“This is what is exciting about Forsyth Family Voices—the work to amplify family voice and strengthen agency practice is building a strong foundation for equity in our community.”, said Tracey Greene-Washington, director of special initiatives at the Kate B. Reynolds Charitable Trust.
Dr. Laura Gerald, MD discusses the role philanthropies like the Kate B. Reynolds Charitable Trust can play in improve lives through supporting unique health care programs with Leslie Boney of the Institute of Emerging Issues. On First in Future, Boney asks thought leaders in North Carolina to share their ideas of the future.
Asking, "how do children in your community fare?", these data cards, resources, and ideas for transforming data into action are available to all interested in supporting children in North Carolina.
North Carolina Pre-K is a state-funded program administered by the Division of Child Development and Early Education within the North Carolina Department of Health and Human Services. The program serves eligible four-year-olds in classroom-based educational programs in five settings, including public schools, private child care centers (both for-profit and nonprofit), and Head Start sites (in both public and private facilities).
“It’s a week that makes us stop and remember how important young children are,” Phillips said. “And how the education and the services they receive throughout their lives is so critical to their success.”
Students listened to some of their fellow classmates serenade them with violins as they filed into the auditorium. They sang “This Little Light of Mine” in a musical jam session. And they had the chance to dance in the aisles along with the faculty of their school.
“Coming together to meet the needs of the youngest members of our society is paramount!” Robbins said. “This is what the Week of the Young Child is all about – doing things for children and recognizing that children are important and deserve quality, developmentally appropriate learning environments – indoors and outdoors!”
"The Task Force includes Deborah A. Phillips of Georgetown University, Mark W. Lipsey of Vanderbilt University, Kenneth A. Dodge of Duke University, Ron Haskins of the Brookings Institution, Daphna Bassok of the University of Virginia, Margaret R. Burchinal of the University of North Carolina at Chapel Hill, Greg J. Duncan of the University of California-Irvine, Mark Dynarski of the Brookings Institution, Katherine A. Magnuson of the University of Wisconsin-Madison, and Christina Weiland of the University of Michigan.
All members of the Task Force agreed on six consensus statements."
"Another theme at the conference was that early childhood interventions must not focus solely on academics but also on promoting a child’s general sense of well-being. It’s 'not just about exposing children to their ABCs and numbers,' Magnuson said. 'When children experience stress . . . it has lasting implications for their development . . . it cues them up to have problems later in life with their stress response system.'"
"Throughout the three different tracks of the conference – early childhood development, community conditions, and education and workforce development – several reoccurring themes appeared:
- Early childhood experiences (neighborhood environment, parents’ income, school quality and other factors) have a huge impact on the development of kids and their health and success later in life. Investing in early childhood development is one of the best possible investments we can make, and attention to childhood development should begin very early on with things like prenatal care, home visiting programs, and cash supports for parents such as the Earned Income Tax Credit and child care subsidies.
- Early childhood education is not an inoculation. Kids need positive “booster shots” along the way – especially in adolescence, which is a critical time for development and growth.
- Policies need to improve opportunities for ALL low-income children and be racially and ethnically conscious.
- We need to both support and build the capabilities of adults who care for kids, and strengthen communities to support families raising kids under difficult circumstances."
"Empirical studies alone cannot capture the various personal and professional reasons why teachers decide to leave or relocate to North Carolina. And no two teachers will base their decisions on identical criteria because no two individuals have the same experiences, values, preferences, and goals. If they did, teacher recruitment and retention would be a cinch."