Youtube online news: News on Youtube Nov 2 2018

'Bullet proof screen protector'

'The next Sky Road video show will start at 6 o'clock tomorrow evening'

'2 times for 500 won, 4 times for 1000 won'

'Make sure to hold the handrail'

"If you look to the right, there is the Golden Pavilion (Kinkaku-ji)."

"Its former name was 'Rokuon-ji', but..."

"Who are you?"

"I am a god!"

Not Simple - 2018.11.02

For more infomation >> Vlog - not simple - Duration: 3:03.

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How To Deep Condition Natural Hair To Retain Length 😍 My Simple Natural Hair Care Routine! - Duration: 3:09.

So in this video, we show you how to deep condition your hair. I already applied deep

conditioner to the three sections of my hair. It's better to apply deep conditioner into

sections so that you're able to work the product in easy, this is the last section and it already

looks like it has the conditioner in it but that's because I applied the excess

conditioner from these twists into this section so it's not gonna need as much

the conditioner as the rest. Let's just spray some water and then work it in.

work in the water with the praying hands method.

so the water touches each and every one of your strands and then you're gonna

take your favorite deep conditioner, remember that other three sections

already deep conditioner, and any excess I have here so this section doesn't

need as much, apply as much as your needs and just work it in usually

you know if your hair has enough deep conditioner if you can finger dentangle

with a breeze. So just keep on working it in using the praying hands method,

make sure to put extra on your ends because they're the oldest part of your hair and need more moisture.

I'm just gonna work that in

and then twist up the section

The next step is applying my deep conditioning cap. If you see any extra

conditioner you can apply it to the other parts of your hair. So the next step is apply

my deep conditioning cap. Here it is but first because I don't want the

conditioner to get on this material. So I have to wear a shower cap and then

the shower cap acts like an extra layer that can create heat to penetrate my hair.

So I apply the shower cap. A cheetah one.

Make sure that everything is covered and then this will be warmed up in the

microwave for one to two minutes on each side. Depending on your preference.

I let it stay for five minutes or 30 minutes or however long I desire but to

but please follow product instructions. Thanks for watching this video on how to deep condition your hair. I hope it helps.

For more infomation >> How To Deep Condition Natural Hair To Retain Length 😍 My Simple Natural Hair Care Routine! - Duration: 3:09.

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Baby Shark Songs & Dance | Super Simple Songs - Duration: 12:13.

(playing chiming)

- I'll teach you the song and some moves, too.

Follow along, here we go.

- Hit it, Caitie.

♪ Baby shark, doo doo doo doo doo doo doo doo ♪

♪ Baby shark ♪

♪ Mama shark, doo doo doo doo doo doo doo doo ♪

♪ Mama shark ♪

♪ Papa shark, doo doo doo doo doo doo doo doo ♪

♪ Papa shark ♪

♪ Grandma shark, doo doo doo doo doo doo doo doo ♪

♪ Grandma shark ♪

♪ Grandpa shark, doo doo doo doo doo doo doo doo ♪

♪ Grandpa shark ♪

♪ Hungry sharks, doo doo doo doo doo doo doo doo ♪

♪ Hungry sharks ♪

♪ Little fish, doo doo doo doo doo doo doo doo ♪

♪ Little fish ♪

♪ Swim away, doo doo doo doo doo doo doo doo ♪

♪ Swim away ♪

♪ Swim faster, doo doo doo doo doo doo doo doo ♪

♪ Swim faster ♪

♪ Swim faster, doo doo doo doo doo doo doo doo ♪

♪ Swim faster ♪

♪ Swim faster, doo doo doo doo doo doo doo doo ♪

♪ Swim faster ♪

♪ Safe at last, doo doo doo doo doo doo doo doo ♪

♪ Safe at last ♪

♪ Bye bye sharks, doo doo doo doo doo doo doo doo ♪

♪ Bye bye sharks ♪

- Bye bye, sharks.

- Bye bye!

(light pleasant music)

♪ Baby shark, doo doo doo doo doo doo doo doo ♪

♪ Baby shark ♪

♪ Mama shark, doo doo doo doo doo doo doo doo ♪

♪ Mama shark ♪

♪ Papa shark, doo doo doo doo doo doo doo doo ♪

♪ Papa shark ♪

♪ Grandma shark, doo doo doo doo doo doo doo doo ♪

♪ Grandma shark ♪

♪ Grandpa shark, doo doo doo doo doo doo doo doo ♪

♪ Grandpa shark ♪

♪ Hungry sharks, doo doo doo doo doo doo doo doo ♪

♪ Hungry sharks ♪

♪ Little fish, doo doo doo doo doo doo doo doo ♪

♪ Little fish ♪

♪ Swim away, doo doo doo doo doo doo doo doo ♪

♪ Swim away ♪

♪ Swim faster, doo doo doo doo doo doo doo doo ♪

♪ Swim faster ♪

♪ Swim faster, doo doo doo doo doo doo doo doo ♪

♪ Swim faster ♪

♪ Swim faster, doo doo doo doo doo doo doo doo ♪

♪ Swim faster ♪

♪ Safe at last, doo doo doo doo doo doo doo doo ♪

♪ Safe at last ♪

♪ Bye bye sharks, doo doo doo doo doo doo doo doo ♪

♪ Bye bye sharks ♪

- [Narrator] Bye bye sharks.

(light guitar music)

♪ Baby shark, doo doo doo doo doo doo doo doo ♪

♪ Baby shark ♪

♪ Mama shark, doo doo doo doo doo doo doo doo ♪

♪ Mama shark ♪

♪ Papa shark, doo doo doo doo doo doo doo doo ♪

♪ Papa shark ♪

♪ Grandma shark, doo doo doo doo doo doo doo doo ♪

♪ Grandma shark ♪

♪ Grandpa shark, doo doo doo doo doo doo doo doo ♪

♪ Grandpa shark ♪

♪ Hungry sharks, doo doo doo doo doo doo doo doo ♪

♪ Hungry sharks ♪

♪ Little fish, doo doo doo doo doo doo doo doo ♪

♪ Little fish ♪

♪ Swim away, doo doo doo doo doo doo doo doo ♪

♪ Swim away ♪

♪ Swim faster, doo doo doo doo doo doo doo doo ♪

♪ Swim faster ♪

♪ Swim faster, doo doo doo doo doo doo doo doo ♪

♪ Swim faster ♪

♪ Swim faster, doo doo doo doo doo doo doo doo ♪

♪ Swim faster ♪

(gasps)

♪ Safe at last, doo doo doo doo doo doo doo doo ♪

♪ Safe at last ♪

♪ Bye bye sharks, doo doo doo doo doo doo doo doo ♪

♪ Bye bye sharks ♪

Bye bye, sharks.

(light pleasant music)

♪ One little fishy swimming in the sea ♪

♪ Along came another one ♪

♪ And then there were two ♪

♪ Two little fishies swimming in the sea ♪

♪ Along came another one ♪

♪ And then there were three ♪

♪ Three little fishies swimming in the sea ♪

♪ Along came another one ♪

♪ And then there were four ♪

♪ Swimming, swimming, swimming in the sea ♪

♪ That big old shark will never catch me ♪

♪ Four little fishies swimming in the sea ♪

♪ Along came another one ♪

♪ And then there were five ♪

♪ Five little fishies swimming in the sea ♪

♪ Along came another one ♪

♪ And then were six ♪

♪ Six little fishies swimming in the sea ♪

♪ Along came another one ♪

♪ And then there were seven ♪

♪ Swimming swimming swimming in the sea ♪

♪ That big old shark will never catch me ♪

♪ Seven little fishies swimming in the sea ♪

♪ Along came another one ♪

♪ And then there were eight ♪

♪ Eight little fishies swimming in the sea ♪

♪ Along came another one ♪

♪ And then there were nine ♪

♪ Nine little fishies swimming in the sea ♪

♪ Along came another one ♪

♪ And then there were 10 ♪

♪ Swimming swimming swimming in the sea ♪

♪ That big old shark will never catch me ♪

♪ Swimming swimming swimming in the sea ♪

♪ That big old shark will never catch me ♪

♪ Swimming swimming swimming in the sea ♪

♪ That big old shark will never catch me ♪

♪ He'll never never never never ♪

♪ That big old shark will never catch me ♪

For more infomation >> Baby Shark Songs & Dance | Super Simple Songs - Duration: 12:13.

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Kendall Jenner's skin care guru shares simple rules for combating acne - Duration: 6:54.

Earlier this year, Kendall Jenner was blasted on social media for arriving to the 2018 Golden Globe Awards with acne

But shortly thereafter, the 22-year-old supermodel shut down the shamers on Twitter writing, "never let that s--- stop you!" And according to her skin care guru, Christie Kidd, Jenner works hard everyday to maintain a clear complexion

"There are moments her skin doesn't look good, but she's still very young," Kidd, a certified physician assistant, told "Good Morning America," adding that Jenner follows a strict routine

"She's a real girl. I love that she just owns it. She says, 'Whatever, I don't love it, [but] what are you going to do?'" Here are three simple tips you need to know for fighting acne, according to Kidd

Follow a regimen set by your dermatologist. For years, and as instructed, Jenner uses a clean face wash, acne pads and a renewal serum -- all of which were developed by Kidd

But, as Kidd explained, no two people are alike when it comes to skin. "I might tell Kendall, 'I want you to wash your face three times a day' because she's a model and wears makeup all day," Kidd said

"Whereas a normal working girl like you and me, I'd say just do it morning and night

" While Jenner gets some in-office treatments, she mostly does self-care at home -- following her routine "perfectly," Kidd said

Do your job, and don't be a slacker. Since Jenner strongly sticks by her skin care treatments, Kidd said she often sees results

But while we're all exhausted after a long day at the office, Kidd stresses, don't -- and she repeats -- DON'T be lazy and go to bed with your makeup on

"You've got to get that point that you can't sleep if your face is dirty," she noted, adding that it can cause more breakouts

"And there's no cheat -- don't take a makeup wipe and think you did a good job." Kidd went on, "Girls will come in all the time and say, 'I want to look just like Kendall

' I can give you the tools, but if you don't follow it, you're not going to get anywhere

" Don't use anything abrasive Extreme exfoliator scrubs, wash cloths and sponges may harm the skin

Instead, wash your face well (but gently), using clean hands to avoid aggravating your skin and or blemishes

Clean your makeup applicators Makeup brushes and sponges can carry bacteria, which doesn't help when your skin is prone to acne

Kidd recommends rinsing these tools after each use. Change your pillow case. Not switching out your pillow case can be similar to not washing your makeup off at night

If you're going to bed with product in your hair, you're probably sleeping in it as well -- subjecting your skin to more breakouts

Those suffering from acne should use a clean pillow case each night, or, as Kidd recommends, sleep on "side A" tonight and "side B" tomorrow

Acne's a bummer, but keep your confidence. In all her beauty, even Jenner has her moments

But the young star never lets it get the best of her. After being blasted for having acne at the Golden Globes, fans praised Jenner for rising above the negativity

Even big sis Khloe Kardashian came to her defense. "The best she's ever looked!" Kardashian wrote on Instagram

"And she looks epic always but this is craziness." Kidd said that Jenner's skin could be clear and amazing for a year and a half, but then "all hell breaks lose

" Still, one little blemish won't keep her from a red carpet event or a girls' night out and niether should you

"I'm always very proud of Kendall because it makes a lot of girls feel empowered," Kidd said

For more infomation >> Kendall Jenner's skin care guru shares simple rules for combating acne - Duration: 6:54.

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The Simple Ways USO Helps Military Families - Duration: 1:13.

One of the things that

I appreciate about the USO

more than anything

is, as simple as it is, Airport locations. Being able to stop at an airport with a

USO terminal and going in to grab a Coke, to grab a snack to sit down and relax

and one of the things my boys appreciate about the USO right now more than they

ever have in their whole life was before she left on this current deployment she

was in Baltimore, stopped at the USO terminal, and recorded a book on tape a

Dr. Seuss book to the boys and anytime they need to see her face they can sit

down open up that book and read it right along with her every tear that she's

crying while she's reading that book it's all recorded and the boys can

can be a part of that and see that and have those last moments before she left

to go overseas she was thinking about them and did that for her and that's to

the thanks of the USO

For more infomation >> The Simple Ways USO Helps Military Families - Duration: 1:13.

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A Simple Change: Take stock of mental health in the workplace - Duration: 0:52.

Mental health is an issue

that statistics say that 1 in 4 people

suffer with within their lifetime.

I believe that it is more than that

and we can look to each other around the room and see that

it's probably 1 in 2 of us, we just don't know.

We simply don't know what people are suffering with mentally.

In the work place, it is a big issue.

The more we can do to make the work place

a safe place for people to come to work

and discuss how they are feeling, the better.

But I don't think it is just public bodies.

We all can make a simple change in our own daily lives.

A smile at a stranger on the street could save a life.

If we can do it in work and lead the way in Wales,

then we should do that.

It's easy to do, so let's do it.

For more infomation >> A Simple Change: Take stock of mental health in the workplace - Duration: 0:52.

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A Simple Change: Ensure your procurement policy is fair and ethical - Duration: 1:39.

We need to make sure that we are purchasing as we should be

and supporting the growers and farmers.

So, we cover nine catered locations

within the All Wales Catering Contract Service

and throughout the service, we try and use as much

Fairtrade products as we can, as well as Welsh products.

All tea, all coffee is Fairtrade.

Our bananas are Fairtrade.

We've got a full range of retail items

such as biscuits and cookies.

Our orange juice and apple juice are both welsh and Fairtrade.

So, there is a lot going on there and we want to keep that growing.

You need to get behind it.

You've got to want to push in the right direction.

It's easy to just order your run of the mill sugar and bananas,

but for us, we've made a commitment with Compass and Welsh Government

and my job is to make sure we stick to that and we follow it.

It's easy once you get in that mindset.

We've all got kids, children that are coming behind us

and we need to look after them.

The farmers and growers abroad, they need the support of us in developing countries.

If we support them, they will grow, and it's good for all of us.

I think it's important that all public bodies

look at their procurement and their purchasing

to support Fairtrade and others,

to make sure they are globally responsibly purchasing

and protecting future generations.

For more infomation >> A Simple Change: Ensure your procurement policy is fair and ethical - Duration: 1:39.

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Latest Simple And Beautiful Mehndi Design With Pictures - Shimmi's Henna World - Duration: 4:28.

Latest Simple And Beautiful Mehndi Design

Shimmi's Henna World

indian mehndi designs for hands

mehndi designs for hands easy

For more infomation >> Latest Simple And Beautiful Mehndi Design With Pictures - Shimmi's Henna World - Duration: 4:28.

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How to Learn Bach Flower Therapy in a Simple Way|HFE♪ - Duration: 8:58.

How to Learn Bach Flower Therapy in a Simple Way

One of the qualities of Bach flowers is that they have no side effects or contraindications, so they can be consumed by people of any age.

Many of us have a friend, relative or acquaintance who has told us about Bach flower therapy.

By now, you've probably heard how well it's worked to improve an emotional problem.

These floral essences are increasingly popular thanks to their great effectiveness.

Plus, they don't have any harmful side effects for your health.

In this article, discover how to learn the basics of Bach flower therapy to balance the body, mind and emotions naturally.

Who was Dr. Bach?.

Bach flowers are the floral essences discovered by Dr.

Edward Bach, a health expert with numerous academic degrees.

Bach was a bacteriologist, doctor and pathologist.

He was also a notable figure for his great intuition.

Plus, he had a great desire to discover a natural method of healing. The goal was that each person could do it in their own home and with their family in a simple way.

With this objective, he dedicated his life to the search, plant by plant, for adequate remedies for treat the most common mood disorders.

Between the 20's and 30's of the last century, Bach found plants to help us overcome disorders such as:.

Fear Distrust Anger Shyness Depression Isolation Apathy.

What are Bach flowers?.

Bach flowers are 38 flower essences that are prepared using different methods (dyes, infusions, grinding) to extract the energetic properties of each plant.

By taking these essences, their healing virtues act at a very deep and subtle level on our emotions.

Basically, they're like an emotional first aid kit!.

Their great advantage is that they do not present any contraindications or side effects.

They can be taken by anyone at any age.

This incudes pregnant or lactating women, babies or sick people.

When should we take them?.

Although all people have weak points that we must improve when it comes to our personality, on some occasions we can have a blockage that is more difficult to overcome than normal.

In this respect, Bach flowers can be very useful in situations of stress, in stages of change, in moments of pain, during depression, etc.

The 38 essences are divided into various groups.

Overall, these can help us to understand a little more about the areas of treatment, which include:.

Fear: This is also related to nightmares, phobias, lack of self-controlor excessive worrying.

Uncertainty: This includes lack of confidence, discouragement, depression or indecision.

Disinterest: This is related to periods of fatigue, mental confusion, apathy or learning difficulties.

Loneliness: The feeling of loneliness does not only occur in people who are alone.

Sometimes, you can be surrounded by your loved ones and still feel alone.

Excessive influence of others: This refers to people who do not express what they feel.

In many cases, they do not know how to set limits or who have difficulties adapting to changes.

Discouragement and despair: This is linked to states of self-discipline, rigidity, guilt, anguish or resentment.

Excessive concern for others: This also has to do with certain intolerance, emotional blackmail, nervousness, etc.

To find the specific Bach flowers we need, we recommend consulting with a floral therapist or studying them one by one.

How do we take them?.

Bach flowers can be taken individually or combined.

You can mix up to a maximum of 7 flowers at a time.

Four drops are taken under the tongue, 4 times a day.

The treatment should last at least 21 days. The ideal situation would be to be patient and continue taking them to observe the deeper changes that you are feeling.

You may need to modify them as the treatment progresses.

Bach flowers are prepared with an alcohol base as a preservative.

However, they can also be preserved with vinegar.

You can get Bach flowers in herbalists and pharmacies.

The Remedy Rescue.

In addition to the 38 flowers, Bach invented a unique combination of several of these essences as a "first aid.

" He named them the Remedy Rescue.

This mixture aims to treat specific crises and, therefore, is used as a temporary or immediate solution.

It is the ideal supplement for providing serenity and normality in cases of nervous crisis, accidents, sudden illnesses, nightmares, etc.

For more infomation >> How to Learn Bach Flower Therapy in a Simple Way|HFE♪ - Duration: 8:58.

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A Simple Change: Set targets to retain women after maternity leave - Duration: 0:41.

It is really important that public bodies

have targets to retain women in the work place

after maternity leave.

It's quite easy for a woman to go on

twelve months of leave and then lose her confidence

and forget that she was brilliant at her job.

We know that it is easy to solve the gender pay cap

with things like flexible working,

but keeping those parents in the work place

is one of the most important things.

It isn't difficult for you

to make your workplace more family friendly.

For more infomation >> A Simple Change: Set targets to retain women after maternity leave - Duration: 0:41.

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Boost your Business with this SIMPLE Social Media Strategy - Duration: 0:45.

Hey guys how's it going? I'm alexMEDIA and I'm here to let you know my

latest blog post is out. So this week on amBLOG, I'm going to be showing you how you

can create a social media strategy in six easy steps. Now it doesn't really

matter what you do - if you've got your own business, you've got a personal brand

if you're an artist / musician, honestly it really doesn't matter... The six steps in

my blog will help you get the attention you deserve by using social media

correctly. So some of the things I run over in my blog are

1. Key metrics

2. How to identify your business goals

3. how to track your key metrics and

4. also how to identify your target audience.

So hit the link below and head over

to alexmedia.info, check out the blog leave, a comment

and until next time...

STOP BEING BUSY!

For more infomation >> Boost your Business with this SIMPLE Social Media Strategy - Duration: 0:45.

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A Simple Change: 'You Said, We Did' - Duration: 0:52.

My top tips for making information accessible to young people

is to first of all, engage with young people,

but to engage with a diverse range of young people

that you have in your local area.

Don't just pick on one group

but pick on several groups that are representative.

Listen and learn from what they have to say.

Don't patronise it because actually

they are far more insightful than we give them credit for.

The third and last one is about transparency and closing the loop.

So, if you've gone to a group

and you've engaged with them, they've given you messages and you've gone off,

have the courtesy to go back

even if you haven't done anything with what they've said.

Go back and feedback to them why you haven't done it.

and what you plan to do.

For more infomation >> A Simple Change: 'You Said, We Did' - Duration: 0:52.

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Appreciating the Deep and Simple in Early Childhood Education - Duration: 1:34:57.

[upbeat music]

I'm Moniquin Huggins with the Office of Child Care

and I have the distinct pleasure this morning

to introduce our key note speaker.

And when I found out that I would be introducing Dr. Li,

I of course, like all good

people who are introducing people,

I wanted to find out and learn more about Dr. Li.

And so this weekend I spent some time

looking at some clips on YouTube.

And we all grew up with Mr. Rogers,

so I knew about Mr. Rogers,

but I wanted to find out a little bit more about

our subject or his subject matter this morning,

Appreciating the Deep and Simple

in Early Childhood Education.

And as I watched the clip,

I started to have flashbacks.

32 years ago, my oldest daughter,

her first child care provider.

And I remember, when we went to interview her

or meet her and her husband,

it was such a special moment.

They were all ready, prepared to meet us

and we thought, wow,

you know, to greet us into their home.

And my daughter was about three months old

and the connection that the provider had with my daughter

was just amazing.

We talk about, it's been 32 years,

and we talk about Mrs. and Mr. Scott to this day.

And how much they supported us,

how much they provided my daughter,

how much connection she had with them,

how much they were so intentionally working, you know,

caring for her.

And at the time I really didn't know

how to characterize that.

I didn't know it was building a relationship or connection,

but I knew it felt good.

And we felt safe.

And we felt we could go off to work

and we could leave her in good hands,

and when we came back she would be happy.

They would tell us about her day.

But there was one day in particular

that has stuck with me through the years.

I came to pick her up one day and she said,

her caregiver Mrs. Scott said to me,

"I bought Leah a new shirt today."

And I thought, oh okay,

you know, I'm thinking she bought Leah a new shirt.

But what she really was saying

that she had bought her a shirt,

because she knew Leah liked buttons

and she liked colors and she like flaps.

And so she had bought her a new shirt,

so when she held Leah, Leah could play with the buttons

and feel the pockets full of,

Leah liked to take things in and out of pockets

and so she'd make sure she had things Leah could put in,

she could take out.

And to me that was the relationship building.

She knew Leah was a curious baby,

she knew that she liked colors.

And so, that has just stuck with me over the years.

It was the relationship that started Leah on her way.

She's always been a happy baby, a happy child.

And to this day, 32 years later, she's very happy.

So I know it was the connection

and it was the relationship.

And again, I think as parents,

that's what we're looking for.

As administrators, that's what we're looking for

in providers.

But sometimes providers can get misled.

They wanna please us and so they think it's instructions,

it's flashcards.

I remember the days of working

with the Department of Defense

and training providers,

and going out to providers homes.

And they would have flashcards and things of that nature.

And so it too us some time to work with the providers.

And it was the simple things in life

of sorting socks, and you know,

including the children in sorting socks,

and that's how they learned their colors.

And you know, knowing little, specific things

about each child and making them feel good about themselves.

And I think nurturing them.

And once you nurture them, they're ready.

They're ready to go in the world.

You can see their confidence

in their little strides that they take from the beginning.

So, I was just so pleased

to be able to introduce Dr. Li this morning.

And my husband and I, we had, you know,

like, some sentimental moments this weekend,

and it just brought back to us how fortunate we were.

And we would want that for other parents.

And really Mrs. Scott just raised the bar for us.

When we left Colorado and went on our way,

we knew what we were looking for,

and it was the relationship.

So, without gong any further,

I wanna tell you a little bit about Dr. Li.

He holds the Saul Zaentz Senior Lectureship

in Early Childhood Education

at Harvard Graduate School of Education.

For the past five years,

he also directed the Fred Rogers Center for Early Learning

and Children's Media in Pittsburgh, Pennsylvania.

Influenced by the work of Fred Rogers,

of Mr. Rogers' Neighborhood,

Dr. Li looks for and communicates

what is deep and simple,

and matters most in service of children and their families.

He has had the opportunity to learn from children's helpers,

across diverse and low resource developmental settings.

Including orphanages, child care,

classrooms and community youth programs.

He believes that real and lasting change

start with finding what ordinary people

do extraordinarily well with children in everyday moments.

So, I'd like for you to join me

in welcoming Dr. Li to the podium.

(audience applauds)

- Thank you so much. - Thank you.

- That's a good story from Mrs. Scott.

- Thank you.

- Good morning.

- [Audience] Good morning.

- I'm really glad to be here.

And I'm here to represent,

kind of the work of three different strands.

I don't know if we can have the slides up?

So, for a few weeks I still get to be the spokesperson

for Fred's work.

And there's our Fred Rogers Center

which Fred founded in 2001,

apart from the television production non-profit,

in ways to kind of continue the work outside television.

For some of you, you may know,

whether or not you grew up with Mr. Rogers,

this year is a particular milestone.

So, Fred was born 90 years ago,

but the very first episode

of Mr. Rogers neighborhood aired 50 years ago.

So, I think in

theaters now there is the movie

Won't You be My Neighbor.

And the director and producers of next years film,

staring Tom Hanks playing Mr. Rogers,

has already visited the center

and went to Fred's home to

kind of have an understanding

of how Fred's life began.

Part of what I do now,

is I join the Saul Zaentz Early Education initiative,

at Harvard, to also think about

how do we,

in particular, groom adult capacities

in the Early Childhood System.

And lastly, and I'll talk about this in a little bit,

I'll be speaking about the work of this loose coalition

of professionals, who for the last maybe decade or so

across several countries and states,

were trying to figure out how do we understand

and promote the very simple,

kind of human interactions that we have.

I did wanna say that when Shannon invited me

just a little over a month ago to be here,

I was actually really nervous to be here.

So, I'm not at all a policy and system kind of a person,

I was trained as a child development researcher.

And one thing I loved about Mr. Rogers' work

and the principle by which we guided ourselves,

is his idea that deep and simple is far more essential

than shallow and complex.

And every time I sit at a policy arena

it's really hard for me to understand the deep and simple.

'Cause policies and systems are inherently complex,

they're not necessarily shallow,

but they are definitely complex.

And I often, like in my home state, when we work

with the Office of Child Development, Early Learning,

for years I remember going to meetings there

and I'd just have to focus so hard

just to decipher the acronyms that comes out,

like, multiple acronym per sentence.

And,

it's something that most of you are familiar with,

but often, I feel myself as kind of an imposter

at a policy, kind of a system level.

And the other part is that,

so, most our work takes place in actual neighborhoods,

right so, in line, kind of, with the concept

of Mr. Rogers' Neighborhood.

Fred always advised us, that whenever you find a problem

that's difficult to solve or seems overwhelming,

one of the best ways to go about it

is to look for the helpers.

So, much of our work goes into neighborhoods

and a lot of times involves us,

you know, sitting and crawling around

on floors in child care centers,

to actually look for the helpers and look at what they do.

And when we work with the helpers across different settings,

one of the things that invariable comes up

at the end of working with the helpers

is that at the end of the workshops,

and sessions, and projects,

the helpers would always say something like,

you know, this has been great,

you know, we're glad to do this,

but you know who you should do it with,

you should do it with they, right.

Like all the helper groups have, like, a they in their mind.

So for the frontline teachers,

the they may be the center directors,

or for teachers it can be principals.

And then if we actually work with center directors

and they would do the same thing.

At the very end they would go,

"you know who needs to here it?

"They need to hear it."

And then, it seemed like everyone in the system

have a they, right.

And when I was understanding the conference call,

kind of what this conference is about,

I have a feeling that this was actually

the they conference.

(audience laughing and applauding)

Short of, kind of, governor's office,

and legislators and congress, right,

like, those of us who are seated here,

we are the they to this whole system,

whole chain of theys.

And this morning I was hoping to sneak in

and just sit in the back,

but I was kindly guided to sit with the Office of Child Care

and I realized I'm at the they table at the they conference.

(audience laughs loudly)

And it's always very comfortable, right,

it's always safer to stand outside the room

and say well, they need to hear it.

It's much harder to be part of they,

because I think, at some point, being a they

means that the buck stops with you.

There is someone somewhere who may have more power than you,

but compared to the families and the child care providers

and the teachers that we serve,

the power that we have in this room,

to impact how they work and impact how they serve,

is infinitely greater than what they have.

Shannon said earlier, I think in your concluding remarks,

you said, you know, "part of policy

"is about who's sitting at the table and who's not."

And so I felt, in coming here, I felt the responsibility

to fulfill kind of the request

that every time we go out to work

in neighborhoods people have,

which is you know, to talk to they,

except that so many of us sitting in the room

actually came from being a teacher, being a site director,

being a coach to the site directors as well.

As much as we have our own theys to report to,

I just want to acknowledge that we are stuck being they

for the Early Childhood System for the United States.

So, when I'm nervous I always think about,

kind of, what is it that we have in common.

That's something, just another lesson,

from Mr. Rogers who always felt so strongly

that the kind of things that makes us different,

tend to be superficial and each one us are much alike

with one another, with our neighbors

than we're different.

So I was trying to think about what

all of us may have in common,

even though we come from different states,

we have different roles.

And I think it has something to do with,

that our work often takes place

in the space

between low resource and striving for high quality.

And these two spaces often don't seems like they meet.

That what we often, the need we're trying to meet, right,

are often in places that have very little resources,

with providers that have very little resources,

with families that have very little resources.

And the resources we're given

often are insufficient to meet the needs.

But the same time, we're committed, and we're pushed,

and we're held accountable for high quality.

And high quality necessarily often takes

investment in resources.

So one of the things I imagine

that many of us have in common,

is that that space in between

is where we work.

And as I thought about the conference,

these kind of,

two contrasting visuals that keeps coming to my head,

I'm just going to use Washington, D.C. as an example

when we think about resource and quality.

So, the D.C. area, just like every state,

has its quality rating systems, right.

And the quality rating systems

in documents and in theory is this upward mobile system.

Quality goes higher and higher,

and our whole system wants to encourage providers

to go higher and higher in quality.

So that it's this upward moving trajectory.

Right here also in D.C.,

last year there's a cost modeling report

that came out from the Superintendent's Office,

working with Opportunities Exchange,

Louise Stoney, and I think, Libbie Poppick.

And it's a curve of the opposite picture.

And so lemme just explain this chart a little bit

in the report.

I think what it means is that,

as a provider

tries to go higher and higher and higher in quality,

their bottom line goes deeper and deeper and deeper in red,

with the exception of when they can afford

and have the capacity of having public pre-k funding, right.

So if you compare these two diagrams,

one is in theory, this upward mobile ladder

about quality rating,

and the other is the reality in which we live.

Where there are insufficient resources for providers,

even medium to large providers,

to meet a bottom line and still be able

to reach the provider.

And report after report

about the finances of early childhood,

point to this dilemma and go, well,

if a child care provider is a business,

why does it make sense for the business

to try to go up in quality

and go deeper and deeper in red?

It is not how any business functions.

And this isn't just an issue with the D.C. area.

In every state cost modeling report

that I have seen, particularly again done

by the group Opportunities Exchange,

you see this similar kind of a curve.

And small providers, like home care providers and so on,

particularly struggle in these curves.

If you really try to live up to quality

as they're defined now,

and given the current rate of reimbursement,

then your bottom line suffers the higher you go in quality.

And these are the challenges and dilemmas I think we have

in terms of trying to serve those who have low resources,

who are trying to serve communities and families

with low resources and meanwhile are being held accountable

to reach a higher quality which they couldn't afford.

And that is what makes that space in between

so difficult to navigate in Early Childhood Systems.

So, I have been thinking about,

just over the last month,

what is it that we have to add,

because we ourselves are just barely trying to understand

how these systems work.

Our work, for the last ten years or so,

has been trying to find kind of the unicorn.

What we have been trying to do,

is trying to find high quality practices

in low resource settings.

We're looking not at the gap between these two circles,

but we're trying to find how do you get

these two circles to intersect.

What is possible in low resource settings,

that nevertheless, manage to provide high quality care?

Not just for early childhood, but for public schools

and for out-of-school-time programing.

And this was this loosely kind of collected together work

that we called Simple Interactions.

My colleagues and I have worked in a number of countries

and have either worked or taken the message on the road

to a number of states here.

And I'm just the spokesperson for a much,

a small but nimble team

that has been continually doing that.

But what I'd like to do today is to just bring,

not research studies, but bring three stories

from the field, from these intersections

of low resource and high quality,

and to just share with you some of our thinking.

and some of our reflections and conversations in the field

about what that means.

So, the kind of places that we have gone to

included orphanages in China,

little home care providers in low income neighborhoods,

Head Start classrooms,

public schools in high poverty districts,

on the street corners in the communities,

in this case the crossing guards in the community.

This past summer we went to California

and worked with summer and out-of-school-time programs

for children of migrant farm workers.

And school for the deaf,

and hospitals in which they're trying to care for children

while they're undergoing medical care,

and child welfare in residential group care facilities.

I just wanna give you a sense of the kind of places

we go to look for high quality practices,

even though they have challenges.

One of our first efforts in early childhood took place

in an urban neighborhood,

in several urban neighborhoods, in Pittsburgh.

And these urban neighborhoods

they have a lot of pride, a lot of history,

but also a lot of challenges that you can see,

kind of shuttered buildings,

as well as, aging public housing

and projects and so on.

And what we did is we started off

with the least resourced providers in these communities,

the family child care providers.

And what we often do,

it's not research,

so what we try to do is we try to go into these settings,

we turn our cameras on

and we try to capture, kind of, stories of everyday practice

that actually happens.

And then we take these stories on video

back to the providers who actually work there,

so that they have a chance to learn from their own stories.

And then, we take these stories to occasions like this.

So, the first story I wanted to share with you,

so this was a very small family child care provider.

It's been in business for about 18 years

in the same community, in the same spot.

And, on this day we arrived early in the morning.

We watched the children going through crafts and snacks,

you know, there's only about five children in the house.

And then, as we were packing up the camera equipment

and getting ready to leave,

I noticed that there was this one child,

she was about a little over two at the time,

and she was a happy child, I think, mid morning,

but by the time snack time came

she started to look more and more anxious.

And then later on, at lunch time,

she started to get very anxious and teary eyed.

What I didn't know at the time,

but I find out later was that

this was her third day in child care,

she has never been in child care.

She was cared for by grandma

when her mother works the night shift.

But then, her mother gets a day shift

and the grandma was sick,

so all of a sudden she has nowhere to go

that they can afford

and they went to this particular family child care center.

So anyhow, she has never been in family child care

and as it gets closer and closer to nap time,

you can imagine she gets more and more anxious

'cause she's not with the grown ups

that she's familiar with.

And, this was her third day,

so you can imagine by this time

she and the family care provider hasn't had a lot of time

to know each other yet.

Actually it reminds me of Mrs. Scott

that you were just talking about.

So anyway, I just wanted to show you.

I decided to sit down by the door,

just keep the camera rolling,

'cause I wanted to see what happens,

'cause all the other four kids are off to nap

and she's getting just on the verge of, kind of,

start bawling.

(lighthearted piano music)

- [Miss DeVore] That son is cycling and it's cold out there.

- Mommy, mommy.

- [Miss DeVore] Your mommy's at work.

- Mommy. - Yeah come on,

come on and sit down with me,

let's look through the mail, come on, come on.

See that book, Harriet Clauder,

Fresh Finds, I never got that one before.

(audience laughs)

I don't know if I wanna look in that one

because they might get me.

Publisher Clearing House,

they're always telling you want something.

And that's worth a four, rush processed four.

Huh, let's open that and see what that is.

(paper crinkling)

It tells you, it says, fold along perforation and remove.

Let's see.

(paper tearing)

Would you hold that for me?

Thank you.

(paper tearing)

Hold that one for me too, thank you.

What'd you think is inside here?

You know what's inside here?

I know I don't.

(sighs heavily)

Another Visa card, take credit, own that car.

Preferred customer, pre-approved for up to $1,500.

That's right, we are pre-approved.

Give you a platinum Visa card with a starting credit line

up to 1500 plus.

This offer has no enrollment fee and no over-limit fee.

And well, that will award you.

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for credit line increases.

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You know what any of that means?

I don't think you know what any of that means.

It sounds good though.

Three easy ways to accept your credit.

Let's rock the chair.

You know they got your (mumbles)

You know that?

(TV playing in background)

(audience laughs)

Alright.

(papers crinkling)

(rocking chair creaking)

(lighthearted piano music)

♪ Let's think of something to do while we're waiting ♪

♪ While we're waiting for something new to do ♪

(audience applauds)

- Thank you, so.

So, within a few days, alright,

so what we typically do is the...

'cause you know how family child care providers

usually don't have a lot of opportunities

to get together.

So with our partners in the community,

the family child care providers have been getting together.

So when they get together we would play these videos,

so that they get to see

what's happening in each other's homes.

And Miss DeVore, you can see her right here, right.

So, she had no idea, I mean, 'cause we there for two hours,

she has no idea which video we were gonna show.

And she had no idea that we would pick

that particular one.

So she starts telling stories about,

kind of, over the years, right,

what she has done for children who felt really anxious.

And then each of the providers

start to have stories of their own, right.

They start to share their stories

about what they used to have parents bring a picture,

and they let the child hold the picture

while they were going to bed.

I mean, every provider has their own stories

about how they have dealt situations like that.

And of course, everyone wanted to know,

how's that little girl doing, right,

'cause that was just the second week.

And Miss DeVore said, "oh she's fine."

Like she's just--

- [Miss DeVore] She has credit card.

(laughing)

- She has a credit card, yes.

(audience laughing)

'Cause part of the concern you can imagine people say,

well yeah, family child care providers can do that

I can't afford to do that,

if I have to do that for every single one of my children,

you know, how do we do it?

And Miss DeVore said, you know, "usually, right,

"all it just takes is some time in the beginning

"and children eventually learn to build the trust,

"then they find safety in these places."

And so I said, "Oh, can I come back with you,

"like tomorrow, I wanted to see kind of,

"how's little Taj doing?"

So I just wanna show you,

just a glimpse of what Taj was doing

just the following week.

- [Miss DeVore] Now she's to the point

where once she's done with lunch,

she gets wiped off and she runs and gets on her bed.

It was such a natural thing to me to do what I did.

I didn't even realize what I was doing really,

I just thought I was comforting her,

you know, making her feel safe and secure here and.

- [Woman] That's marvelous.

- So I'm glad you liked it,

because Miss DeVore was one of those who said,

"you know who needs to hear this?"

(audience and Junlei laugh)

I'm glad she's here.

So, now I'm not gonna assume that everyone

looks at that video would have the same reactions.

Overall of course this was a lovely moment,

but I've worked with assessors,

and health and safety certifications.

I've heard people point out

there are things that could be improved.

For example, when she was rocking the child,

I don't know if you, like there's a fish tank nearby,

right, so there's fish food at a level, right,

at where children can reach.

And technically it's not

developmentally appropriate reading material, I suppose.

(audience laughs loudly)

But I think just for that moment it works.

Right so, what Miss DeVore said, 'cause you know,

the only time she can go get her mail

was when the kids were down.

So she ran out to get her mail,

she came back, she opens the door,

and there is Taj getting ready to cry

and she doesn't have time to go find a book.

And I'm not sure if the book is the right thing anyway.

So she picked her up as quickly as she can,

and she said, "I just had to do with the junk mail

what I could at the time."

And she took 45 minutes,

I mean, we had to truncate that video

'cause by the time Taj went to bed,

I couldn't get off the floor

'cause you sit for so long, right.

And I was trying to lay completely still.

And you notice, like Taj pays no attention

to this stranger on the floor,

'cause she's completely absorbed by Miss DeVore,

who's a stranger to her as well.

And I think the one thing that she gets right,

the one thing that Miss DeVore gets right,

is one of the most important ideas

in child development, human development,

particularly in serving children

who come from low resource settings

who experience obstacles.

And it's this idea that every child, or every person,

needs at least one person with them,

that they can trust, that they can find safety in, right.

At least one person that'll put down other things

to attend to their needs when they're really needed.

And the idea comes from, kind of,

decades of research about resilience.

So the Harvard Center on the Developing Child,

who really has kind of over the last decade,

have provided scientific support

for the early childhood movement.

Two years ago they did a summary

of decades of research on resilience,

which is essentially your ability to bounce back,

despite the adversity you experience early in life.

And their conclusion was that the single,

most common finding, is that children who end up doing well

have had at least one stable and committed relationship

with a supportive parent, caregiver or other adult.

And for that moment on that day,

Miss DeVore was beginning to be the at least one.

And for that moment little Taj didn't have anyone

who can care for her,

so she gravitates towards the at least one.

That's a heart-warming moment and story,

and moments and stories like that

happens in these neighborhoods

as we worked there for three years.

That almost every single, not almost,

every single day we go into any one of the providers

and we see moments like that.

But the story is more complex than that.

On the day when we were filming that,

Miss DeVore's

child care center has a quality rating.

So in our state I think we have a four or five star system,

and Miss DeVore's family child care is one star.

So that's the bottom of that system.

And most of you are familiar with the system,

or at least the physical embodiment of the system,

looks kinda like this.

Most people who laugh has a bookshelf

that looks like this, right.

And most child care centers, you know,

right behind the director's table is a table look like this.

So, one of the things I think

I didn't understand at the time,

was that why is it that these well intentioned,

well researched binders, couldn't quite give credit

to what Miss DeVore is able to do,

as well as, child care providers like that?

And it made me think back, again, to what

the research on early childhood development was telling us.

So when the Center on the Developing Child at Harvard

first started, their very first paper,

their very first policy white paper,

was titled Young Children Developing

an Environment of Relationships.

And Shannon you mentioned early quite a bit,

and Moniquin too, about the importance

of connections and relationships.

But the conclusion there was quite simple, right.

Whether you look at brain science,

or whether you look at social science,

or whether you look at medicine,

that relationships, human relationships

are the active ingredients of the environments influence

on healthy human development.

And I remember reading that about ten years ago,

I thought yeah of course, right,

because I was becoming a parent,

and of course relationships are important.

But it was really struggling to understand

the difference between what Miss DeVore is doing

and what these binders are giving her credit for,

is that I go back and I start to hone in

on the word, active ingredient.

'Cause I used to just think active ingredient means

it's an important ingredient

and nobody's gonna disagree with that.

But why say active ingredient?

And the closest way I've come to understand it is,

so I think of my children as toothpaste

which I used to read,

because I have to supervise them brushing their teeth

and there's nothing to do,

so I read the back of the toothpaste,

(audience laughing)

not interacting with my children.

So, I strongly you recommend you do that

when you go back to your hotel.

It will be better if you have the full packaging.

But in the back of the toothpaste,

there are boxes like this.

And there's always a box that says active ingredient

and it's some form of fluoride,

'cause fluoride is the only thing

that actually prevents cavity.

And then, especially I you have the box,

it'll have this big box of lots

of inactive ingredients, right.

And the way it works in a toothpaste

is that all these inactive ingredients they're not useful.

They have to be there like the baking soda and so on.

But they don't prevent cavity.

The inactive ingredients are useful

if, and only if, the active ingredient is there,

and if, and only if, the inactive ingredients

can support delivering the active ingredient.

So, the example that I always think

of is my children used to want the bubblegum flavor,

'cause the mint was just a little too spicy for them.

So, pretty obvious, right.

So bubblegum flavor does not protect your teeth.

But, what bubblegum flavor does though,

is that it

helps children to hold it

in there mouth for two minutes.

And for those two minutes the fluoride gets to work.

So the relationship between bubblegum flavor and fluoride,

is that the bubblegum flavor matters,

if, and only if, it helps the fluoride.

If you take the fluoride out,

you can put whatever flavor in there,

it doesn't make any difference at all.

So, the question then for us became,

if our work in child development

is like a tube of toothpaste,

how would we label it?

What do we label for the active ingredient

and what would be the longer list of inactive ingredients?

And it is as clear in science, as it is in our common sense,

lived experiences, at home, in child care,

as it is

in just

what we see in the field in low resource settings.

That the fluoride of child development

are these human relationships.

That everything else can, and could be helpful

but if, and only if they help to enhance

the human relationships.

If they distract, if they weaken,

if they undermine the human relationships,

then they are counter productive.

So then, that brings back

to the system in which child care providers

have to comply with.

So, in a typical state the systems include

certification and compliance.

And increasingly it's mandated,

especially for child care providers

who receive subsidy dollars,

that they're part of the quality rating

and improvement system.

And of course, they're also guided

by each state's Early Learning Standards.

And each of these instruments

are constructed with good intention

and the best available research at the time.

But lemme just share, kind of, why we thought

maybe, maybe, that we have this gap

between what a provider does

and what the provider gets credit for.

So take the Environmental Rating Scale as an example.

It's probably one of the most common tools

in the QRS systems across the states.

So I like to collect tools,

but not just the published version,

but the history of the tool.

So once, I was able to find a 1980, the very first edition,

of the Environmental Rating Scale.

And if you can judge a book or tool by its cover,

I just want you to pay attention to the cover for a second.

This was the 1980 cover

and this was the 2005 cover,

that's 25 years later.

And I'm just gonna put them side by side.

So you notice the difference between the evolution

of the most commonly used ratings tool.

So if we were to open the cover,

what you'll see is, so in the 2005 version,

which was how I came to learn about the two,

you see 43 sub scales.

And out of 43 sub scales,

number 32, staff child interactions.

Of course there are staff child interactions

embedded in some of the other scales as well.

But, if we build a tool like that,

and if we convey to providers

that this is the tool that measures their quality

it's a little bit like taking sodium fluoride

and put it in the middle of the list

of inactive ingredients,

and just send the whole thing out,

and say that's a toothpaste.

You know, you couldn't tell which is the active,

and which are the things that are supposed

to support the active ingredient.

And,

then if we build a system

on notions like that, one of the challenges

I think we're running into in quality,

is that we may be mistaking measurements of resources,

as opposed to measurements of resourcefulness.

Resources, those places and communities

that have high resources,

or parents who can afford high resources,

would always have.

But it's particularly in low resource settings,

whether it's an orphanage,

or whether it's a home care provider,

that they are particularly resourceful.

But how do we capture resourcefulness?

And I think

one of the things we've come to understand

about most of the tools that we use,

let's say all of it,

is that they are always improving.

No version of the tool

is the absolute gold standard of any quality,

that these tools are evolving.

For example, for most of the states now,

environmental rating for,

and infants and toddler environmental rating,

are in this third version.

So if you look at

the fine prints about what is different,

what is intended to be different,

with the and the one that came last year,

you can see that the tools themselves

are trying grow in that direction.

That

the 2005 version required close attention

to the number and quality of materials,

but that iterative three now requires more attention

to how the teacher used the materials,

which is the resourcefulness.

Miss DeVore didn't have the right materials at the moment,

but she was able to use whatever material she had

to foster that little girl's development.

And what this example, I think, is pointing to us

is something that we've observed in systems

when it comes to child development,

youth development and child welfare overall,

which is caution.

At any time we're building a system,

any time we're using instruments

for accountability and measurement,

is that, this was attributed to Albert Einstein,

but this idea of "what counts cannot always be counted,

"and what can be counted does not always count."

And that if we're really faithful

to this idea of research informed,

evidence informed practice at the system level,

then research and evidence

tells us to have a sense of humility

about the limits of our instruments,

the limits of our measures.

Every system needs to use

the best available measure at the time,

but the best available measure

is almost never the only gold standard.

In fact every instrument counts some of the things

that doesn't count,

and a lot of the things that really count,

in terms of the interactions between children and providers,

cannot always be captured on a spreadsheet.

What then becomes the challenge

for technical assistance for coaching,

when we're working in that kind of a system,

when our instruments shift heavily

and weight heavily towards the availability of resources

and doesn't adequately capture the resourcefulness?

So there was a study a few years ago,

by the National Center for Children in Poverty,

and it was specifically done on coaching

and assistance in the QRIS systems.

And I think about 14 different states

participated and they interviewed state administrators.

And then they actually went down to interview

technical assistance providers in these states.

And they were trying to find out

when technical assistance providers in the QRIS system

go out to work with providers,

what do they most frequently spend their time on.

And I think the result is probably not unfamiliar to you.

Most of the time, absolute majority of the time,

they're working on how do you move up the ladder.

How do you do the kind of things,

acquire the kind of the things

that can improve the scores and move up the ladder.

That only about 50% of the time

do the technical assistance providers

actually have time to observe staff-child interactions,

so the active ingredient of quality,

will only have time to observe it for about 50% of the time.

And only about 11% of them were able to report

that they're actually helping the directors

to help the teachers.

Which you can imagine is the most essential element

once the technical assistance provider isn't there.

And so, the kinda system we have, right,

creates a priority structure that looks like this.

But if we're really focused on improving

the one thing that matters,

the active ingredient that matters,

above an beyond the health and safety standards.

Once we go beyond that requirement

the next biggest bang for the buck

is to focus on improving the quality.

We kinda need to actually move these things

around a little bit.

That in technical assistance we need to be able to see

the interactions and we need to be able to develop

mentoring and coaching capacity.

And then, in the hopes that eventually

we move up the ladder of quality.

We had the pleasure over the last year to work with

the Georgia Department of Early Care and Learning.

Let's say hi to our Georgia friends.

So, and it was a pilot effort

that's focused particularly on doing

just that kind of coaching and mentoring

for early language and literacy for infants and toddlers.

And, I just wanna show one story from that field.

There was in this one of the sites

that serves mixed income neighborhood,

mixed income parents,

there was this one teacher who is very well intentioned.

And she loves children, but she has been struggling,

on and off for a year infants and toddler room.

She just couldn't get comfortable, infant and toddler room.

So sometimes you can look at that and go wow, you know,

someone like Miss DeVore in the video early,

she just naturally have it.

And a new teacher like that probably just doesn't have it.

But I think the infant toddler specialists

took a very different approach.

And within the project, I think what Georgia did,

was they enabled these infant toddler specialists

to really spend time with the providers.

So much so, I think even by taking case load off

the specialists so that they can devote more time.

And the specialists are not just there

to work with the teachers,

but they're there to work

with lead teachers and center directors.

So that lead teachers and center directors

can become the source of support

for the teachers that actually work there.

And so what I wanted to show you is Miss Nicki,

someone who just a few months ago,

was just still not comfortable

being with infant and toddlers.

And one of the things her lead teacher, and site director,

and the infant toddler specialist from the state

was helping her work on, is just to take tiny,

incremental steps.

And one of which is to just see if it's possible

to just get down to the level of the infants and toddlers.

They know that she has the intention

and the love and affection for the children.

If she just can get down to the level

of the infants and toddlers,

that was a step that was worth taking.

So I just wanted to show you,

kind of after a few months of the teacher being supported

by the state's infant toddler specialist,

and the lead teacher, as well as, the site director,

what a moment looks like

in the infant toddler room in this center.

- You're gonna be a (mumble)?

(child babbling)

(exclaims with mock surprise)

(baby gurgling)

Go. (baby mimicking Miss Nicki)

(exclaims loudly) Go.

(baby gurgling)

You making bubbles?

Here, get your car.

- [Woman] Kimmy's on the way.

- Hey, you come to play cars with us?

(Miss Nicki mimicking baby)

You gonna play cars with us?

(baby gurgling)

(mimicking car engine)

(exclaims in surprise)

(mimicking train engine)

(mimicking train horn)

(mimicking train engine)

(mimicking car engine)

Here comes the bus.

Kimmy's gonna play with us?

You'll play with us?

There you go, there you go, high five.

High ten.

High ten, high ten.

There you go, there you go.

(clapping) (toddler rattling toy)

High ten.

Ten, high ten.

(toddler exclaims)

Ten.

- [Woman] There you go.

- There you go.

I got a double high ten.

I'm sorry, I let go to quick, I'm sorry.

Where you going?

(baby gurgling) (Miss Nicki mimicking baby)

(laughing)

You gonna lay down?

You coming back up?

(baby cooing)

You coming back up?

(toy rattling)

Ready, set, go.

Go, alright.

Work out.

And one,

and two,

(toy rattling)

and three.

They're making music, you gon' dance to it?

(exclaims rhythmically)

(toy rattling)

(baby gurgling)

(Miss Nicki mimicking baby)

You held yours longer than me.

(baby gurgling)

(Miss Nicki mimicking baby)

(baby cooing)

Aww, thank you.

(baby gurgling) (Miss Nicki mimicking baby)

Hi girl.

(baby gurgling)

(Miss Nicki mimicking baby)

(laughing)

You aint got no more left?

Hi girl, what you doing girl?

What you doing girl?

- [Woman] Aww.

- Thank you girl.

- [Woman] That was so nice.

What you wanna see (speaks away from mic).

(audience exclaims appreciatively)

- Georgia (chuckling).

(audience applauds)

I think in addition to the moment being remarkable,

it's really the story behind it.

How a system gets together

from the state infant toddler team to the lead teachers.

And the grant actually paid for time

away from everyday duties for the lead teachers,

so that they can develop and become the coaches

at their own site and so on.

And that the kind of interactions that you just saw,

with Miss Nicki, however simple that it looks,

it embodies almost every aspect

of what makes human interactions work.

Not just in early childhood,

but in every setting that we have worked in.

That you see that there is a sense of connection

that she have with the children.

That whatever interactions she has,

whether it's using words or using her body,

that there is this really a sense reciprocity,

or the Harvard Center on the Developing Child

have called serve and return, right.

It comes back and forth, back and forth.

And she may have three children with different abilities,

and some how all three of them gets her attention

and gets included in them.

And even though this was a language and literacy project,

you can see that each children gets

just a rich set of opportunity to grow

from physically, socio-emotionally and language,

just all within a matter of minutes.

Just by being with her at the same level.

And one of the things I think we learned

by working with the Georgia team,

is something that goes back to one of the important lessons

that we learned from Mr. Rogers

about how do you help people learn and grow,

not just children, but grown ups and well.

And Fred often thought and spoke about,

one of the most important thing,

or he thought was the most important job

that he can do in life,

whether it's through television screen

or at a street corner,

is to be, what he calls, a helpful appreciator.

And what that means is that,

I think he describes as,

"the greatest thing we can do

"is to find what is healthy and laudable about somebody else

"and reflect that to them.

"I really think that's the biggest weapon

"against any kind of bigotry or racism."

And he thought it was a very difficult task.

"It's a large assignment

"to be able to help people look deep within themselves

"and find what is wonderful there,

"because at the core of everyone is someone wonderful."

And I think what we learned in that work with Georgia

is that the infant toddler specialists,

the lead teachers, the site directors,

are able to look within each of the teachers that work there

and sees a wonderful teacher.

And through their appreciation, through their support,

they bring it out.

And I offered, kind of, the toothpaste analogy earlier,

I'm gonna switch to a flu shot one.

I know it feels like, oooo, flu shot.

So, the good thing about flu shot, it's over very quickly.

But for years, even when I was a child

and as well as a parent,

I actually didn't understand how a flu shot worked.

I always thought it was mystifying,

because it took like a second, right,

and it had some protective power that last for months.

So I just thought, wow, like,

whatever medicine they have in there has to be so potent

that it takes one second to administer

and it lasts for months.

Until I think our pediatrician was explaining to me

that there's no medicine in the traditional sense,

inside the flu shot are benign fragments

of the viruses themselves for that season.

And so, the flu shot works

because it assumes that your body already have

what it takes to protect against the viruses.

So the job of a flu shot isn't to give you medicine per say,

it's to help to wake the autoimmune body system

that then, once awoken, it'll protect you

for the rest of the time.

And I wondered if that was a fitting analogy

to think about the kind of technical systems

and coaching provide to providers and teachers.

That it's not so much all the things they don't know

that we put towards them,

but to trust that they may have a lot what it takes to grow.

And it's a bout waking up that process

that allows them to learn, allows them to grow.

And one of our teacher partners,

in public school in Pittsburgh,

phrased it like that, which we love.

Which is that, "innovation is finding something new

"inside something known."

Not always the new gadget, the new toys, the new curriculum,

but simply having a process where we can learn

from the kind of practices we always have known

but may have taken for granted.

And then, for the system as a whole,

I wondered what that means.

What does it mean now,

especially with this monumental increase in federal funding

and each state has some flexibility to innovate,

is how do we innovate in a way that helps us

to find something new within the system

and the practices that we've always known?

I wanted to come back to, kind of,

the basic premise, at least of the last two decades,

of why this Early Childhood System

is here in the first place.

All of you have heard this at one point or the other,

that we're all here because that an investment

in early childhood brings returns,

more than any other intervention.

And most of the conversations at the policy level

and research level have focused on the return.

You know, by improving school achievement,

and reduced special education,

and reduced crime, et cetera, et cetera,

these are the things that come to return.

And only within the last few years I realized

that I actually didn't quite understand

about the investment.

It's easy to say a dollar invested.

But like, what was that dollar invested in?

In the studies that gave these numbers,

what did they do with their dollar in the very beginning?

Or how did we invest it?

Some of you may have heard of some of these big studies,

there's the big three for the field of early childhood.

The earliest one is Perry Preschool,

and then Abecedarian North Carolina, and then in Chicago.

And those are the studies that have given us,

more or less, the return on investment estimates

that has propelled the field.

So I'm just gonna take one of them as an example.

So, Perry Preschool was the earliest one

it's sometimes the most well known one,

because it has the largest return on investment,

in part because they were able to track the children

for a very long time.

And I had this very simplistic and naive understanding

of what Perry Preschool was about,

until about two years ago.

Which is it that, I thought as a researcher,

I just naively thought that Perry Preschool

was about a bunch of qualified teachers

delivering evidenced-based preschool curriculum.

It should've been obvious to me in hindsight

that that was too simplistic,

because Perry Preschool was the evidence.

So they couldn't be delivering evidenced-based curriculum

while they're doing it.

(audience laughing)

So I don't know how I missed that.

(audience laughing)

But I was reminded of that two years ago

by a two-part article

in NAEYC's magazine,

Young Children,

by these two people, Louise Derman-Sparks and Evelyn Moore.

Now some of you may have heard

of at least Louise Derman-Sparks.

She's a champion and leader

on anti-discrimination curriculum in preschool.

What you may not know,

well she was one of the Perry Preschool teachers.

She came out, she had her Master's

and she went into Perry Preschool.

And Perry Preschool isn't this state of the art preschool

that we're trying to model after.

It was in an old gym in Ypsilanti, Michigan

a school that was across

from segregated public housing projects.

They didn't have, like,

by today's environmental rating standards,

they didn't have what they have.

They had this old gym that they sub divided

into four sections, had four teachers,

each of them had about six kids.

And the children were identified

from the public housing project,

because their IQ has fallen below 80,

so they qualify for special ed.

That was how Perry Preschool got started.

But what I also didn't know,

is that for the Perry Preschool,

I always knew it was a half-day program,

what I didn't know is,

that they didn't have curriculum ready day in and day out.

There were four teachers that worked at any one point,

and they were just making this up.

I don't mean like out of the void,

I mean they're with children.

So, they think about what the children are interested in,

they identify what resources that they have

from the things they can buy to the things they can make.

And every day, every week,

they try to kinda create things

they think would work for the children.

They try and understand what the children are interested in,

follow their lead.

But then, what did they do in the afternoons?

I forgot to ask that question early on.

They went into the public housing projects

every, single afternoon

to visit the families of the children.

It is one of the most intensive home visiting programs

that ever was.

To think of Perry Preschool as a curriculum project,

is over simplifying it.

That so much of this was to build

partnership with the families.

And the original administrator's intent

was for the teachers to go into the homes

in the public housing project,

to correct parenting deficits.

But the teachers goes in and go, we're not doing that.

(laughing)

They do what all good home visitors do.

They go in, they build a relationship

that's based on trust and respect.

And they did that every, single week.

Not just about early childhood,

they helped the parent to think about

how to advocate for their older children

in the public school system.

They were the ultimate parent empowerers in that system.

And so, that pie is missing just one slice,

which is Friday afternoon.

Friday afternoon there were no children

and there were no home visits,

the teachers just spend their time with each other.

All this they had to do was enormously difficult

and then, regardless of their degrees,

no one was prepared to do all these.

So just four teachers was the smallest community

of practice they needed to encourage each other,

to offer ideas, to talk about struggles

and then they went home.

So if this was to serve,

this, the results of Perry Preschool study,

along with the other two, have propelled our movement.

But the model, the model had been somewhat forgotten,

at least it was unknown to me,

until the teachers themselves talked about it.

And that if we were to make it abstract,

I think it's that the teachers invested

in building relationship with children

through these everyday, simple interactions.

And they invested approximately 50%

of their capacity to do that.

And then, knowing that preschool is only a year, two years,

and the real impact is gonna come from parents,

so the teachers invest about 40%

of the time strengthening the parents,

so that the parents can be impactful for the children

long after the preschool was over.

And all this was difficult to do.

And the teachers invested 10% of their time

to work with each other.

If we think of Perry Preschool,

this was the model, this was how we invested that dollar.

Not buying curriculums,

but in supporting the human relationships

that actually happened near that public housing project

and in that old school gym.

And in a way, each of the big three,

while the percentage may be different,

while the person doing the home visiting may be different,

but each of the big three, more or less,

have traces of this model.

This model looks quite different

from Early Childhood Systems that we think of today.

The closest thing that we may still have,

that started around the same time

of the Perry Preschool Project is Head Start.

Head Start had a very strong component

in investing in the families.

So the last story I wanted to share today

comes from Head Start classrooms in Pittsburgh.

We, for the last years, have been working

with different pre-k classrooms,

and that included Head Start classrooms.

Now in this particular school

the Head Start program served a high refugee population

in Pittsburgh.

So about half of the children in the classroom

are English Language Learners.

And most of the children, of course,

are from the low income community.

So when my colleagues at the center were working

with groups of teachers from different Head Start,

they noticed this was this one elderly teacher,

who's been working in Early Childhood System

for about 30 years.

She clearly has experience,

but she was usually very quiet in these workshops

and she was very, very nervous

when our team went in to film her classroom.

She was not feeling good about her classroom.

And, one of the things we find out later,

is that she's the lead teacher in the classroom

but the teacher aide

or second teacher that she's very familiar with

went on maternity leave.

So everyday she goes in, in order to keep up with the ratios

she'll get just a sub.

She doesn't know the sub,

and she again have somewhere between 22, 24 children,

half of them are English Language Learners

and come from refugee families and so on.

So it's a very, very challenging environment for her.

And she didn't feel like she was doing as good a job

as she would like.

So we did go into her classroom and we filmed.

And then in one of the sessions

where she attended the workshop,

we wanted to make sure to reflect back to her

what she was doing.

And the only way we can do that,

instead of capturing one moment,

we just wanted to see what she actually did.

And, I'm gonna just warn you ahead of time,

that when you see the video

for some of you it may seem a little dizzying,

because you have to see how she just moves across the room,

and capture every interaction as she can.

And if it's dizzying for you,

can you imagine how dizzying it must be for her

to do that for the entire school day?

Woops.

(children talking)

- [Miss Delores] It's here.

- I wanna see. - There's Sadil

with his robot.

- Where's the (mumbles)

- Wanna make him move a little bit?

Watch we can make him move a little bit like this.

See how he's moving da-da da-da-da-da da-da-da.

(light hearted music) (whirring)

(children talking background)

- [Miss Delores] How many?

That many?

- [Boy] Yeah.

- [Miss Delores] And how many is that?

(child speaking foreign language)

That, this is five.

- Yeah. - This is ten.

Ten, this is ten, this is five.

Five. - Five.

- Ten. - Ten.

- Yes.

(lighthearted music) (whirring)

(children talking in background)

I'm going to make

a mushroom.

Did you ever eat a mushroom?

- No. - No?

Did you ever see a mushroom?

Did you ever eat cream of mushroom soup?

(children talking loudly)

What is that Erin?

What is it?

Do you want this or something else?

I don't know.

You want to watch this or something else?

- Yes. - Something else, okay, here.

Press the button here, press here.

Okay, now

what do you want to play with?

There you go.

- I make spaghetti.

- Spaghetti?

On top of spaghetti?

(boy laughs)

And meat balls?

- This is a hammer.

- It's a hammer?

- Yeah.

- Should I hammer my mushroom?

You're gonna smoosh my mushroom?

Oh thank you.

(lighthearted music) (whirring)

(children talking over Miss Delores)

- 'Cause I don't want to be in jail.

I need to get out of jail.

- [Girl] (children talking over girl) To get out.

- Tomorrow I can get out?

- So in that, I mean, this goes on all day.

(laughing)

We were just trying to count, right,

the opportunities she took.

Whether it was a few seconds, or whether it was a minute.

And that every time a child comes up to her

and she gives her full attention to that child

as long as she could afford to do so,

and then she gives the attention to the next, right.

And that in the workshop, when we finally played that video,

I think she just, she said, "that's what I do everyday,

"I don't think is worth anything,

it's just, it's what I do everyday."

And then when she heard the other teachers

in Head Start and other programs

saying that, you know, "that was great,

"I wanna be like you."

She started to get teary eyed

because she said, this year,

even though she's in her 30th year,

she really struggled this year,

and the only feedback she has gotten

within her own institution,

was her classroom was getting too loud.

And that, you know, she talked about how she started

in early childhood field right after high school, right.

And then she worked to get her CDAs,

to get her degree, to get her credentials

to qualify eventually as a lead teacher.

She was precisely the kind of early childhood professional

that we all hope to have,

who's committed to the field,

who persevered, who got the credentials

and who stayed for 30 years.

But as much as we admired what she did,

we also struggled, why is it that a teacher

who has the credentials,

who struggled for all these 30 years,

yet the 30th year still feel like she's not good enough

in that kind of a system?

And what is it that we can do for them?

And this, will bring back to, kind of,

this return on investment one more time.

It's easy and catchy to think about $13 returned.

But of course, in early childhood,

they didn't just invest a dollar.

Like, what did they actually invest,

particularly on the people that matter the most,

which are the teachers?

So I did some basic calculations.

In 1962 Perry Preschool teachers at entry-level

were paid $6,500 for it, that's in 1962 dollars.

If you adjusted for inflation

at the Department of Labor Statistics,

that makes a career average salary of $65,000 today.

And of course, that is not the salary,

that is not the salary of early childhood field.

Report, after report, talked about the unsustainable level

of salary and income for early childhood educators,

particularly Head Start, particularly family care providers.

So in my home state in Pennsylvania,

the average child care provider salary

is just under $20,000.

And this year, in conjunction with the federal funding,

our state increased the reimbursement rate

for the first time in ten years.

A lot of times, some of the concern was,

well, how do we increase their salary,

if they don't increase their credentials?

Well, if you look at Head Start,

which has a pretty steep credential requirement,

so in our state 60% of the Head Start teachers

in 2015 already have college degrees.

And they're mostly married, they're insured and so on.

And they're median salary was $27,000.

The Center for Disease Control did a specific wellness study

of the Head Start teachers in Pennsylvania,

and what they find out, is that compared to women

with similar profile and family circumstances

who are in the workforce,

that Head Start teachers are twice more likely

to have poor physical health,

more likely to have clinical depression

and much more likely to feel mentally

and physically unwell.

And that has

to have a lot to do

with the financial circumstances

in which they find themselves.

And Head Start teachers we're already in a better position

than a lot of the providers that you saw earlier.

And I think the conclusion of the CDC study

was very striking and moving for me.

It simply said, for the staff to function well

in their work with children and families,

they must be well.

And whatever it is we can do,

from compensation, to health care, to coaching,

to help them be well and feel well.

When you think about the interactions,

if interaction was the active ingredient,

even as parents and grandparents,

when we go home we can just intuitively understand

what is gonna hurt our interaction with children the most.

It is the stress that we carry on our shoulders.

The more stressed we are,

the less we are available to children in our care.

And that is certainly true with providers as well,

especially a provider who has to work in a dizzying pace,

like what you just saw.

And that, I know all of us,

from the federal to the state level,

we're being held accountable for outcomes

for these return on investment.

But an important part of that process

is if we don't invest the right amount of dollars,

and if we don't invest the dollars

to support the people and support the relationships,

then there's very little chance

that it'll lead to the kind of return on investment

that we once had with programs like Perry Preschool.

And from the Zaentz Initiative,

my colleagues Noni Lesaux and Stephanie Jones,

put it, I think, really well, is that

when it comes to early childhood investment,

we need to be as invested in the helpers,

as the helpers are invested in our children.

And as a system, we cannot make a lasting impact on children

by skipping over the adults in the middle.

(audience applauds)

So, just to wrap it up.

I came here particularly concerned,

as all of you are,

with the gap between resources and quality,

particularly for the providers,

who they themselves having low resources

but are serving families who have equally low resources.

And that we have tried,

in our field of work, trying to see how is it possible

to have high quality experiences for children

in low resource settings,

and what kind of supports do helpers need

in these kind of settings.

For a little family care provider like Miss DeVore,

who on that day was rating one star.

How do we as a system offer encouragement to her,

that while she doesn't have

all the inactive ingredients specified,

that she gets this one thing right,

and that some how she can get credit for that?

For a young teacher like Miss Nicki in Georgia,

who has all the heart

but doesn't have enough experience yet.

How do we build the kind of system

with mentoring from infant toddler specialists,

from peers, from center directors,

so that she can turn her intention,

she can enrich it into the kind of interaction

she has with children?

How do we think about innovation

not by just adding more,

but on helping people to find

what is extraordinary

in the ordinary things they already do?

And then for Miss Delores the Head Start teacher,

who after 30 years

still feels like she wasn't being a good teacher.

How do we, from compensation, from support,

from feedback, to empower her?

We talked about empower the early childhood profession.

She did everything right in her career.

How do we empower her?

And how do we really make our investment count?

Not just be drawn to the $13 part of the equation,

but to be drawn to the dollar invested.

Can we invest adequately, can we invest right?

And all of that, at least for me

feeling kind of still new at the policy table,

I don't know what the specific actions that we can take,

I would imagine every state is different.

But I imagine that within this room of they,

that all of us have enough power

and the flexibility within our control.

And that what we hope to offer

to the table is just this question.

Is that, whatever decisions we make

about practice, about program regulation standards,

about funding policies, if we could just start

and end our meetings with the question,

how does this practice, or program and policy

help to encourage, enrich

and empower the human relationships around the child?

That in the active ingredient sense,

unless our decisions about practice

and program, and polices can do that,

it is unlikely gonna make a sustainable impact

on the children, on the families and on the providers.

And thank you so much for having us at the table.

And

(audience applauding)

we appreciate it.

So, thank you.

(audience applauds)

- Thank you so much for your thoughtfulness

of you and your colleagues of bringing that message to us.

Dr. Li does have time for some questions,

if there's questions from the audience.

- [Woman] And a breakout session.

- And he has a breakout session this afternoon.

Shannon do you have it?

I don't have it open here

but, there's a break out session as well.

Questions?

Comments?

Shannon.

- [Shannon] I'm a little bit interested

in how your work with the Zaentz Initiative

at the Harvard Graduate School of Education

might bring you in contact with more policy makers.

Do you have any idea?

You know, I think we need an expanded they.

(Junlei chuckles)

So just curious.

- So we, one of the things I was really excited about is

that we are in the process of building

a Harvard and Fred Rogers partnership in early childhood.

Trying to take these ideas and bridging them together.

I know one of the things

that the Zaentz Initiative are doing

is to help to support the leadership

of the early childhood field through the Leadership Academy.

Trying to help all of us to think through these issues,

right, not accept the current the state as they are,

but to think about what is it that we can grow.

But then both the Fred Rogers Center

and Harvard's Zaentz Initiative

are active in wanting to partner with states,

just like the partnership we had

with Pennsylvania and Georgia,

to provide support as states continue to let

the quality system evolve.

Let the Early Childhood System evolve

to better reflect this idea that human relationships

and interactions are at the core

of what makes our system work.

So, thank you.

- [Woman] Hi good morning, sorry, think it's still morning.

Two questions.

Just interested in knowing

if there's anywhere, a resource that just has a culmination

of the work that just shared, one.

And then secondly,

and I could maybe pick this up,

pick the response up at the workshop,

but curious if you've heard anything,

since you've been here,

that supports and facilitates the work

that you've done and are continuing,

and conversely something that you've observed or heard

that we really need to pay attention to?

Like, this may take us in the wrong direction,

of, again, the work that you've shared.

- Right, so we don't have a ton of resources,

but in the follow up workshop, I'll share some of them.

But, collectively our community of practice

has a website called, simpleinteractions.org.

And on there you'll find, kind of,

how we approach these issues

and the very simple, publicly available free tool

that we share with folks across the country

and around the world.

On the question of, kind of, what is hopeful and promising.

I really am excited,

and I'll stay through the rest of the conference,

'cause I wanted to hear all the things

that are happening in different states.

Just from the states that we know,

the Pennsylvania and so on,

I think any kind of incremental increase

in reimbursement rate that helps

the basic bottom line of the provider,

particularly providers who are serving high numbers

of children with subsidy,

and who themselves are in low resource,

anything we can do in that front,

and multiple states has been doing that,

would, I think, take a huge step in empowering

the human interactions and the quality of interactions.

And then within the quality and technical assistance system,

just like the work that the state of Georgia did

and a lot of the work Pennsylvania did,

the more that the technical assistance and coaching

can focus on what the providers are actually doing,

interacting with the children,

I think the more empowering it can be for the providers.

And the more that that effort is spent

on getting the biggest bang for the buck,

as far as actually improving quality.

And I'm not sure, right, how quickly they can improve

the actual numbers on the QRIS system,

but that is something that every state

have to struggle with.

And in Pennsylvania I know we just have finished a revision

and the simplification of the rating system.

So, thank you.

- [Woman] Hi, so, I am looking at my notes

and my key takeaways from your presentation.

And, what I'm hearing is,

as we build quality rating and improvement systems,

perhaps we should look at the limited resources

we have and focus more on the I.

Certainly, for accountability purposes,

we have to focus on the R, I'm not minimizing the R.

But it seems as if, as we unpack the dollar,

making sure the dollar is going more into the I,

which includes compensation,

is where you're telling us to go.

Is that accurate or over simplified?

- No, no, I think, I understand and I described earlier on,

like, systems are inherently complex

and it needs to be complex

in order to have regulations and funding and everything in.

But I think, out of that complexity,

by focusing on interactions,

by focusing all decisions on how are we improving

the quality of interactions,

and therefore improving the quality of the relationships

that help to bring all that complexity into a focal point.

Without it, I think, the complexity at times

would just serve itself.

And that we, I think, again to echo

your point, we really have to accept the system as it is,

in that that we have a discrepancy

between how we define quality

and what quality is affordable

for providers as well as for families.

And that we can't go on pretending

that we have everything that providers need

to rise up in quality.

In every analysis we have seen so far,

that has hasn't happened yet.

And on financing professional development

on many different fronts,

I know there are innovative ideas across different states,

like shared service and so on,

that help to improve the bottom line.

And I think so many providers are struggling

at such a subsistence level,

that it's unrealistic to expect them

to have these beautiful interactions day in and day out,

when they themselves are weighed down

by making a living.

So, thank you.

- [Moniquin] I think we have--

- [Woman] Oh, one more thing.

First of all, I'd like to thank you

for alleviating the guilt that I've been carrying

over the last few years of fudging

some of my ECERS observations,

(audience laughing)

because,

you know, it was so frustrating

that you would observe,

I'd do an observation in a room

and it was, you know, that same experience

that you had with the first family child care provider,

warm, loving and nurturing.

But because maybe a few kids didn't wash their hands

in the proper process, you know,

it just had such an impact on their overall score.

It just felt kind of self-defeating.

So, thank you, you alleviated my guilt.

(laughing)

But I was always worried Debby Cryer was right behind me

with her score sheet redoing my scores.

But, kinda to that point that you had made

about accountability.

You know, I know that we're all in

that whole thing of accountability,

and I am totally on board that I think human relationships

are the focus, but how do you quantify that?

You know, we have legislatures to be responsible to,

and they're all wanting to know

the data, the data, the data.

So, I mean, ECERS observation assessment things

are easy to show numbers.

But any suggestions as far as,

how do you quantify that important part?

- Yeah, I think that's a really important question.

And I think,

the only thing I can tell you

is that if we're honest about where the research is

on measurements of early childhood quality.

My understanding of the consensus

of the research community is,

we don't know how how to quantify that.

That publishers may say, well, this is the perfect measure.

But by and large, in the research community,

who's steeped in measurements of quality,

no measure, and I'll put my stakes on it,

no measure has strongly predicted child outcomes.

They have moderately, marginally

and sometimes have not predicted child outcomes at all

on large-scale studies.

These measures are well intentioned,

a lot of the measures that we're familiar with,

like Environmental Rating Scale and CLASS,

they weren't developed as accountability measures.

The original author, the original intent

of all those tools are as research tools

and as coaching technical assistance tools,

but not as accountability tools.

So if you use a tool that wasn't designed for that purpose,

we'll run into some of these challenges.

But to your question about

how do we in this room answer to the they

that we're accountable to.

I can tell you that only, in my effort,

I started off as a researcher.

So I was comfortable talking about numbers,

but I really, really feel,

and that's why today I brought stories not numbers,

because I really, really feel that a coherent story,

not an individual, anecdotal story,

a coherent story of why early childhood works.

So I don't know if you can put the current slide up?

I think, to me, the ultimate accountability

if we're serious about return on investment,

is to hold ourselves and to explain to others,

but to hold the system accountable

for the models that actually gave us

the return on investment.

If we can't hold onto that model,

then it doesn't matter how many measures we have.

And a lot of times there's a lot of demand

for rigorous measures, but I always feel like

if we get the model wrong, the rigorous measures

will just rigorously find out that we failed.

(audience laughs)

Which has happened, time and time again.

And that we can look at that picture,

and this afternoon in breakout

I'll share kind of a more general version of this,

but

there's nothing here that doesn't make sense intuitively.

And there's nothing here that's alien

to the history and legacy of early childhood

that we inherited.

But how much of our Early Childhood System

mirrors this picture, right?

And what are the percentages of capacity

and investment that we make in that picture?

That I strongly believe, not only based on research,

but on the historical accounts

of how Early Childhood System came to be,

that this was a system that was built

by relationships for relationships.

And that, we just have to be able to tell that story.

Thank you.

- [Moniquin] Thank you. (audience applauds)

(soft music)

For more infomation >> Appreciating the Deep and Simple in Early Childhood Education - Duration: 1:34:57.

-------------------------------------------

A Simple Change: Give Access To Parkrun On Public Land - Duration: 1:58.

We set up Friends of Aberdare Park

two or three years ago and we're interested in all aspects of the park.

I discussed it with the sport RCT officers,

they came and had a look, it was perfect.

I contacted Ceri from Parkrun,

she came to look, fab.

So, that is how it started.

We spoke to 'Friends of the Park' and linked to the Dragons Running Club,

we had the volunteers and the enthusiasm to do it.

We contacted the local authority for permission to use the park, as it's a public park,

And had open access so yes they were supportive.

Next then was the funding, because we needed money to set it up.

We were fortunate that Run Wales gave us £3000,

Park Run gave us £3000,

then we approached the local authority.

One of the stipulations of parkrun is to have access to a defibrillator

and they paid for that. So, we were ready to roll.

We have a lot of councillors who come and volunteer on a Saturday morning.

We've had the leader of the local authority,

when we first set up, he was around.

Obviously, myself and Cllr Sharon Rees

the other local member,

she is here this morning volunteering.

Everyone is very supportive, whatever we ask.

The rangers check the circuit in the morning

to make sure there is no glass or trees blown down or anything like that.

Everybody is on board because everybody wants to see parkrun

making a difference to people's lives.

Times are hard, parkrun is free to enter, they just need their barcode.

It brings them out and about

It's pulling communities together

and I think in times of austerity that's so important.

In times of fitness, bad health and everything...

Parkrun is a win win for local authorities.

For more infomation >> A Simple Change: Give Access To Parkrun On Public Land - Duration: 1:58.

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A Simple Change: Supporting SMEs to bid for contracts - Duration: 0:41.

'Purple shoots' is a charity

that aims to get people

out of isolation and unemployment, and into employment.

A lot of that is through helping them to establish small businesses.

I would really encourage public bodies

to look at using small businesses

for their contracts and the work they need doing.

Because they are small, because they are local

because the money gets recycled into the economy.

If you could get a number of these small businesses together,

they could fulfil bigger contracts.

That is quite a challenge for me to encourage small businesses to do,

but if somebody was doing that it would really help them.

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