NOVEMBER 2020
www.fcd-us.org
Foundation for Child Development: The Learning Curve Newsletter
Equity is Advanced When Principles for High-Quality Early Learning are Developmentally Appropriate, Culturally Relevant, and Linguistically Responsive

Foundation for Child Development Grants in Action

New research from The City College of New York (CUNY) and Teachers College at Columbia University illustrates seven principles ([link removed]) of practice that offer an expanded definition for “high-quality early learning.” They recognize the promise and possibility of children’s lives, ensuring that the lived experiences of those who have historically been underserved and the growing numbers of multilingual children and children of color in our country are represented in their learning environments.

This research was informed by a cross-disciplinary effort that brings together the study of child development and the science of early learning, culturally responsive/relevant pedagogy, and multilingual development, laying the groundwork for better communication between early childhood educators and child development experts and improving practice as a result.

Researchers Beverly Falk and Mariana Souto-Manning and their team conducted a year-long study of nine prekindergarten classrooms representing three different socioeconomic communities in New York City. Their findings illustrate how putting the seven articulated principles into practice promotes high-quality early learning. In their report, Quality UPK Teaching in Diverse Settings ([link removed]) , and an accompanying video ([link removed]) (Principles for Advancing Equity in NYC UPKs), practices, behaviors, and attitudes are highlighted that are increasingly important as early childhood classrooms become more diverse and as New York City makes good on its promise that children from all backgrounds receive high-quality learning opportunities.

The findings of this study codify well-known concepts into seven core principles:
* All children can learn;
* Their learning is varied;
* They are active and multimodal meaning makers;
* They have diverse, fluid, and flexible language practices;
* Their sociocultural contexts are assets and valuable resources for learning;
* They are critical thinkers and inquirers; and,
* They learn within the context of caring and reciprocal relationships.

Read the Press Release ([link removed])
This research was made possible by The New York City Early Childhood Research Network, a unique partnership of researchers from the city’s higher education institutions who work with the New York City Department of Education ([link removed]) , New York City Administration for Children’s Services ([link removed]) , New York City Department of Health and Mental Hygiene ([link removed]) and the Mayor’s Office for Economic Opportunity ([link removed]) to study the implementation of New York City’s early childhood system and use the knowledge gained to improve instruction and outcomes for all children. This study was funded by the Foundation for Child Development ([link removed]) . The New York City Early Childhood Research Network ([link removed]) is a project of the New York Early Childhood Professional Development Institute ([link removed])
at the City University of New York and is funded by Early Childhood Partners NYC ([link removed]) , Foundation for Child Development ([link removed]) , Heising-Simons Foundation ([link removed]) , and the W. Clement & Jessie V. Stone Foundation ([link removed]) .
Beverly Falk, Ed.D.
Professor and Director, Graduate Programs in Early Childhood Education
The School of Education, The City College of New York
212.650.5182
[email protected] (mailto:[email protected])
Mariana Souto-Manning, Ph.D.
Professor and Director, Early Childhood Education Programs
Teachers College, Columbia University
525 West 120th Street
New York, NY 10027
917.447.0599
[email protected] (mailto:[email protected])
For more information on the New York City Early Childhood Research Network, please contact:

Kate Tarrant, Ed.D.
Director of Research and Evaluation
New York Early Childhood Professional Development Institute ([link removed])
16 Court Street, 31st Floor
Brooklyn, NY 11241
718-254-7353
[email protected]​ (mailto:[email protected]%E2%80%8B)
[email protected] (mailto:[email protected])
ABOUT US Research, policy and practice—we connect these pieces to help build early childhood systems that enable children to reach their full potential. Founded in 1900, the Foundation for Child Development identifies needs, fills gaps and integrates knowledge for successful implementation and continuous improvement. Learn more about our focus areas and download resources by clicking these links:

STRONGER WORKFORCE ([link removed])
EFFECTIVE SYSTEMS ([link removed])
PRIORITY POPULATIONS ([link removed])

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