The Science of Early Learning and Adversity: Leadership in Early Learning Settings in a Post-Pandemic Era

Learn how the latest research can help foster strong early learning environments and inform the strategies and supports that effective leaders can provide for adults and children throughout the pandemic recovery period. 

Overview

The decisions and actions of leaders are the linchpin of the early learning environment, especially during times of challenge, uncertainty, or change. Each day, these leaders design and drive the policies, processes, and interactions that shape teaching and learning that impacts young children’s lives. Participants in The Science of Early Learning and Adversity will return to their settings with enhanced knowledge and strategies that support the design and implementation of strong early learning environments—those that buffer stress, increase resiliency, and boost development. Offered as part of the Saul Zaentz Professional Learning Academy, this program is squarely aligned with the Academy’s mission to equip leaders with the cutting-edge knowledge, strategic tactics, and collaborative networks they need to improve early learning environments.

Program Details

Participants in this online institute will work with renowned thought leaders, who will share the latest science that sits at the intersection of child development, education policy, and early intervention for children experiencing adversity. Participants will learn how this science can inform the supports they provide for adults and children throughout the pandemic recovery period. 

Live sessions will take place on Wednesday, June 16 and Thursday, June 17 from 12:00 – 3:00 p.m. each day. Each live session will be a combination of a group plenary session, which is recorded, followed by a facilitated reflection and discussion portion, which is not recorded. Please note that we strongly encourage live participation, as these sessions will be a good opportunity to engage with your colleagues and faculty in the program.

Specific activities include:

• Plenary sessions
• Small-group discussions and reflections
• Facilitated question-and-answer discussions

Hear from the following speakers:

• Patricia (Tish) Jennings, PhD--Professor of Education, School of Education and Human Development, University of Virginia. Learn more about Tish here. 
• Samantha Fletcher, Equity Practitioner and Racial Dialogue Facilitator; Saul Zaentz Fellow, Harvard Graduate School of Education. Learn more about Samantha here. 
• Danila Crespin Zidovsky, Doctoral Resident and Special Assistant to the Secretary, New Mexico Public Education Department; Senior Policy & Leadership Specialist, Zaentz Early Education Initiative.

Program Objectives

• Understand the latest science describing the relationship between adverse experiences and early learning and development
• Identify the adult competencies necessary for cultivating learning environments that buffer stress, and learn how to develop and support those competencies among early educators
• Explore first steps in addressing a problem of leadership related to stress and resilience in the early learning environment
• Build a collaborative community among a national network of early childhood education leaders engaged around common challenges

Who Should Attend

• Directors of early education centers or programs
• Leaders of early education service organizations across the mixed delivery system
• Principals, directors, administrators, and coaches in public school pre-K programs
• Teachers who take on leadership roles, and aspiring leaders
• State early education leaders
• Grantmakers and advocates

Fees & Policies

Participants receive a certificate of participation at the close of the program. Payment or a purchase order must be received within 30 days of program acceptance, or upon receipt of the invoice if acceptance is within 30 days prior to the start of the program. Click here for more information on payment and financial aid.

Please click here for more information on our on-campus and online refund and withdrawal policies.

The Harvard Graduate School of Education reserves the right to change faculty or cancel programs at its discretion. In the unlikely event of program changes, the school is not responsible for non-refundable travel arrangements or other planning expenses incurred.