help Brooke in every way I can. The fact that so many babies do not have the same beginning and many parents have no option but to immediately return to work is heartbreaking. This has only intensified my passion for the work of Start Early, and there is so much we can do to support the programs Start Early provides and the policy work it does. We must advocate for those who cannot advocate for themselves.

3. Tell us a little bit about what the Start Early Affiliates Board is, your leadership role and what membership looks like.
   The SEAB is an incredible collection of young(er) professionals who have a passion for early childhood education. We all come from different backgrounds, careers and life experiences, but are bound by our shared desire to promote Start Early and what it stands for. As chair, I consider myself lucky to be surrounded by so many brilliant people and leaders. The Executive Committee is made up of chairs who are all amazing. They dedicate so much of their time to the SEAB. I genuinely enjoy our meetings and getting to know these wonderful people who dedicate their time to the SEAB and Start Early’s mission.

   Speaking of spending time with these people, I’m so excited for our annual event Start Early Bash on Thursday, October 3! This is our third Bash – it has continued to grow into such a fun, high-energy and inclusive event. Attending something like the Bash gives you a good idea of the type of people who make up the SEAB and Start Early itself: brilliant, outgoing, high-achieving people who also care so deeply about early childhood education.

The Right Next Steps, Reflections and Insights

At the end of June, over 100 attendees gathered in Chicago for Start Early’s (formerly known as the Ounce) Policy Exchange, a convening that allows for in-depth policy discussions and collaborative learning on a range of topics. Consisting of plenaries and breakout sessions, this year’s Exchange participants explored equity through the theme of “Uniting for Families: Building a Longer Table.”

In addition to plenaries and breakout sessions, participants had the pleasure of listening to Helen Blank, former Director of Child Care and Early Learning at the National Women’s Law Center. She also led the federal Child Care and Early Learning Coalition and authored numerous reports during her tenure, including an annual report on state childcare policies.

As a life-long child and family advocate, Ms. Blank shared lessons and wisdom gleaned from almost half a century of advocacy work at this year’s Policy Exchange. Reminding those in the audience to start with a “bold vision and a big ask,” she stressed the value of maintaining perspective when working on this issue. Helen also reminded the audience of the importance of not letting our fears define our paths and to stay focused on your goals.

Reflections and Lessons to Enhance Our Leadership Journeys

At the end of June, over 100 attendees gathered in Chicago for Start Early’s (formerly known as the Ounce) Policy Exchange, a convening that allows for in-depth policy discussions and collaborative learning on a range of topics. Consisting of plenaries and breakout sessions, this year’s Exchange participants explored equity through the theme of “Uniting for Families: Building a Longer Table.”

Along with the various sessions, attendees were able to hear Charlotte Brantley, a nationally recognized leader in the field of early childhood education. Fueled by a genuine passion for the well-being of young children, she drove a long-range vision to position Clayton Early Learning as a statewide nucleus with national influence during her tenure as President and CEO.

At this year’s Policy Exchange, Charlotte Brantley reflected on the most pressing topics in early childhood education that will increase equitable outcomes for children. Specifically, she elevated our need for increased funding, the purpose for authentically engaging authentic parent and family voice, and the importance of setting priorities.

Big changes in life can be scary, especially when it comes to education. The process is daunting, but through Educare Chicago, we take an intentional, individualized approach to prepare current and former students and their families.

The move from early childhood programs like Educare Chicago to kindergarten means meeting new teachers, new classmates and adjusting to a new environment. The same goes for former Educare Chicago students who may be transitioning to high school or perhaps post-high school life. Parents are also experiencing change, as they must build relationships with a new teacher or even a new school.

This summer, Educare Chicago, the Educare Chicago Alumni Network (ECAN) and several Start Early partners are working together to ensure that students and families are ready for the next chapter in the student’s life.

Educare Chicago Transition Process

The transition process at Educare Chicago is critical and prepares children and families for what is next for schooling!

“They’re prepared. They feel secure about this change in their life,” Angela Lampkin, director of Educare Chicago, says.

At Educare, parents and students experience an intentionally designed process to help get ready for what’s next. The school hosts a Charter School Breakfast as well as a GoCPS event, where family support staff assist parents through the application process. In the classrooms, students read books about what it means to be a “big kid” and also create a “goodbye book”, building excitement for the next year in school. For younger children, Educare hosts “Welcome to Head Start” to introduce new teachers, classrooms and classmates.

As families move toward a new chapter in their child’s education, Educare has thoughtfully and thoroughly planned this process to help them anticipate what is to come. The preparation and thought behind the transition will last with these families as they move from grade to grade.

Educare Chicago Alumni Network’s End-of-School Celebration

On Saturday, June 30, the Educare Chicago Alumni Network (ECAN) hosted an End-of-School Celebration for its graduates and their families. ECAN is made up of former Educare Chicago parents who provide resources for fellow parents, connect children to their childhood friends, and host events for both parents and their children. At the celebration, ECAN congratulated and celebrated a group of former Educare students graduating from middle school and high school.

For the second summer in a row, the Start Early Affiliates Board organized a fundraiser to help provide school supplies to middle school graduates so they can be the most prepared for their next step – high school. Collectively, the OAB was able to provide 28 backpacks and all the necessary school supplies to students at this celebratory event.

Additionally, this year, the second class of Educare Chicago students is preparing for yet another transition: graduation from high school. To help support these graduates, ComEd employees provided many of the necessary items for pursuing the next chapter – from kitchen utensils to bathroom towels – all nicely packed into a suitcase for easy moving. Collectively, employees raised $2,236 which helped provide these items to 15 graduating seniors that day.

Start Early is grateful for the efforts of Educare Chicago staff, ECAN, the Affiliates Board and ComEd to help ensure that students are excited and ready for whatever may be next in their educational journey.

The success of our early childhood programs would not be possible without the support of our donors. They know that without our services many families would be left without access to the help they need to give their children the best start in life. While financial support is essential, many of our donors are also dedicated partners who invest their time and energy into ensuring the children we serve can thrive.

The Simon family is just that. They are ambassadors for early childhood education and are dedicated to helping change the trajectory of children’s lives through their philanthropic work. For more than a decade, Linda and Cheryl have been making a difference for children in our programs. Linda Simon, a former high school English teacher with a passion for children’s literacy, helped fund the Baskind Library at our Educare Chicago program, which provides access to educational children’s books for its students. Linda’s daughter-in-law, Cheryl Simon, a previous school social worker and mother of three, is a founding member of Start Early Affiliates Board and served on the board for 11 years.

Recently, we sat down with Linda and Cheryl to find out more about why investing in our earliest learners is so important to them.

1. Why is your family passionate about early childhood education and the work of Start Early?
   With a background in education, we understand the value of high-quality education. Supporting the important mission of Start Early is a priority in our philanthropic work because we have observed how these interventions are changing the trajectory of children’s lives every day. We are struck by the passion of the leadership at Start Early as well as the research that drives the daily goals. From advocacy work, home visits to the Educare centers, Start Early is covering so much ground.
2. How has being supporters of Start Early changed or enhanced your views on the importance of early childhood education?
   As Start Early supporters, we are constantly learning from the data and research that is shared. We know this research drives the interventions and advocacy work but quite honestly we are learning on a personal level as well. I will never forget leaving one of the annual luncheons and feeling guilty that I had not been reading enough to my 3 month old son. In addition, spending time at Educare is extremely powerful. We observed firsthand how impactful the environment is to children and their families. Not only are children surrounded by quality learning experiences, both cognitive and social-emotional, but the parents are empowered to become leaders in their community. For example, having a little alcove with a couch when you first walk into the classroom helps facilitate a partnership between the parent and teachers. These little details all contribute to the success of the family and community.
3. Why is providing financial support to Start Early an important facet of your philanthropic work?
   We believe in the work of Start Early and know that quality early learning has the potential to transform children, families, communities and our nation. It is critical to continue investing in early childhood education by engaging both the child and parent on the importance of reading and carrying home the positive environment created at Educare. Not only are we providing support, we feel it is necessary to increase awareness around this issue and spread the word to our networks. We like to think of ourselves as ambassadors of early childhood education. When you hear about the achievement gap between children born into poverty and those born into families with means it is impossible to ignore this issue. We know that early childhood programs like this can narrow the academic achievement gap. They also have the power to change lives of children, their families and our communities which benefits us all.

The latest study released by Professor Heckman has significant implications for the early childhood field. In this opinion piece written by Start Early (formerly the Ounce) President, Diana Rauner shares some of her insights on this new research and why it matters.

To break the cycle of poverty, start early

This week, Nobel laureate James Heckman released a groundbreaking study on the Perry Preschool Project, an intervention in the 1960s and whose participants are now in their late 50s. Long-awaited in the early childhood field, this research followed at-risk children from low-income families and the impact of early childhood education on their life trajectories. The conclusion is powerful: the improvements in life outcomes for the first generation leads to better life outcomes for their children and, one can expect, for future generations.

The promise of early childhood education has always been its long-term impact on the lives of those fortunate to experience high-quality education. During the first few years of life, children build the capacity to ask for and receive help, manage frustration, persist at tasks, and control their impulses. These skills are developed through interactions with others and lay the groundwork for more complex social and cognitive skills as children grow.

The ability to self-regulate, control one’s impulses and other social/emotional skills have led to better long term life outcomes for our youngest learners: greater high school and college completion rates, higher earnings, better health and less involvement in the criminal justice system, all of which have significant benefits to society as well.

During the two short years of preschool, the children in the Perry program learned skills that they then used in future years to build more skills. At every point of analysis, the Perry Preschool participants have been found to have greater executive function and a more positive outlook on life. By age 50, the participants had used these skills to become better citizens and employees and better husbands and fathers. Their children were therefore more likely to grow up in two-parent families.

Although our work has been anchored in scientific research for decades, Dr. Heckman’s recent findings validate what early childhood leaders clearly know and understand: starting early is the key to a lifetime of success.

The outcomes of the Perry study make it clear that access to high-quality early childhood education and interventions, parental resources, and systems of care are game changers. These experiences will have a positive impact on the long-term social/emotional development of our most vulnerable children and their families. When we get this right for our youngest learners, we create a pathway for them to develop the key skills they need to reach their full potential in school and in life.

So, why should society be as excited about this study as we are in the early childhood education field? We now have evidence-based research demonstrating that despite the pressures of poverty, high-quality early childhood education sets children and their families on a track to break the cycle of poverty for generations to come.

Fourteen years ago, Gladys Montes joined the United Way of Miami-Dade and was tasked with developing a program that would move the needle towards higher quality early childhood programs with the needs of the community they serve at the forefront. Through the collaboration between the United Way Center for Excellence in Early Education and Educare Miami-Dade, Gladys helped establish them as a training program, a demonstration program, a partner in many discussions, and as voice for providers in our community.

Recently, we spoke with Gladys about her work with the United Way of Miami-Dade and Educare Miami-Dade and how their programs have supported those communities most in need.

1. What was the impetus for creating the Center for Excellence in Early Education?
   The United Way of Miami-Dade has been funding early childhood education for over 30 years. Like other United Ways throughout the nation, the design of our model was to partner with institutions in our community so that we actively engaged them, as they created proposals that addressed the work they were doing in our community. This process went on for a number of years and as the years went by, our Board of Directors was not satisfied with the advancement of these programs toward high quality early care and education programs. The Board understood the impact high quality has on the children and families in our community. It was clear that additional strategies needed to be in place in order to impact our community in the manner that United Way of Miami-Dade wanted.

   Our community was lacking a place where early childhood practitioners could meet and discuss areas there were important to them. For example, practitioners needed access to an array of professional development learning, and the Center was able to provide it. We needed a place where we could see what high quality practices meant, and the Demonstration School, Educare Miami-Dade, provided it.

2. What was the need you saw in your community and why did you believe that an Early Head Start Child Care Partnership (EHS-CCP) was the answer to it?
   For the past 13 years we have been a delegate of Head Start and Early Head Start (EHS) for Miami-Dade County. Being a delegate requires organizations to have the needed infrastructure to support all of the comprehensive services required by the Head Start Performance Standards. When the Funding Opportunity Announcement for EHS came out, we saw it as an opportunity to impact small programs in communities of high need, communities that otherwise would not be able to access the federal dollars focused on improving the quality of their programs. It was evident to us that this was the opportunity to put into practice what we had been doing for years at the Center for Excellence – Educate, Demonstrate, and Advocate.

   Through the grant, we focused not on the low hanging fruit, but on the programs that families were using, regardless of their quality. We could actually take folks that were living in these communities and were employed by these centers and family child care homes and re-focus their trainings to move to a higher understanding of infant and toddler care and education. We currently have 16 partners in our grants, and 150 practitioners. Based on experience, we decided to deliver the 120 hours for the CDA credential in the environments that the practitioners knew with instructors they were familiar with and utilized Educare Miami-Dade as the place where the courses came alive. We added an internship component where the practitioners could come and spend time at Educare Miami-Dade and understand how to implement the areas in which they received training. Our Educare Miami-Dade staff has visited the school and together they have moved to implement changes that have resulted in great results.

3. What is your vision for the future of United Way Center for Excellence? How would you like to see it grow? What impact would you like to have?
   Our original vision continues to be of impact in our community. We will continue to fight for better opportunities for all our teachers and for all children to have the best care and education we can provide so all children can reach their highest potential.

Meet Casey Henderson, mother of Payton, a student at Educare Central Maine. In 2017, Casey moved to Waterville, Maine to escape domestic violence and receive support for drug addiction recovery. Soon after enrolling her son in Educare Central Maine, she joined their Parent Ambassadors program, an initiative that elevates the voices of parents by engaging them in policy advocacy. She hoped the program would help her gain confidence and allow her to find her voice, she learned it would do so much more.

Recently, we sat down with Casey to talk about her involvement in the Educare Central Maine Parent Ambassadors program and how that has influenced her life as a parent and advocate.

1. How did you connect with the Parent Ambassadors program? What’s your role?
   After many hesitations and some pushes, I became a parent ambassador for the 2017-2018 term. I was unsure if it was my thing at the beginning, but the experiences I have been given are amazing, including testifying at the State House on the Leveraging Investments in Families for Tomorrow (LIFT) Act that made the first TANF increase in 25 years, to getting a hug from Susan Collins and having the opportunity to go to Washington, DC, Austin, Texas, Seattle, Washington and Tulsa, Oklahoma. As a Parent Ambassador alumni today, I am working as a peer mentor with the current ambassadors, helping to create a state-wide parent ambassador program, and continuing to work within the legislation process – telling my story and testifying.
2. Why is the Parent Ambassadors program valuable to you and how do you think your involvement has impacted Payton?
   Becoming a parent ambassador and a part of the Educare Central Maine community was such a blessing to me and my child. Gaining confidence within the parent ambassador program and finding my way as a woman in long term recovery, I finally had the courage and support to reenroll in college. I will be graduating in May from KVCC with my associates in Mental Health and have already been accepted to the UMA mental health and human services program. Moving to Waterville has changed my life, but if it wasn’t for the support and love that Educare, the parent ambassador program, and especially Joni Sprague has given me, I do not feel I would have made it this far. I am finally becoming the woman I was meant to be and giving my son a great example of life.
3. What have you gained from your participation? What have you been able to contribute?
   I have gained acceptance for who I am and that is something I have not had for a long time. I have gained self-confidence, resiliency, respect, hope, faith, and the willpower to do whatever I want to do knowing that the sky is the limit. I hope I have been able to contribute to my community and state as a part of the parent ambassador program. But most importantly, I hope I am inspiring other parents and showing them if I can do it, so can you and I will take the step with you to get to the top.