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For our final question of the year, we asked “Who or what are you thankful for related to your job in early childhood, and why? This could be a current or former colleague, parent, legislator, supervisor, or student!” Here’s what we heard from practitioners:

• “I am thankful for incredible supportive supervisor! The students I teach every single day inspires me to be open minded to their needs. Guiding them to reach their full potential by allowing them to share their thoughts and experiences. Love early childhood & prek rocks! 📚❤️❤️” – Milagros, Early Childhood Teacher, NJ
• “I’m so thankful for my students and their families! They are the reason this job is so fulfilling, and I’m grateful every day for the families who I partner with and the wonderful kiddos they share with us!” – K Teacher, IL
• “I am thankful for my science teacher who motivated me to try new experiences and supported me in all my decisions, and introduced new opportunities to me in school! She is the educator I aspire to be everyday.” – Kelly, Teacher, CA
• “I am grateful for my mom for paving the path for me into early childhood and for modeling what it means to be an advocate for all children.” – Child Care Provider, MA

We are so grateful to have heard from so many early childhood practitioners across the country this year. Follow this link to read more to learn about what our team is looking forward to in 2024.

In October, we asked “ How can state leaders leverage QRIS to support program quality for DLLs?” Here’s what we heard from practitioners:

• “Invest in professional development opportunities for current ECE educators, administrators, and program leaders on supporting DLLs. It's critical these trainings are not only offered for educators but also those leading and managing the programs.” – Pre-K Teacher, FL
• “More ongoing technical assistance opportunities that focus on serving DLLs more equitably. Making sure these TA opportunities are available to all who want it.” – Rachel, Teacher, IA
• “Incorporating specific indicators at all levels of QRIS – such as program staff linguistic background or home language surveys – that are supportive of DLLs. These indicators should be required, not optional, for all programs participating in QRIS otherwise DLLs will continue to get left behind.” – Lead Teacher, KS
• “In general, there needs to be more of a focus on the improvement part of QRIS before additional requirements are asked of providers. These activities and opportunities related to improvement must be accessible to all providers.” – Nia, Provedora, MD
• “State leaders could create an award for linguistic and cultural competency that providers can earn, like in Illinois. However, there is the question of making sure families are aware of this award so that it can help when they are deciding which program to attend.” – Lauren, Program Director, IL

Want to learn more about this topic? Check out these related resources:

• A New Look at Dual Language Learner Data Gaps
  • This brief reviews state progress on collecting data about DLLs in the areas of identification, program quality, and assessment.
• Recent Study Examines Effectiveness of North Carolina QRIS
  • This blog post summarizes findings from a study on the effectiveness of North Carolina’s Quality Rating and Improvement System.
• Meaningfully Incorporating Equity into QRIS
  • This blog post discusses what changes would be necessary to more closely tie quality to equity.

In September, we asked “How valuable are professional development and continuing education opportunities in relation to your teacher preparation or pre-service experiences?” Here’s what we heard from practitioners:

• “For me, both are valuable because they provide different information. In school, you learn theory, what it's supposed to look like, but then you come to work and are immersed in the classroom. Having the ongoing professional development is very helpful because it is more practice.” – Daniela, Lead Teacher, NY
• “Our state regulates who ECE practitioners can and can't get professional development hours from that ‘count’ toward licensing and the state's quality rating system. While the goal was to improve the quality of training providers, it also unfortunately means that programs cannot implement their own integrated, responsive PD for staff (at least in a way that ’counts’ for the state, meaning that anything we do is in addition to state requirements, which no one has time for). The state-approved PD tends to be disconnected from what my teachers need in the moment, and formulaic, which does not improve their practice.” – Jennifer, Director, MD
• “There are always new tools, skills, and research that will make me a better teacher. I have found these opportunities to be extremely valuable and I enjoy meeting other teachers as well. I will say I am very lucky to be supported by a school leader that encourages me (and other teachers) to take advantage of these opportunities and provides financial support and support with scheduling.” – Carrie, Pre-K Teacher, CA

Want to learn more about this topic? Check out these related resources:

• Preparing Pre-K Teachers: Policy Considerations and Strategies
  • This brief highlights four approaches to more affordable, flexible teacher preparation pathways.
• Early Childhood Educators Hungry for Strategies to Support State’s Growing Population of Multilingual Children
  • This blog post features findings from a report on expanding professional development opportunities for dual language learners.
• Supporting Early Educator Degree Attainment
  • This report discusses the most pressing barriers institutions of higher education face when serving early childhood educators.
• Extracting Success in Pre-K Teaching: Approaches to Effective Professional Learning Across Five States
  • This report showcases five professional development programs for pre-K teachers.

In July, we asked “What are some ways you make sure your program or classroom is inclusive of children with disabilities?” Here’s what we heard from practitioners:

• “We have chosen to allocate the funds to hire a full-time, dedicated special educator to support our program's six preschool and kindergarten classrooms. Our special education teacher works closely with each classroom teacher and family to connect each child with services when appropriate, and to support teachers and families with how to respond to and support each child's individual needs. Further, our co-teaching model ensures that if one teacher needs to support an individual child for a period of time, the other teacher can continue to lead the classroom. We are fortunate to be able to financially support this model. Finally, our curriculum model allows each child to participate at their own level and in a way that engages them. Children aren't forced to comply with whole group expectations multiple times per day if they aren't ready for that (e.g., sitting at meeting time, participating in whole-group activities).” – Jennifer, Director, MD
• “I like to use activities or books to help children find common ground and learn to interact with one another as friends. It's important to address comments related to disability promptly and directly during these conversations to create a culture of acceptance and support.” – Kelly, Assistant Teacher, DC
• “Learning in my classroom takes place in a variety of ways. I am always looking to incorporate different instructional strategies, materials, and technology to engage students.” – Laura, Lead Teacher, CT
• “Inclusion starts with but is not only about the physical environment and the layout of the classroom. This includes alternative seating choices, adequate space and appropriate furniture, and adaptive learning and play materials.” – Lead Teacher, DE

Want to learn more about this topic? Check out these related resources:

• Kennedy Children’s Center Grows Its Own Special Education Teacher Workforce
  • This brief highlights a homegrown training program based out of Kennedy Children’s Center which serves preschool-aged children with developmental disabilities.
• The ‘Trial and Error’ of Teaching Pre-K Special Education in a Pandemic
  • This blog post shares insights from educators working with pre-K students with disabilities during the COVID-19 pandemic.
• Early Childhood Special Education and ESSA: A Great Opportunity for All
  • This blog post suggests resources for states and districts looking to prioritize the inclusion of children with disabilities in high-quality early learning programs.

In June, we asked “What early childhood innovations in your community or state are you excited about?” Here’s what we heard from practitioners:

• “Arizona State University is partnering with schools and districts to provide student teachers with paid internship positions. This helps to offset the high cost of living and also provides college students with essential support as they begin their professional careers. We are also beginning a program this fall for paraprofessionals/TA's to become certified teachers through our Teaching Fellows Program.” – Deb, Clinical Assistant Professor, AZ
• “In Virginia, there is a new initiative to train and bring on new early childhood educators at $17 an hour, plus bonuses. The training started in June and will result in guaranteed job placement in child care centers across Richmond, Henrico, and Chesterfield.” – County Administrator, VA
• “Child Care Providers United recently reached a tentative 2-year agreement with the state of California. Of particular significance in the agreement is $80 million for a first-of-its-kind retirement fund for child care providers, in addition to much more!” – Tiffany, Organizer, CA
• “I have been inspired by the Thriving Providers Project which provides direct cash payments and other resources to home-based providers” – Greta, Child Care Provider, CO

Want to learn more about this topic? Check out these related resources:

• Innovations for Universal Child Care
  • This report offers five main areas for innovation opportunities within the child care system.
• Valuing Home and Child Care Workers
  • This report outlines key considerations for improving the job quality of care works through organizing.
• In the San Francisco Bay Area, Two New Funds Support Early Care and Education
  • This blog post highlights how communities in California are using local tax dollars to invest in early care and education.
• How Child Care in Oregon is Saving the Construction Trade
  • This article explores how Oregon has created one of the country’s most generous and comprehensive child care subsidies to support worker training and development.
• Articles covering early childhood innovations mentioned above:

In May, we asked “What strategies do you use to take care of your mental health and wellbeing on challenging days?” Here’s what we heard from practitioners:

• “Taking a daily walk.” – Bilingual ECC Educator, MD
• “On challenging days, the way I take care of my mental health is by taking breaks throughout the day. This could be listening to music in a quiet space, going for a walk, and painting. What is also helpful for me is reflection. When I am able to reflect, I prioritize what’s really important in the moment and what can wait, whether that be professionally or personal. This has helped me release any added stress.” – Patricia, Teacher, CA
• “I find physical care is particularly helpful: doing gentle yoga, going for a walk, taking a hot bath, going to bed early. I can’t always solve whatever issue is causing my distress, but I can show myself the same caring attention I would offer a child or loved one.” – Melissa, Preschool Teacher, NY
• “Exercise and music” – Patti, Teacher, IL
• “Exercise- intentional down time” – Sara, Owner/Early Educator, VT

Want to learn more about this topic? Check out these related resources:

• How States Can Support Early Educators Right Now
  • This blog post highlights survey results about early childhood educators’ experience teaching during the pandemic and offers solutions to build a strong early education system.
• If We Care �鶹������ý Early Learning, We Cannot Ignore Teacher Well-Being
  • This blog post describes some of the stressors teachers in the field face and the importance of educator well-being on the quality of their professional practice.
• Status and Well-Being of the Workforce
  • The section summarizes a chapter from the book and includes questions for policymakers, higher education, and the workforce on educator well-being.

In April, we asked “How do you integrate playful learning into your daily instruction? What are some examples of playful learning activities that you use to engage your students?” Here’s what we heard from practitioners:

• “Sorting games where we do relays with the pre-k children to see which team can sort an assortment of things either by attribute, beginning sound, big/small, etc.” – Julia, Child Care Director/Early Intervention Specialist, TX
• “I often use storytelling to engage my students and allow them to explore language in a creative and exciting way. By creating their own stories they develop self-expression and imagination. It also sets the stage for a love of books, writing, and reading.” – Kelly, Kindergarten Teacher, AL
• “Music and movement helps my students develop their gross motor skills and coordination. It is a fun, playful way to recognize sounds and patterns which can then be applied to math concepts.” – Cheryl, Kindergarten Teacher, AZ
• “One way I integrate playful learning is through our dramatic play centers. It allows my students to explore different roles and scenarios and develop their social and emotional skills by learning to work together and communicate with each other.” – Crystal, Pre-K Teacher, AZ
• “Now that it's getting warmer, I love to take the kids outside. I organize outdoor activities like scavenger hunts, obstacle courses, and nature walks, which my students love.” – Laura, Lead Teacher, WI

Want to learn more about this topic? Check out these related resources:

• How Can Educators Help Children Thrive in Kindergarten and the Early Grades?
  • This blog post discusses areas beyond content and curricula that support young children and their learning, including opportunities for motor development and time for building their knowledge about the world around them. This blog post is the third in a series on Promoting Impactful Teaching and Learning in Kindergarten. You can find the first post, "Teaching in the Ways Kindergartners Learn Best," here, and the second post, “Deepening Math and Science Learning in Kindergarten and the Early Grades,” here.
• Learning to Read Can Be a Joy—If It's Taught Right
  • This blog post highlights how learning to read can be an active, joyful experience with the right approach.
• The Playful Learning Challenge's Pre-K and Kindergarten Math Kit
  • The Playful Learning Challenge is a research-supported approach to fostering early childhood math skills through fun and engaging games for young children.

In March, we asked “What family engagement activity or strategy has resulted in the best family response?” Here’s what we heard from practitioners:

• “I love a good family fun day – switch up the days and times, but invite families to join you in the classroom for learning activities and for the students to demonstrate some of our routines.” – Preschool Teacher, IL
• “Establishing a connection from the beginning of the school year is key! In my experience, when there is a built trust and connection, parents are inclined to engage in school activities. For example, in my classroom I encourage families to participate in holidays, birthdays, cultural days by welcoming them into the classroom and seeing their child in action. Weekly group messages to families are also helpful to keep the family informed and engaged.” – Kimm, PK Lead Teacher, CA
• “Building reciprocal relationships with families – providing opportunities for families to share information about their child and share their culture and language. Also, encouraging them to participate in the classroom in ways that align with their interests and skills.” – Assistant Teacher, CT
• “Encouraging families to play an active role in their child's learning by providing resources, support, and activities to support at home learning. Engaging families at the beginning of the school year and communicating on a regular basis makes a huge difference.” – Roy, Paraprofessional, MI

Want to learn more about this topic? Check out these related resources:

• Centering Equity: Authentic Family Engagement Is Bi-Directional: Engaging in Meaningful Family Partnerships
  • This blog post discusses moving from “parent involvement” to “family and community partnership” toward genuine co-construction of early learning programs with an intentional elevation of family voice.
• Lessons from Three California Communities on Strengthening Early Education
  • This section on family engagement highlights ways to support parents and caregivers in providing high-quality interactions in early childhood.
• Pre-K, Remote Learning, and Parent Engagement
  • This blog post highlights how two early learning centers are prioritizing parent engagement during the COVID-19 pandemic.

In February, we asked “What data do you want to have that you don't have?” Here’s what we heard from practitioners:

• “I think it is important to get updated data specific to male early childhood teachers (especially those serving infants – age 4). Additionally, where are the males teaching (ex: franchised early care that offers medical and other benefits, group care with no benefits available, etc). Lastly, is there still a high attrition rate of male early childhood teachers to administrative ranks and the "why" of male teachers leaving the early childhood classroom. Thank you for this opportunity to share!” – Katie, Education Director, WI
• “I would love to have more information about programs using supportive strategies such as social-emotional learning, nature play, service learning, etc. I also wish I had fuller data on the teachers serving different sections of the ECE field, as well as the children and families served. This data is very incomplete for programs that do not use subsidy.” – Elizabeth, Advocate, PA
• “Types of EL services provided in PK (ESL, bilingual, dual, none).” – Patricia, Advocate, IL
• "How many bilingual educators do we currently have and at what credential levels? Who are the High School students who hold a Seal of Biliteracy?" – AJ, Policy Manager, CA
• “Quality of Equitable Early Literacy Learning Environments: Quality Literacy Ratings inclusive of equity would reveal how well a program is truly supporting ALL children literacy development. This data can help policymakers, educators, and researchers determine the effectiveness of foundational literacy in early care and education programs as well as tailor support to improve access, opportunity, quality, and outcomes.” – Margo, Adjunct Instructor/Children’s Book Author, NC
• “There is enough data being collected. Programs need more $$ to pay staff. Less regulations that are driving people out of business. We need regulation but programs are being buried in regulations, paperwork and collecting data. They can't find employees that will do the work required in child care. Several programs are closing every month because they have had enough with extra regulations and staffing issues. It would also be nice to have licensing agenc[ies] that are partners with programs instead of being so negative and punitive with the attitude we have to write them up on something.” – Consultant/Trainer, OR

Want to learn more about this topic? Check out these related resources:

• A State Scan of Early Learning Assessments and Data Systems
  • This brief explores state efforts to collect and use early learning data to effectively serve children and families. It is informed by interviews with state agency staff.
• How to Push the Needle on Dual Language Learner Education in State Pre-K Programs
  • This blog post is a four-state scan of dual language learner (DLL) policies in state pre-K programs. While the states examined represent just a few approaches, many of the strategies being employed by these states can serve as examples of how to close DLL “data gaps” and create systems that are more attuned to the needs of this growing population.
• Reimagining Measurement Tools and Data Systems to Improve Pre-K Outcomes
  • This collection page highlights writing and resources related to improving pre-K outcomes through assessment, data, and curriculum.
• Resources from our partners:
  • This blog post highlights a Center for the Study of Child Care Employment (CSCCE) report on how a lack of data on the early care and education workforce hinders the creation of effective, equitable policy solutions.
  • This blog post covers an Early Childhood Data Collaborative (ECDC) report highlighting state progress in coordinating data across early childhood programs.
  • The is a good source of information about the number of children enrolled in various early learning settings.

In January, we asked, “What is a classroom goal you have for this year?” Here's what we heard from practitioners:

• “A classroom goal I set every year is to create genuine and meaning[ful] connections with both the students and families. With students, establishing connection is important. Having a connection means having trust, for both students and families.” – Kimm, PK Lead Teacher, CA
• “I’m really continuing to focus on ensuring my students are being emotionally and academically supported. We’re still dealing with a lot of the traumas of COVID and continued violence against BIPOC in the US, and I want my classroom to be a safe space for them while we’re also exploring academic concepts that excite my students.” – Kindergarten Teacher, IL
• “I hope to implement some classroom routines that allow students to feel safe and comfortable at school. I want to create a classroom environment where students can be their whole selves and feel like they are a part of the classroom.” – Lead Teacher, CA
• “To build a community that is caring and open to change. To create a stable environment that encourages learning through play and build on those skills learned.” – Helen, Lead Kindergarten Readiness Teacher, MN
• “Creating even more opportunities for outdoor, play-based, infant toddler experiences in my program, advocating for the importance of nature, play based education to be recognized by legislators, parents, and other ece professionals, helping to focus attention on the field and the educators who work tirelessly on behalf of children.” – Laura, Early Childhood Educator, CO

Want to learn more about this topic? Check out these related resources:

• Rethinking Outdoor Space for High-Quality Early Learning
  • This brief provides concrete steps child care providers can take to enhance outdoor learning environments. It features six programs, including one for infants and toddlers, that demonstrate how outdoor learning can be implemented across the range of child care settings.
• Incorporating Anti-Racist Principles into Preschool Classrooms
  • This brief discusses how Oakland Unified School District (OUSD) is working to change practices and incorporate anti-racist principles in early learning settings.
• Reducing Exclusionary Discipline Practices in Early Childhood Education
  • This report explores how Illinois and Colorado are providing supports to educators to equip them to better address challenging behaviors, with a focus on early childhood mental health consultation and professional development around social-emotional learning.

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