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Description
CCNY’s Professor Beverly Falk discusses the ways that educators can be empowered by the science of early learning and the use of relationships and culturally and linguistically responsive education.
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A
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We've
also
learned
from
neuroscience
what
we've
been
talking
about
for
decades,
which
is
we
think
of
the
child
as
the
whole
child
that
the
brain,
which
has
different
areas
for
different
aspects
of
behavior
and
different
functions,
is
actually
integrally
connected.
And
so
you
can
see
these
different
areas
here,
but
you
can
see
these
white
lines
are
impacting
and
connecting
all
these
different
areas.
A
But
when
it's
a
child
goes
through
adverse
experiences
that
those
experiences,
because
everything
is
connected,
can
actually
damage
the
brain
architecture
and
derail
the
neural
connections
and
derail
healthy
development,
which
is
what
you
see
on
the
right.
And
so
what
those
adverse
experiences
are:
are
lots
of
different
factors
that
lots
of
different
children,
experience,
poverty,
violence,
homelessness
and
other
kinds
of
experiences
that
come
from
having
from
poverty.
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A
The
neural
connections
are
much
more
active
than
when
they're
sitting
doing
wrote,
kind
of
learning
or
pencil
and
paper
kind
of
things,
and
we
also
can
see
from
neuroscience
imaging
that
all
children
are
capable
of
engaging
in
critical
thinking.
It's
not
a
hierarchy
that
you
start
at
one
level
and
then
you're
able
to
think
in
more
complex
ways.
In
some
ways
you
do
get
more
complex
as
you
get
older,
but
critical
thinking
and
inquiry
are
possible
from
the
earliest
ages
on
developmental.
A
Psychology
also
tells
us
that
caring
and
reciprocal
relationships
are
critical
to
children's
healthy
development
and,
in
fact,
going
back
to
these
adverse
experiences
with
the
neuroscience
is
telling
us
is
that
caring
and
reciprocal
relationships
are
the
best
protective
factors
against
trauma
and
stress,
and
we've
also
learned
that
variation
in
learning
styles
and
paces
and
trajectories
are
the
norm
in
human
beings.
It's
not.
There
is
no
one
way
to
learn
and
there
is
no
one
way
to
one
pace
or
one
learning
style.
A
So
also
as
jen
mentioned
earlier,
and
I
think
I
have
the
very
same
graph-
she
did
because
all
these
things
are
happening
so
quickly
and
so
profoundly
in
the
early
years
of
life.
Investing
in
the
early
years
of
life
is
the
most
powerful
investment.
Anyone
can
make
dollar
for
dollar
and
this
graph
shows
the
earlier
years
to
the
later
years
of
investments.
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A
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A
A
So
to
realize
all
of
these
things,
we
need
to
address
different
aspects
of
our
field
that
everyone
has
spoken
about
this
afternoon
for
families.
We
need
to
make
sure
that
we
are
providing
access
to
the
resources
people
need
for
all
children
and
families
to
be
well
supported
for
schools
and
centers.
We
need
to
make
sure
that
we
are
recruiting
and
sustaining
the
development
of
teachers
from
diverse
backgrounds
who
reflect
the
identities,
cultures,
languages
and
backgrounds
of
the
children.
They
teach.
A
For
policy
makers,
like
you
folks,
we
need
to
support
ongoing
learning
in
the
science
of
early
learning,
as
well
as
the
in
support
them
to
develop
anti-biased,
anti-racist,
culturally
and
linguistically
responsive
teaching
practices
and
provide
opportunities
for
educators
to
advance
along
the
career
pathway,
earn
a
living
wage
comparable
to
other
educators
and
achieve
pay
parity
within
different
early
childhood
settings
and
for
educator
preparation.
Programs
like
myself
like
my
own,
and
I
do
work
in.
A
Then
they
move
on
often
into
the
public
school
arena
where
they
can
earn
a
better
wage
and
have
it
better
benefits.
But
we
need
to
ensure
that
all
early
childhood
educators
have
knowledge
of
the
science
of
early
learning
that
they
know
how
to
be
culturally
and
linguistically
responsive
and
teach
for
equity
that
pathways
are
offered
for
them
toward
degrees
that
accommodate
the
realities
of
their
lives,
because
so
many
of
them
are
parents
of
young
children
are
heads
of
household
and
are
working
full-time.