Zeporah Askia is the proud parent of 3-year-old Elijah or “Eli,” a student at Educare Chicago, Start Early’s (formerly known as the Ounce) early childhood school that serves low-income infants, toddlers, preschoolers and their families in Chicago’s Grand Boulevard neighborhood.

Zeporah is a single mother who is currently studying to take the Illinois bar exam. Her son, Eli, began attending Educare Chicago when he was an infant and while Zeporah was attending law school and working a part-time job. When Eli was diagnosed with developmental delays and needed the help of a speech pathologist and other educational resources, the Educare staff stepped in to make sure Eli had all the resources he needed.

Zeporah is one of Educare Chicago’s biggest advocates and attributes her son’s outstanding progress to the educational opportunities at Educare and the resources they help provide during their families most difficult times.

Recently, we sat down with Zeporah to learn more about her story and how her family has been impacted by access to the early childhood education program at Educare Chicago.

1. How and why did you seek out the Educare Chicago program?
   I was referred to Educare Chicago by a friend who has a child in the center. Before Eli was enrolled in the center, I struggled to find a quality program who would give him the tools needed to be successful in life. Yes, my son was only a year old and I was concerned about his future. E ducation is important to my family because I overcame stereotypes associated with my socioeconomic status, race, and gender by attaining a quality education. Education has opened so many doors for my family that I wanted to pass this value onto my son. Further, I understood that Eli would be the person that he was going to be by the age of 5, so I needed to act early to instill a love of education.

   I immediately knew that I wanted my son in Educare. When I toured the school, the staff told me about the various components of his curriculum, the classrooms were well-equipped with everything I could imagine, and the staff was friendly. After he was enrolled, and I could not stop talking about Educare, my family did not believe that a daycare had a curriculum. So, I quickly corrected them, Educare is not a daycare, it’s a school.

2. How has taking part in an early childhood education program impacted you and your family?
   Two years later, I stand by my decision that Educare was the best place for my son. Educare has had a profound effect on my child’s academic, emotional, and social development. In addition, the support systems have strengthened my family and helped us to reach success. Specifically, when Eli came to Educare, I had completed my first year of law school, but I had taken time off from school because I struggled to find the necessary support systems. I was giving up on my dream of becoming an attorney because I was succumbing to the challenges of being a single parent. But, our Family support coordinator, Ms. Tanya, was determined to make sure that I returned to school. She helped me get back on track by just being there for my family, and finding resources. As a result, I returned to law school the following semester and even though I didn’t graduate with my class, 2017, I graduated in May 2018.
3. How have you taken part in your child’s educational experience at Educare Chicago?
   I have been heavily involved in my son’s educational experience. I have volunteered in Ms. Glenda’s class at every possible chance. She was an amazing teacher. She taught my son how to potty train, recognize letters in his name, and she regularly gave me parenting strategies. Sometimes, I consider her a second mother because of the care and concern that she showed for both Eli and I.

   In addition, my son was diagnosed with development delays. I told his Family support and she took care of everything to get him enrolled in Early Intervention. When his therapists came to the classroom to give him services, I tried to re-schedule my day, so I could see what they were doing and continue his services at home. But if I couldn’t Ms. Glenda made sure that I was updated. Today, he receives speech therapy outside of Educare, but I work with his Educare teaching team to incorporate his services into his learning experiences. I know that every mom thinks their children are the best, but I can confidently say that Educare helped bring out the best qualities in my child and he’s on a path to be prepared for Kindergarten.

   Overall, I try to participate in the Educare’s programs, from the monthly attendance dinners, to the parent talks, to the Math events. Actually, the Math on Mondays was probably one of my favorite events because I used the strategy of reading the book, From Head to Toe, and rolling a die to teach Eli how to count. He loves the game. Plus, he’s learning how to recognize numbers, count dots, as well as counting to 5. The events are a great bonding experience for my family and networking with other parents.

4. What advice would you give to other parents looking for early education programs for their children?
   I am so impressed with Educare that I tell everyone, from single moms to professionals about my experiences. When I see parents struggling to find someone to “watch their kids,” or unable to buy diapers to send to daycare, I tell them about Educare and how they provide diapers and milk to help. Also, the staff will do more than watch you kids because they have bachelors and masters and doctorates. They are the best in the game!

   My advice to other parents is to get involved with the teaching team, staff, and programs. Then, take advantage of the resources offered by the school. Having a child with developmental delays was hard on me because I felt that I did something wrong but my family support made the process run smooth. I guess that being an open book really made it possible for the staff to find solutions.

The importance of early childhood education and its impact on a child’s life is supported by decades of research in developmental science. Here at Start Early, rigorous research and science informs all our efforts in providing and advocating for quality early education.

Recently we spoke to Mallary Swartz, former director of family engagement research at Start Early, to find out more about the subject of family engagement and how our research supports this key element of quality early education.

Our Family Engagement Research: What Do We Do?

All of our research integrates science, program and policy – it is truly applied (and applicable) research. Our team evaluates, tests, and pilots innovative family engagement strategies for both early education programs and parents.

Start Early’s research process is unique in that it involves co-creation and co-design — including family and staff feedback– throughout our work. We do this by holding focus groups and interviews, testing prototypes with families and staff, and having parents, program leaders, and staff serve as advisors.

One innovative outcome of this work is our digital parent self-reflection tool called Growing Together. Our team is in the initial phase of developing this tool for center-based early learning settings, like Early Head Start and Head Start programs.

Growing Together aims to help parents reflect on their parenting, identify their strengths and needs, and communicate those insights with their early childhood provider. Accompanying this work will be a provider interface and training for early education providers to further support them in building quality relationships with families.

Ultimately, our research around family engagement, as with our other areas of focus, is meant to help families and program staff create a nurturing environment where young children can learn and thrive.

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.

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.

Meet Shalonda Carter, a mother and passionate advocate for women and children. After completing a Bachelor’s Degree in Community Health Education, Shalonda specifically sought out a career path that would allow her to support and empower new mothers and children who were in most need.

For the past four years, she has worked for Catholic Charities as a community-based Doula at the Jadonal E. Ford Center’s Roseland Adolescent Parenting Program on Chicago’s South Side. She currently supports eight expectant mothers as they prepare to be new mothers.

Shalonda sees her career as a calling, not a job, and strives to give new mothers a voice in their pregnancy by ensuring they know their rights regarding the birth of their child.

Recently, we sat down with Shalonda to find out more about what being a doula means to her and why it is a critical component of early education.

1.  For those who are not aware, what does a Doula do?
   A Doula is a non-medical labor support educator and specialist. We empower, support and comfort those in need, aiding them a safe and memorable birthing experience. As a Doula, it is my responsibility to inform and educate families about the different medical interventions, comfort measures, patient rights, and other topics related to childbirth and post-partum education. In my role as a Doula, I accept moms between the ages of 13-21 who are in entering into their third trimester. Doulas are required to have a series of monthly home visits with the participants to ensure they are able to not only retain the information, but to also make informative decisions.
2. How do Doulas differ from a Home Visitor and how do you work together?
   Doulas work alongside with Family Support Workers to further assist with infant milestones and to ensure that they are on target with development. They also assist with helping the mom reach educational, housing, and employment endeavors. This includes referring clients to services outside sources. While Doula’s discontinue services as baby reaches 2 months, Family Support Workers continue service until program completion when baby reaches 3 years of age.
3. What does being a Doula mean to you?
   Being a Doula is the equivalent to being a light in darkness. When they feel they have no one in their corner there are Doulas cheering them on. Often times, our young participants aren’t aware of what is happening to their bodies nor do they understand prenatal child development. With my participants, I take pride in educating them and removing the fear of the unknown. It also means being the face of confidence and vocal protection. It is very important for me to educate my participants on their rights regarding the birth of their child and give them the voice that they don’t think they have. Being a Doula also means taking a holistic approach to servicing not just the pregnant mother, but the entire family. It is very important that I build a relationship with my participant’s support system in order to ensure that mom is happy and has a positive experience.
4. What advice would you give to a new parents who are unsure if they need the assistance of a Doula?
   For parents who are unsure of Doula services, I’d say to give it a try before you say no. You will most definitely remember your birth experience but you will also never forget your Doula who never left your side. Through a program like Roseland Adolescent Parenting Program, our services are free. Our goals are having your best interest and infant’s at heart. What keeps me going are simple wins like hearing your client say, “Thank you so much for helping me out. I’m so grateful to have found this program and you! I can’t thank you enough.” It warms my heart and it has humbled me. I wish for every woman with-child to have a Doula and a great birth experience.

Kevin Walsh and his wife, Geralyn, are proud parents of a 12-year old daughter and 3-year old son. They were told when their daughter was an infant that she would have significant learning disabilities due to drug use by her birth mother during pregnancy, which would keep her from reaching her full academic potential. They were told the same about the 3-year old boy they currently foster.

Kevin and his wife were determined to do all they could to ensure their children had the same opportunities as other children. Through perseverance and the advice of an early childhood education advocate, they were led to programs that have given their children the chance to thrive and excel.

Today, Kevin is an active advocate for early childhood education programs and is using his story to educate parents on the services available to them. We sat down with Kevin to ask him four short questions about how access to these programs have impacted his family and why they are so important for all children.

1. How has access to early childhood education programs impacted you and your family?
   Early childhood education has helped equip our daughter to succeed in school. As an infant, we were told she would never be more than an average student. She currently is an above average student and is on the honor roll in her middle school. We believe this would not be possible without the foundation laid by early childhood education. We hope our son will benefit in the same way.
2. Why is early childhood education so critical for young children?
   It teaches them the social-emotional skills they will use in school moving forward. These skills help them succeed in a challenging school environment.
3. What do you feel is the largest barrier to equitable access to education?
   I believe the largest barrier is economic status. We regularly hear about school performance suffering in lower economic areas. Not everyone can attend a charter or magnet school. Those left behind suffer the consequences of a subpar education. No matter where we live, we have to be our children’s biggest advocate.
4. What is one easy way someone can get involved and start advocating?
   VOLUNTEER! Get to know your children’s teachers. Ask them how you can help. If you are involved, your child is more likely to succeed.