On Children Fall 2015 About Erikson Institute
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on children fall 2015 About Erikson Institute Erikson Institute is the premier independent institution of higher education committed to ensuring that all children have equitable opportunities to realize their potential. Recognized for our groundbreaking work in the feld of early childhood, we uniquely prepare child development, education, and social work leaders to improve the lives of young children and their families. Our impact and infuence is further amplifed through our innovative academic programs, applied research, knowledge creation and distribution, direct service, and feld-wide advocacy. Because nothing matters more than a child’s early years, Erikson Institute educates, inspires, and provides leadership to serve the needs of children and families so that all can achieve optimal educational, social, emotional, and physical well-being. In this issue: Erikson in China Children at the Forefront Erikson highlights A global partnership shares More than 540 people Read how our faculty, best practices. joined us at our second staff, and alumni 4 annual luncheon. are making an impact. 14 22 A conversation on mindfulness Leading the feld Honor Roll of Donors Professor Amanda Moreno Alumna Carol Brunson Day 2014–15 talks with neuroscientist impacts the feld. Thank you to our Richard J. Davidson. 19 generous donors! 9 27 Cover: Erikson Institute serves more than 7,000 families in Illinois. Photo by Kathy Richland From the President Erikson Institute was founded on the conviction that the frst years of a child’s life provide the greatest opportunity to positively infuence lifelong development, resiliency, and well-being. How well we nurture and teach our children in this brief window of time is critical to them, their families, and to the health of our communities and society as a whole. Erikson’s new strategic plan, Impact and Infuence, draws its inspiration and energy from this knowledge. Based on a nearly yearlong process of refection, inquiry, and lively debate among our faculty, staff, trustees, and alumni, this plan provides a roadmap, directing our energies and resources toward four specifc “Grand Challenges” in the early childhood feld that we are uniquely—and powerfully—qualifed to address. (You can fnd our Strategic Plan at www.erikson.edu/strategicplan2016.) I am equally thrilled to announce that Professor Jie-Qi Chen is our new Senior Vice President for Academic Affairs and Dean of Faculty. A member of our faculty for 21 years, Jie-Qi is a well-established scholar and a gifted leader. Jie-Qi follows in the footsteps of Professor Aisha Ray, who has led Erikson’s academic affairs with wisdom and foresight since 2009. Our second annual Children at the Forefront luncheon, held in October, was a resounding success. Gathered together was a strong community of individuals and organizations committed to Erikson and to our work in the service of children, their families, and communities. You’ll fnd photos from the event in the pages that follow. In this issue, we are proud to publish our yearly Honor Roll. I want to extend my deepest appreciation to each individual, corporation, and foundation listed. Your generous support makes our work possible. Sincerely, Geoffrey A. Nagle President and CEO 3 Erikson’s unique partnership with China includes in-person and online programs, here and in China. Photos by Shawn O’Malley Shawn by Photos Erikson in China When Lisa Ginet traveled to Beijing last summer to lead intensive professional development workshops for early childhood educators, she was concerned that her ideas might not translate. Ginet, the assistant director of instruction for Erikson Institute’s Early Math Collaborative, centers her teaching on interactive activities that encourage children to become mathematical thinkers, as opposed to relying on drilling and memorization. “If math is about thinking, you can’t give teachers a set route to teaching it. You have to get adults thinking about math,” she says. But how would these ideas be accepted in China, a country with an educational system that emphasizes a pathway of adults delivering knowledge to children? “A lot of people warned me that this would be a very unusual idea for the Chinese teachers,” she recalls. Ginet traveled to China as part of the groundbreaking partnership between Erikson and one of China’s largest private early childhood education and care providers, the Red Yellow Blue Education Technology Development Company (RYB). Launched in May of 2015, the fve-year partnership offers more than 1,000 RYB professionals the opportunity to join with Erikson to learn about early childhood teacher training practices and theory in the United States. Erikson staff are able to share best practices and learn from RYB partners as well. Through a combination of online and in-person programs in both Chicago and China, the partnership will make it possible for RYB educators to earn graduate certifcates in infant studies or preschool teacher development. The online training certifcate program in infant studies with RYB launched in November, making this Erikson’s frst international online program. Investing in early childhood Early childhood education has become a priority in China as, over the past few years, the Chinese government has invested 100 billion yuan ($157 billion) in public preschool education and professional development for teachers. But that amount is still not enough to meet the growing needs of educated, upwardly mobile young families who have settled in urban centers, away from 5 the grandparents who traditionally provide early childcare. Add to that the recent relaxation of the one child per family policy, and experts predict an urgent need for more quality preschools and well-trained teachers. “Many of these young parents living in cities far from their hometowns are not as confdent about child rearing,” says Yinna Zhang, Ph.D. ’15, director of the China Initiative at Erikson. “They realize the frst three years are very important for children and want to invest in them, but they want to know more about how to do this.” The Chinese government does not have the capacity to provide formal programs for all children, leaving individual families to pursue options such as RYB, which serves children up to age six in 800 learning centers and 200 preschools in more than 300 cities across the country. “RYB partnered with us because, even though there is a huge need, many early childhood professionals lack a basic understanding about child development due to how training programs are designed in China,” Zhang says. Chimin Cao, chairman of RYB’s board, agrees. “This is a win-win partnership,” he says. “Erikson represents the highest quality of teacher training and development.” Translating the big ideas Ginet was greeted with a sense of openness from the 60 educators who took part in her course in BeiJing. “They were very receptive to the possibilities and very responsive to the kinds of activities I was offering them as adult learners,” she says. Zhang, who also traveled to China for the project, saw the same willingness. “We brought something very new to early childhood educators in China. They were expecting us as the ‘experts’ to give more lectures and tell them the right thing to do so they could follow it,” she says. “But when we design programs, they are more about parallel learning.” Erikson’s programs are interactive, offering participants basic facts but asking them to give their own opinions and solutions. “It’s something very new to them,” Zhang says. “For the frst three days, they were shocked. But between the third and fourth day they loved it. They really got it.” Changing traditions Jie-Qi Chen, executive director of the China Initiative and now Erikson’s Senior Vice President and Dean of Faculty, recognizes the power of teachers learning from one another. 6 On a recent visit to Chicago, Erikson faculty took the teachers from China to Christopher House so they could observe and ask questions about the early learning experience. “I think people who have worked with children long enough have a sense of what good education looks like,” she says. “These educators have worked with young children for years, sometimes in a tradition that they don’t know how to change or even know that there is another way. But as soon as they see it, they get it.” That doesn’t mean change will happen quickly, Chen says. “Teacher professional development is a long, ongoing process. You can’t expect people to change their practice by going to one workshop,” she explains. “Teachers learn, try things out in their practice, then come back and say, ‘That didn’t quite work. Let’s think about it again.’ It’s refection and revision and learning it again.” Cultural exchanges “The world has become fatter and fatter,” Chen observes. “America and China are both major players in world affairs, so this is an opportunity for a cross-cultural exchange and a chance to understand child development in different cultures.” 7 One example is the teacher-student ratio, which is closely monitored in America. “Student-teacher ratio is an important issue, but in China it will always be much larger than what American teachers are accustomed to. The challenges teachers face in China are different than they are here,” Zhang says. “We won’t necessarily have all the answers, but it will better facilitate our understanding and thinking. We’re not the only ones delivering the knowledge—early childhood educators from China can teach us something new and help us to refect.” From Chicago to Beijing When the frst group of RYB educators visited early childhood programs in Chicago earlier this year, one of their stops was at Christopher House in the Belmont Cragin neighborhood. “The visit gave us the chance to see what we’re doing really well and the areas where we need to grow,” says Elizabeth Tertell, former associate director of Christopher House.