Attachment ─ the security, confidence, and trust that infants and toddlers have with the adults responsible for their care ─ is the framework within which babies develop their growing ability to regulate emotions and behavior. Babies thrive when they are securely attached to their mother, father or primary caregiver who knows and responds consistently and reliably to their unique personalities. Infants and toddlers who are not securely attached are likely to become preschoolers who are unable to control their behaviors and kindergartners who have difficulty engaging in the process of learning.

Recognizing the importance of secure attachment, Start Early implements a continuity of care model in partnership with our network of early learning schools, the Educare Learning Network. This model minimizes the disruptions that children experience by keeping infants and toddlers with the same classroom team of teachers until they transition to preschool.

Young children who lack at least one loving and consistent caregiver in the earliest years may suffer severe and long-lasting development problems. This landmark study of scientific brain research shows environmental stress, even among infants and toddlers, can interfere with the proper development of neural connections inside the brain essential to a child’s proper social and emotional development. This report recommends that early childhood programs balance their focus on literacy and numerical skills with comparable attention to the emotional and social development of all children.

From Neurons to Neighborhoods: The Science of Early Childhood Development  was published in 2000 by the National Research Council and Institute of Medicine of the National Academy of Sciences.

The Partnership for Pre-K Improvement (PPI) was launched in 2017 to learn together with states about how to build quality, equitable pre-K systems that ensure children succeed in school and in life. The initiative’s unique approach fosters partnerships across program, advocacy, and research organizations in support of a common vision for pre-K systems improvement.

Through the initiative, three states — Washington, Oregon and Tennessee — are partnering to strengthen the program policies, infrastructure, and resources necessary for high-quality pre-K that will result in improved classroom quality and outcomes for children.

State partners are supported by the following organizations, who work together and in concert with other national and state program, advocacy and research partners. Start Early acts as the backbone organization, facilitating collaboration.

• Start Early engages state government leaders to create strategic plans to build the system capacity and infrastructure needed for continuous improvement of quality pre-K.
• The Alliance for Early Success supports advocacy organizations to build advocacy capacity to ensure the policies and resources essential to quality pre-K are in place.
• Cultivate Learning at the University of Washington engages local researchers to build research-practice partnerships with states and generate data for continuous quality improvement of pre-K.

Leaders in each state have made meaningful improvements to their systems, including data, professional learning, and instructional leadership infrastructure that contribute to continuous improvement of pre-K. Additionally, local organizations in each state have built strong partnerships across program, advocacy and research to sustain pre-K systems improvements long into the future.

Based on this learning, PPI partners are collaboratively creating tools and generating knowledge to help other states and communities apply this program, advocacy, research approach and thereby continue improvement beyond the life of the project.

How parents and caregivers speak to children significantly affects their I.Q., literacy, and academic success later in life, according to University of Kansas child psychologists Betty Hart and Todd Risley.

Hart and Risley found that the number of words and encouragements and the breadth of vocabulary heard by a child during the first three years of life can dramatically affect language development and I.Q. Their study was informed by close observations of 42 1- and 2-year olds and their families for more than two years.

From those observations, the researchers estimated children in professional families hear approximately 11 million words per year; while children in working class families hear approximately 6 million, and children in families receiving public assistance hear approximately 3 million words annually.

For more information on the study, read: Hart, B. & Risley, T.R. (1995). Meaningful Differences in the Everyday Experience of Young American Children.

Thank you for being part of such a wonderful night to support Start Early and its mission to provide access to quality education and care to all children and families. This year was unquestionably our best yet – we collectively raised nearly a record-breaking $40,000!

Ounce Bash 2019 would not have been possible without our awesome sponsors ComEd, GCM Grosvenor, Access Search and Epsilon Economics. We want to especially thank our Presenting Sponsor BMO Harris for their generous commitment to Start Early and the Start Early Affiliates Board.

The Start Early Affiliates Board brings together individuals who are committed to becoming champions for young children. The board works to extend the reach of Start Early by using their networks, experience and passion to recruit new advocates for early learning. Learn more about the Start Early Affiliates Board and its members.

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.