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Engagement in the creative arts—such as music, movement, visual arts, and dramatic play—supports whole-child development, including cognitive, social-emotional, and motor skills. Research shows that arts experiences can enhance brain development and foster critical thinking, collaboration, and self-expression (Brown & Sax, 2013). For children birth through age 8, creative arts offer culturally responsive pathways for learning and communication. Leaders who champion arts integration help educators create inclusive, joyful environments that nurture creativity and deepen learning across domains.

Brown, Eleanor D., and K. Lauren Sax. “Arts Enrichment and Preschool Emotions for Low-Income Children at Risk.” Early Childhood Research Quarterly 28, no. 2 (2013): 337–346. https://doi.org/10.1016/j.ecresq.2012.08.002.

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Inclusive early childhood programs benefit all children by fostering empathy, belonging, and diverse learning experiences. Research shows that high-quality inclusive settings improve developmental and academic outcomes for children with disabilities while also enhancing peer interactions and social-emotional growth for typically developing children (DEC/NAEYC, 2009). Leaders play a pivotal role in building inclusive cultures—ensuring access to individualized supports, collaborating with families, and guiding staff in using evidence-based inclusive practices. Prioritizing inclusion from birth through age 8 lays the foundation for equity and lifelong learning.

Division for Early Childhood (DEC) and National Association for the Education of Young Children (NAEYC). Early Childhood Inclusion: A Joint Position Statement. Chapel Hill, NC: The University of North Carolina, FPG Child Development Institute, 2009. https://www.naeyc.org/sites/default/files/globally-shared/downloads/PDFs/resources/position-statements/DEC_NAEYC_EC_updatedKS.pdf

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Early literacy development begins at birth and is foundational to later reading and academic success. Rich language experiences—like storytelling, print-rich environments, and responsive conversations—support vocabulary growth, comprehension, and a love of reading. Research highlights that early literacy skills are closely tied to long-term educational outcomes and are especially critical for children from historically underserved communities (Snow, Burns, & Griffin, 1998). Leaders influence literacy outcomes by guiding educators in intentional practices and fostering partnerships with families to support literacy at home and in the classroom.

Snow, Catherine E., M. Susan Burns, and Peg Griffin, eds. Preventing Reading Difficulties in Young Children. Washington, DC: National Academy Press, 1998. https://eric.ed.gov/?id=ED416465

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Early math skills are among the strongest predictors of later academic achievement, even surpassing early literacy in forecasting school success (Duncan et al., 2007). Foundational concepts like number sense, spatial reasoning, and measurement begin developing in infancy and are deeply connected to children's problem-solving and cognitive growth. When leaders prioritize math-rich environments and professional development, they help ensure educators are confident and intentional in supporting children's mathematical thinking. Equitable access to early math experiences can also help close opportunity gaps before they widen in elementary school.

Duncan, Greg J., Chantelle J. Dowsett, Amy Claessens, Katherine Magnuson, Aletha C. Huston, Pamela Klebanov, et al. “School Readiness and Later Achievement.” Developmental Psychology 43, no. 6 (2007): 1428–1446. https://doi.org/10.1037/0012-1649.43.6.1428.

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Strong family partnerships are essential to children's learning and development, especially in the early years when families are children's first and most influential teachers. Research consistently shows that meaningful family engagement improves children's academic, social, and emotional outcomes (Mapp & Kuttner, 2013). For programs serving children birth through age 8, leaders set the tone by fostering inclusive, culturally responsive practices that honor family voice and expertise. When leaders prioritize authentic engagement, they strengthen trust, continuity of care, and shared responsibility for children's success.

Mapp, Karen L., and Paul J. Kuttner. Partners in Education: A Dual Capacity-Building Framework for Family-School Partnerships. Austin, TX: SEDL, 2013. https://eric.ed.gov/?id=ED593896.

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Playful learning—especially guided play—supports deep, joyful engagement and is a powerful pedagogy for children birth through age 8. Research from Kathy Hirsh-Pasek and colleagues shows that guided play promotes academic, social-emotional, and cognitive development, often outperforming direct instruction in areas like math, literacy, and spatial reasoning. Despite its proven benefits, children have lost significant playtime in recent decades, making it critical for leaders to advocate for play as essential, not optional. When leaders prioritize playful learning, they help educators create environments where curiosity, creativity, and meaningful learning flourish.

Weisberg, Deena S., Kathy Hirsh-Pasek, Roberta M. Golinkoff, Audrey K. Kittredge, and David Klahr. “Guided Play: Principles and Practices.” Current Directions in Psychological Science 25, no. 3 (2016): 177–182. https://doi.org/10.1177/0963721416645512.

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The well-being of early childhood educators directly impacts the quality of care and learning environments for children birth through age 8. High levels of stress and burnout among staff are linked to lower classroom quality and increased turnover, which disrupts continuity for children and families (Whitaker et al., 2013). Leaders who prioritize staff wellness—through supportive policies, reflective supervision, and a culture of care—help build resilient teams and sustainable programs. Investing in staff wellness is not just a human resources issue; it’s a cornerstone of high-quality early learning.

Whitaker, Robert C., Tracy Dearth-Wesley, and Rachel A. Gooze. “Workplace Stress and the Quality of Teacher–Children Relationships in Head Start.” Early Childhood Research Quarterly 30, Part A (2015): 57–69. https://www.sciencedirect.com/science/article/abs/pii/S0885200614000891

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Social and Emotional Learning/Social Studies 

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Social and Emotional Learning/Social Studies 

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Social and Emotional Learning (SEL) and early social studies help children birth through age 8 understand themselves, relate to others, and engage with their communities. SEL builds foundational skills like empathy, self-regulation, and cooperation—critical for lifelong learning and well-being (CASEL, 2020). Early social studies introduces concepts of identity, fairness, and civic responsibility, helping children make sense of their world and their role in it. Leaders who elevate SEL and social studies support educators in creating inclusive, culturally responsive environments that nurture both emotional intelligence and social awareness.

Ura, S. K., Castro-Olivo, S. M., and d’Abreu, A. “Outcome Measurement of School-Based SEL Intervention Follow-Up Studies.” Assessment for Effective Intervention 46, no. 1 (2020): 76–81. https://doi.org/10.1177/1534508419862619

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A smooth transition to kindergarten sets the stage for children's long-term school success, influencing academic achievement, social adjustment, and family engagement. Research shows that intentional transition practices—such as relationship-building, alignment of expectations, and family involvement—can reduce stress and increase readiness for both children and families (Pianta & Kraft-Sayre, 2003). For children birth through age 8, transitions are developmental milestones that require thoughtful planning and collaboration. Leaders play a key role in coordinating across systems and supporting educators in creating welcoming, inclusive experiences that honor each child's journey.

Pianta, Robert C., and Marcia Kraft-Sayre. Successful Kindergarten Transition: Your Guide to Connecting Children, Families, & Schools. Baltimore, MD: Brookes Publishing, 2003. https://openlibrary.org/books/OL8601066M/Successful_Kindergarten_Transition