Learn how the latest research and proven strategies can help you foster strong learning environments in early education that reduce stress, mitigate difficult behaviors and support overall development.
The decisions and actions of leaders are the linchpin of the early learning environment. Each day, early education leaders are designing and driving the policies, processes, and interactions that shape teaching and learning. This program is offered as part of the Saul Zaentz Professional Learning Academy and is squarely aligned with the Academy’s mission to equip leaders with the cutting-edge knowledge, strategic tactics, and collaborative networks needed to design and implement approaches and policies that improve young children's learning environments.
Participants in The Science of Early Learning and Adversity will return to their settings with enhanced knowledge, and leadership and organizational strategies that support the design and implementation of strong early learning environments — those that buffer stress, reduce challenging behaviors, and promote development.
This two-day on-campus program, facilitated by Nonie Lesaux and Stephanie Jones, Faculty Directors of the Saul Zaentz Early Education Initiative at the Harvard Graduate School of Education, is guided by the question: How can early education leaders support the design and implementation of strong early learning environments, particularly in settings serving children facing adversity?
While the learning from experts is central to this program, so too is applying this newly acquired knowledge to your specific context. Working with experienced facilitators and colleagues, you will develop a strategic plan for leadership related to stress and classroom management in the early learning environments where you lead. Following this two-day engagement, you will have the opportunity to participate in remote, follow-up coaching sessions to debrief the program and support the implementation of your strategic plan.
Participants in this two-day on-campus program will work with renowned thought leaders, including Laurie M. Brotman, Bezos Family Foundation Professor of Early Childhood Development, Department of Population Health, and Professor, Department of Child and Adolescent Psychiatry, NYU School of Medicine; Lyrica Fils-Aime, Community School Director of Children’s Aid and Director of Clinical Services and Training at OmPlay; Carla Shalaby, Postdoctoral Fellow with TeachingWorks at the University of Michigan and author of Troublemakers; and Amanda Williford, Research Associate Professor at the University of Virginia, and one of the creators of the innovative Banking Time program.
As a Science of Early Learning and Adversity participant, you will have reserved seating to join us for the Zaentz Early Education Innovation Challenge Finalist Pitches on Monday, June 4th from 4:00 – 6:30 p.m., with a reception to follow. By participating in this invitation-only event, you will be a part of our live-audience and help us select innovative ideas with the potential to drive change in early education. You can read more about the 2018 finalists and their proposals, here.
- Build a collaborative community among a national network of early childhood education leaders facing common challenges
- Discover the latest science describing the relationship between adverse experiences and early learning
- Identify the adult competencies necessary for cultivating learning environments that buffer stress, and learn how to develop and support those competencies among early educators
- Develop a strategic plan for leadership related to stress and classroom management in the early learning environment
- Engage in a remote, follow-up coaching session to support the implementation of a strategic plan
Who Should Attend
- Directors of early education centers or programs
- Leaders of early education service organizations across the mixed delivery system
- Directors, administrators, and coaches in public school preK programs
- Team members invited by directors and leaders–those who are responsible for directly supporting teachers in their work, such as instructional coaches, supervisors, or teachers who take on leadership roles