Zaentz Professional Learning Academy co-directors Nonie Lesaux and Stephanie Jones, along with Harvard Graduate School of Education faculty colleagues, Meredith Rowe and Junlei Li, provide an update on the latest science of early language, behavioral, and brain development and explore what this means for early learning environments, experiences, and practices.
Leaders, practitioners, and caregivers across the mixed-delivery system, in both informal and formal programs and services, are working every day to improve the quality of children’s experiences and learning environments. At the same time, the science of early language, behavioral, and brain development has expanded dramatically in the last decade, and there is much to be gleaned from it for greater impact.
What can the science of early learning tell us about the experiences that will be vital to children’s growth and well-being as we emerge from this pandemic? How can key findings from research on children’s language and brain development help us support children as they return to early learning programs or engage with learning environments in new ways?
This half-day program explores what the latest science reveals about creating optimal formal and informal learning environments and relational experiences — ultimately strengthening children’s brain development and laying the foundation for healthy development in the future.
- Explore the latest science of early language, behavioral, and brain development.
- Learn how early experiences shape brain architecture and influence later outcomes – including how these occurrences contribute to the achievement gap.
- Discover effective responses to key findings from research on children’s language and behavioral development and learn how to incorporate these responses consistently into educational practice.
- Explore tools to assist with priority setting and first steps for the design of early learning experiences that will enhance children’s growth and development across domains.
Who Should Attend
- Directors of early education centers or programs
- Leaders of early education service organizations across the mixed-delivery system
- Teachers who have assumed leadership positions in early education settings or teachers with leadership aspirations
- Directors, administrators, and coaches in public school preK programs
- Early education professionals who support teachers in their work, such as instructional coaches or supervisors
- Higher education faculty and administrators who develop programming for students in early childhood programs