14:49:09 we have the link on our homepage. She could use
14:49:18 He has it. Now, there you go!
14:49:53 Please stand by for realtime captions.
14:49:41 Here. she is who said she's got it i'm just letting her in
14:50:04 So just so, you all know we're gonna make you a co-host. There will be some additional features that you see.
14:50:09 Please don't do anything with them just mute and unmute yourself and start instead of your video.
14:50:16 Everything else. don't pay attention to Okay, and we're doing that just so that we can mute everyone while you are speaking.
14:50:24 So you won't have some arbitrary noises occur.
14:50:29 Okay, So again, please don't pay attention to the other features that you see
14:50:36 Hello, Dr. Futrell
14:50:42 Hello, How are you, Tom or Jennifer? Do you want to do a tech check?
14:50:49 Yeah, Tom, go ahead, all right. If you can go ahead and turn on your camera.
14:50:58 There. Yeah, Dr. Free trials is on let's try her audio.
14:51:05 Oh, Okay.
14:51:13 Dr. Katrell, if you can go ahead and unmute and just say a sentence so we can hear your audio. Hello, everyone!
14:51:20 Thank you so much. looking forward to today's event hi Dr.
14:51:24 Gillian,
14:51:28 Lettie. it looked like you might have a window behind you.
14:51:32 Is there a curtain or shade, or something you could pull?
14:51:35 We were getting some glare
14:51:41 You said me no Letty, that's all right sorry
14:51:50 Maybe she stepped away for a second. I think so and do we have Katie.
14:51:54 I don't see katie
14:51:59 No. So who else are we waiting, Tamika? Are you gonna speak today?
14:52:08 I am not alright. you just hear you're gonna support Asia Right?
14:52:15 I'm here for this board. Yes, thank you So Dr.
14:52:24 Fritz, did you receive the run of show? Do you have any questions about how things are going to flow?
14:52:30 Thank you so much. I do have the run of show and
14:52:36 Yes, and okay, and will you be introducing Katie i'm happy to do that.
14:52:45 I was just texting her to see where she is. Thank you for that.
14:52:50 Thank you alright. somehow we had 3 o'clock as the tech check and the webinar.
14:52:57 So i'm just gonna make sure she doesn't have the same challenge .
14:53:01 Okay,
14:53:10 We don't have the glare letty thank you
14:53:19 So Elaine at 3 o'clock jennifer has some instructions that she's going to provide the participants, and then she'll turn it over to you
14:53:38 Okay, so we are 7 min till So as soon as we get Katie on we can admit her and just do the check check.
14:53:49 If she is not here. in the next couple of minutes.
14:53:54 Are we gonna go ahead and and start the slides show
14:54:05 If we start the slide show. Then, when she comes on we won't be able to speak to her without every one hearing. correct.
14:54:10 That's correct. That is correct. Now, what we could do though, is you know, Obviously, we're waiting for her to get on
14:54:27 And I think the video is what 2 and a half minutes, so it might get one play.
14:54:31 And then what we could do is we could potentially try to play it at the end, and then close it so that they can fill out the survey.
14:54:40 If you want to see it one more time at the end.
14:54:44 Okay. If Dr. Fatrell is in text contact with her.
14:54:55 Could we ask her to use the participant, the the chat to presenters in now apologies
14:55:09 So she'll be here shortly.
14:55:27 Just a reminder. we do have the chat box.
14:55:31 Please keep in mind that you can change it. the default is to everyone in the meeting which means everyone on the platform, which means whatever you send, everyone will be able to see.
14:55:43 You can only send one direct private message to one person at a time.
14:55:49 So if you need any technical assistance, you can message myself who is the host?
14:55:54 Or you can message Tom, he's also part of the technical support.
14:55:59 But just keep in mind if you do send something to everyone.
14:56:03 That means everyone sees it. Okay, and it looks like Katie is just joining Katie.
14:56:09 Can you hear us? I can hear you. Thank you. Can you hear me?
14:56:14 Okay, yes, we can , hear you, and we see you alright.
14:56:22 So just as a quick reminder. we've made each of you a co-host.
14:56:27 You have additional features, please. don't worry about or use those features just mute on mute yourself, and stop and start your video will take care of the rest.
14:56:36 But that's so that we can mute everyone and keep them muted during your presentations.
14:56:41 Okay so that there's no unnecessary noises coming while you're trying to speak are there any questions.
14:56:49 And Jean, do you want to do? Run a show real quick one last time with everyone?
14:56:54 I could do that at 3 o'clock Jennifer will make some introductory comments.
14:57:02 Then Elaine will welcome everyone, make remarks, introduce Asia and Dr.
14:57:05 Fritz, who will make remarks, Dr. Fritz will introduce Katie, who will make remarks and introduce the panelists, and you'll have the panel discussion.
14:57:18 Time, as you know, is tight. we are not going to have a participant.
14:57:22 Q. A. Although we do want to encourage them to submit their questions and comments in the chat. we would like, you know it'll inform future work, and we would like to do something with them if we can and then Julie will wrap up
14:57:38 and Julie will invite people to share their feedback through the evaluation questions that will be posted.
14:57:47 Anyone have any questions, I have a question Ken can you remove my co-host right?
14:57:55 I think it's doing something to my bandwidth I'm having challenges with my computer
14:58:05 Jennifer, will she be able to unmute herself to see if she's not host.
14:58:13 So what will happen is that we will you'll get a message when I remove the co-host feature from you?
14:58:20 When it is your time to speak you're gonna get a message that says host want you to unmute or something like that, and you'll have to just click on that so you can unmute okay and then when you and then when you mute again, you're gonna get the
14:58:34 same thing, cause i'll have to send that their request again.
14:58:37 Thank you. Okay. The other thing, too, is that it may be the videos.
14:58:43 The videos do take up quite a bit of bandwidth
14:58:49 Actually i'll shut myself off
14:58:56 Yeah. So anyone who does not need to be on camera. if you can go ahead and and remove your, you know.
14:59:04 Stop sharing your video. That would be great, and that should help a little bit.
14:59:09 Dr. Fritz
14:59:16 To figure out how to change the profile picture my i'm having a computer day.
14:59:21 Okay, So what we are going to do? So we are only a minute to gene.
14:59:29 So are we gonna show the video? or are we gonna go ahead and just start?
14:59:30 I think we should start. Time is tight. All right. Here you go, everyone.
14:59:36 Please keep in mind. Once we started admitting everyone, everyone can hear you, and we will start the recording.
14:59:56 [ Music ]
14:59:43 I will do the script, and then turn it over to the lane
15:00:19 Welcome to the healthy social emotional development. In early childhood a cornerstone of primary prevention.
15:00:28 >>> Recording in progress.
15:00:26 2022 national child abuse, prevention, month, virtual event.
15:00:30 >> Welcome to the healthy, social and emotional development of early childhood
15:00:34 in the cornerstone of early prevention, 2022 National Child Abuse Prevention
15:00:29 My name is Jennifer gilson with Kaufman associates, and we'll be assisting with the logistical support.
15:00:37 Month event . I will assist with
15:00:34 The Zoom session to provide comments. Please open the chat box which is located towards the bottom part of your zoom, interface like on the top. bubble Icon, and this will pull up the chat box to the
15:00:45 logistical support for the zoom session. To provide comments open the chat box
15:00:49 located at the bottom of your zoom interface. Will up the icon which will pull
15:00:44 right side of your zoom screen. Additionally, we ask that you select the speaker view option located at the top right of the zoom. Interface.
15:00:54 up the zoom screen and we ask that you select the speaker zoom option
15:00:51 This will allow you to see the speakers. They present or share information.
15:01:00 which will allow you to see the speakers as they present or share information.
15:00:56 You need technical assistance during the session, please type the issue into the chat box, and one of our texts will respond to you.
15:01:05 If you need Ted Koppel assistance, typed in the chat box and one of our text
15:01:01 Finally please be aware that today's session is being recorded, close captioning is available by clicking the Cc.
15:01:08 will respond to.
15:01:06 Icon at the bottom of the screen. All phone and computer lines have been muted, and I will now turn it over to a lane.
15:01:13 Finally, the session is being recorded. You can click at the bottom of the
15:01:17 screen for your CC. We will turn it over to
15:01:21 Elaine Stedt
15:01:23 .
15:01:13 Voices. Step, hi! good afternoon and welcome everyone to the 2022 national child abuse and neglect permission.
15:01:28 >> Good afternoon and welcome, everyone, to the 2022 national child abuse and
15:01:25 Month event. sponsored by the children's period in partnership with the office of head start, both which are located in the administration for children and families. I'm.
15:01:34 neglect invention event sponsored by the children's Borough and office of head
15:01:37 start
15:01:40 . Both are located in the administration for children and families. I'm the
15:01:43 director at the children's Bureau
15:01:33 A the director for the office on Child abuse neglect at the Children's Bureau, and I just want to thank all of you for making time to attend today's session April or national child abuse prevention
15:01:49 . I want to thank all of you for making time to attend today's session. April is
15:01:52 the
15:01:56 national child abuse prevention month and an important opportunity to applaud
15:01:59 all of you working on behalf of children and families. Recognizing the
15:01:45 month is an important opportunity to applaud all of you who are working on behalf of children and families, and recognizing the dedication and the courageous work that you do every day in and out to address the needs of children and
15:02:03 dedication and courageous work you do every day, in and out
15:02:07 , to address the needs of children, families and to ensure that we are
15:02:10 addressing the root causes of
15:02:00 families, and to ensure that we are addressing the root causes of child mal treatment, and doing our very best to provide equitable supports to all families and children.
15:02:16 childhood treatment, and during our very best to provide equitable support to
15:02:19 all families
15:02:26 and children. I think all of you on this call recognizes that everyone that
15:02:12 Think all of you who are on this call recognizes that everyone who touches the lives of children from families, friends, neighbors, early childhood, providers, including childcare and early head start pediatricians, religious and
15:02:29 touches the lives of children from the families, friends, neighbors, early
15:02:31 childhood providers including child care and early head start, pediatricians,
15:02:34 religious and spiritual community members,
15:02:28 spiritual community members, social service agencies are very valuable partners in the courts, all of you every day.
15:02:38 service and agencies that are valued
15:02:35 Thank you for the work that you do, and the important role that you play in
15:02:39 Recognizing the need to support the physical and social and emotional support of children and families.
15:02:52 in support. Thank you for the important role you played, recognizing the need
15:02:55 of the physical and emotional support of children and families. That is why I am
15:02:59 so excited on the discussion this afternoon. Focusing on
15:02:46 It's. Why, i'm so excited for this afternoon's discussion in its focus, in particular, unhealthy social emotional development and early childhood, according of primary prevention, research again and again shows us that paying attention to the healthy
15:03:05 the cornerstone of primary prevention. Research, again and again, showing us
15:03:01 social emotional development lays the foundation for success for children.
15:03:08 that paying attention to the
15:03:13 healthy social and emotional development lays the foundation for success for
15:03:06 Later in life. We all know that the well-being of young children can be inseparable from the the well-being of parents and their caregivers.
15:03:15 children later in life. We know the well-being of young children can be
15:03:21 inseparable from the well-being of parents and caregivers. Both the children's
15:03:24 Bureau and now the Headstart really are
15:03:15 Both the children's bureau and the office of head start really are committed to supporting the healthy social, emotional development of young children promoting a parenting and caregiver.
15:03:29 committed to supporting healthy and social, emotional development of young
15:03:33 children, promoting parenting and caregiver well-being as well as reducing
15:03:39 family stress as key strategies to primary prevention. We hope this afternoon's
15:03:27 Well-being as well as reducing family stress as Keys strategies to primary prevention, hoping that this afternoon's discussion will inspire you to really think about how you can continue this promotion of these values within
15:03:42 discussion
15:03:48 will inspire you to really think about how you can continue the promotion of
15:03:50 the values within your communities and organizations, and as we said in the
15:03:40 your communities and your organizations. And as a Skillison said in the beginning, we really want to encourage you to share your thoughts in the chat box, because it will only advance our work when we hear from you so please.
15:03:54 beginning, we encourage you to share your thoughts in the chat box. It will only
15:03:59 advance our work when we hear from you so really consider doing that. Now it is
15:03:53 Really consider doing that. and now, It's my honor and pleasure to introduce Asia Schaenberg Associate Commissioner of the Children's Bureau, as well as Dr.
15:04:02 Bernadine Futrell, director of the office of Head, Start.
15:04:05 my honor and pleasure to introduce Aysha Schomburg, associate commissioner of
15:04:07 the children's Borough and
15:04:04 Both of these women have had extraordinary careers, and I am very lucky that I get to see them.
15:04:13 Dr. Bernadine Futrell, director of the office of head start . Both of these
15:04:15 women have had extraordinary careers.
15:04:19 I'm very lucky to see them continue with their vision for this work for
15:04:13 Continue with their vision for this work. for america's children and families. You can go into the chat box and click on the link to see their more extensive bios.
15:04:25 America's children and families. You can go into the chat box and click on the
15:04:29 link to see the more extensive bios as I quickly take the privileges of saying a
15:04:32 few things about them.
15:04:22 But I'm just gonna very quickly take the privilege of saying a few things about them which is associate Commissioner Schaenberg has had a rich career in serving children and families that began in Brooklyn and she has consistently.
15:04:39 Associate commissioner Aysha Schomburg has had a rich career and serving
15:04:34 Dedicated her career to supporting youth and their families and children.
15:04:44 children of families that began in Brooklyn. See consistently dedicated her grid
15:04:46 to supporting youth, families and children. She has seen firsthand the
15:04:40 She has seen firsthand the challenges that so many of teens in particular have faced in their homes and their lives their struggles.
15:04:50 challenges that so many teenagers have faced in their homes and lives, their
15:04:47 And really the myriad of effects, of poverty and other challenges that they face.
15:04:53 struggles, and really the affects of the
15:04:58 poverty and other challenges they are facing. Her professional journey
15:05:02 eventually took her to New York City administrations children's services where
15:05:05 she had many
15:04:53 And and so her professional journey eventually took her to new York city administration's children services at where she had many senior leadership roles, and along the way she has continued to partner and be influenced by the lives of
15:05:13 senior leadership roles. Along the way she has continued to partner and be
15:05:16 influenced by the lives of youth, families
15:05:20 with lived experiences and really hearing from them and thinking about how we
15:05:23 can continue to do this work
15:05:09 youth and families with lived experience, really hearing from them, and thinking about how we can continue to do this work, and and I will always remember how she said she became a lawyer to help ensure that all young people had a voice and that they received the supports that
15:05:28 . I always remember how she said she became a lawyer to help ensure that all
15:05:24 they so richly deserved, and the grace as well that they deserve.
15:05:31 young people had a voice, and that they received the supports they richly
15:05:35 deserved and the graces as well that they so richly deserve. As a member of the
15:05:29 And so, as a member of the children's bureau staff i'll just say that I continue to be expired inspired by her leadership every day.
15:05:38 children staff
15:05:44 I continue to be inspired by her leadership in action every day. I see it and
15:05:36 Leadership in action and I see it, and It's It's Korean. Just work Dr. Kutra is the director of the opposite head.
15:05:49 it is courageous work. Dr. Bernadine Futrell
15:05:44 Start like I said, and she has also had a career that is expansive, and began on the front line, and she has a former head start.
15:05:52 Student, proud former head start assistant teacher, and for herself and for so many others.
15:05:58 is the director of Headstart and had a career that is expansive and began on
15:06:00 the front lines. She is the former Headstart student, a proud former Headstart
15:06:03 assistant teacher. For herself and so many others I've heard her say that
15:05:57 I've heard her say that head start truly is a forever family, and you see it and and I've also been inspired by the way that she leads her team.
15:06:08 Headstart truly is a forever family. We see it and I'm also inspired
15:06:19 by the way she leads her team. She draws in her deep knowledge of child
15:06:05 She draws on her deep knowledge of child development knowledge of head start and its programming, and the experience she has gained in that effective implementation of early education policy, leadership. and in leading the the Mission of the office of head start for Dr.
15:06:21 development, Headstart and its programming, and the experience she gained and
15:06:24 that effective early implementation, policy and leadership,
15:06:21 Fritro. i've heard her say that head start is part work, and I'm, hoping that she will speak more to that voluntarily.
15:06:29 and leading the commission of the office of Headstart. I have heard Dr.
15:06:28 But I just want to say that both of these women are extraordinary leaders, and I know that Dr.
15:06:32 Bernadine Futrell say that Headstart is hard work . I hope she speaks more to
15:06:35 that momentarily but I want to say that both of these women are extraordinary
15:06:38 leaders and that Dr.
15:06:31 Han will be introduced a little bit later. But all of these women who will be speaking leadership team they lead by their values, and that includes a deep commitment to equity and justice.
15:06:43 For all really thinking about how we can support families and kinship caregivers, really supporting the workforce.
15:06:50 Katie Hamm. They lead by leadership and values,
15:06:55 social, justice and equity for all. Really supporting the work
15:06:50 Recognizing that means supporting families, and that comprehensive support will help holistic support.
15:06:58 force and recognizing it means supporting families and comprehensive support
15:06:56 It's a focus that we should have and so please join me in giving Associate Commissioner Shamer a warm welcome.
15:07:05 will be a focus we should have. Based on me and giving the associate
15:07:10 commissioner Aysha Schomburg a warm welcome and she will be followed by
15:07:03 Who will then be followed by Dr. vitrell thank you, Thank you, Elaine, and I want to thank all of my children's bureau colleagues and our our partners. of councilman associates for putting this together my name is
15:07:16 Dr. Futrell. Thank you.
15:07:20 >> Thank you, Elaine, and I want to thank much of his girl colleagues and
15:07:15 Ada Chunberg, a soja commissioner the children figure out I'm going to be brief, because what I really want to do is hear from Dr.
15:07:23 partnerships , and counselors for putting this together. I Aysha Schomburg,
15:07:27 associate commissioner of the children's Borough. I will be brief because I
15:07:32 really want to hear from Dr. Futrell, Dr. Katie
15:07:21 Foul, and my colleague Dr. katie Ham and our parent leaders, and other than this conversation it's so very important that the children's bureau and child welfare really in general have a strong relationship with our
15:07:34 partners in early childhood. education, including, of course, heads, start an early head.
15:07:40 Hamm. It's important to have a strong
15:07:45 relationship with our partners including that in childhood education and early
15:07:39 Start as I understand it it's been more than 10 years since children's fear on head start has sort of issue a joint communication, so that the field knows and understands that we are aligned in our values.
15:07:50 head start. The children's Borough and Headstart have
15:07:55 joined in communication so that the field knows we are underlined
15:07:49 But that is soon to change i'm happy to say that our teams at the Children's Bureau Elaine team mostly has been working with our colleagues Dr.
15:08:00 and aligned in our values. I'm happy to say that our teams at the children's
15:08:05 Borough and Elaine's team mostly, working with her colleagues, Dr. Futrell team.
15:08:08 The new information
15:07:59 Fe trials team, and that a new information memorandum is expected out this summer or before, so that you all can see how aligned we are, and that we're really thinking seriously about this this very important partnership, to support
15:08:16 memorandum is expected out this summer before so you can see how aligned we are
15:08:12 families. So why is the relationship so important? Because, child welfare is supposed to be the final frontier?
15:08:19 and that we really take it seriously about this very important partnership to
15:08:22 support families. Wise the relationship so important? Child welfare is the final
15:08:25 frontier and the last resort. Our
15:08:32 partners at early childhood education had the opportunity to partner with
15:08:36 families and young children to ensure the appropriate social, developmental,
15:08:18 It's the last resort Our partners and early talent education have the opportunity to partner with families with young children to ensure the appropriate social emotional Developmental physical and mental health needs of our children are met and they are in the best
15:08:42 physical and mental health needs of the children are met and
15:08:36 position to do that. Research demonstrates. and Elaine talked a little bit about this.
15:08:49 they are in the best position to do that. Research demonstrates and Elaine
15:08:52 talked a little bit about this, that early head start programs or children in
15:08:42 That early head start program are less likely to have children in early head start programs are less likely to have child welfare encounters, and those who may have had an counter are less likely to have a subsequent encounter if they are
15:08:57 early head start programs are less likely to have child welfare encounters.
15:09:01 Those that may have had an encounter are less likely to have a subsequent
15:09:04 encounter in an early Headstart program or Headstart program. Very simply put,
15:08:54 in an early head start program or head start program. So very simply put early tolerant education head.
15:09:06 early Headstart
15:09:04 Start early head start our prevention programs and prevention is our number one goal at the Children's Bureau.
15:09:16 and childhood education are prevention programs. Prevention is the number one
15:09:19 goal at the children's Bureau. I talk a lot about prevention and the important
15:09:08 I've been talking a lot about prevention in every room that I go in, and the importance also of our interagency as inter-office collaboration, and that includes our very strong collaboration with my colleagues at a head
15:09:22 of the interagency and interoffice collaboration which includes a very strong
15:09:26 collaboration with my colleague that Headstart. To talk more about the
15:09:20 start. so to talk more about the importance of really solid education and head start.
15:09:31 importance of early childhood education and Headstart we have invited
15:09:26 We've invited, of course, Dr. bernadette if you trial the director of the office of head start at the administration for children and families within a day to share some remarks about the vital role that had start plays in keeping
15:09:39 Dr. Bernadine Futrell, director of the office of Headstart at the
15:09:42 administration of children and families within HHS
15:09:39 our children and families so well supported so with that I'm going to hand the mic over to Dr.
15:09:46 to share remarks about the vital role that Headstart plays in keeping our
15:09:50 children and families so well supported. With that I will hand over the
15:09:45 Bernadine Futra. Thank you. Thank you so much.
15:09:52 microphone to Dr. Bernadine Futrell. Thank you.
15:09:55 >> Thank you so much, commissioner
15:09:50 Commissioner Seanberg. Hello, everyone it's wonderful to be here to be having a conversation together.
15:10:01 Aysha Schomburg. Hello, everyone. It's wonderful to be here and to have this
15:10:05 conversation together that is positive and proactive around leaning into what
15:10:07 the strength
15:09:58 That's positive and proactive around leaning into what the strength of families and pulling it into the experiences that we get to offer in our programs in our head stop programs and the light as mentioned I'm the director of the office of
15:10:14 of families and pulling it into the experiences we get to offer in our programs
15:10:12 head start, and I usually kind of at some point always say that I'm.
15:10:18 and in our Headstart programs and the like.
15:10:23 As mentioned, I'm the director of the office of Headstart. I usually at some
15:10:26 point always say that I'm a Headstart baby. At this moment I want to lift up
15:10:29 that I was a former teacher in Headstart
15:10:17 A head. start, baby. but in this moment I wanted to lift up that I was a former assistant teacher and head start, and one of the key lessons I learned in that role was the power of being a cheerleader or a
15:10:34 . One key lesson I learned in the role was the power of being a cheerleader or
15:10:38 champion for the relationships between the family
15:10:43 , the individual children, and their families. Recognizing that it is about
15:10:46 extending what happens
15:10:31 champion for the relationships between the family and the individual children and their families, and recognizing that it's about extending what happens at home and bringing it into our programs and not the other way around.
15:10:51 at home and bring it into our programs, and not the other way around. I want to
15:10:54 just lift that up
15:11:00 because it is so important in this conversation that we are having today.
15:10:47 So I I want to just lift that up because it's so important in this conversation that we're having today because head start from from the beginning, was really launched and designed to really help address the the cycle of poverty to bring
15:11:10 Because Headstart from the beginning was really launched and designed to really
15:11:13 help address the cycle of poverty, to bring more children into a cycle of
15:11:16 learning early and to do it with support and to do it in partnership with
15:11:19 families. Recognizing the impact that Headstart has had, we have also been key,
15:11:01 more children into a cycle of learning early and to do it with support and to do it in partnership with families, and recognizing the impact that head start has had, we have also been key Kelly focused on social and emotional development mental
15:11:22 keenly focused on social and
15:11:26 emotional development, mental health support and really providing
15:11:31 , being a guiding light, so to speak toward effective family and child centered
15:11:36 services. So that not only children and families are school ready but also life
15:11:39 ready. Healthy
15:11:19 health supports and really providing, being a guiding light, so to speak, towards effective family and child center services, so that not only children, families are school ready, but also life and healthy, and making the impact, So the head start program again started in 1,900
15:11:46 , and making an impact. So the Headstart program again started in 1965. Where
15:11:52 almost at the 57 year anniversary. We have served over 37 million children from
15:11:39 and 65. We are almost at our 57 year Anniversary has served over 37 million children from birth through age, 5, and their families.
15:11:54 birth through age five
15:11:52 Our purpose contain, as I said, to be, to support school readiness for low income families, but also really to lean into
15:12:02 , and their families. Our purpose continues, as I said, to support school
15:12:05 readiness for low income families. Also to really lean into being a primary
15:12:08 source of highlighting
15:12:02 Being a primary source of highlighting any needs and opportunities to make an impact.
15:12:13 needs and opportunities to make an impact.
15:12:09 And so head start regulations. give us the opportunity to address mental health, social, emotional learning, and the like.
15:12:18 Headstart regulations give us the opportunity to address mental health, social
15:12:21 and emotional learning, and the like
15:12:27 . As we go in this moment we are in, kind of building out of the pandemic
15:12:18 And as we are going in this moment, that we're in this kind of building out of a pandemic recovery or re imagination, trying to understand where we are, what i've said, and Thank you for saying that head start is
15:12:31 recovery, re-imagination. Trying to understand where we are. Thank you for
15:12:36 saying that Headstart is
15:12:30 hard work. But what i've what i've said often to our headstart community is no one knows right now how to do an effective head stop program in a pandemic.
15:12:45 worth it. What I say off the door Headstart communities, no one knows right now
15:12:48 how to do an effective Headstart program in a pandemic. Where all writing that
15:12:41 We are all writing that chapter as we do it and in doing that. That means we have to lean into everything that we have to do it effectively.
15:12:52 chapter as we do it. In doing that it means we have to lean into everything we
15:12:58 have to do it effectively. So we have been calling Headstart is hard work
15:13:03 . It simply means we are being present and leaning into what it means to center
15:12:51 And so we've been calling it. head. start is hot work, and that simply means we are being present and leaning into what it means to sense our children and families and our ideas.
15:13:07 children and families, our ideas
15:13:03 Our solutions, our innovation and things that we want to do to move forward.
15:13:07 And so our big 4 priorities that we're focusing on helps to do that for us.
15:13:13 , solutions and innovation, and things we want to do to move forward. Our big
15:13:17 four priorities we are focusing on helps to do that for us focusing on equity,
15:13:23 advancing our recovery through the pandemic, reaching more children and families
15:13:29 . In this moment, lifting up the workforce and supporting the workforce, and
15:13:12 It's focusing on equity, advancing you know our recovery for the pandemic reaching more children and families, and in this moment letting up the workforce supporting the workforce and doing it from a strength-based approach where we are leaning
15:13:32 doing it
15:13:36 from the strength-based approach. Where we are leaning into the mental health
15:13:30 into the mental health needs of our workforce, ensuring that our children are well, not only well supported, but our workforce is as well.
15:13:39 needs of our workforce, ensuring that our children are not only well supported,
15:13:45 but our workforce is as well. I want to also mentioned that for Headstart our
15:13:48 priority is to really
15:13:54 , again, connect children and families to a cycle and bringing them into kind of
15:13:38 I wanna also mention that for a head start our priority is to really again connect children and families to a cycle of learning and bringing them into probably the headstop program, but extending what they experiences are for their families, and it's important for
15:13:59 the Headstart program. Extending what the experiences are for their families.
15:14:01 It's important for us.
15:14:09 In not only the practice but in the policy. So the Headstart program is
15:13:57 us, and not only the practice, but in our policy, so the Headset program is designed, and it's open for children under age 5 who may be sold them from low income families, but particularly children.
15:14:13 designed and open for children under the age of five that may be
15:14:17 children from low income families, but particularly children experiencing
15:14:13 Experiencing false food, care, every possible care, child, that is head start.
15:14:17 Age is eligible to be enrolled in a head.
15:14:20 foster care.
15:14:26 Every foster care child at Headstart age is eligible to be enrolled in a
15:14:19 Start on. Unfortunately, we are only serving about 20% of the age eligible children that are in foster care in our head start programs.
15:14:29 Headstart program. Unfortunately we are only serving about 20% of the age
15:14:34 eligible children in foster care in the Headstart programs.
15:14:29 The Commissioner mentioned that this conversation is about prevention and support and strategies.
15:14:39 The commissioner mentioned that the conversation is about prevention and
15:14:41 support, and strategies.
15:14:47 One of the things we can do today is to get the children and families connected
15:14:36 One of the things that we can do today is to get children and families connected to the services and the support for which they qualify for, and that are designed to support the.
15:14:50 to the services and support for which they qualify for and designed to support
15:14:54 them. I encourage you to partner with Headstart,
15:15:01 find and make those connections for families, and then also know that it is
15:14:47 So I want to encourage you to partner with headstar 5, and make those connections for families, and then also know that if it's about the hard work it's about making those connections, and providing that support and so
15:15:04 about the hard work. It's about making those connections and providing that
15:15:08 support. We are thankful that we have this opportunity
15:15:01 we are thankful that we have this opportunity to kind of refresh and remove the commitment between the office of head start and the children's bureau under the commission of leadership and we're going to do that and we're excited to do
15:15:13 to kind of refresh and renew the commitment between the office of Headstart and
15:15:17 the children's Borough under the leadership of the commissioner.
15:15:13 it together, because we want to find and connect the families who are not yet connected.
15:15:21 We will do that and we are excited to do together as we finding connect
15:15:24 families that are not yet connected
15:15:28 but that can be connected to our Headstart services. With that I am going to
15:15:19 But that can be connected to our head. star services with that I am going to turn over now, I believe, to a panel that's going to be host lottery.
15:15:34 turn it over now I believe to a panel that is going to be moderated by our
15:15:36 deputy assistant secretary
15:15:41 Katie Hamm, for early childhood education and development. By way of
15:15:29 Excuse me by our Deputy Assistant secretary, Katy Ham, for early childhood, education, and development, and by way of just introducing Katie to all of you, Katie leads with her heart her Commitment is
15:15:46 introducing Katie to all of you, Katie leads with her heart. Her commitment is
15:15:48 to children and families always
15:15:53 at the center of every decision. Also leading with equity in mind, by making
15:15:59 sure that we are addressing any historical or new barriers that have hindered
15:15:41 to children and families, always the center of every decision and also leading with equity in mind by making sure that we are addressing any historical or or new barriers that have hindered anyone's access to these wonderful early childhood
15:16:02 anyone
15:16:05 's access to these wonderful early childhood educational opportunities that we
15:16:09 have
15:15:59 education opportunities that we have. So with that I am super excited to welcome and introduce you all to our Deputy Assistant Secretary for early childhood development.
15:16:10 Katie Ham. Katie, Thank you so much for that kind introduction. Dr.
15:16:15 . With that I am super excited to welcome and introduce you all to our deputy
15:16:18 assistant secretary for early childhood development, Katie Hamm.
15:16:14 Fruitrell. we have a wonderful panel here with us today.
15:16:22 >> Thank you so much for that kind introduction, Dr. Futrell. We have a
15:16:24 wonderful panel
15:16:19 So in the interest of time we're going to jump right in I do encourage folks to put any comments or questions in the chat.
15:16:30 here with us today so in the interest of time we will jump right in. I
15:16:33 encourage folks to put any comments or questions in the chat.
15:16:38 Unfortunately due to time constraints will not have a chance to get to those
15:16:41 today but I know that the
15:16:27 We unfortunate time Constraints will not have a chance to get to those today, but I know that the children's bureau and the office of headstar will take those questions and comments and use them to inform future products and
15:16:45 Children's Bureau and office of Headstart will take those questions and
15:16:48 comments, and use them
15:16:43 discussions. so please do put your thoughts and questions in the chat as we go.
15:16:54 for future products and discussion. Please put your thoughts and questions in
15:16:48 I am delighted today to be joined by Dr. Walter Gilliam, who is with the Yale Child Study Center and the Yale School of Medicine.
15:16:59 the chat as we go. I am delighted today to be joined by
15:17:03 Dr. Gilliam with the
15:16:58 He does groundbreaking research on early childhood systems, and has looked at equity as central to those systems.
15:17:09 groundbreaking research on early childhood systems and has looked at equity as
15:17:13 central to those systems. I'm also joined by
15:17:06 I'm also joined by Letty hicks a parent leader with a community organizing and family issues, or Kofi.
15:17:17 Lettie Hicks, parent leader with the community organizing and family issues and
15:17:20 she is a parent leader
15:17:14 She's a parent leader who's working to understand and address the impact of stress and trauma on parent communities.
15:17:24 working to understand and address the impact of stress and trauma on parent
15:17:30 communities. Melanie Martin is the family support director with Maryland family
15:17:33 network.
15:17:21 Melanie Martin is the family support network director with Maryland family network, and Debbie Mays is the owner of Bright Beginnings preschool, and the founder and president of the Arkansas family
15:17:40 Debbie Mays is the owner of Bright beginnings preschool, founder and
15:17:38 Arkansas Family Childcare Association. Thank you all for being with us today.
15:17:45 president of Arkansas family childcare association. Thank you all for being
15:17:43 We are eager to hear your thoughts and learn from your expertise.
15:17:51 with us today. We are eager to hear your thoughts and learn from your expertise.
15:17:56 I will jump right in. We know from decades of research
15:17:47 So i'm gonna jump right in We know from decades of research, as some of our speakers have already said that the first 5 years in a child's life are critically important and socio-emotional development plays
15:18:00 , as some of our speakers have already said,
15:18:07 that the first five years of a child's life are critically important in social
15:18:10 and emotional development, and playing such a huge role in brain development. Of
15:18:13 each of your perspectives
15:18:00 such a huge role in brain development. So from each of your perspectives, i'd like to hear Why is healthy socio-emotional development of young children and the well-being of the adults in their lives so important during young
15:18:17 I would like to hear why it is healthy and social development of young
15:18:20 children, and well-being of the adults in their lives so important during
15:18:25 development during young childhood. Walter will start with you before I turn it
15:18:14 childhood, Walter, we're gonna start with you and Then i'll turn to Melanie, thank you, Deck, the secretary, Deputy Assistant Secretary Ham you know with Katie Katie's great Thank
15:18:28 to Melanie.
15:18:30 >> Thank you.
15:18:33 >> You can go with Katie. Katie is great.
15:18:36 >> Thank you.
15:18:27 you it. This is a great way to start off this this this this discussion, you know, you're talking about like like what babies learn, and and how they develop and everything.
15:18:40 This is a great way to start off this discussion. When you talk about what like
15:18:44 babies learn and how they develop and everything,
15:18:39 We will never, as human beings, learn more than we learn in the first few days and months and years of our lives.
15:18:48 we will never as human beings learn more than we have learned in the first few
15:18:53 days or months, and years of our lives. The amount of learning is absolutely
15:18:58 incredible. I remember several years ago I was asked to come in and testify for
15:18:48 The amount of learning is just absolutely incredible. I remember several years ago I was asked to come in and testify for the for a house appropriation subcommittee, and it was on expenditures, and how we spend money on on
15:19:01 the House appropriations subcommittee
15:19:06 on expenditures and how we spend money on child development. I stopped off on
15:18:59 check development, and I I stopped off on the way there at A at a Deli, and and I live in a small rural town in Connecticut.
15:19:09 the way there at the deli.
15:19:08 And there was this this octogen area in there.
15:19:15 I live in a small rural town in Connecticut. There was this octogenarian there
15:19:12 And he was the town expert on peach trees. So you need to have anybody had a question about peach trees or farming.
15:19:19 that was the town expert on
15:19:23 peach trees. Anybody that had a question about peach trees or farming, you
15:19:26 would ask
15:19:18 You would ask Mr. Dolittle you know the real question, and I I came in there, and I and I didn't tell him where I was going, and that I was gonna be talking about you know, child, development.
15:19:31 Mr. Doolittle your question. I came in there but did not tell him what I was
15:19:28 But I I did ask him a question. I said, doc, doctor, Doolittle.
15:19:36 doing in talking about childhood development. I did ask him a question. I said,
15:19:34 We call them all Dr. Dolittle, because it's a town expert, So we said Dr.
15:19:40 Dr. Doolittle, and we
15:19:47 called him Dr. Doolittle because he was the town expert. I said Dr. Doolittle,
15:19:37 Dolittle if I was going to grow a peach tree and say, I wanted to grow up the great teach tree with lots of peaches on it, and and it was gonna there was gonna be a very fruitful tree And say, for instance, you
15:19:51 say I wanted to grow a great Peachtree with a lot of
15:19:49 know you. You took the the life of that piece tree and divided them into 3 parts.
15:19:52 One part is when you put the seat into the ground until this browse, and the second phase is when the scout turns into a true third phase is when the tree starts to bear fruit and say, for instance, you could make one
15:20:06 pitches on it with a very fruitful tree. For instance, if you took the life of
15:20:09 the Peachtree and divided it into three parts. One part is putting the seat into
15:20:12 the ground and it sprouts, and the second phase is when the sprout turned into a
15:20:16 tree and the third phase is the bearing of fruit. Say you can make only one of
15:20:02 of those only one perfect weather, perfect stuff perfect right the other 2 faces You don't know what you're gonna but one thing you can make perfect, which one would it be he didn't waste time at all he said Well, I said Why, and he
15:20:19 those perfect. The other two, you don't know what you would do in those phases.
15:20:22 If you could make one thing perfect, what would it be? He said it is the first
15:20:26 one and I said why, and he said because whatever you do from that little seed
15:20:30 that's the potential for everything that tree can become.
15:20:17 said cause whatever you do for that little scene sets the potential for every anything that tree can become, and that's what I knew that if the appropriators on capital here won't be to listen to my science maybe they would at least listen to the wisdom,
15:20:31 of Peach tree farmer from Bethany, Connecticut.
15:20:35 That is when I knew that if the appropriators on Capitol Hill would not listen
15:20:39 to Mike science, maybe they would at least listen to the wisdom of the Peachtree
15:20:34 And so, you know, if we think about learning as like this, c.
15:20:44 farmer from Bethany, Connecticut. If we think about
15:20:49 learning as the seed growing up, the fertile ground that we place that seed in
15:20:52 his deep and meaningful relationships. Relationships between parenting
15:20:39 Growing up the fertile ground of that learning the fertile ground that we place that seed in is deep meaningful relationships, relationships between parents and care and family members, and their baby that's the most important but also relationship between
15:20:56 caregiving,
15:21:00 family members and the baby. That is the most important but also relationships
15:21:02 between the
15:20:54 the paid caregivers head. start teachers childcare providers and those babies and those families, and the relationship between that family and that paid caregiver.
15:21:07 caregivers, Headstart teachers, health care providers, babies and families, the
15:21:11 relationship between the family and the
15:21:03 That's the stuff that matters deep meaningful relationships with a adults whose cups are so full that it is running over another that they have something to get to the baby That's what we're trying to get adults
15:21:18 caregiver is the stuff that matters. That's deep and meaningful relationships
15:21:21 with adults whose cups are so full that it is running over enough that they have
15:21:25 something to give to the baby. That is what we are trying to get. Adults that
15:21:17 who have their own needs met well enough that they can have deep meaningful relationships with each other around that baby, and specifically with that baby.
15:21:29 have their own needs met well enough that they can have deep and meaningful
15:21:26 That's the firstal ground with which all of this stuff is planning.
15:21:32 relationships with each other around that baby. Specifically with that baby.
15:21:35 That is the fertile ground with which all of this stuff is planted.
15:21:38 >> That is a great analogy.
15:21:31 That's a great analogy melanie I know You've you've watched a lot of ph trees and watch them grow.
15:21:43 Melanie, I know that you have watered a lot of peach trees and watch them grow.
15:21:40 , yes, yes, and our family support center. So as that, Gilliam said, the goal is to pour from a full cup.
15:21:51 >> Yes, and that our family support center. As Dr. Gilliam said, the
15:21:56 goal is to pour from a full cup. When we think about so show and emotional
15:22:01 development, how are the parent showing up in the lives of their children? It is
15:21:47 And And when we think about social emotional development, how are parents showing up in the lives of their children is so very important when we're talking about healthy social, emotional, well-being.
15:22:04 so very important talking about healthy socio-
15:22:14 and emotional well-being. When we talk about social development, we are talking
15:22:18 about how we interact with one another. How we get along with one another. The
15:22:01 So when we talk about social development, we're talking about how we interact with one another, how we get along with one another the ability to secure to form secure relationships with parents as well as those caregivers when we talk about
15:22:20 ability to secure, to form secure relationships with parents as well as those
15:22:23 caregivers.
15:22:20 emotional development we're talking about how we express our emotions, how we feel about ourselves, and how we feel about the world around us.
15:22:32 When we talk about emotional development we are talking about how we express
15:22:35 our emotions, how we feel about ourselves, and how we deal about the world
15:22:39 around us. The research says that healthy, social
15:22:31 The research says that healthy social emotional development is one of the key factors towards academic and school success.
15:22:45 and emotional development is one of the key factors toward academic and school
15:22:42 One of the things we also know, and Dr. Gilliam alluded to is that learning begins at birth.
15:22:49 success. One of the things we also know, and
15:22:56 Dr. Gilliam alluded to, is that learning begins at birth. It does not start at
15:22:59 the kindergarten Gore
15:22:48 It doesn't start at the kindergarten door but it starts when those children are born and we're talking about with optimal, socially emotional development.
15:23:05 door but starts when the children are born. Were talking about optimal social
15:22:59 Children are are confident they are secure in their abilities.
15:23:05 They pay attention. They're cooperative they get along well with others.
15:23:10 and emotional development. Joe Dirt confident and secure in their abilities.
15:23:13 They pay attention. They are cooperative
15:23:17 . They get along well with others. They are curious about the world and they
15:23:21 explore. They don't have any reservations about that. So it is important that we
15:23:10 They are curious about their worlds, and explore and don't have any reservations about that, and so it's important that we take care of parents.
15:23:21 We take care of children, we help parents to engage in self-care.
15:23:28 take care of parents, that we take care of children, that we help parents to
15:23:33 engage in self-care. That we do strategies and mechanisms to reduce stress. To
15:23:25 We do strategies and mechanisms to reduce stress to prevent stress, so that we can promote social emotional well-being.
15:23:38 prevent stress so that we can promote social
15:23:44 , emotional well-being. We are talking about being proactive and pouring, again,
15:23:38 We're talking about being proactive, and pouring again from a full cut.
15:23:47 from a full cup.
15:23:50 >> Melanie,
15:23:45 New Melanie. your description brings up an experience that I had when my my 4 month old, he started edit a childcare center.
15:23:54 your description brings up an experience I had
15:24:00 with my four month old that started out at a childcare center. I dropped him
15:24:04 off and I'm crying, and our childcare provider is holding him with one arm, and
15:23:54 I dropped him off, and i'm crying and that our childcare provider, is holding him with one arm and meet with the other, and and comforting me while i'm crying well, she's taking care of my son
15:24:07 me with the other.
15:24:12 Comforting me while I'm crying while taking care of my son. I know that many
15:24:17 parents have experienced that. I am thinking about, you know, it is that you
15:24:20 talked about the adult
15:24:05 and I know many parents have experienced that i'm thinking about. you know It's you talked about the adults, and it really is the parents and the child care providers who need that support a lot of people like me look
15:24:27 . It really is the parents and the child care providers that need that support.
15:24:32 A lot of people like me look to the childcare provider as the person they see
15:24:23 to the childcare provider is the person they see every day who's providing them with that support, who's providing them with information on child development.
15:24:35 every day that is providing them with that support. Who is providing them with
15:24:33 So so childcare providers are in in head.
15:24:38 Start staff are really taking care of the the child in the parent.
15:24:40 information on child development. So childcare providers and head starts
15:24:47 are really taking care of the child and the parent at the same time. How can we
15:24:40 At the same time, how can we think about that system and support both in Debian? I know this is a place where you have experience directing experience.
15:24:51 think about that system and support both? Debbie, I know
15:24:48 I want to wanna turn to you, and how you think about this question.
15:24:55 this is a place where you have direct experience. I will turn to you and how
15:24:58 you think about this question.
15:24:53 So. Is there anything more important during the first 5 years than the social and emotional development of children?
15:25:00 >> Is there anything more important during the first five years than the social
15:24:59 You know, Melanie and Walter did such a great job of looking at it from the scientific edge, and the data that's been collected.
15:25:06 and emotional development of children? Melanie and Walter did such a great job
15:25:09 looking at it
15:25:06 But one thing that I want to do is make it a little bit more personal for everyone.
15:25:12 I am a childcare provider, my family childcare provider
15:25:16 from the scientific edge and the data collected. One thing I want to do is to
15:25:19 make it a little bit more personal for everyone. I may childcare provider. Maybe
15:25:14 About 3 years ago, maybe, for you know, time flies especially lately.
15:25:21 3 to 4 years ago.
15:25:19 I, My husband and I were sitting drinking coffee before we open the doors in the morning, and I got a phone call from a grandmother, and I could tell with her voice right away.
15:25:33 Time flies, especially lately. My husband and I were sitting and drinking
15:25:27 Something was wrong, and she said Miss Debbie We've had something terrible happen.
15:25:36 coffee before we open the doors in the morning. I got a phone call from a
15:25:39 grandmother. I could tell from her voice right away that something was wrong.
15:25:42 She said Miss Debbie, we had something terrible happened last night. Savannah's
15:25:34 Last night savannah's dad died but she still wants to come to school, and I said, Okay, all right. we'll we'll be here, and we'll be ready for you and I know their family I love their family, so as I hung
15:25:48 dad died but she still wants to come to school. I said okay, all right. We will
15:25:44 up, the tears begin to flow with me because I was heartbroken for what Savannah was going to go through.
15:25:53 be here and ready for you. I know and love their family. As I hung up the tears
15:25:50 But I knew also that she was going to rely on me to be that piece and calm in the middle of her storm.
15:25:56 began to flow with me because I was heartbroken on what Savannah would go
15:26:00 through. I know that she would rely on me to be the
15:26:06 peace and calm in the middle of her storm. I pulled myself together at 7/4 45
15:25:54 So I pulled myself together, and at 7, 45 open my door, and there stood Savannah, and she ran to me, arms open wide, and said, Miss Debbie, my dad died, and I said I know savannah and I just
15:26:07 hugged her. What What do you say to a child That's 4 years old, and there's dad's side.
15:26:14 -- at 7:45 and I open my arms and she ran into my arms open wide and said
15:26:23 my dad died. I just hugged her and what do you say to a child that is four
15:26:26 years old whose dad died? She was with him several hours by herself at the time
15:26:12 She was with him for several hours by herself. when this happened So throughout the year we heard many stories of Savannah's dad passing away details that many children, you know, probably didn't need to hear.
15:26:29 this happened. Route the years we heard details of her father passing away and
15:26:32 details that many children probably
15:26:26 But I knew as their person as their safekeeper in their room, that it was my job to help them and coach them through it, because we were all gonna live through it with Savannah.
15:26:34 This was not just a savannah problem. This was a savannah, and her family and her grandparents, and her neighbors and all of us.
15:26:41 did not need to hear. I knew as their person, the safe keeper in the room, it
15:26:44 was my job to help them and coach them through it. We would all live this with
15:26:40 It took all of us, and I knew right away that my year would be different.
15:26:47 it with Savannah. It was not only a problem for Savannah but it was the problem
15:26:52 of the students, the parents, grandparents. So many times I've had to pull on
15:26:44 So many times I had to pull on the social emotional learning that I've had throughout the years to figure out how was gonna help Savannah, because ultimately it was my job to coach her through that to teach her calm down techniques
15:26:55 the social
15:26:55 and to teach her how to self-regulate because sometimes she'd be angry.
15:26:59 and emotional learning to pull on throughout the years to help Savannah.
15:27:02 Ultimately it was my job the culture through that and it keep teacher calm down
15:26:59 Sometimes she'd be full of grief she didn't really know why?
15:27:05 techniques. Sometimes she was angry
15:27:11 and sometimes full of grief. She did not really know why and some days it is
15:27:03 Because some days it wouldn't be about her. dad. But I knew that it was the trauma inside that had caused that for Savannah, and it was my job to help her by the end of the year savannah was
15:27:14 not really about her dad,
15:27:13 an expert in what I study, which is conscious discipline.
15:27:18 but I knew it was the trauma inside that calls that for Savannah and it was my
15:27:16 She was going all around my yard helping other children know how to do.
15:27:22 job to help her. By the end of the year Savannah was an expert at conscious
15:27:25 discipline. She was going all around the yard helping other children knowing how
15:27:20 Calm down techniques. and visitors would come to the door, and all of my children would say, This is Savannah and her dad died.
15:27:31 to do the calm down techniques. Visitors would come to the door and all my
15:27:27 I mean it just got to become our normal for that year and it's what we focused on.
15:27:33 children would say
15:27:32 But I had kiddos that year that were amazing at self-regulation.
15:27:39 this is Savannah, and her dad died. It got to become the normal for that year.
15:27:42 It was what we focused on.
15:27:48 The kiddos that year were amazed that self-regulation. I will be honest and
15:27:37 I'll be honest and tell you i'm not sure that they could, you know, know their letter sounds when they left me that they could add numbers, but they absolutely have a secure social emotional foundation that I I I think help them later.
15:27:51 tell you I'm not sure they knew the letter sounds when they left me or add
15:27:54 numbers, but they actually had a secure social and emotional foundation that I
15:27:50 In life. And why is that important? Because I live in a small town, and I have 10 children, and I had one savannah.
15:27:57 think helped them later in life. That is important because I live in a small
15:28:00 town and I have
15:27:56 There are a lot of savannah's out there and it doesn't take a dad dying it might be the dad lost his job.
15:28:01 The mom lost her job. There might be a divorce.
15:28:06 10 children and I had one Savannah. There are many savannas out there. It may
15:28:10 be that dad or mom lost their job or there may be a divorce
15:28:04 There might be a food insecurity, so many things spiral children, into a matter of chaos.
15:28:12 And as early educators. If we have that social and emotional training that foundation to help them.
15:28:19 . There could be food insecurity. So many things spiral children into a matter
15:28:22 of chaos. As early educators, if we have the social and emotional training, the
15:28:16 It's going to be a game Changer for everyone thank you for that very powerful story.
15:28:25 foundation to help them, it will be a game changer for everyone.
15:28:24 Letty, you worked with a lot of parents. What are your thoughts on?
15:28:28 >> Thank you for that very powerful story.
15:28:40 Lettie, you work with a lot of parents. What are your thoughts on how we can
15:28:27 How we can kind of support parents and families and childcare providers and and early childhood providers together
15:28:42 support parents, families and childcare providers in early childhood providers
15:28:45 together?
15:28:40 Okay, So you said, what are some of the things that we can be able to help?
15:28:50 >> Okay. You said what are some of the things to be able to help
15:28:46 What's it? said krishna again i'm just curious in your thoughts on How can we support all of the adults in children's lives? The childcare providers the head start staff and the families knowing that all the adults
15:29:02 southern Christians?
15:29:05 >> I'm curious on your thoughts on how we can support all of the adults in
15:29:01 in the child's life. they really need support to be available to the child.
15:29:08 children's lives. Childcare providers, Headstart staff and families, knowing all
15:29:10 of the adults in a child's life, they really need all of the support, to be able
15:29:13 to be eligible for the child.
15:29:07 Okay, Well, I think charcoal provides should be trained to recognize when out there.
15:29:18 >> I think the childcare provider should be trained to recognize
15:29:24 when there is an emergency, you know, to recognize
15:29:31 when mental health services are available. You know, to be aware of any
15:29:17 I'm going to have You know, to recognize when military services available, you know, to be aware of any services that the family omit that the family are the community.
15:29:39 services that the family or the community might need, or might need support in
15:29:33 My knee on my me support regimen maybe providers can't support families by hosting a family support group.
15:29:46 the beginning. Maybe the providers can support families by hosting a family
15:29:54 support group, or referring families to a family support group. Or just
15:29:45 Oh, refrain families to feminine support groups or just the for me families take it's a family support group here.
15:30:00 informing families that it is a family support group,
15:29:57 I think you might be interested in or check it out. also.
15:30:06 and here it is, and I think it might be interesting, or check it out. Also,
15:30:10 families
15:30:18 -- letting them know and participate in
15:30:05 Families direct. a mayor famous no participate in in a professional development days where they might learn about emotional development.
15:30:27 developmental days where they might learn about emotional development. That so
15:30:31 that the parents themselves can know and support the needs of their own families
15:30:22 Supremacy. Sales can know and support the needs of their own families as well.
15:30:34 as well.
15:30:33 There's some some great recommendations thank you walter or Melanie.
15:30:41 >> Some great recommendations, thank you. Walter and Melanie, did you have
15:30:44 anything to add?
15:30:38 Did you have anything to add? I I I you know I think you know.
15:30:48 >> You know, I think that
15:30:44 Lettie said it all, and and debbie really eliminated it also.
15:30:54 Lettie said it all and Debbie also. It is a partnership.
15:30:48 It's a partnership, it's a partnership, and you can do one, you know, without the other.
15:31:00 You cannot do one without the other. It takes everybody being involved.
15:31:05 Although we say that the parent is the child's first teacher, if you think about
15:30:55 It takes everybody being involved, and although we say the parent is the child's first teacher, if you think about the amount of time the children spend and care, it's got to be a rich and and and enriching experience, for children
15:31:10 the amount of time that children spend in care, it has to be a rich and
15:31:13 enriching experience for children.
15:31:18 When you talk about those partnerships, you know, sometimes the babies take
15:31:21 their first steps while in their care.
15:31:09 so, and when you talk about those partnerships you know sometimes babysit the first steps while they're in in care and and it's about the parents and the children and the parents in the childcare
15:31:28 It is about the parents and the children, and the parents and the childcare
15:31:30 providers working together
15:31:24 providers working together around milestones, milestones that children have have achieved.
15:31:31 And what are the strengths, and then what are their needs?
15:31:35 around milestones. These are milestones that the children have achieved. What
15:31:39 are their strengths and what are their needs
15:31:34 And the 2 partnering together, you know. Again Debbie talked about what happens at home and bringing it into the childcare center.
15:31:42 What happens in the childcare center and bringing it home is it's very important.
15:31:49 ? The two partnering together. Again, Debbie talked about what happens at home,
15:31:51 bring it into the childcare center and what happens in the childcare center and
15:31:54 bringing it home. It is very important. It does take the whole village. Alluding
15:31:48 It does take the whole village as someone said. and then, alluding to something, Walter said, What comes first?
15:31:56 Where was Debbie? the chicken, or the egg?
15:31:57 to something
15:31:57 So what comes first, the social emotional development or the cognitive development.
15:32:03 and Walter so what comes first or was Debbie, the chicken or the egg? What
15:32:02 And they're you know kind of all in in mesh you know one in there together.
15:32:10 comes first, the social development or the cognitive development
15:32:16 ? They are messed as one together. It is the holistic approach and it takes us
15:32:08 So you know it's it's it's a holistic approach, and it takes us all yeah babies might take their first steps in childcare, but you never breathe a word of it right bit debbie I i've got an
15:32:21 all. >> Babies might take the first steps in childcare but you never breathe a
15:32:24 word of it, right, Debbie?
15:32:21 actual story of that. So so keep here. I I was
15:32:27 >> [ Laughter ]
15:32:26 I was doing mental health consultation with his head Start program.
15:32:30 >> I have an actual story about that. I was doing mental health consultation
15:32:34 with the Headstart program many years ago.
15:32:30 Many years ago. There was a little child there, little boy, about maybe 1617 months head, and walked yet. and
15:32:40 There was a little child, this little boy that was maybe 17 months and had not
15:32:46 walked yet. The teachers were all concerned.
15:32:40 The teachers were all concerned, and the pediatrician checked him out, and everything and everything's fine. he's gonna he's gonna walk to worry, you know.
15:32:51 The pediatrician checked them out and said everything is fine, and he will
15:32:46 But they were still, you know. they knew that they knew that everything be fine, but they they they felt great, you know.
15:32:54 walk, not to worry. But they knew that everything seemed to be fine, but they
15:32:57 felt worried. Were really concerned
15:32:53 They were really concerned. And one day I came in there, and everyone was just absolutely thrilled.
15:33:03 for him. One day I came in there and everyone was just absolutely thrilled.
15:33:06 There was like this buzzing
15:33:00 And there was just like this buzz in the whole building. you know. and and so I went up to somebody, and I said, you know what's everybody so excited about?
15:33:11 in the whole building. I went up to somebody and said what is everybody so
15:33:08 . his first steps today took his first steps today, and I said really, that's wonderful.
15:33:14 excited about. They said
15:33:17 he took his first steps today. I said really, that's wonderful, that's
15:33:12 That's terrific, and they were just all so excited and I said so.
15:33:17 I said, So what are you gonna say to Mom?
15:33:22 terrific. They were all so excited. I said to the teacher, what are you going to
15:33:20 She comes, picks them up later, and she said we already talked about.
15:33:26 say to the mom you come to pick him up later
15:33:31 ? She said we already talked about that and decided we were
15:33:23 We decided real close for the next few days getting ready to take his first step.
15:33:32 You know there's something important in that it's it's hard to take care of.
15:33:35 One child, nonetheless, to be responsible for and care deeply about the a whole room full of other people's children.
15:33:45 tell her to watch him very closely through the next couple of days because I
15:33:48 think he is getting ready to take his first step. There's something important
15:33:50 about that. It is hard to take care of one child, nonetheless to be responsible
15:33:44 That's a hard job it's also a hard job to drop your child off in the care of somebody else, knowing that you might be missing important things.
15:33:53 for and to care deeply about the whole room full of other people's children.
15:33:57 That is a hard job. It's also a hard job to drop your tiled half in the care of
15:34:00 somebody else knowing you may miss the important things. We need to have parents
15:34:04 that are empathic to what it's like to take care of other people's children all
15:33:51 We need to have parents who are empathic to what it's like to take care of other people's children all day, and and caregivers who are empathic to what it must be like to drop off the child and somebody
15:34:08 day. The caregivers that are empathic to what it must be like to drop off a
15:34:11 child in somebody else's care.
15:34:06 else's care you know this is all difficult stuff it's difficult because we care.
15:34:13 It's the care that is difficult you know it wouldn't be a hard job if you didn't care about the kids.
15:34:18 You know, this is all difficult stuff. It's difficult because we care. It's the
15:34:24 care that is difficult. This would not be a hard job if you did not care about
15:34:17 It's the part that pulls at your heart that makes it really difficult, hard should it's challenging and it's fulfilling, you know.
15:34:27 the kids. Is the part that pulls at your heart that makes it a very difficult
15:34:30 and hard challenging
15:34:24 But it's it's it's work that requires all of us, I think, to be able to try to understand a little bit about the challenges of the other people and the other adults in this child's life because
15:34:44 chapter. It's challenging and fulfilling but it is work that requires all of
15:34:38 we're all part of the team you're all and if yeah, some might, I would like to add to
15:34:48 us, I think, to be able to try to understand a little bit about the challenges
15:34:51 of the other people. The other adults in this child's life because we are all
15:34:47 Walter's story meet myself that happened to me when I became my child in a childcare center.
15:34:54 part of the team.
15:34:56 >> On that I would like to add on to Walter's story. Me, myself, that happened
15:34:59 to me. I did not have my child in the childcare center but I had my child in a
15:34:54 But I have my child in the child her home. I was working numerous.
15:35:07 child care home. I was working numerous -- I was young and I was working. Some
15:35:00 I was long. I was a worker when I and some of the precious moments I missed like when my little girl took her first step.
15:35:10 of the precious moments I missed
15:35:15 . Like when my little girl took her first step. It was to the point where my
15:35:18 little girl
15:35:23 had eventually stopped breast-feeding because, you know, she was so used should
15:35:10 It was to the point that mother girl had inventions stopped breastfeeding, because, you know, she was so used to not having it.
15:35:25 not having me.
15:35:23 I'm sorry you guys are my Internet is missing us from my colleges.
15:35:31 I'm sorry, you guys, my Internet is messing up so my apologies. But it was to
15:35:27 So it was to the point day you know eventually she didn't want to breast me any more.
15:35:36 the point where eventually she did not want to breast-feed anymore. But I'm just
15:35:39 saying that
15:35:33 But it just i'm just saying that some of those moments you know
15:35:43 some of those moments, you know --
15:35:48 >> I think we lost you,
15:35:43 Oh, I think we lost you Letty unfortunately we can't hear you We will.
15:35:53 Lettie, unfortunately and we cannot hear you .
15:35:52 We'll come back to you hold that thought we're gonna keep moving, But we'll make sure that we we come back to you.
15:36:03 We will come back to you. Hold that thought and we will keep moving, but we
15:36:06 will make sure that we come back to you.
15:35:59 Okay, yeah, I'm sorry we had we got some bad storms come.
15:36:08 >> Okay.
15:36:07 And Oh, you're on mute lady I think you're on mute.
15:36:11 >> Go ahead.
15:36:14 >> I'm sorry. We have some bad storms coming through.'s back here on mute,
15:36:17 Lettie.
15:36:20 >> I was just saying that some of those precious moments that we often miss in
15:36:11 I was just saying that some of those precious moments that we often miss in our children's last, especially the vitaminum.
15:36:23 our children's lives,
15:36:28 especially developmental. But it was to the point that me and my childcare
15:36:22 But it's to the point that me and my childcare worker, you know, like on day.
15:36:31 worker, like on days --
15:36:31 So
15:36:33 I think those storms are getting the better of your audio.
15:36:36 >> I think
15:36:42 the storms are getting the better of your audio, unfortunately,
15:36:36 Unfortunately, letty sorry about that. but we will we'll keep moving, and then we'll see if maybe in a few more minutes.
15:36:49 Lettie. Sorry about that. Will keep moving and see maybe if in a few more
15:36:43 The sound is better or sorry about that. I wanna turn now to a related topic.
15:36:52 minutes the sound is better. Sorry about that. I will turn now to a related
15:36:55 topic which is around
15:37:00 behavior and socioemotional development and the fact that racial bias
15:37:04 plays a role in how children's behavior and
15:36:50 Which is around behavior. and since the emotional development and in fact, they're racial bias plays a role in how children's behavior and socio-emotional development is perceived, and this is especially appointment issue for
15:37:10 socioemotional development is perceived. This is especially a poignant issue
15:37:12 for black boys
15:37:07 black boys with the highest suspension and expulsion rates.
15:37:18 with high suspension and expulsion rates. It has a ripple effect on families
15:37:13 And it has a ripple effect on families that can impact a parent's job. stress levels.
15:37:21 and it can impact a parent's
15:37:18 So, what are some of the implications? and how can we address this issue?
15:37:29 job and stress levels. What are some of those implications and how can we
15:37:23 Especially as it impacts young black children. How can the early childhood and prevention sectors address this together?
15:37:32 addressed the issue, especially as it impacts young, black children? How can the
15:37:36 early childhood and prevention sectors addressed this together?
15:37:31 Letty, any chance. we have your audio back. Yeah, but keep your fingers cross.
15:37:40 Lettie, any chance your audio is back ?
15:37:40 Well like you said I want to have a job for too long.
15:37:49 >> Yes, keep your fingers crossed. Like you said, I wanted
15:37:54 -- I would not have a child
15:38:03 job too long if my child had to take it home full of sitdown moments. As if
15:38:06 this other child
15:37:46 If my child is cast again, it's spared out of out of school, or get a take a day at home for a sit down moment when, as if this other child who is one have the same breakdown or had the same issue
15:38:13 who is well has the same breakdown or had the same issue. Like I said, for
15:38:19 instance, you know, Tommy needs timeout.
15:38:24 Let's talk with Tommy and see why Tommy is having a bad day, as opposed to this
15:38:07 we get like safe instances, you know tommy Niza talking Lisa Tama let's talk to time and see why time is having a bad day as opposed to this other time.
15:38:27 other child
15:38:25 Who is black has to get a whole day out of school.
15:38:29 A A. B. oh talk, and then also have a sit down.
15:38:34 that is black and has to get the whole day out of school.
15:38:40 And also, I have a sitdown discussion. My point is that the punishment is very
15:38:32 This discussion. So 1 point is that the punishments are very harsh, you know, when it comes to black boys.
15:38:47 harsh, you know, when it comes to black boys. Meaning that is is
15:38:41 Mainly they is racist experience, and it early age when there could be like this.
15:38:56 a racist experience at a very early age when there could be -- like we do this
15:38:59 thing that is called
15:39:08 of peace circle. It's like bringing both issues together in a circle
15:39:12 to talk about it and to come to the common conclusions. Whether they have two
15:38:51 We do this thing is called a piece circle and it's like bringing both issues together in a circle to talk about it, and to come to a common conclusions whether they have an do 2 different punchments for the same being that happened
15:39:15 different punishments for the same thing.
15:39:19 You know what I'm saying?
15:39:28 I think also people need to change their perspective of black boys or black
15:39:32 children compared to white children.
15:39:14 you know what i'm saying, so I think also people need to change their perspectives of black boys or black children compared to white children
15:39:32 Thank you so much. I'm glad your audio cooperated with us, Walter.
15:39:43 >> Thank you so much. I am glad that your audio cooperated with us Walter,
15:39:47 this is an area that you have researched quite extensively. You want to chime
15:39:38 This is an area You've reached research quite extensively do you want to Do you want to chime in with your thoughts and reflections? Yeah, Sure, i'll try. I'll try to say things pretty quickly.
15:39:50 in with your thoughts and reflections?
15:39:53 >> Sure. I will try to
15:39:49 So we My team at Yale did a did the first nationwide study of children being next call from preschool programs, and that came up 2,005.
15:39:58 get through this pretty quickly. My team did the first nationwide study of
15:39:56 So it's quite a few years ago, and we found them that are black children.
15:40:02 children being expelled from preschool programs and this came out in
15:40:01 Were expelled about twice the rate of white children boys about 4 times a week.
15:40:06 2005. It was quite a few years ago only found black children were expelled
15:40:04 Girl, bigger children in mixed age groups more likely to be expelled when you put it all together.
15:40:11 about at twice the rate of white children and boys four times that
15:40:10 Children who are them most likely to be expelled were the children.
15:40:14 We're bigger big black and boy, and the more of that that existed within an individual child.
15:40:21 of girls with bigger groups more likely to be expelled. When you put it all
15:40:24 together the children most likely to be expelled are the children that are
15:40:19 The greater the likely that child's gonna be expelled i'm not saying greater like the likelihood that child's gonna have challenging behaviors.
15:40:27 bigger, that are black and children that are boys. Big, black boys. The greater
15:40:30 the likelihood that would be expelled. Not more greater the likelihood they
15:40:32 would have behaviors but
15:40:25 What i'm saying is the greater the the response to that challenging behavior is removing that child for the rest of the classroom.
15:40:33 And so my team was concerned about, you know. Why, Why might that be, you know?
15:40:40 it is the response of removing that child from the rest of the classroom. My
15:40:37 Is it possible to buy a sees my come in? apply?
15:40:43 concern was my is that be in possible biases
15:40:40 We did this study back in 2,016, where we got a group of teachers preschool teachers from all over the country.
15:40:49 . We did the study back in 2016 per week at a group of preschool teachers from
15:40:55 all over the country. They sat down and they looked at the video screen
15:40:48 And they sat down and they looked at a video screen. I track on exactly where they were looking on the screen down to Pixel and down to a 1,000 to.
15:41:01 with the Nitro icon tracking exactly where they would look at the screen down
15:41:05 to the pixel and to
15:40:58 And we told the teachers to cheat the secret, to being able to manage accounts versus to be able to see a challenge of behavior problematic.
15:41:11 1000th of a second, exactly where they were looking. We told the teachers that
15:41:06 Watch this screen, and anytime you see, a child do something like that become a bit.
15:41:15 the secret to be able to manage childhood behaviors it to see the challenging
15:41:17 behavior before it becomes too problematic. Watch your screen anytime you see a
15:41:13 So we told them the part of the this: Nobody in this video for 6 min is gonna misbehave.
15:41:20 child do something that could become the behavioral problem, hit the button.
15:41:24 That is what we told him. The part we did not tell them was that no one in this
15:41:27 video
15:41:19 And the reason that I know that is, because they are all child actors that we've hired to put there a black boy, a black group, white, blue and white, girl,
15:41:33 for six minutes behaved or misbehaved. The reason I know this is they were all
15:41:32 Need you to believe in a challenge, my misbehave, learning your biases.
15:41:36 childhood actors we put there with the black boy, black girl and white girl. We
15:41:40 were tracking their eyes and wherever your biases take your eyes.
15:41:47 What we found was that even though the teachers did not fully realize it,
15:41:35 Take your eyes, and what we found was that even though the teacher just didn't really fully realize their biases were taking the rise straight towards black.
15:41:51 the biases were taking their eyes straight to the black kids, especially the
15:41:48 And one thing that I know for a fact is this if i'm looking here expecting misbehavior.
15:41:54 black boy. One thing I know for fact is
15:41:59 the U.S. If I'm looking here expecting this behavior, then I know two things.
15:41:54 But I know 2 things. One probably would be more likely to find it there, because and the other thing I know is this I'm not gonna see it.
15:42:05 One, I am probably more likely to find it there because that is where I am
15:42:08 looking for it.
15:42:02 There, cause i'm not looking for it there someone at times are biases can have a huge impact in what it is that we see.
15:42:11 And then, once we see it, we use that as evidence to say, Oh, I was right all along, you know, and that's the way by itself, Burke.
15:42:21 The other thing I know is the U.S. I will not see it there because I'm not
15:42:24 looking for there. Some of the times it's our biases that can have a huge impact
15:42:28 on what it is that we see. Once we see it we will use it as evidence the sale
15:42:31 was right all along. That is the way that biases work. The other thing I really
15:42:18 But the other thing that I really want us to pay attention to this week we've been doing epidemi logic on childcare providers throughout the pandemic you know, have a 127 studying so invest in all kinds of different
15:42:34 want us to pay attention to and notice is that we have been doing epidemiology
15:42:37 study on childcare providers throughout the pandemic. We have 120 6000 early
15:42:32 stuff, and one of the things that we've been asking them likely is whether they themselves childcare, provided the head start teacher, the preschool teacher.
15:42:41 childhood providers and studies. One thing we have been asking is whether they
15:42:46 themselves, the childcare provider, Headstart or preschool teacher, whether they
15:42:40 They themselves have ever witnessed or been the direct focus racialized aggression in their own lives.
15:42:49 ever witnessed or had been the direct focus of racialized aggression in their
15:42:57 own lives. Would it surprise you that I said 29% of the urging
15:42:48 And would it surprise me if I said 29% of our already caring providers nationwide, tell us that they themselves have either witnessed or were the direct focus of racialized aggression during the course of This
15:43:01 education providers nationwide tell us they themselves have either witnessed or
15:43:04 were the direct focus of racialized aggression during the first of the pandemic.
15:43:00 pandemic 8%, saying they were the direct focus of it significantly.
15:43:11 8% said they were the direct focus of it. That is significantly more among the
15:43:06 More among our black Emperor Asian early but Asian American early current education.
15:43:13 black, brown and Asian
15:43:17 -American early education providers.
15:43:13 They themselves also experience this, and so I think it's going to be important.
15:43:24 They themselves have also experienced this. So I think it is going to be
15:43:27 important for us to realize we have a lot of children and families, communities
15:43:30 going to an awful lot of not only buys but also racialized trauma. That is true
15:43:18 Realize that we have a lot of children so going through an awful lot of not only bias, but also racialized trauma. And that's true for our workforce, too able to be thinking about that.
15:43:37 for the work force too. We need to be able to be thinking about that and to do
15:43:40 some
15:43:32 And do some healing around that, because, like we said before at the beginning of this providers, Aren't gonna have anything like a cop to give to the children.
15:43:46 healing around that. Like we said at the beginning of this, providers will not
15:43:41 They themselves are to hurt absolutely older. We have a lot of requests in the 2 for links to your research.
15:43:49 have anything left over in the cup to give to the children when they themselves
15:43:52 have been hurt.
15:43:55 >> Absolutely. Walter, we have a lot of request in the chat for links to your
15:43:58 research. I don't know if you have it handy but if not we can certainly try to
15:43:48 I don't know if you have it handy if not we certainly can try to get that around to people after that.
15:44:00 get it out to the people afterward.
15:44:03 >> Cannot get it to you and you send it to them?
15:43:58 I wanna let Debbie and and Melanie chime in on this conversation.
15:44:06 >> Sure.
15:44:05 Debbie, do you want to speak at all to?
15:44:09 >> Thank you.
15:44:11 >> I want to let Debbie and Melanie chime in on this conversation. Debbie, do
15:44:16 you want to speak at all to how early childhood and early intervention sectors
15:44:19 can address this issue of racial bias
15:44:07 How the early childhood and early intervention sectors can address this issue of racial bias and ensure that we're reducing bias where we can sure absolutely i'll be transparent to say I live in an area
15:44:24 , and ensure that we are reducing buys where we can
15:44:26 ?
15:44:23 that is not very diverse. so I I I Don't have a lot of experience in this.
15:44:30 >> Sure, absolutely. I will the transparent essay I live in an area
15:44:29 I did read Walter's research last night so really some great material there.
15:44:39 that is not very diverse so I don't have a lot of experience in this. I did
15:44:42 read Walter's research last night and really great material. I will say one
15:44:45 thing that I know is that if children are misbehaving in a classroom, what a
15:44:33 But I will say one thing that I know is that if if children are misbehaving in a classroom, what a wonderful opportunity for that educator to coach them and to teach them, and not see it as a negative and also what you're
15:44:48 wonderful opportunity for that educator to
15:44:57 coach and teach them, and not see it as a negative. Also what you're focusing
15:44:47 focusing on is what you get more of. So if we can teach our educators to focus on the amazing, wonderful things that are going on in our classrooms, instead of looking for the misbehavior, I think much of this problem will
15:45:01 on is what you get more of. If we can teach our educators to focus on the
15:45:04 amazing, wonderful things going on in the classroom rather than looking for
15:44:58 disappear, and also lastly, I don't believe in expulsion in preschool.
15:45:07 missed behavior, I think much of the problem will disappear. Lastly, I don't
15:45:05 What can a child do before the age of 5? That is so bad?
15:45:14 believe in expulsion in preschool. What can a child do before the age of five
15:45:18 that is so bad that they have to be expelled and sent home? So that is just my
15:45:09 They have to be expelled. and sent home so I that's just my stand on that that you know.
15:45:18 In my opinion, expulsion at this age level is a teacher.
15:45:22 stand on that. That
15:45:26 , in my opinion, expulsion at this age level is a teacher failure.
15:45:20 Failure. Thank you for that perspective, Melanie. I wanna turn to you and to offer any thoughts.
15:45:38 >> Thank you for that perspective. Melanie, I turn to you to offer your
15:45:41 thoughts. >> I think we have to shed light on it and being willing to have those
15:45:30 , Yeah, I think we have to shed light on it and be willing to have those uncomfortable conversations and talk about talk about this with the goal of coming up with solutions.
15:45:44 uncomfortable conversations. Talk about this with the goal of coming up with
15:45:49 solutions. Really being sensitive to it. Being aware of what our own biases are.
15:45:53 You know,
15:45:57 even if there is no intent on being malicious or mistreating anyone, but being
15:45:42 Really being sensitive to it, being aware of what our own biases are, you know, even if there's no intent on being malicious or mistreating anyone but being aware of that the other thing that I would say is I work
15:46:02 aware of that. The other thing I would say is that I work with family support
15:46:08 and early head start centers. In our centers we have child development
15:45:58 with family support and early head start centers, and in our centers we have child development rooms that we say they are quality.
15:46:13 brooms that we say they are quality. We say that these
15:46:10 And we say that these child development programs, these child development rooms should be ones that you would pay for, and we work with parents to eventually enter the job market.
15:46:24 child development programs and child development brooms to be room she would
15:46:27 pay for. We work with parents to eventually enter the job market. We want them
15:46:30 to know what quality, early childhood care or developmental childcare looks
15:46:33 like.
15:46:38 As they get ready to enter into the job market, and as they search for quality
15:46:19 And we want them to know what quality early childhood care or developmental childcare looks like as they get ready to enter into the job market, and as they search for quality care, and so you know it.
15:46:43 care. And so it might be a question that they ask.
15:46:39 Might be a question that they ask what's been your experience with working with diverse populations.
15:46:50 What has been your experience with working with diverse populations? How do you
15:46:46 How do you respond with what What's your Philosophy on discipline?
15:46:56 respond? What is your philosophy on discipline? How you respond
15:46:51 How do you respond when children may be displaying behavior that she feel is acting out behavior?
15:47:01 when children may be displaying behavior that you feel is acting out behavior?
15:46:58 How do you partner with parents in that respect, and in that regard?
15:47:08 How do you partner with parents in that respect and in that regard? I think
15:47:05 And I think those are important conversations to have that requires courage.
15:47:14 those are important conversations to have. It requires courage. It requires the
15:47:20 willingness to go there, but if we are talking about
15:47:24 social emotional development, helping
15:47:13 It requires the willingness to go There but if we're talking about socially emotional development, healthy social emotional development and optimizing that for both parents and children We've got to do things around reducing stress
15:47:27 eliminating stress, and a parent can do well or she's worried about her child.
15:47:33 social emotional development, optimizing that for both parents and children, we
15:47:36 have to do things around reducing stress. Eliminating stress. Apparent cannot do
15:47:40 well worrying about her child in care while she/he
15:47:33 And care while she's she or He or parents are at work trying to trying to put food on the table and a roof over the head.
15:47:47 /parents are at work trying to put food on the table and a roof over their head.
15:47:54 We don't want parents to make choices that are not in
15:47:43 And you know we don't want parents to make choices that are not in that that that are not beneficial to their children or their family.
15:48:01 -- that are not beneficial to their children or their families. So this is an
15:47:55 So it's an important topic to address and it it moves it in, you know it's just not in those early years.
15:48:06 important topic to address. And it moves. You know, it's not just in the early
15:48:02 But We're talking about high school and on and that's Dr.
15:48:10 years. But we are talking about high school and on. As
15:48:16 Dr. Gilliam said, big, black boys
15:48:21 . That is an issue and we have to be honest about it.
15:48:07 Gilliam said. you know big black boys you know that that That's an issue that's you've gotta be honest about it. I think meddling, I think you just spoke about my whole kids last so i'm preschooled all the
15:48:26 >> Melanie, I think you just spoke about my whole kids throughout
15:48:29 preschool all the way through high school. Because that is exactly what
15:48:34 happened. I am just saying this just to, you know, prove your point
15:48:22 way to high school. that's exactly what happened and i'm just saying it just to say just to you know to pull your point at your corners vted, because and since my kid you know has started daycare I was costly
15:48:40 that your point is valid. Ever since my kid, you know, has started daycare I
15:48:39 a work one that I wonder if i'm gonna get a phone call. i'll talk about.
15:48:42 was constantly --
15:48:42 You know. Wish what what you did today your boss.
15:48:50 I was wondering if I would get a phone call. Talking about, you know, what he
15:48:48 I might have to leave work or to pick my son up from school.
15:48:55 did today. On the bus, or a may have to leave work to pick up my son from
15:48:52 But just that so stress right there it could it it affects the way that you work in her face.
15:49:00 school. But just the stress like that. It affects the way that you work.
15:49:06 It affects what you will be able to have enough money to feed your kids, or to
15:49:00 If you're gonna be able to have enough money to fear to kids, or if they read because of I was being cut.
15:49:09 pay the rent
15:49:06 So when I said i'm not going to have a job to know? do it to doors, racist biases.
15:49:14 . That is because of the hours being cut. Not saying I will not have a job
15:49:17 tomorrow but due to those
15:49:13 Third was the reason why I had to create my job. But we, as parents, we do not see those as racial biases.
15:49:22 racial bias is, that is the reason that I had to quit my job. But we as parents
15:49:20 We just say, oh, much. I was being bad today, you can't go to school tomorrow.
15:49:26 don't see those as racial bias sees. We just see it that
15:49:32 my child was being bad today and he cannot go to school tomorrow.
15:49:26 We've got to find somebody else to watch our kids some of those those things, because we as parents, we're not, we might not be professionals, professionals, but we are professionals.
15:49:37 So we have to find somebody else to watch our kids. Some of those things,
15:49:40 because we as parents, we may not be professionals, but we are professionals
15:49:47 when it comes to our children. So with that being said, I like
15:49:52 well, let's have a sitdown chat as to why my child, which is a black little
15:49:37 When it comes to our children. so so with with that being said i'm like Well, let's have a cedar check as to what Matcha, which is a black little boy, and this child who is a white little boy cannot see it come to the
15:49:57 boy, and this child that is a white little boy, cannot seem to come to an
15:49:55 green, and once we all sat down and taught it out, in which they end up.
15:50:02 agreement. Once we all sat down and talked it out,
15:50:09 eventually they ended up being friends. That also proves that a child does not
15:50:01 Being free is, and that is also approved that a child does not know that a child is being bad, or acting unless you you say, Are you being bad?
15:50:14 know that a child is being bad or acting out unless you say are you being bad or
15:50:18 are you acting out. But it's different.
15:50:24 There are different ways to approach those. There are different ways to say
15:50:12 You at the now. But it's different ways to come it's different ways to approach those it's different ways to say where this is not. Now, as how about we do like this or how about we take time talking and out and just send
15:50:30 that this is not nice, so how about we do it like this, or how about we take
15:50:35 turns talking about it. But with a different approach, but with racial bias's,
15:50:38 you're not going to
15:50:43 . There's no way around it unless you change the way that you say, you know,
15:50:27 a different approach. But if you wish your biases you're not gonna you it's not way out around there unless you change the way that you see you know black and white children, unless you change the way that you see things you know in in
15:50:47 black and white children. Or unless you change the way that you see things in
15:50:44 your point of view. You know what I mean, Letty. I think you have summarized more eloquently than anyone else can.
15:50:51 your point of view. Do you follow me?
15:50:56 >> Lettie, I think you summarized more eloquently
15:50:50 Why this topic is so important, and why we need to really keep equity and and think through that at the center of all this.
15:51:02 than anyone else can't on why this topic is so important. While we need to keep
15:50:59 We have one more question we're almost at the end of our time.
15:51:06 equity and think through that, at the center of all of this.
15:51:04 So I'm going to challenge the panel to maybe give a one-minute response.
15:51:13 We have one more question. Where almost at the end of our time so I will
15:51:09 When you think about mental health and family support and what exists.
15:51:16 challenge the panel to maybe give us a one minute response. When you think about
15:51:20 mental health and family support, and what exists
15:51:16 Today we have drop-ins and our support groups parenting education, their screening and mental health consultations in some early childhood programs.
15:51:27 . Today we have drop-in centers, support groups, parenting education, screening
15:51:30 and mental health consultations in some early childhood programs.
15:51:26 But these resources Aren't funded at a level anywhere near what is needed to support families and children consistently.
15:51:34 But these resources not funded at a level anywhere near what is needed to
15:51:39 support family and children consistently. What is one or two specific
15:51:42 investments needed
15:51:32 So what are What's one or 2 specific investments needed so that we can equally make sure families have access to these mute supports? Melanie.
15:51:47 so that we can equitably make sure our families have access to those needs and
15:51:50 supports? Melanie, I will start with you.
15:51:43 I'm going to start with you Okay, the big one of the biggest, I would say, is normalizing mental health.
15:51:55 >> Okay. One of the biggest I would say is normalizing mental health.
15:51:51 Because you are engaged in mental health services doesn't mean anything is wrong with you, and it doesn't mean that you have to become engaged.
15:52:01 Because you are engaged in Mental Health Services does not mean
15:52:08 anything is wrong with you. It does not mean that you have to become engaged if
15:52:10 there is a problem. We can talk about promoting social emotional well-being,
15:52:00 If there's a problem we can talk about promoting social, emotional wellbeing working at it from a from a preventive aspect.
15:52:14 working at it from a preventive aspect
15:52:21 , and including strategy. Including techniques to decrease stress. To prevent
15:52:11 And including strategies, including techniques to decrease stress to prevent stress, and engage in wellness practices.
15:52:23 stress.
15:52:23 How does one take care of themselves, and helping people to give themselves permission to do that? again?
15:52:30 Engage in wellness practices. How does one take care of themselves
15:52:35 ? Helping people to give themselves permission to do that. Again, you cannot
15:52:30 You can pour from an empty vessel. And so how do I take my care of myself ahead of time, so that I can have enough?
15:52:42 pour from an empty vessel. How do I take care of myself ahead of time so that I
15:52:45 can have enough to give to my children? The whole analogy about putting on the
15:52:38 They give to my children that whole analogy about putting the mask going on yourself on the airplane.
15:52:48 mask, when you get on the airplane,
15:52:45 The oxygen masks when yourself taking care of yourself so that you can take care of your children.
15:52:51 I think about. you know, normalizing mental health having mental health services readily available in your community, low costs, no cost options, transportation to mental health places.
15:53:05 putting the oxygen mask on yourself, taking care of yourself so that you can
15:53:08 take care of your children. I think about normalizing mental health. Having
15:53:10 Mental Health Services readily available in your community. Low cost options.
15:53:01 If they aren't in close proximity child, care the provision of childcare is someone is engaged in mental health services.
15:53:13 Transportation. Transportation to the mental health places if not in close
15:53:16 proximity. Childcare. The provision of childcare if someone is engaged in Mental
15:53:12 The also. The other thing, I would say, is in our centers.
15:53:20 Health Services. Also the other thing I would say is in our centers, having
15:53:26 well-trained, well compensated staff. You cannot
15:53:17 Having well trained, and well compensated staff you can't ex you can't, you know you you can ask for something you pay for what you get, and I'm not knocking anyone, but you've got to we recognize the importance of
15:53:36 -- you know, you cannot ask for something. You pay for what you get. I am not
15:53:32 this, and we've got to pay people and be able to attract them to the profession.
15:53:41 knocking anyone. But you have to recognize the importance of this. We have got
15:53:43 to pay people and to be able to attract them to the profession. Early childhood
15:53:39 Early childhood is a profession you know it's it's important, you know.
15:53:46 is a profession.
15:53:49 >> Absolutely.
15:53:46 I I thought about today how they add words to the dictionary every day.
15:53:52 >> It is important. I thought about today
15:53:51 I wonder if they take words out of the dictionary like babysitting?
15:53:58 , how they add words to the dictionary every day. I wonder if they take words
15:54:00 out of the dictionary like babysitting. Is that a word that will become
15:53:55 Is that a word that's going to become obsolete And and we talk about developmental childcare and early childhood?
15:54:06 obsolete? We talk about developmental childcare and early childhood.
15:54:02 You only i'm gonna have to move us on I'm sorry we have one last I could go for every idea. Walter, do you want to offer one or 2 priorities things that should be scaled up.
15:54:19 >> Melanie, I will have to move is on. I'm sorry but we only have one minute
15:54:22 left.
15:54:24 >> Okay. I can go on forever.
15:54:15 Okay, i'm gonna build off of of the business melan You just said I came to the to the conviction a long time ago that the measure of how much a society truly loves its babies.
15:54:27 >> Walter, do you want to offer one or two priorities that need to be scaled up?
15:54:32 >> I will build off of what Melanie just said. I came to the conviction a long
15:54:25 Truly cares for its babies is how well he cares for those who you know, and by that measure we are not loving our babies like we should be loving our babies.
15:54:35 time ago that the measure on how much a society truly loves and cares for its
15:54:39 babies is how well they care for those that care for those babies. By that
15:54:42 measure we are not loving our babies like we should be loving our babies. We
15:54:32 We need to be love and on, our early care education providers and paying them better and taking care of them, because, as we were saying before, if they're cutting, But we're running over, and they don't have anything to give
15:54:45 should be loving on the early care and education providers and love them better
15:54:43 to our babies the beginning of this pandemic in A.
15:54:48 and paid him better.
15:54:54 They will not have anything to give to our babies. At the beginning of this
15:54:56 pandemic, in a nationwide survey we conducted out of Yale University, over
15:54:47 In a in a nationwide survey that we had conducted out of Yale over 81,000 early care. Education providers, head start teachers, childcare providers, 46% of our workforce make sure I was screening
15:54:58 positive or depression? No, no, no, no levels of depression.
15:55:03 100,000 early education childcare providers, 46% of the nationwide screaming
15:55:07 depression. 15 months later
15:55:11 , last August 2021, that
15:55:00 And by 15 months later, last, august the twentieth one that's 46% became 56%, 56% of our early current education workforce was diagnosable levels of depression that
15:55:19 40% became 56%. That's 56% of the early education workforce with diagnosing
15:55:16 is criminally terrible that's how we're treating our early care and education.
15:55:21 levels of
15:55:21 Give them enough money. they don't have the security in that in that pay.
15:55:30 depression. That is criminally terrible. That is how we treat our early care
15:55:33 and education providers. They don't have enough money. They don't have enough
15:55:27 They're not like k through 12 teachers in many cases whereas you know, if the school closes down, the teachers still get paid. many of our people in our workforce, if the program closes, because they're already workers they don't get
15:55:37 security in that pay. They are not like K-12 in many cases where if the school
15:55:41 closes down many still get paid. In our workforce if the program closes because
15:55:46 they are hourly workers, they don't get paid. The stress level.
15:55:37 paid, you know, like the stress level babies take the stress in their families, , their communities put it in the back packet to school with them, and we don't on the table all for their early care and education providers to deal with even
15:55:52 though those already current education providers also have a backpack full of stresses, too.
15:55:58 The babies take the stress and their families and communities. They put it in
15:56:02 the backpack and take it to school with them and they dump it out on the table
15:55:58 And then minutes on their last nerve that's the kind of stuff that we need to be paying attention to.
15:56:04 for their early education providers to deal with. Even though slow the early
15:56:02 We need to be supporting our own current education providers better with mental health supports.
15:56:08 education providers have their backpack full of stress is too. That is what we
15:56:07 But by all means just like with, Miss Maleie said.
15:56:11 need to pay attention to. We need to support and pay early education providers
15:56:08 We had got paid in. There is a good metaphor to end on.
15:56:14 better and with mental health support. We have got to pay them better.
15:56:17 >> There is a good
15:56:13 I want to thank my panelists, Letty, Walter, Melanie, and Debbie.
15:56:22 metaphor to end on. I want to thank my panelists.
15:56:18 Thank you so much. I've learned so much from your wisdom and your thoughts, and your anecdotes today, and I will turn it over to Julie to wrap us up.
15:56:34 Thank you all so much. I've learned so much from your wisdom, thoughts and
15:56:26 Thank you all so much. Thank you.
15:56:37 antidotes today. I will turn it over to Julie to wrap us up. Thank you all so
15:56:40 much.
15:56:35 Thank you, Katie, and bloody Dr. Gilliam.
15:56:43 >> Thank you.
15:56:49 >> Thank you, Katie and Lettie, Dr. Gilliam, Melanie and Debbie . This was
15:56:41 Melanie Debbie. This was wonderful I just so appreciate everybody's participation today.
15:56:50 Again. thank you, Assistant Secretary ham and all today's speakers.
15:56:54 wonderful. I so appreciate everybody participating today. Again, thank you to
15:57:00 secretary Hamm,
15:57:05 and all of today's speakers. Your insight
15:56:53 I think I speak for most everyone in saying that the observation and insights you shared today, based on your own experiences and expertise, have been extremely helpful, as each of us considers how we might better support children and families, and
15:57:07 ultimately to really prevent anyone from harm. We really want our children and families to thrive.
15:57:15 and your own expertise has been extremely helpful as each of us considers how
15:57:17 to better support children, families, and ultimately to really prevent anyone
15:57:20 from harm. We really want our children and families to thrive. For the
15:57:23 Children's Bureau, supporting the healthy and social emotional
15:57:15 For the children's bureau supporting the healthy, social, emotional development of young children promoting parent and caregiver. well-being and reducing family stress.
15:57:25 Are critical strategies in the primary prevention of child malt treatment, as you've heard today.
15:57:30 development, well-being and reducing family stress. They are critical
15:57:32 strategies in the primary prevention of
15:57:29 Supporting the healthy social, emotional development of young children and the well-being of their caregivers is important work.
15:57:37 child maltreatment. You heard today that supporting the healthy social
15:57:41 emotional development of children, the well keeping of the caregivers also
15:57:35 It has to go hand in hand and no and work that really no single agency or organization can do alone.
15:57:46 important. It has to go hand-in-hand. Really no single agency
15:57:45 We're so happy to have partnered with on this event, with the office of early childhood development in the office of Head. start as it echoes the types of partnerships.
15:57:55 or agency can do the work alone. We are so happy to partnered on this event
15:57:57 with the office of early childhood development and office of head start. They
15:58:02 echo the types of partnership and needs that we are building on, on the ground
15:57:52 We can, and in our building on on the grounds and at all levels, to combine our efforts around share goals of promoting the social, emotional, well-being, mental health, well-being also of young children and their
15:58:08 and at all levels, to provide our efforts around shared goals of promoting the
15:58:10 social emotional well-being, but the health well-being also of young children
15:58:14 and their caregivers. So I just want to say this is one of many related events
15:58:17 and directorial events we
15:58:05 caregivers. So I just want to say that this is one just one of many related events or informational sessions that we really look to provide to inform the field and the ways that we can support you all in the work that
15:58:21 look to provide to inform the field on ways
15:58:26 we can support you all in the work that you're doing, as well as children and
15:58:29 families. So you will see
15:58:19 you're doing as well as children and family so you'll see pretty soon. And also, I think we'll follow up with emails, evaluations where we really want and value and use the feedback that you provide on these events So that
15:58:34 pretty soon and also I think will follow up with emails, evaluations.
15:58:40 We really want and value and use the feedback that you provide on these events
15:58:34 we can know if they're helpful how we may be able to enhance them and use them in the future.
15:58:44 so that we can no if they are helpful, or how we could enhance them or use them
15:58:47 in the future.
15:58:42 So. I just wonder we know that everybody is so busy. and and zoom Fatigue is a is a real thing.
15:58:53 So I just want to -- we know that everybody is so busy.
15:58:59 We really appreciate your participation today. I want to take one last moment
15:58:50 So we just really appreciate your participation today. I just want to take one last moment to thank Elaine, my director, and the office and child abuse and neglect Dr.
15:59:04 to thank Elaine, my director and the
15:59:03 Putral asia, assistant text, kerry ham.
15:59:12 office of child abuse and neglect, Dr. Bernadine Futrell, secretary Katie Hamm
15:59:07 All of our presenters in their time today as well as your time. We really hope that you take what you've heard today back to communities and organizations. and use it to enrich your own support of children and families and their
15:59:19 . Really all of our presenters, thank you for your time. We hope you take back
15:59:23 what you learn today to use it in your own support for your children, families
15:59:29 and their caregivers. Thank you so much for your time today.