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Learning Loss and Equity

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This event was held on June 3, 2021 @ 3:00 pm - 4:00 pm EDT

On June 3rd, ECFC hosted a discussion on learning loss we anticipate as a result of child care, early education and school closures, but also began to consider what children have learned while being with their families during the closures. Especially for dual language learners, what did young children learn during that time spent with parents and family speaking their first language, vs. spending a majority of their days in programs that speak primarily English?

Guest Speakers:

  • Rosemarie AllenAssociate Professor in the School of Education at Metropolitan State University of Denver; President and CEO, Center for Equity and Excellence
  • Cemeré James, Interim President & CEO at National Black Child Development Institute
  • Dr. Devonya Govan-Hunt, BCDI Charlotte Affiliate President
  • Shantel Meek, Founding Director, Children’s Equity Project
  • Ralph Smith, Managing Director, Grade Level Reading Campaign

Event Takeaways

Considerations for Funders

We discussed where we might look for lessons and strategies to inform and support children and families as they transition back to early care and education, and from early education to K-12, such as:

  • Family Engagement models (Head Start parent, family and community engagement model; full service community schools; NBCDI Family Empowerment Program)
  • Mentoring partnerships between K-12 and early childcare facilities
  • Indigenous early childhood education models – linguistic and culturally responsive, with deep family engagement recognizing families as the first and best educators of their children.
  • Infant and Early Childhood Mental Health Consultation 
  • Inclusion Specialists – coaches that work with kids with disabilities (co-teaching strategies, para-professionals, inclusion coaches that specialize in transition)
  • Parent Maps and Dual Capacity-Building Frameworks for Family School Partnerships, while generally seen as a K-12 tool, the parent map provides guidelines and milestones for developing relationships between parents and teachers.
  • Playful Learning Landscapes, examples across the country of cities creating public spaces as playful learning opportunities for all learners.
  • Strategies for helping kids and families deal with loss – not only loss of loved ones due to COVID, but loss of all things coming out of the pandemic (Culturally responsive healing practices which resonate more with BIPOC communities; addressing childhood trauma).

We also discussed the need for increasing professional development opportunities and raising salaries for family and home based child care, and small child care providers. They have deep relationships with and are helping families transition kids back to education settings.  We can’t assume they are trained in early education or transitioning to K-12, we need to pay them a living wage and support their professional development.

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