Podcasts about Early childhood

It is essential that we work toward strong relationships and high-quality environments for young children, but that isn't the only level of support that may be needed for persistent, intense, challenging behavior. Join Cynthia and Alison for a discussion about the tiers of support when behavior needs more intervention.Check out our website:  https://www.howpreschoolteachersdoit.com/Be sure to like our Facebook page:  https://www.facebook.com/howpreschoolteachersdoitLearn more about Cynthia's work, including professional development, family education, and consulting opportunities:  https://hihello.com/hi/cindyterebush-RXMBKASubscribe to Cynthia's SubStack for free to receive articles and more in your email:  https://substack.com/@cynthiaterebush

→ Prayer CalendarWhat happens when parenting gets complicated by blended families, boundary-crossing relatives, or an unbelieving spouse? In this episode, we answer real listener questions about some of the most tender and complex relationships in a mother's life.With grace, honesty, and scripture as our guide, we walk through what it looks like to present a united parenting front, navigate family members who push against your values, and faithfully raise children when your spouse does not share your faith.Episode Highlights00:00 Parenting on a united front03:40 Navigating blended families08:00 Setting boundaries when family members cross the line12:22 Parenting with an unbelieving spousePlease send us your questions if you'd like to have them discussed on the podcast: themindofachildpodcast@gmail.com The Mind of a Child is an early child development podcast that exists to encourage and equip parents to raise their kids to love God and love others. If you're looking for Biblical principles, practical parenting solutions, and science-backed research, our discussions are specifically tailored for you. Our hosts are Leslie Dudley Corbell and Diane Doucet Matthews, who each have a combined 50+ years of experience in the early child parenting space.

Drawing on personal experience, research and the Greater Than 3 mentor programme, Robert Harris explores why men remain underrepresented in early childhood. He considers the impact of gender diversity on children, the stigma and gatekeeping men can face, and how mentorship, representation and more inclusive pathways could help create lasting change across the profession.   Read the article here: https://thevoiceofearlychildhood.com/moving-beyond-3-percent-recruiting-more-men-into-early-years/   This episode is in partnership with Male Childcare and Teaching Jobs.   Male Childcare and Teaching Jobs advocate for greater male participation in education and caregiving roles, offering support and guidance to enhance gender inclusion in nurseries and schools.   To find out more visit: https://malechildcareandteachingjobs.co.uk/   Listen to more: If you enjoyed this episode, you might also like to hear more at https://thevoiceofearlychildhood.com/articles/men-in-early-childhood/   Get in touch and share your voice: Do you have thoughts, questions or feedback? Get in touch here! – https://thevoiceofearlychildhood.com/contact/   Episode break down: 00:00 – Introduction to Dan Berman and Robert Harris 01:24 – The benefits of greater male presence in early childhood 03:54 – Male role models, play and challenging gender norms 07:30 – The three per cent figure and barriers within infant care 10:05 – Introducing the Greater Than Three mentor programme 15:06 – Creating intentional pathways into the profession 16:51 – DC Men in ECE and the importance of collective advocacy 20:05 – Racial and cultural representation within the workforce 23:22 – Being a Black male educator: visibility, scrutiny and advocacy 25:07 – Stigma surrounding sexuality and safeguarding 29:10 – Challenging bias in recruitment and hiring 30:18 – Retention, judgement and low pay 31:32 – Children need to see what they can become 32:32 – Building stronger foundations for representation and advocacy 32:55 – Further reading and future conversations 33:41 – Closing reflections   For more episodes and articles visit The Voice of Early Childhood website: https://www.thevoiceofearlychildhood.com

Dr. Mitch Shulman can be heard every weekday morning at 7:50 on The Andrew Carter Morning Show.

Unlocking a child's full potential starts with a strong foundation, but what happens when the parents themselves are left behind? In this episode, host Bryan Barrett sits do

For generations, people concerned themselves with "spoiling" children. Join Cynthia and Alison for a dynamic conversation about what we can do, what we cannot do, and how to address it with people who still talk about it.Check out our website:  https://www.howpreschoolteachersdoit.com/Be sure to like our Facebook page:  https://www.facebook.com/howpreschoolteachersdoitLearn more about Cynthia's work, including professional development, family education, and consulting opportunities:  https://hihello.com/hi/cindyterebush-RXMBKASubscribe to Cynthia's SubStack for free to receive articles and more in your email:  https://substack.com/@cynthiaterebush

Allegations of abuse and mistreatment of children at a daycare facility run on the campus of a tech company in Bangalore have sent shockwaves across the country. Videos of children allegedly being forced into washing machines and locked in bathrooms have emerged sparking widespread outrage and concerns. The larger question here, is how safe are the hundreds of creches and daycare facilities being run by private operators across the country? What laws, regulations and standards are followed here? Why is India's investment into early childhood care so abysmal? And importantly, why is childcare still seen as a family issue rather than a public concern? Guest: Chirashree Ghosh, Executive Director, Policy and Partnership, Mobile Creches, an organisation working in the field of early childhood development. Host: Zubeda Hamid Producer: Jude Weston Learn more about your ad choices. Visit megaphone.fm/adchoices

What if children's distress is not just a problem to solve, but a signal of their need to be seen? This article and podcast episode explore how children's expectations about availability and effectiveness of support from close others develop through repeated interactions with multiple caregivers. Using a psychological lens - in particular looking at attachment theory - we explore how educators and parents/carers can shape these expectations of care through their everyday responses to children's distress.  Read the article here: https://thevoiceofearlychildhood.com/will-you-notice-me-what-children-learn-from-how-we-respond-to-their-distress/  This episode is in partnership with BookedIn BookedIn is a CPD booking platform that connects organisations with verified speakers, trainers and consultants – so you can find the right fit faster, based on your brief, audience and outcomes.  You can discover, compare, and manage bookings in one place – designed to help you book with more clarity and confidence. Whether you're booking CPD or are a speaker yourself, they're opening early access soon, and if you want to be first to hear when it's live, join the waiting list today!  To find out more and sign up to the wait list visit: https://waitlist.bookedin.online/   Listen to more: If you enjoyed this episode, you might also like: ●      An introduction to John Bolwby - https://thevoiceofearlychildhood.com/an-introduction-to-john-bowlby/ ●      An introduction to Mary Ainsworth - https://thevoiceofearlychildhood.com/an-introduction-to-mary-ainsworth/ ●      Unconditional positive regard in early childhood: What we can still learn from Carl Rogers and Mister Rogers? - https://thevoiceofearlychildhood.com/unconditional-positive-regard-in-early-childhood-what-we-can-still-learn-from-carl-rogers-and-mister-rogers/ ●      Understanding the impact of childhood trauma and how to develop trauma-informed practices - https://thevoiceofearlychildhood.com/understanding-the-impact-of-childhood-trauma-and-how-to-develop-trauma-informed-practices/   Get in touch and share your voice: Do you have thoughts, questions or feedback? Get in touch here! – https://thevoiceofearlychildhood.com/contact/   Episode break down: 00:00 – Welcome and episode focus 02:05 – Understanding distress as communication 04:14 – Why children's distress can be misunderstood 05:55 – Can you notice me? 06:57 – Repeated interactions and attachment 10:08 – Secure base script knowledge 10:46 – How children learn whether support is available 12:30 – Scripts, shortcuts and everyday experiences 15:10 – What attuned responses look like in practice 16:45 – Opening the gates of learning 17:55 – Acknowledging distress 19:57 – Feeling seen before setting limits 20:13 – Acknowledging feelings, not validating behaviour 21:34 – Sensitive limit setting 21:50 – Multiple caregivers and attachment networks 22:12 – Moving beyond one primary attachment relationship 23:54 – The role of educators and professional caregivers 25:54 – A village of caregivers 26:24 – Patterns over perfection 26:41 – Good enough care 29:30 – Children need patterns, not perfect adults 29:54 – Current research and longitudinal findings 32:30 – Secure base script knowledge and later wellbeing 33:26 – Supporting parents and the network of care 35:08 – Reflecting on the long-term impact of early relationships 36:19 – Responding to distress over time 37:17 – Intergenerational patterns of care 37:36 – A key shift in mindset 37:47 – From fixing the problem to being there 38:57 – Closing reflections and thanks For more episodes and articles visit The Voice of Early Childhood website: https://www.thevoiceofearlychildhood.com

Adani chats with Cynthia Osborne, Professor at Vanderbilt University and Executive Director of the Prenatal-to-3 Policy Impact Center. Prof. Osborne's work focuses on translating developmental science into effective, evidence-based policies for families and young children in the U.S. We discuss what the field of Early Childhood Policy entails, the ongoing work that Prof. Osborne and the Impact Center conduct, and why the first three years of childhood are so critical. Prof. Osborne also tells us about her path into her current work, how she built the Impact Center's wonderful team, and what advice she would pass on to students seeking to bridge research and policy!Cynthia Osborne's page: https://peabody.vanderbilt.edu/bio/cynthia-osborne/ Cynthia Osborne's publications: https://scholar.google.com/citations?user=tRc8EmMAAAAJ Prenatal-to-3 Policy Impact Center: https://pn3policy.org/Policy Impact Calculator: https://pn3policy.org/policy-impact-calculator/Prenatal-to-3 State Policy Roadmap: https://pn3policy.org/pn-3-state-policy-roadmap-2025/ Adani's website: https://stanford.edu/~aabutto/Adani's Bluesky @adaniPodcast Twitter @StanfordPsyPodPodcast Substack https://stanfordpsypod.substack.com/Let us know what you thought of this episode, or of the podcast! :) stanfordpsychpodcast@gmail.com

Did you know that there is a Ladder of Participation that helps us understand at what level children are meaningfully involved in what they are doing? Join Cynthia and Alison to learn about the ladder and the levels at which children participate in activities.Check out our website:  https://www.howpreschoolteachersdoit.com/Be sure to like our Facebook page:  https://www.facebook.com/howpreschoolteachersdoitLearn more about Cynthia's work, including professional development, family education, and consulting opportunities:  https://hihello.com/hi/cindyterebush-RXMBKASubscribe to Cynthia's SubStack for free to receive articles and more in your email:  https://substack.com/@cynthiaterebush

The first five years are a once-in-a-lifetime window of opportunity for brain development. During this period, food does far more than fill tummies, it helps support learning, behaviour, emotional wellbeing and lifelong health. This article and podcast episode explore the emerging evidence around ultra-processed foods and why food quality matters during the early years.   Read the article here: https://thevoiceofearlychildhood.com/growing-brains-growing-bodies-understanding-ultra-processed-foods/     This episode is sponsored by Little Dish   Hillary Graves founded Little Dish in 2006 to provide fresh, nutritionally balanced meals for young children that tasted as good as homemade food, unlike shelf-stable alternatives with long shelf lives. Today, the award-winning range includes nine toddler meal recipes made with natural ingredients, available nationwide in the chilled aisles of major supermarkets and online.   Little Dish has expanded into frozen foods with Superstars, a new range of family favourites focused on better nutrition, including Chicken Nuggets with Hidden Veg, Crispy Fish Bites with Added Veg and Golden Veggie Bites with Mozzarella.   Every Little Dish product is developed with support from baby and child nutritionist Charlotte Stirling-Reed and approved by a panel of 250 Tiny Tasters across the UK. Ready in minutes, the range offers busy parents, grandparents and guardians stress-free healthy meals kids love.   To find out more visit: www.littledish.co.uk    Listen to more: If you enjoyed this episode, you might also like: ·       How can we support children in the early years to flourish? With Jayne Carter: https://thevoiceofearlychildhood.com/how-can-we-support-children-in-the-early-years-to-flourish/ ·       A guide to potty training with Rebecca Mottram: https://thevoiceofearlychildhood.com/a-guide-to-potty-training/   Get in touch and share your voice: Do you have thoughts, questions or feedback? Get in touch here! – https://thevoiceofearlychildhood.com/contact/   Episode break down: 00:00 – Welcome and introduction to Louise 02:30 – Introducing ultra-processed foods in early childhood 03:05 – Why early brain development matters 05:45 – How food shapes brain connections, habits and behaviour 07:30 – What are ultra-processed foods (UPFs)? 10:15 – How to recognise UPFs through ingredients 12:00 – The NOVA classification and why food labels can be confusing 13:10 – Surprising examples of UPFs, including bread and baby food 15:20 – Why the concern is also about what UPFs replace 17:45 – Children's higher nutritional needs and brain energy demands 19:30 – Fortification, breakfast cereals and missing nutrients 21:05 – Fruit pouches, "no added sugar" claims and free sugars 24:10 – What happens when fruit is industrially processed 28:00 – Home-blitzed fruit, weaning and food texture 30:05 – Fruit sugars, teeth and moderation 31:40 – Vegetables, natural sweetness and balanced menus 33:30 – Texture progression, oral motor skills and speech development 35:30 – Developing children's palates through variety and repeated exposure 37:20 – Gagging, choking, allergies and safe food exploration 39:15 – Talking to children about what food does for their bodies 41:05 – Avoiding reward-based language around food 42:25 – Food relationships, marketing and emotional eating habits 43:45 – EYFS guidance, sugar and the need to explain why 45:00 – Advice for parents and educators: reducing UPFs without blame 45:35 – Early childhood settings, safeguarding and the role of menus 45:59 – Closing reflections and thanks   For more episodes and articles visit The Voice of Early Childhood website: https://www.thevoiceofearlychildhood.com

In this episode of The Everything ECE Podcast, Carla Ward sits down with Heather Bernt-Santy, better known as That Early Childhood Nerd, to explore the fascinating world of schema play.Heather shares how recognizing schemas helps educators move beyond simply managing behaviour and instead see the learning, curiosity, and development taking place through play. From transporting and trajectory to enclosing and enveloping, these repeated patterns offer valuable insight into how children make sense of their world.Together, Carla and Heather discuss:• What schema play is and why it matters• How schemas help us understand behaviour differently• Why curiosity is one of an educator's greatest superpowers• Practical ways to support children's learning without limiting their exploration• How schemas strengthen conversations with families• Why free play deserves a central place in early childhood education.Whether you're just discovering schema play or have been exploring it for years, this conversation will leave you seeing children's play—and your role as an educator—in a whole new way.Heather is also the author of Using Schema Play Theory to Advocate for Free Play in Early Childhood, a must-read for educators looking to deepen their understanding of play.HEATHER BERNT- SANTYHeather Bernt-Santy, M.A. Ed., also known as That Early Childhood Nerd, has been working with children, their families, and their caregivers for over 30 years and has loved very-nearly-almost every minute. She is a believer in children's right to play and in the science that tells us play IS right. As That Early Childhood Nerd, she offers consulting and webinars, and hosts a podcast. LINKSWebsite: www.thatearlychildhoodnerd.com InstagramFacebookLinkedInPodcastYouTubeBook: (Canada) Using Schema Play Theory to Advocate for Free Play in Early Childhood(US) Using Schema Play Theory to Advocate for Free Play in Early ChildhoodSUBSCRIBE & REVIEWIf you loved this episode, please take a moment to subscribe and leave a review. Your support helps us reach more ECEs who are in the thick of it!. Thanks for tuning in to The Everything ECE.  See you next week! shape their early years.CONNECT WITH CARLAEmail Newsletter: ⁠⁠Click Here⁠ Website: carlatheece.comInstagram: @carlatheece

July 1 marked the start of a new fiscal year, and the full launch of the Illinois Department of Early Childhood. Teresa Ramos, secretary of the new agency, talks about the work leading up to the launch and how the new agency will serve Illinois families.

There are hopes new progress in language learning will go beyond early childhood education. The Government's widening access to ENRICH for a further 450 centres. The programme is now backed by three decades of evidence, with practical tools to increase toddler-teacher communication. Advocates for Early Learning Excellence Chair Kelly Seaburg told Ryan Bridge it paves the way for a zero-to-18 years literacy pathway. She says strong foundational language leads onto early literacy and structured curriculum. LISTEN ABOVESee omnystudio.com/listener for privacy information.

Fourteen new Illinois laws take effect today, covering everything from to-go cocktails to a new Department of Early Childhood. Capitol News Illinois Statehouse reporter Ben Szalinski joins us to walk through what's changing — including a statewide public defender and new reporting requirements on jail contraband. We'll also check in on where things stand with the hundreds of other bills still awaiting Gov. J.B. Pritzker's signature, from new limits on rental "junk fees" to a U.S. Supreme Court ruling that touches on how Illinois counts mail-in ballots.

Join Cynthia and Alison as they "circle back" to a topic they discussed years ago.  Has circle time / morning meeting improved since then?  What other strategies can we add now that years have gone by? Don't miss this special circle back episode of How Preschool Teachers Do It!Check out our website:  https://www.howpreschoolteachersdoit.com/Be sure to like our Facebook page:  https://www.facebook.com/howpreschoolteachersdoitLearn more about Cynthia's work, including professional development, family education, and consulting opportunities:  https://hihello.com/hi/cindyterebush-RXMBKASubscribe to Cynthia's SubStack for free to receive articles and more in your email:  https://substack.com/@cynthiaterebush

→ Prayer Calendar→ Our book recommendationsLearning to read is one of the most pivotal milestones in a child's life—and yet, it's often clouded with pressure, comparison, and confusion. On this episode, we explore what it really means to be “reading ready” by drawing from research-backed methods, personal parenting experiences, and biblical principles. We'll help you understand how to foster early literacy in a way that honors both the child's pace and God's design. With insights on vocabulary development, phonics, phonemic awareness, comprehension, and even the fourth-grade slump, this conversation equips parents with practical tools and the reassurance to trust the process—while never losing sight of the joy of reading and the power of God's Word.Episode Highlights:[00:00:00] – Introduction: Why reading matters and how it shapes lifelong success[00:06:00] – Proven strategies for reading readiness: Language-rich environments and daily life learning[00:13:00] – Breaking down the components of reading: Phonemic awareness, phonics, fluency, comprehension[00:18:00] – Understanding the fourth-grade slump: How vocabulary impacts academic success[00:25:00] – Tips for reluctant readers: Observing interests and introducing engaging materials3 Takeaways:Reading is a developmental process that unfolds naturally over time - Parents are encouraged to resist comparison and pressure, instead creating rich, contextual environments where children can grow at their own pace—supported by love, conversation, and daily experiences.Vocabulary is the single greatest predictor of long-term reading comprehension and academic success - From infancy through early elementary years, exposing children to diverse, rich language—through conversation, books, songs, poetry, and storytelling—is essential.Reading readiness is not just about decoding words. True literacy includes phonemic awareness, phonics, fluency, vocabulary, and comprehension - These components are best developed through daily living, joyful interaction, and exposure to meaningful content, especially scripture and high-quality literature.Please send us your questions if you'd like to have them discussed on the podcast: themindofachildpodcast@gmail.com

Meet the Commissioner from the Office of Early Childhood (OEM). She's going to discuss the establishment and purpose of the state's recently announced Early Childhood Endowment and its three areas of focus, as well as unpacking details of the state-funded Early Start CT program.

As we head into July, we're continuing our celebration of 2026 - the International Year of the Woman Farmer - by introducing Erin Sepe Pirro of Pirro Farm. If you think it's all about  raising fruits and veggies - we'll talk with this woman farmer about her lifelong passion for sheep and everything they can provide.Then, we'll engage the Commissioner from the Office of Early Childhood (OEM). She's going to discuss the establishment and purpose of the state's recently announced Early Childhood Endowment and its three areas of focus, as well as unpacking details of the state-funded Early Start CT program.And we'll close diving into a chat with the Curator of Education at Beardsley Zoo to help you discover all the incredible things happening at Connecticut's only zoo all summer long. There's more than one day trip worth of excitement happening, and we want you to know all about it so you can dive into all the fun at the zoo, too!

Putting your child on the right path is a tough task, and one that many parents struggle with. On today's episode of Local Matters, Drs. Mabry & Lee are joined by Malissa Mayberry as she helps give information regarding child advocacy. Mayberry shares the importance of getting your child a head start in health, detailing how vital it is for them down the road and the habits they can acquire along the way regarding health. In addition to this, Mayberry also highlights the various screenings and health trends for young children, and how they plan to offer even more in the future. Listen To The Local Matters Podcast Today! The UC Now · News Talk 94.1

What if the key to helping children learn to write, count, and grow wasn't more pressure but more play? In this episode of Adventures in Learning, Dr. Diane Jackson Schnoor welcomes developmental therapist and early childhood advocate Sola Zaccheus for a rich conversation about fine motor development, developmentally appropriate practice, and the power of purposeful play.Sola shares her path from aspiring lawyer to educator and therapist, and how that journey led her to create Knots and Knuckles, a framework focused on strengthening the whole body before expecting children to master small motor tasks like writing, tracing, or holding a pencil correctly. Together, Diane and Sola unpack why play is not a break from learning; it is learning; and how teachers can embed literacy, math, language, and problem solving into meaningful hands on experiences.This conversation is especially powerful for early childhood educators, instructional coaches, therapists, and families who want practical strategies for supporting children in ways that are joyful, developmentally sound, and responsive to the child in front of them. From modeling in the classroom to building independence through everyday routines, this episode offers both encouragement and concrete ideas you can use right away.Chapters01:16 From aspiring lawyer to early childhood educator06:12 Why play belongs at the center of learning10:59 Modeling, engagement, and what children need from adults12:20 Behavior, support needs, and classroom environments18:08 Fine motor development and Knots and Knuckles23:13 Montessori, independence, and everyday routines25:08 Language, narration, and the power of conversation29:08 Why adults need play too31:00 How to connect with Sola32:02 What brings hopeKey momentsChildren need time, repetition, and practice before mastering complex skills.Play supports critical thinking, peer interaction, creativity, and regulation.Teachers do not have to abandon curriculum; they can weave it into play.Simple shifts in language and environment can make a big difference.Growth happens when we meet children where they are and build from there.About the guestSola Zaccheus is a developmental therapist, early childhood specialist, and founder of The Golden Nugget LLC and Knots and Knuckles. She supports educators, programs, and families with developmentally appropriate strategies that strengthen fine motor skills, language development, independence, and whole child learning.Connect with SolaWebsiteInstagram: @thegoldennuggetllcEmail: thegoldennuget2024@gmail.comLinkedIn @SolaZaccheusStay connectedLearn more about Dr. Diane's speaking and professional development: drdianadventures.comSubscribe to Adventures in Learning on Apple Podcasts, Spotify, Buzzsprout, and wherever you listenSupport the showShare this episodeIf this conversation sparked wonder, gave you a helpful strategy, or offered a needed reminder of hope, please share it with a friend or colleague.Subscribe • Download • Review • Tell a friendStay updated with our latest episodes and follow us on Instagram, LinkedIn, and the Adventures in Learning website. Don't forget to subscribe on Apple Podcasts, Spotify, or wherever you get your podcasts! *Disclosure: I am a Bookshop.org. affiliate.

It is true that in games and in life, there may be one winner. We can teach children that one person won, AND in some ways, we all win. Join Cynthia and Alison to learn how one person can be declared the winner while we all win something.Check out our website:  https://www.howpreschoolteachersdoit.com/Be sure to like our Facebook page:  https://www.facebook.com/howpreschoolteachersdoitLearn more about Cynthia's work, including professional development, family education, and consulting opportunities:  https://hihello.com/hi/cindyterebush-RXMBKASubscribe to Cynthia's SubStack for free to receive articles and more in your email:  https://substack.com/@cynthiaterebush

Ameena Saiyid OBE is a former managing director of Oxford University Press (OUP) in Pakistan. She became the head of OUP Pakistan in 1988, becoming the first woman to ever head a multinational company in Pakistan.The Pakistan Experience is an independently produced podcast looking to tell stories about Pakistan through conversations. Please consider supporting us on Patreon:https://www.patreon.com/thepakistanexperienceTo support the channel:Jazzcash/Easypaisa - 0325 -2982912Patreon.com/thepakistanexperienceAnd Please stay in touch:https://twitter.com/ThePakistanExp1https://www.facebook.com/thepakistanexperiencehttps://instagram.com/thepakistanexpeperienceThe podcast is hosted by comedian and writer, Shehzad Ghias Shaikh. Shehzad is a Fulbright scholar with a Masters in Theatre from Brooklyn College. He is also one of the foremost Stand-up comedians in Pakistan and frequently writes for numerous publications. Instagram.com/shehzadghiasshaikhFacebook.com/Shehzadghias/Twitter.com/shehzad89Join this channel to get access to perks:https://www.youtube.com/channel/UC44l9XMwecN5nSgIF2Dvivg/joinChapters:0:00 Introduction1:50 Early Childhood education 6:50 Love for printed books 10:15 Reading culture in Pakistan 13:30 Military Inc, Jinnah and Restrictions 21:20 Fact Checking and Publishing Houses 30:05 Musharaf wanted Stanley Wolpert to write his biography 35:30 Publishing House stories, books and Jinnah's daughter 47:30 Pakistan's history, KLF and the OUP exit 1:10:50 Audience Questions

Creative Curriculum is a research-based early childhood framework that supports cognitive, social, emotional, and physical development through structured play-based learning. Here is what parents should understand about how it works. To learn more, visit https://risingstarseducationplainsboro.com/ RisingStars Childcare City: Plainsboro Township Address: 35 Knox Ct Website: https://risingstarseducationplainsboro.com/

Professional development is something every early childhood setting invests in, yet it does not always lead to meaningful or lasting change. Training sessions may be delivered, feedback forms may be completed, and educators may leave feeling inspired. But the more important question is what happens afterwards: does practice change in ways that benefit children? In this live podcast conversation and article, Dr Julian Grenier CBE reflects on what effective continuing professional development, or CPD, can look like in early childhood contexts. A central message is that high-quality professional development is not defined by a single event, but by how learning is sustained, supported and embedded over time. Read the article here: https://thevoiceofearlychildhood.com/what-does-good-quality-cpd-look-like/   This episode is in partnership with BookedIn   BookedIn is a CPD booking platform that connects organisations with verified speakers, trainers and consultants – so you can find the right fit faster, based on your brief, audience and outcomes.   You can discover, compare, and manage bookings in one place – designed to help you book with more clarity and confidence.   Whether you're booking CPD or are a speaker yourself, they're opening early access soon, and if you want to be first to hear when it's live, join the waiting list today!   To find out more and sign up to the wait list visit: https://waitlist.bookedin.online/ Listen to more: If you enjoyed this episode, you might also like: ·       Using the early years pupil premium to strengthen practice and equity, with Dr Julian Grenier - https://thevoiceofearlychildhood.com/using-the-early-years-pupil-premium-to-strengthen-practice-and-equity/ ·       Astrea Academy Trust Project - https://thevoiceofearlychildhood.com/projects/astrea-academy-trust-project/?playlist=56a5917&video=17c6a45   Get in touch and share your voice: Do you have thoughts, questions or feedback? Get in touch here! – https://thevoiceofearlychildhood.com/contact/   Episode break down: 00:00 – Live podcast recording at Nursery World in London 02:10 – What does good-quality CPD look like? 03:22 – Introducing Dr Julian Grenier and the focus on effective professional development 04:00 – Moving beyond "train and pray" approaches to CPD 05:28 – Why professional development needs to be sustained over time 06:45 – Taking years, not days: embedding change in practice 08:05 – Motivation, relevance and why change is difficult 09:28 – What handwashing in healthcare teaches us about sustaining change 10:55 – Supporting educators through feedback, modelling and removing barriers 12:05 – Everyday coaching moments as professional development 13:10 – Aligning CPD with children, families and community context 14:28 – Working with external consultants and speakers 15:55 – Choosing fewer priorities and embedding them well 17:05 – Balancing inspiration with sustained change 18:05 – Building explicit knowledge of practices, not just enthusiasm 19:20 – Bridging theory, research and practice 20:15 – What evidence-informed CPD looks like in early childhood 21:18 – Evaluating CPD beyond feedback forms 22:10 – Looking for change one month, three months and one year later 23:02 – Final advice: focus on a few things and do them well 23:30 – Closing reflections and thanks For more episodes and articles visit The Voice of Early Childhood website: https://www.thevoiceofearlychildhood.com

Henry chats with regular Viewpoints guest, Dr David Roy, lecturer and researcher in Education & Creative Arts at the University of Newcastle, NSW, Australia. In another fascinating interview, David discusses two timely books he co-authored in 2025, both of great relevance to teachers and school leaders."Teaching the Arts: Early Childhood & Primary" - co-authored with William Baker and Amy Hamilton, published by Cambridge University Press (2025)."The Inclusive Teacher" - co-authored with David Armstrong, published by Routledge (2025).Audio production by Rob Kelly.

Kristy Forbes joins me to talk about what autistic burnout is and how it presents, why “deep rest” is critical for someone experiencing autistic burnout, and how autistic burnout is differentiated from mood disorders or depression. We also talk frankly about the challenges of seeing burnout in autistic / PDA children through a neuronormative lens, and how that may lead to therapies and strategies that may be the opposite of what a child in autistic burnout actually needs. About Kristy Forbes Kristy Forbes is an Australian-based autism & neurodiversity support specialist with experience working with clients both nationally and internationally. This includes neurodivergent people and their families; and professionals who wish to support them, such as educators, psychologists, pediatricians, allied health professionals, support workers and integration aides. Her work is informed by her extensive professional experience as an educator (Early Childhood, Primary and Secondary teaching), as an integration aide to children with social, emotional and behavioral differences, and as a childhood behavioral and family support specialist. Kristy has degrees in Political Science, Education, Literature, Film and Art. Her most valuable insights, however, come from lived experience. Kristy is formally identified autistic, attention deficit hyperactivity disorder (ADHD) and Pathological Demand Avoidance (PDA) as well as being a parent to four neurodivergent children, all with varying neurodivergent experience and expression including being non speaking, apraxia, dyspraxia, tourettes and PDA. She has the unique experience and insight of many perspectives: the teacher, the support specialist, the parent, the partner and the neurodivergent person (including the child she once was!). Learn more about your ad choices. Visit podcastchoices.com/adchoices

In this episode, experience a conversation about Minnesota's early childhood indicators of progress also known as ECIPs. The more child welfare professionals know about early learning standards and child development, the better they can support the children and caregivers with whom they work.

One of the cognitive skills we want to encourage in the early learning years is persistence. Intentional productive struggles help children to think more deeply and build persistence. Join Cynthia and Alison to learn the meaning of a productive struggle and how to plan for them.Check out our website:  https://www.howpreschoolteachersdoit.com/Be sure to like our Facebook page:  https://www.facebook.com/howpreschoolteachersdoitLearn more about Cynthia's work, including professional development, family education, and consulting opportunities:  https://hihello.com/hi/cindyterebush-RXMBKASubscribe to Cynthia's SubStack for free to receive articles and more in your email:  https://substack.com/@cynthiaterebush

Send us Fan MailMeet our new host, Dr. Aimee Fearing, the Vice President of Education and Staff Development at New Horizon Academy.This episode marks a bittersweet milestone. Cara Johnson-Bader has been a luminary for countless shared stories, hours of expert analysis, and deep connections with our guests and school families. But the meaningful discussions and insightful interviews won't end here. Here's what we can look forward to as Cara passes the torch to Dr. Aimee:An emphasis on how early care and education make long-term impacts and the reverberations families may see in the K-12 yearsA deeper understanding of the role tech may play in affecting our children's ability to develop healthy emotional regulationA look into the importance of facilitating environments for imaginative playA celebratory attitude and approach directed towards all caretakers Thank you for joining us on this learning journey. You won't want to miss what's next. Contact New Horizon Academy Follow us on Instagram, Facebook, YouTube and Tik TokEmail us at parentingpickup@nhacademy.netCheck out our website to learn more!Thanks for listening!

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This week, Bobbi Conner talks with MUSC's Dr. Michelle Macias about speech and language delays in early childhood.

Have you encountered very young children who get upset when they are not perfect? Do you want to avoid creating perfectionism when interacting with young children? Join Cynthia and Alison for this listener-request-inspired episode focusing on strategies to deal with and avoid perfectionism.Check out our website:  https://www.howpreschoolteachersdoit.com/Be sure to like our Facebook page:  https://www.facebook.com/howpreschoolteachersdoitLearn more about Cynthia's work, including professional development, family education, and consulting opportunities:  https://hihello.com/hi/cindyterebush-RXMBKASubscribe to Cynthia's SubStack for free to receive articles and more in your email:  https://substack.com/@cynthiaterebush

Raising happy, healthy, successful kids with the Core4Connectors - A relationship-based approach. Today's parents and carers are shifting their hopes for children from outward success to inner security. This article and podcast episode explore how relationship-based parenting from birth, rooted in trust, respect, honesty, and communication, creates the emotional safety that allows children to thrive. When children feel seen, heard, and secure, happiness and success follow naturally. Read the article here: https://thevoiceofearlychildhood.com/what-is-relationship-based-parenting/     This episode is in partnership with BookedIn   BookedIn is a CPD booking platform that connects organisations with verified speakers, trainers and consultants – so you can find the right fit faster, based on your brief, audience and outcomes.   You can discover, compare, and manage bookings in one place – designed to help you book with more clarity and confidence.   Whether you're booking CPD or are a speaker yourself, they're opening early access soon, and if you want to be first to hear when it's live, join the waiting list today!   To find out more and sign up to the wait list visit: https://waitlist.bookedin.online/   Listen to more: If you enjoyed this episode, you might also like: ●      Perception, positivity and parents with Wendy Kettleborough - https://thevoiceofearlychildhood.com/perception-positivity-parents/ ●      The politics of parenting with Dr Helen Simmons - https://thevoiceofearlychildhood.com/the-politics-of-parenting/ ●      Beyond partnership with families with Philippa Thompson - https://thevoiceofearlychildhood.com/beyond-partnership-with-families/   Get in touch and share your voice: Do you have thoughts, questions or feedback? Get in touch here! – https://thevoiceofearlychildhood.com/contact/   Episode break down: 00:00 - Welcome to the episode and introduction to Cara 02:18 - Cara's background in linguistics, education and Core4 Parenting 03:42 - The "teacher teacher" approach: parenting, education and identity 05:10 - Interacting with children vs being in relationship with them 06:35 - Relational intelligence and the Core4Connectors 08:52 - Respect, trust, belief and being willing to talk 10:40 - Building trust through boundaries and consistent language 13:08 - The role of language in building relationships 14:32 - Commands, declarative language and moving away from imperatives 16:25 - Meaning-based communication and the power of non-verbal cues 18:18 - The "talking triangle": body language, tone, energy and words 20:05 - How children read facial expressions and emotional cues 21:18 - The trigger trap reaction cycle 22:45 - Using calm energy before words: Cara's coat anecdote 25:25 - Why connection comes before instruction 26:48 - Positive and negative imperatives: when commands are useful 28:20 - The five-to-one-and-done strategy 30:08 - Supporting children's autonomy, cognition and self-talk 31:30 - A key language shift: "if you choose to…" 33:28 - Natural consequences, ownership and critical thinking 35:05 - Introducing Talk to Them Early and Often 36:20 - Why early language matters from birth to three 37:05 - Who the book is for and where to find it 37:55 - Final reflections on autonomy, conflict and connection For more episodes and articles visit The Voice of Early Childhood website: https://www.thevoiceofearlychildhood.com

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Kelly Brownell interviews Jon-Paul Bianchi, Director of Systems Change at the W.K. Kellogg Foundation, about the foundation's systems-change approach linking food, health, early childhood, and family economic security to address inequities affecting children and families. Bianchi describes his path from PhD research to policy work and then to Kellogg, and explains how integrated grantmaking focuses upstream on policies, practices, resource flows, narratives, and long-term investment in people and relationships rather than isolated programs. He highlights Vermont's inclusion of food quality in childcare ratings and the foundation's Farm to Early Childhood efforts connecting procurement, regional food systems, and state policy, with examples from states like North Carolina, Iowa, and Wisconsin, and notes Brazil's national local purchasing policy as a model for success. Transcript As I was mentioning before we got started, I've long admired the work of the Kellogg Foundation. Working with the concept of food systems or connecting agriculture with nutrition and thinking about regenerative agricultures. There are a lot of places where your foundation was out front. So, I salute you and your colleagues for that. And it'll be interesting to find out what's happening right now. Tell us a little bit about yourself, and how did you get into the philanthropic work and your work with Kellogg in particular? I'm Jon-Paul Bianchi. I'm the director of the Systems Change team at the W.K. Kellogg Foundation. And what that essentially means is I'm the director of national programs at the foundation. But we call it systems change because we really do see in the different areas of work that we focus on- health, family economic security, food, and early childhood- that these things are all interconnected by some distinct systems. But also, common systems that overlap across them. And so, that's the approach that we take. And I'll spend some time sort of diving into that today. You know, to answer the question of how I got here... you know, a master stroke of luck. I was set to be an academic researcher. I was working on my PhD at the University of Wisconsin. I was ABD and decided that I didn't want to be a researcher and I wanted to work in policy. And I moved to Colorado to take a job sort of sight unseen, being the policy director of an organization that worked in K-12 and children's health, and food and early childhood education. And did that for a few years and learned to translate research into practice; into policy. And was giving a presentation and got a tap on a shoulder from somebody that worked at the Kellogg Foundation who was interested in what I was saying. And we had one conversation, and six months later, I wound up having a new job and leaving Colorado and moving to Michigan. That was 15 years ago. Well, you went into this with a great background having done the science as a graduate student and then into the policy world. And you're right, the intersection of those two is really where the magic can occur. You began talking about this, but let's talk about it a little bit more. So, when you say that there are systems that cut across different problems like food and health and economic security, etc., and I know you structured your team to reflect that cross-cutting kind of view of things. But tell us a little bit more about that. And how is this different than what's usually done, and how does it affect the way your work gets carried out? So, big picture at the Kellogg Foundation, we envision a society where every child can thrive. But we know that there's too many kids and families that still can't access good food or quality childcare, or their parents can't find quality jobs because of inequities that are embedded in the policies and the practices and narratives that shape our systems. And so, having a multi-issue integrated grant making team, it's made us more effective by better understanding the points of intersection and collaboration across those bodies of work. So, our food systems program officers are in the same team, and they work closely with our program officers in early childhood and family economic security and health. And those collaborations strengthen the work in a variety of ways. We have experts in each of those areas, but because they're spending time with each other and working in the same team, they're exposed to, and they learn about each other's work and each other's worlds. And that creates powerful collaborations in the foundation, but more importantly, out in the field. And it helps us to see that we can't fix any of these systems, including food systems, with surface level or patch kinds of solutions. We really have to work together to get upstream and focus on policies, focus on practices, focus on resource flows and narratives that really sustain the inequities that we see. And so, the foundation partners with organizations to dismantle barriers in food systems in the other areas so that children and families can access quality food. But I think we also recognize that's about investing in people. And it's about investing in people over time to drive transformational change in any of these systems, including food. For people listening to this who aren't in the world of philanthropy or academics or science or policy they might be saying, "Well, this kind of makes common sense. Isn't this the way it's usually done?" And in fact, it's not usually done to have this cross-cutting work accomplished the way you're doing it. It's actually a pretty impressive thing. Yes, thank you. And I have a lot of respect for our philanthropic partners and peers, and we work very closely with a lot of large and small foundations. And I think the adage in philanthropy is you know one foundation you know one foundation. So, we do it this way and somebody else will do it differently. And I think there's a lot of connection for us back to our founder. You mentioned Will Keith Kellogg at the top of the call. He was ahead of his time in terms of understanding the interconnectedness between food and the land and opportunity and people's education. And a lot of that came out of his tradition as a Seventh Day Adventist. But also, I think just as a person coming up in the Depression and seeing what happened afterwards and really beginning to understand in his own community of how these things were sort of connected to one another. And so, for us, both inside and outside the foundation, systems change really means betting on people long term to reshape those systems from the outside in. But also, from the inside out. And that's really what we're striving for. You mentioned the history of Dr. Kellogg. The history of that family is so interesting, and what went on in, you know, the sanitarium in Battle Creek, Michigan, and how the concept of breakfast cereals came about. And how the focus on natural foods was so important. It's worth spending a little time even on just Wikipedia to try to find out what that history is, because I find it fascinating. So, let's go back to food and go a little bit deeper and talk about what this systems approach looks like in practice. You're a philanthropic organization. You exist in the context of a capitalist society where businesses are out to do as well as they can. How is the foundation's work different from, say, funding a food pantry, launching a single nutrition program somewhere, which is what typically might be done? Yes, I think what we intend to do and how I think our systems approach is a little different from, say, you know, funding a single nutrition program, is that we mean to design and redesign practice and policy based on how kids and families actually live their lives. Right? So, where food and health and early childhood and family economic security show up together in a community, right? Families experience these things simultaneously in their everyday lives. They don't experience these things in silos. And so, we try to have our team and our work reflect that. So, instead of treating food as a narrow problem to fix with one program, we try to think about how the entire system around a child and their caregivers works or doesn't work and find those opportunities and levers to move that whole system. I'll give you a concrete example that will bring in our colleague Linda Jo Doctor, who you mentioned at the top of the conversation. Early in my time at the foundation, I was a reviewer for the Race to the Top Early Learning Challenge Grant. This was an Obama era competitive grant process for building early childhood systems in states. And the state of Vermont did something really interesting that I had the good fortune to review as part of that team. They included the quality of food and access to fresh, healthy food in childcare centers as part of their quality rating and improvement system for childcare. They didn't just talk about teacher quality or curriculum or reflective practice. They actually said, "If we care about child development, then what children are eating every day in those childcare centers is part of what quality means." That's a systems approach. They connected food policy and procurement directly into early childhood policy and practice so that nutrition and education and child wellbeing were all being advanced simultaneously. I brought that back to the foundation and brought it back to Linda. And we had a really great conversation about it, and then another, and then another, and then another. And that experience helped shape how I think and how many people think about our work at the foundation. And it led to things like the expansion of our Farm to Early Childhood work, which again, leans heavily on procurement as the strategy to drive systems change, but connects it into early childhood policy. Tell us about that. You know, the Vermont example you gave is a terrific one. And you talked about Farm to Early Childhood. What does that mean in practice? In practice for the foundation, it really leaned heavily first on, sort of, understanding the landscape of where there was capacity to connect regional food hubs, farmers and producers and growers to systems of early childhood. At the same time that you have these burgeoning and developing systems of early care and education with regard to financing and sophistication, you have something similar going on in them in the food system movement, depending on the state that you're in. And so, we work diligently in a subset of states to really connect those policy levers, pull them together, and try to create essentially more situations like Vermont, you had partnership at the local community level, at the regional level, and then at the state systems level. So, syncing up the actual practice on the ground, syncing up how the relationships between different organizations are formed and maintained with regards to better food and early childhood. But then also trying to codify that into state policy and practice. And we did that for a number of years and had remarkable success in places like Iowa and Wisconsin and even in North Carolina, and a handful of other states. And we very much saw this as a build off our successful farm-to-school work, but doing it in a system that comparatively in terms of early childhood, was a little more fragile, right? And it wasn't necessarily as easy to do it, but all the more important and helpful because of the age and the vulnerability of the kids and families that we're talking about. The systems approach is very powerful, and so I'm going to ask a question not to be challenging, but to in some ways give you a softball for proving the systems approach. If at the end of the day, the most important thing in a childcare setting is to get healthy food into the bodies of the children so they can thrive intellectually and medically and everything else. Couldn't you accomplish that by just giving a good shopping list, a Costco shopping list to the daycare directors, and they could go buy good foods? And why does it need to be connected with farmers and, you know, the broader connection into the community at large, why is that important? Yes. Well, backing up, I wouldn't want to state, as an early childhood person, that the only thing that, you know, makes an early childhood program high quality would be the quality of the food and that that would, you know, lead to optimal child development and school readiness. I think, you know, there's other things in there that actually matter too. But this is definitely a key component. I would say, you know, to your question, that that system that you named already exists. We have the Child and Adult Care Food Program. We have the ability to subsidize the cost of food, and to have that good shopping list in play. But, I think, what the systems approach does is it asks different questions, right? It seeks to say, where does the food come from? How is it grown? Who is benefiting economically, right? How are schools and childcare centers and farmers and communities connected? And how do we strengthen those, connections and relationships so that we can begin to shift policy and practice so that children and families can reliably have access to good food. And they know that it's coming from the community in which they're situated. And the people on the side that are actually producing the food, the farmers and the folks doing procurement and others, that they're actually connected to it too. And they know where the food is going. And so there is this social kind of interstitial benefit to connecting those systems in a way that I think brings value beyond just you get a healthy meal today. I think it begins to shift culture. And if you could shift culture in the institutions that people are participating in, you can actually shift culture in people. So, you could see if a parent that potentially wasn't exposed to that before, or maybe didn't have access, or didn't know how to get access to that kind of food, if their expectations suddenly shifted because in their childcare program they're getting access to quality food, that then becomes an opportunity to engage in a different way. But it also becomes an opportunity for that parent to become empowered and to come together with other parents and other community members and begin to insist that's a reality in everyday life for them. That becomes a norm rather than an exception. I really like your answer because, you know, in some ways, people in our country have become distant from their food. You know, it used to be you could just go to the store, and there might've been one agent between you and who grew the food. The farmer would deliver it to, and now there are factories and machines that process the food, and 10 steps, and it comes from different countries, and all that kind of thing. And what you're talking about is shrinking that gap again to decrease the distance, so people are more in touch. And you could easily see that if the food is coming from farmers and the daycare providers know that they're going to feel better about the food. They're more likely to tell a story about it to the children. The farmer might come to the daycare center, or the children go to the farm. And you could see there's a lot more going on here than nutrition, and that's the beauty of this systems approach, isn't it? I mean, the children want to have a garden, right? I mean, how many times have we seen that? It seems like a small thing in early childhood, but just that simple act of having a garden and being able to understand how things are cultivated and grown. Even for a small child, and I have two small kids, we have a small garden in our backyard: it's meaningful. And it also, I think, establishes a norm that the tomato that you pick off the vine or the pole bean that you pick off, that you eat, that you find just unbelievably delicious, then that becomes normative for them. That's a normative experience, and kids are not as frightened by things when they encounter it. And I think we have a real opportunity in the early childhood space to link up those two systems to say, "Yes, we can affect change." And I think that, again, back to this notion of investing in people long term, the investment in those kids long term and what they come to expect will be the norm matters very much to how we think about our work at the Kellogg Foundation. So you're talking about both practices and policies and a cross-sector approach to these things. And let's talk about policy for a moment. Where does policy typically break down? And what kind of people need to be at the table, and what sort of partnerships need to be established in order to have better food policy? I think if we take seriously that food policy is cross-sector, I believe that we need to build tables that look like the food system. And that means not just public health experts or nutrition advocates or academics, but farmers and food workers, and those childcare providers and teachers, and leaders in K-12, and tribal leaders, community organizers, local state government officials, right? And the funders, right? The funders who are willing to invest in the long slow work of doing systems change. And, you know, one place I would highlight is in your home state of North Carolina. For years, there was significant investment that helped really build a dense ecosystem. You established regional food hubs and meat processing infrastructure, and anchor institutions into schools and early childhood centers. And a really strong network of organizers and philanthropic partners. And that made it possible to fully integrate farm to early childhood in your state's definition of early childhood. And as an aside, I would say North Carolina was also one of the leading states back when I was first coming into the field of building out a high-quality system of childcare. North Carolina led that. And so, these two things converging is a very powerful example, but again, we're getting back to local sourcing. We're getting back to bigger things than just doing food education, right? Those things are now built into the system. And they're not just a side project of the system. They actually are the system. So, you're talking about a foundation doing a lot more than getting proposals, seeing what needs to be funded, and then sending money out the door. You're talking about connecting people in innovative and unique ways. And building bridges that didn't exist before. And getting people to understand the systems change approach. And it just can lead to so many interesting and innovative things that just weren't possible using traditional models. So, really my hat's off to the work you do, and I can see why it's creating such powerful outcomes. One piece I would be remiss if I didn't say this, right? What makes all those partnerships work or fall apart? Usually, it's not the brilliance of a single policy idea or practice idea. I. Sort of. Sound like a broken record, but I'm going to come back to this. Investing in that people infrastructure that sits underneath it is really important. And the places that we find that make progress in any of the issues we're talking about, family economic security, food, health, Medicaid, early childhood, K-12, right? The places that make progress really do have varied and diverse voices at the table, and they're able to build real trust. And they're able to cultivate champions and also the next generation of champions and the next generation of champions who can move between those sectors, right? And the funders are involved, but they really understand that they're financing relationships and governance and people. They're not financing programs. And I think as a grant maker, that's an interesting distinction to think about. Think we know it implicitly and we know it when we see it. It's a lot harder to stick it in a white paper and define it and disseminate it in Stanford Social Innovation Review, for example. No, I totally agree. In the work that we've done over the years with, uh, community partners in Durham, it's been my impression that they get this systems thing from the very get-go. That they understand that if poverty is too severe, then nothing else is going to work, and if housing is a problem, then these other things are going to be affected in pretty serious ways. And they understand the importance of these. And in a way you're letting the flowers bloom. You're taking, I think, what some people understand intuitively and would like to accomplish, but they've been forced into silos. And then once a funder comes along and can allow this to prosper, I think it's sort of a natural thing that occurs. I think so. And I think the tricky thing there is to not be seduced by the programmatic solution. Like, do you remember several years ago when the notion of collective impact was this very popular term that folks talked about? And it's a good thing. I mean, I think the framework and the model is powerful, and it's a useful thought exercise. But what I found in a lot of collective impact work was that it focused very much on aligning the programs. Sufficiently funding the programs and aligning the programs, but not the human side of design and redesign of how do those programs function, right? Who do they serve? Who's at the table when building them or rebuilding them? Do you have the ability to change them midstream if you feel that you need to? And I think a slightly different approach with systems change is you're sort of engaging in a loose hold of the policies and the practices and the issues to give people and the people infrastructure and the relationships time to come together and figure out how they want to move them individually, and how they want to move them collectively. And that's a subtle difference. That's a nuance that I think has really worked in our particular corner of the world. One thing I bet some people are interested in is how the Kellogg Foundation might be distinct from Kellogg as a company. You've described beautifully the innovative work you're doing. The company is off doing what it does commercially. How do these two things intersect? And what's been the history of the connection between the foundation and the company? Yes. So, when the foundation was founded in the 1930s, Will Keith Kellogg, as you said, he endowed the foundation and created it separate and apart from the company. So, it's an independent philanthropic organization. And so, while we bear the name of Will Keith Kellogg, the foundation does not have a formal connection or stake in the company any longer. As you may know, the company split into two companies a few years ago, one called Kellanova and one called the W.K. Kellogg Cereal Company. And since then, I believe both companies have been acquired. I think Mars now owns Kellanova, and Ferrero, an Italian company, owns W.K. At present, the W.K. Kellogg Foundation does not have any connection to either of those companies because they've been acquired by other groups. And aside from having some stock with the foundation, that was sold to support our endowment, we don't have any formal connections anymore. But I think the proximity of the foundation to the company in Battle Creek, and I think the shared history of Battle Creek and the shared history of Mr. Kellogg's vision is actually important to note. And I think it does matter to how the two institutions are connected. I said this a little while ago in the conversation, but in the 1930s, Mr. Kellogg knew that you couldn't separate food from health and education, family economic security, and he knew this while he was making cornflakes, right? And so he helped make sure in the late 1930s that children in Battle Creek had access to fresh milk in schools at the same time that he was doing work in soil conservation and in building healthy land. And he had a sense of knowing that how the food is grown and how kids are nourished, it's part of the same story. And I think that DNA has pulled forward into the foundation, and it makes it a really special place to work because we still carry that memory of him, and we still carry that vision of him into the work that we do. Thanks. You know, a long time ago, when I first became familiar with the Kellogg Foundation, I wondered about the history and the independence of the foundation from the company. And I pretty quickly came to learn that the foundation, as you said, is quite independent from the company. But you've enriched my knowledge even beyond what I've known over the years, so thank you. That's a fascinating history. So, let's end with one final question. If you fast-forward and kind of look ahead, what do you think is on the way? And what does success look like to you and your colleagues? Yes, it's a good question. I mean, I think if we got this right, you know, 10- 20 years from now, success would look like children and families living in communities where good food is just a part of everyday life. It's normal and reliable and not something that folks are lucky to find. I talked a little bit about how Mr. Kellogg thought about this in the '30s, but we also see what's possible in other places, right? When that vision can become a reality in terms of policy and practice. So, we had done some work in the country of Brazil. And we see now that national policy in the country of Brazil now requires that at least 50% of school food be purchased from local sources, grown with high-quality standards, right? That one decision reshaped incentives all along the food chain. What farmers grow, what institutions buy, what kids eat. That's a powerful example of institutions using their everyday purchasing power to build healthier and a more just system. So, you know, 10- 20 years from now, if we've done our job, it would mean that the kinds of innovations in places like Brazil or North Carolina or even in Michigan with our 10 Cents a Meal program, that those types of things would have become the norm. That schools and early childhood centers and hospitals and tribal and local governments would be routinely buying good, locally rooted food. And that workers and farmers are earning a fair and stable wage, and they have incomes. And the communities most affected by hunger and inequity are actually at the core of leading and designing new systems. And food policy would no longer be a patch on top of the inequity. It would be one of the main ways that we build healthier and more equitable futures for kids and families. BIO Jon-Paul Bianchi is the Director of Systems change at the W.K. Kellogg Foundation (WKKF) in Battle Creek, Michigan. In this role, he leads WKKF's national grantmaking strategy focused on early childhood care and education, health equity, employment equity and food systems. As a longtime philanthropic leader and national expert with a focus on early childhood education, Bianchi provides strategic oversight to the foundation's national programmatic work to support thriving children, families and communities. Bianchi holds a doctorate of Education from Vanderbilt University's Peabody College of Education and Human Development, a master's degree in child development and a bachelor's degree in child and family studies from the University of Wisconsin-Madison. He helped found and currently serves on the board of Valley Settlement in Glenwood Springs, Colorado.

Governor Ned Lamont has announced an additional $320 million investment in Connecticut's Early Childhood Education Endowment! Jon covered the press conference yesterday, and you can find out more about how to qualify at http://www.ctoec.org/early-childhood-education-endowment

Join Cynthia and Alison for a discussion about what to do when the desire to avoid cleaning up becomes contagious in an early childhood setting.Note: The only AI used in this episode is the image - everything we say is all us humans!Check out our website:  https://www.howpreschoolteachersdoit.com/Be sure to like our Facebook page:  https://www.facebook.com/howpreschoolteachersdoitLearn more about Cynthia's work, including professional development, family education, and consulting opportunities:  https://hihello.com/hi/cindyterebush-RXMBKASubscribe to Cynthia's SubStack for free to receive articles and more in your email:  https://substack.com/@cynthiaterebushThis episode includes AI-generated content.

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On Episode 631 of Impact Boom, Paul Dutton of the Child & Family Wellbeing Hub discusses supporting families through culturally informed and community-led care, why collaboration across agencies is crucial for holistic early childhood support, and how flexible grassroots approaches can strengthen long-term community wellbeing. If you are a changemaker wanting to learn actionable steps to grow your organisations or level up your impact, don't miss out on this episode! If you enjoyed this episode, then check out Episode 598 with Kelly McJannett on creating equitable food systems and transforming education in remote areas -> https://bit.ly/42Wey9P The team who made this episode happen were: Host: Indio Myles Guest(s): Paul Dutton Producer: Indio Myles We invite you to join our community on Facebook, LinkedIn or Instagram to stay up to date on the latest social innovation news and resources to help you turn ideas into impact. You'll also find us on all the major podcast streaming platforms, where you can also leave a review and provide feedback.

This edWeb podcast is sponsored by Khan Academy Kids.The webinar recording can be accessed here.When we assess young children in a language they don't yet know well, we risk measuring English exposure instead of what they actually understand. For dual language learners, this gap shows up as underestimated ability, misdirected interventions, and readiness data that doesn't reflect reality.Join this edWeb podcast with Isabel Andrade (Khan Academy Kids) and Dr. Sandra Barrueco (The Catholic University of America) for a research-grounded, administrator-focused look at what the evidence says about bilingual PreK assessment—and practical ways schools can implement home-language assessment, even when teachers don't share every child's language. We share what's working, what the barriers are for administrators, teachers, and students, and how one approach—Khan Academy Kids' bilingual PreK assessments—is being piloted in classrooms across five states.This edWeb podcast is of interest to PreK-K teachers, school leaders, district leaders, and education technology leaders.Khan Academy KidsInspire a lifetime of learning and discovery with our fun educational program for kids ages 2 - 8.Disclaimer: This post contains affiliate links. If you make a purchase, I may receive a commission at no extra cost to you.Learn more about viewing live edWeb presentations and on-demand recordings, earning CE certificates, and using accessibility features.

Please join us for “The Early Years Guidebook: A Discussion with Emily Read Daniels and Chrissy Dagostino.”Emily Read Daniels is the author and creator of The Regulated Classroom™. Daniels is an internationally recognized trainer and has served thousands through in-person and virtual professional development training, workshops, conferences, webinars, and keynote addresses.Daniels and her work have been featured in the Associated Press, Fox News, ABC News, Los Angeles Times, and NPR.Daniels holds an M.Ed. in School Counseling, an MBA in Organizational and Environmental Sustainability, and is a Nationally Certified Counselor (NCC) through NBCC (National Board of Certified Counselors). She continually refines her understanding of the applied science of stress and trauma through training in varied modalities, including Somatic Experiencing, SMART (Sensory-Motor Arousal Therapy), trauma-informed sensory modulation, Reiki, and mindfulness-based stress reduction.Emily is very proud to have once been a school counselor. She resides in New Hampshire with her husband, enjoys spending time outdoors, loves being with her two teenagers when they are feeling chatty, plans and enjoys lots of time with the girls, and dotes on her fur baby, Maple, a golden retriever mix.Chrissy Dagostino is an experienced educational consultant and trainer with expertise in early childhood, special education, and educational neuroscience.She holds a Master's degree from San Francisco State University in both Early Childhood and Special Education, and has extensive experience in applying neuroscience-based approaches to education.With advanced training and certifications from The International Council on Development and Learning (ICDL), The Brazelton Touchpoints Center, The MEHRIT Centre, Ltd, and as a certified Powerfully You Self-Regulation Curriculum provider, Chrissy integrates cutting-edge research into her work. She holds a certification in Applied Educational Neuroscience from Butler University and has completed coursework at both the Mindsight Institute and the Polyvagal Institute.In her private practice, Chrissy provides educational consultation to schools, coaching and professional development for educators, and teaches parent education workshops online. Her work is deeply rooted in relational neuroscience, the science of the nervous system, and Polyvagal Theory, equipping educators and parents with research-based strategies to support children's development and well-beingSupport the show

There are many reasons why a child may feel lonely, and they might not be able to express them. Join Cynthia and Alison for a discussion about the signs, impact, and strategies related to childhood loneliness.Check out our website:  https://www.howpreschoolteachersdoit.com/Be sure to like our Facebook page:  https://www.facebook.com/howpreschoolteachersdoitLearn more about Cynthia's work, including professional development, family education, and consulting opportunities:  https://hihello.com/hi/cindyterebush-RXMBKASubscribe to Cynthia's SubStack for free to receive articles and more in your email:  https://substack.com/@cynthiaterebush

→ Prayer CalendarMotherhood is full of noise, rushing, and never-ending to-do lists, but what if slowing down was the most important thing you could do for your child today? In this episode of The Mind of a Child, we offer warm, gospel-centered wisdom for young mothers navigating the sacred, sometimes exhausting rhythms of nap times and bedtimes.From practical tips like writing things down, using a crockpot, and setting consistent routines, to deeper spiritual practices like prayer, scripture memorization, and worship music, this conversation reminds us that a peaceful mama makes a peaceful home. Stay consistent, extend yourself grace, and remember: raising children is some of the best work you will ever do.Episode Highlights00:00 — Why young parents should prioritize slowing down09:30 — Respecting rhythms and routines17:00 — Perspective shift on "menial" tasksPlease send us your questions if you'd like to have them discussed on the podcast: themindofachildpodcast@gmail.com The Mind of a Child is an early child development podcast that exists to encourage and equip parents to raise their kids to love God and love others. If you're looking for Biblical principles, practical parenting solutions, and science-backed research, our discussions are specifically tailored for you. Our hosts are Leslie Dudley Corbell and Diane Doucet Matthews, who each have a combined 50+ years of experience in the early child parenting space.

In this episode, I review an interview of Erica Komisar on why it is important to build bonds of trust with children in the early childhood years. To access the sources for this episode, visit: https://www.youtube.com/watch?v=b_1q4OHEW9UTo become a subscriber of this podcast, visit:⁠⁠https://anchor.fm/seth-hensley/subscribe⁠

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Dr Sean Rose and Miriam Beauchamp visit the studio as we consider concussions in young children. We explore the challenges of making this diagnosis in babies, toddlers, and preschoolers. What do symptoms look like? And how can families play a key role in recovery? Tune in for answers to these questions and more!

For generations, and still today, there has been a belief that young children need to "cry it out" when they are upset. We now know the long-term impact of crying it out on children's psyches as they head toward adulthood. Are you trying to get someone to understand why you don't let your child "cry it out?" Then, this episode is for you!Check out our website:  https://www.howpreschoolteachersdoit.com/Be sure to like our Facebook page:  https://www.facebook.com/howpreschoolteachersdoitLearn more about Cynthia's work, including professional development, family education, and consulting opportunities:  https://hihello.com/hi/cindyterebush-RXMBKASubscribe to Cynthia's SubStack for free to receive articles and more in your email:  https://substack.com/@cynthiaterebush