Exploring the World of Sound with Hayes Greenfield

by Aditi Sharma | Aug 20, 2024 | Podcast

Summary

Can you imagine a world without sound? Can you imagine a classroom of young learners exploring sound to spark creativity, learning, and play? In this segment, host Rafael Otto talks with Hayes Greenfield, the founder of Creative Sound Play, a sound-based, generative learning system for preschool students and teachers. He is also an award-winning musician, film composer, and sound artist. He has been working with young people in many ways for the past 30 years, and that includes working as a teaching artist in public and private K-12 schools. He currently teaches at places like the National Head Start Association and the Global Childhood Academy.

“When we start to become sensitive and aware and invite sound in – all of a sudden sound becomes this incredible system that you can work with and engage children with because everybody can make sound.” – Hayes Greenfield

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Children's Institute · Exploring the World of Sound with Hayes Greenfield

More about The Early Link Podcast

The Early Link Podcast highlights national, regional, and local voices working in early childhood education and the nonprofit sector. The podcast is written, hosted, and produced by Rafael Otto, Children’s Institute’s director of communications.

Listen to more episodes of the Early Link Podcast here or stream on Spotify, Stitcher, Amazon Music, TuneIn, and Apple Podcasts.

A New Vision for High-Quality Preschool Curriculum Report

by Aditi Sharma | Jul 8, 2024 | Preschool, What We're Reading

Early childhood is a period of great developmental changes, setting the foundation for later learning and development.
– National Academy of Sciences, Engineering, and Medicine

Decades of research have highlighted the significant benefits of high-quality preschool education. Yet, there remains a gap in understanding the effectiveness of preschool curricula, particularly for children who are historically (and currently) underserved. In the United States, preschool programs vary widely, with curriculum being essential in creating joyful and affirming early learning environments. Even with efforts to provide supportive settings, current preschool curricula often fall short in enhancing children’s math, early literacy, and science skills, and fail to adequately support multilingual learners’ emerging bilingualism.

Read the full report

What's in the report?

The report outlines and emphasizes key recommendations, focusing on equity and justice-focused principles in shaping new preschool curricula development. It underscores the value of acknowledging and celebrating each child’s unique identities and strengths to fully unleash the potential of preschool education.

How can we improve the preschool landscape?

The early childhood system is complex, with diverse program offerings resulting in very different preschool experiences for children. Those furthest from opportunities often face barriers to accessing high-quality learning opportunities. When accessible, these children are frequently enrolled in underfunded programs with lower-quality instruction.

Preschool curriculum plays a key role in shaping the quality of instruction, classroom environment, and early childhood development. It outlines children’s learning objectives, uses intentional teaching methods, and determines necessary educational resources.

Research indicates that well-implemented preschool curricula can significantly reduce disparities in math, language, literacy, and social-emotional skills among children entering kindergarten. These disparities, especially for Black and Latine children and economically disadvantaged children, underscore the urgent need for effective preschool education. However, many studies focus solely on English-speaking children, overlooking the linguistic strength and potential of multilingual learners.

What should a high-quality preschool curriculum include?

High-quality preschool curricula should ensure that children have access to diverse learning experiences, offer engaging content to spark their curiosity and excitement for learning. It should also include adaptable teaching methods that cater to their strengths and individual needs.

Research indicates that a high-quality preschool curriculum should:

- Integrate diverse perspectives, experiences, cultures, languages, strengths, and needs of children, families, and workforce settings.
- Focus on engaging children and promoting their agency through meaningful content.
- Create and implement well-designed learning experiences with clear objectives, responsive teaching strategies, ongoing assessments, and personalized support based on children’s abilities, backgrounds, interests, and dispositions.
- Align curriculum with children’s learning processes and proven research methods, affirm children’s cultural and linguistic identities, and provide effective support for children with disabilities.
- Demonstrate measurable benefits in both school performance and overall life outcomes for children and families served.

Looking forward

Recommendations for advancing the vision

Equity-driven preschool curricula: Guidance for content design, development, selection, and implementation
Empowering educators: Supports and professional development for equitable and effective curriculum implementation
Investing in equity: Funding mechanisms, policy strategies, and innovations to support selection and implementation of effective preschool curricula
Bridging the knowledge gap: Creating an evidence base to advance curriculum development and implementation

Priorities for the future

Although we have ample evidence of the positive effects of high-quality preschool, there is limited understanding of the impact and effectiveness of the curriculum.

This report recommends a comprehensive research plan to gather evidence on preschool curricula, standardize evaluation methods, and conduct large-scale studies involving multiple research teams.

While high-quality curricula alone cannot address all early education challenges, they play a vital role in improving the quality of children’s classroom experience. High-quality preschool curricula facilitate equitable, safe, healthy, affirming, and enriching learning environments, supporting children’s success in school and beyond.

This report was long overdue, and I am hopeful and excited about what more is to come in terms of implementing the recommendations. I hope that the federal government, philanthropists, and states will find ways to ensure that we advance preschool curriculum to meet the needs of our youngest learners.
– Marina Merrill, Director of Research & Strategy, Children’s Institute

Early School Success Partners Celebrate Accomplishments at Spring Event

by Aditi Sharma | May 9, 2024 | Professional Learning, Educators and Workforce, Early School Success

The pitter-patter of spring showers gave way to a steady hum of anticipation as Early School Success (ESS) school districts spent the day celebrating collective achievements, reflecting on triumphs and challenges, and envisioning the future of ESS in their school communities, on May 2 at Willamette ESD in Salem, OR.

Throughout the day, participants engaged in a series of hands-on activities designed to both encourage thoughtful conversation among colleagues, and simulate practices that they have implemented in their classrooms. For example, loose parts is an approach to play, based on the idea that when children are given a collection of objects (think pipe cleaners, beads, and buttons) they have more opportunity for engagement and creativity, as they tinker with an array of objects.

Additional stations included watercolors, clay, and musical instruments, with each medium becoming a canvas for self-expression and allowing educators to engage in their own play-based learning.

As attendees thought about their experiences from the past year and built their creations, every design represented their evolving perspectives and aspirations. From embracing multilingualism to fostering inclusive classrooms, each piece of art spoke to the group’s collective vision for student-centered learning.

Starla Nelson, principal at Oceanlake, shared that having different materials at the loose parts stations provided freedom of choice and expression.

“Similarly, having a variety of sensory materials in the classrooms can create empowered learning environments for the students,” she said.

Educators also spoke passionately about the positive impact of implementing change ideas in their classrooms. One educator shared that previously reluctant learners in the classroom found a voice and actively collaborated in group activities by using tangible objects to articulate their thoughts.

As the day continued, facilitators guided teams through exercises that emphasized building trust. Participants explored what it means to be student-centered and shared insights and ideas.

“I loved reflecting on the triad of trust. I made connections, learned new ideas, and gained new perspectives,” shared one participant.

Later in the day, teams completed a “dreamspace” activity, which included a lively discussion about the future of Early School Success. Educators also articulated a shared vision grounded in empathy and equity through collaborative brainstorming.

As the day concluded, participants expressed their appreciation through a final activity that embodied the spirit of teamwork and celebrating collective success.

Talisa Timms, continuous improvement specialist at Children’s Institute and one of the event facilitators, shared that she was honored to lead Early School Success teams through a day of reflection, dreaming, and planning.

“I am always in awe of how deeply committed school teams are to improving outcomes and shifting systems for kids, families, and their communities,’ Timms said.

Ultimately, the Early School Success spring cross-network meeting was more than just a gathering – it was a celebration of the unwavering dedication of educators who are committed to shaping a brighter future for students, families, and communities. And as participants departed, their hearts and minds brimming with inspiration, they carried with them seeds of change, ready to bloom and flourish in the days ahead.

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Looking Back, Moving Forward: Early School Success Academy’s Year in Review

by Aditi Sharma | Apr 17, 2024 | Professional Learning, Educators and Workforce, Early School Success

Exciting news! Children’s Institute’s Early Learning Academy is now the Early School Success Academy (ESS Academy).

The name has changed, but everything else remains the same. The ESS Academy will continue its mission to empower educators in strengthening early learning, from preschool to third grade in their communities through a team-based learning experience.

Read on to take a look back with us as we reflect on the 2023-2024 ESS Academy, and discover why this learning opportunity is too good to miss!

A room of people coming together for legislative meetings.

As always, the ESS Academy offers educators, administrators, and other school staff a chance to come together, learn, and collaborate to strengthen educational systems for children in Oregon.

Last year, nine school districts joined us for a series of engaging sessions and personalized coaching. Partner districts in attendance included Centennial, Columbia Gorge ESD, Wallowa ESD, Eugene 4J, Grants Pass, Gresham-Barlow, Hillsboro, South Lane, and Yoncalla school districts. Teams comprised of preschool through second-grade educators, instructional coaches, elementary principals, and district early learning leaders.

Three women working in early childhood advocacy, including Elena and Andi from CI's Policy team.

Designed as a hub for networking and shared growth, the ESS Academy fosters collaboration and shared learning among school communities and this year’s cohort was committed to strengthening their own practices, with support from their colleagues from other areas of the state. The 2023-2024 Academy began with a full-day session centered on integrating diverse perspectives into change planning. Teams aligned their efforts with continuous improvement principles and crafted actionable strategies tailored to their unique school environments, in subsequent sessions.

Central to this collaborative journey were our valued culturally specific community partners – Adelante Mujeres, Center for African Immigrants and Refugees (CAIRO), Youth Organized and United to Help (Y.O.U.T.H), and Strength-based Prevention, Intervention & Resilience Informing Teaching Strategies (S.P.I.R.I.T.S). They facilitated critical dialogues on topics such as kindergarten readiness; power to motivate, inspire, empower; and why it is important to engage in the cultural strengths within our communities.

Reflecting on their experiences, participants expressed newfound clarity and optimism.

“I used to think our work was too big to be impactful right away, and now I see a path forward with an impactful and meaningful starting place,” said one participant.

Another noted the power of partnership in driving systemic change.

“I used to think that our K-12 system had to figure it out alone. Now, I think we must do it in partnership with a very wide network of stakeholders,” they said.

Facilitated entirely online to accommodate educators’ diverse schedules, the ESS Academy offers a professional learning experience like no other. Participants echoed a resounding appreciation for the program’s unique blend of guided facilitation and dedicated team time within the sessions, where the focused collaboration and connection with other districts enriched their progress.

Looking ahead, the ESS Academy invites school teams to join a dynamic statewide network of educators committed to strengthening early learning in their school communities. Educators gain access to rich content, expert thought partnerships, coaching, resources, and membership to our exclusive change library by participating.

Curious to learn more? Contact our Professional Learning Specialist, Shawnté Hines, at shawnte@childinst.org and join the Early School Success Academy 2024-2025!

Early School Success Winter Cross-Network Meeting 2024

by Aditi Sharma | Feb 20, 2024 | Educators and Workforce, News, Professional Learning, Early School Success, Equity

On February 8, 2024 school teams from four Early School Success (ESS) districts convened for a collaborative winter cross-network meeting. This marked the first time the meeting was held virtually. The gathering provided an opportunity for intentional pause and thoughtful reflection on the equity gaps within school systems, the impact of the school district’s change ideas, and support for students.

Partner districts in attendance included Beaverton, Forest Grove, Lincoln County, and St. Helens school districts. Teams comprised of preschool through second-grade educators, instructional coaches, elementary principals, and district early learning leaders.

Talisa Timms, a continuous improvement specialist at Children’s Institute, said that the winter-cross network meeting was a testament to CI’s commitment to innovation.

“We introduced a new tool to capture the reflective equity work our Early School Success partner schools are doing to understand their systems through data, deeply,” Timms said.

Teams collaborated with other districts on activities, focusing on understanding the impact of identity in their work, reflecting on continuous improvement, addressing equity gaps, and measuring progress for accountability and improvement in school systems.

“My experience with equity work is the more you know your local context and are intentional about reflecting with your practice, you create pathways for more opportunities, more collaboration, and creative ways to address the needs showing up in the classroom,” said Julio Bautista, continuous improvement specialist at Children’s Institute.

“It was evident our educators were thinking critically of their systems and brainstorming ways to improve the experience for students,” he said.

Discussions during breakout room sessions revolved around the experiences of students and families and identified areas for improvement and success. Participants valued the opportunity to connect with and learn from each other.

They also appreciated the framework to support their conversations and hear how other schools are approaching the equity gaps in their systems. One participant shared, “If we could mobilize and harness our strength, we could be pretty powerful in each of our districts and our state.”

The school-based team at Children’s Institute looks forward to supporting educators and finding interactive and meaningful ways to engage them in the work.

“I learned so much from our partners, as I always do,” said Timms. “I found joy in our process and inspiration in conversations about what’s happening in real-time in our Early School Success schools. Shoutout to our partners for their willingness to lean in and embrace all that comes with change work!”

Interested in bringing Early School Success Academy to your district? Contact Director of School-Based Initiatives – Erin Lolich at erin.lolich@childinst.org.

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