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Arnold, ChandlerRead with Me: A Guide for Student Volunteers Starting EarlyChildhood Literacy Programs.National Inst. on Early Childhood Development and Education(ED/OERI).ECI-97-90171997-09-0050p.; Foreword by Richard W. Riley.National Institute on Early Childhood Development andEducation, U.S. Department of Education, 555 New JerseyAvenue, NW, Washington, DC 20208; phone: 1-202-219-1935.Guides Non-Classroom P055) Reports Descriptive (141)MF01/PCO2 Plus Postage.Brain; College Students; *Early Childhood Education;*Emergent Literacy; Higher Education; *Learning Processes;Parent Participation; Program Descriptions; ProgramImplementation; *Reading Aloud to Others; *ReadingImprovement; Volunteers

Based on the experiences of the Harvard Emerging LiteracyProject (HELP), this booklet helps interested college students to start earlychildhood literacy programs. After a foreword by Education Secretary RichardW. Riley and a preface, the booklet discusses HELP and provides guidelines

starting such a project, includin4 basic principles, taking advantage ofthe school's resources, training, recruiting volunteers, working with--notsimply for--communities, keeping the dialogue going, and establishing a firmbase from which to grow. The booklet then presents a summary of recent brainresearch, and discussions of the role families and communities play, childrenin poverty, and why young children need help. The booklet next discusses theHead Start program, the Even Start program, and the America Reads Challenge.A checklist and descriptions of 27 literacy groups, college-based programs,early childhood literacy materials, and Internet resources are attached. (RS)

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Reproductions supplied by EDRS are the best that can be madefrom the original document.

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Read With MeA Guide for Student Volunteers Starting

Early Childhood Literacy Programs

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U.S. Department of EducationOffice of Educational Research and Improvement

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Read With MeA Guide for Student Volunteers Starting.

Early Childhood Literacy Programs

Chandler Arnold

National Institute onEarly Childhood Development and Education

U.S. Department of EducationOffice of Educational Research and Improvement

3

U.S. Department of EducationRichard W. RileySecretary

Office of Educational Research and ImprovementRicky T. TakaiActing Assistant Secretary

National Institute on Early Childhood Development and EducationNaomi KarpDirector

Media and Information ServicesCynthia Hearn DorfmanDirector

This book is in the public domain. Authorization toreproduce it in whole or in part for educationalpurposes is granted.

The contents of this booklet were prepared by theOffice of Educational Research and Improvement,U.S. Department of Education. Development ofmaterials in this booklet should not be construed orinterpreted as an endorsement by the Departmentof any private organization or business listed herein.

September 1997

4

Foreword

For those of you about to venture into the realm of becoming readingtutors and reading volunteers, I wholeheartedly thank you for yourefforts. Nothing has a more long lasting impact than work that helps toeducate our children.

Recent advances in neuroscience research have brought to the public'sattention what many have long suspectedchildren's learning anddevelopment from birth to kindergarten are critical to success later inlife. We know that specific types of language and visual experiencesbuild the circuitry that lays the foundation that is essential for goodlearning. Therefore, educators, families, and communities alike mustaccept the challenge of providing all young children with opportunitiesfor early, enriching language and reading experiences.

Helping a child become a good and independent reader is a gift thatwill last a lifetime. That is one reason the President has made literacy anational priority. He understands, as do each of you who are nowvolunteering to work with children, that if children are to grow strongand compete in the 21st century, they must first be good readers.

This book was written by a recent summer intern at the U.S.Department of Education who developed a volunteer reading programat his university. Like many who engage themselves in this sort of work,he was deeply affected by his experiences and was drawn to share themwith others. I know that the ideas in this booklet will be instrumental inhelping other motivated college students start greatly neededcommunity programs.

There are many gifts a child can receive, but few are as valuable as theability to explore the world through reading. I am sure you will lookback with happiness and a sense of satisfaction on the time you spentsharing the joy of reading with young children.

Richard W. RileySecretary of Education

5

Preface

As a child, my favorite part of a book was the table of contents. Iremember curling up beside my grandmother in the big swing on herfront porch as she described all the stories found in my favorite RichardScarry book. After she read the titles and we looked at the pictures, Iwould try to guess what the story was going to be aboutand I lovedevery minute of it. I always knew I was having a wonderful time withmy grandmother; what I didn't know was that our experiences werelaying the groundwork for nearly all the thinking and learning I wouldever do.

Twenty years ago my grandmother had no idea about the brain researchthat was just beginning at colleges and universities around the country;she simply didinstinctivelywhat her mother and grandmother haddone with her. And I am very grateful.

Like many college students in our country, I have gradually come torealize how lucky I was as a very young childand how much studentsour age can do to help others who haven't been given the attentionmany of us were fortunate enough to receive. For these reasons, Istarted a grassroots volunteer group called the Harvard EmergingLiteracy Project (HELP) that places weekly and biweekly undergraduateliteracy volunteers in Cambridge Head Start classrooms. Our program,however, is just one example of the many ways college students canengage in this sort of work. The goal of this booklet is to help interestedcollege students get started, and its publication was made possible by asummer internship with the U.S. Department of Education's NationalInstitute on Early Childhood Development and Education.

At college it is so easy to get wrapped up in coursework and grades.Working with these children, however, provides a lot ofperspectiveoften I feel as if I'm learning more from them than they'relearning from me. One young girl from a Head Start classroom nearcampus stands out in particular. In coming to know her I quickly foundthat /was the one being educated; and slowly I learned the difficult

lessons that my four-year-old friend had been forced to deal with all tooquickly. Child abuse, poverty, violence, and a host of other dauntingobstacles still face my young friends and their classmates across ourcountry. This, however, is not the aspect of the experience that standsout most in my mind. Instead, I remember these children's tremendouscapacities to forgive, trust, and love.

Sometimes even college students are surprised by what they find in thetable of contents. I know I have been deeply enriched by the experienceI shared with these young children. It is my hope that many of you willshare this joy as well.

Chandler ArnoldHarvard Emerging Literacy Project

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vi

Contents

Foreword iii

Preface

The Harvard Emerging Literacy Project (HELP) 1

One Community Is Making *a Difference 1

Basic Principles: How To Get Started 2Take Advantage of Your School's Resources 3Training 5

Take Advantage of Available Networks 6Recruiting Volunteers 7Work WithNot Simply ForCommunities 8

Focus Your Efforts 9Keep the Dialogue Going 10Finally, Establish a Firm Base From Which To Grow 11

Making Connections: How Children Learn 13A Summary of Recent Brain Research 13

What Role Do Families and Communities Play? 15Children in Poverty 17Why Young Children Need Your Help 18

Resources 21The Head Start Program 21

The Even Start Program 22The America Reads Challenge 23

Additional Information 25More Literacy Groups or College-Based Programs 25Other Early Childhood Literacy Materials 29Internet Resources 37

Checklist 39

Acknowledgments 41

Ordering Information 43

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The Harvard Emerging LiteracyProject (HELP)

How One Community Is Making a Difference

Many preschoolers love books. When young readers and volunteersspend time in the universe of books, they find themselves on specialjourneys through yet-undiscovered worlds filled with very hungrycaterpillars, friendly dragons, and even hidden corners where the wildthings are. Other young people, however, are reluctant to readbut itisn't always those hidden corners that make them uneasy.

Many of America's preschoolers aren't regularly read to on aone-on-one basis, if at all. While this is a sad fact, it also offers awonderful opportunity to our country's volunteers. This handbook isdesigned for college students interested in starting public service readingprograms in their communities. While specifically geared to collegestudents working with preschool children, many of the ideas discussedcan easily be applied to children of many different ages. All childrenbenefit from the stimulation one-on-one reading provides. Childrenwho have received little or no attention of this sort often benefit evenmore.

The Harvard Emerging Literacy Project (HELP), an independentundergraduate group, was founded in 1996 by an undergraduate'sdesire to help. The group began with just a few undergraduatesvolunteering to read in a single Head Start classroom once a month.From there the group has become one of the fastest-growing serviceorganizations on campus and currently places weekly and biweeklyreading volunteers in every Head Start classroom in Cambridge, withplans to expand next year.

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Undergraduates involved with HELP have also gradually discoveredthat young children are by no means the only ones who benefit fromvolunteer literacy efforts. While most people understand that thesepreschoolers gain a great deal from this stimulation, many volunteersfeel they learn as much as the children. As a result, these volunteers notonly enjoy the experience of public service, but thrive on it.

Each volunteer's experience with these remarkable children has beendifferent. Some speak of increased feelings of compassion, others greatersensitivity, and still others describe a heightened sense of perspective.However everyone has gained an increased appreciation for individualkindness in our often hectic society.

Growing up, no matter what your age, can be an unsettling experience.But somehow those places where the "wild things" live don't seemnearly as scary if you have a brave four-year-old beside you.

Basic Principles: How To Get Started

One of the hardest parts of setting up a literacy volunteer progiam isfinding a group of children to help. While almost all day care centerslove to have volunteers, the thought of working with an organizedgroup of unknown volunteers makes some teachers and caregiversnervousespecially if they feel that the individual needs of theirclassrooms might be ignored. To avoid this problem, start slowly andplan carefully. Here are some things that worked for HELP:

Start with someone who knows you or your group. If you alreadyknow a day care teacher, start by talking with that person. If he orshe doesn't need any volunteers (which probably won't be the case)ask what other classrooms might like to be involved.

Don't overwhelm classroom teachers. If you do pick up the phoneand call a day care center out of the blue, don't try to explain all ofyour ideas over the phoneinstead briefly explain what you'rethinking about and ask if you could visit the center at a convenienttime and talk in more depth. This not only gives you and the

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teacher a chance to get to know each other by talking face to face, italso enables you to gain an understanding of the center'senvironment and the children who are there.

When talking with teachers be careful not to act as if you have allthe answers. Some people and organizations are reluctant to workwith student volunteers because of their supposed unreliability,problems with school breaks and exams, and the perception thatcollege students think they have all the solutions. When entering aconversation with a teacher do not be afraid to be honestadmitthat you have a great deal to learn and demonstrate that yourinterest is sincere. By doing these things, HELP volunteers foundthat many initially skeptical child care providers soon became ourbiggest advocates.

Schedule volunteers at appropriate times. After you and the childcare providers have agreed on what the role of volunteers will be,make sure to schedule reading visits at times that make theseobjectives possible. Teachers sometimes think it is enough to simplybring volunteers in to the classroom, however one-on-one reading isoften impossible if volunteer visits are scheduled during play, nap,or snack time.

Take Advantage of Your School's Resources

The greatest resources volunteer literacy groups have are the specializedstrengths of their individual members. Don't be afraid to challenge yourcollege or university to support your efforts. A number of schools, forexample, are beginning to give academic credit for some volunteeractivities and others are implementing public service focus programswithin certain majors. In addition, many fraternities, sororities, andother groups might be interested in getting involved with communityoutreach programs.

Become a recognized student group. Many benefits come fromhaving the official recognition of your college or university, andmost colleges do not allow the school name to be used unless this

3

recognition is granted. This process is usually a simple one andrequires a list of members, a faculty advisor, and (occasionally) awritten constitution. For more information contact your dean ofstudents, who will probably also be able to offer additional resources.

Utilize faculty advisors. Choose an advisor who has a sincereinterest in what you are doing. HELP was lucky enough to have anincredible faculty member who was also the mother of athree-year-old. Tenured faculty members may have impressivecredentials, but also be sure to consider assistant or junior professorswho might be able to spend more time working and talking withyou.

Establish a lending library. Because many of the children weworked with had little or no access to new books, HELP is nowworking with other campus organizations to establish a lendinglibrary. Student volunteers will be able to borrow books from thison-campus resource in order to bring new reading materials tochildren in the community. Volunteers are encouraged to bring inbooks from home or donate others they might have enjoyed aschildren. When choosing books include selections with vividillustrations, clearly defined text areas, and diverse culturalrepresentation. Many government and non-profit organizationsmay also be interested in donating books. For more information onthese groups consult the resource section at the end of this booklet.

Consider resource opportunities your school might offer. The bestresources are often under utilized: that incredible would-be advisoreager to get back in touch with undergraduate life, the never usedmeeting space over the financial aid office, the public service fundthat people have all but forgotten. Be creative. Be determined. Forinformation about where to look try contacting your college'spublic service dean, volunteer coordinator, or America ReadsChallenge contact person. Information on the President's AmericaReads Challenge is available at the back of this booklet.

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4

Training

When training volunteers remember that all children, including thosewith special needs, learn from the reading strategies discussed in thisbooklet. Also, many child care centers require volunteers to have certainvaccinations (which are usually required by colleges anyway) andcomplete a small amount of paperwork. This may seem tedious, but itoften goes quicklyenabling you to get on to more important andmeaningful things.

Ask the group you work with for advice about training. Manychild care groups or centers are interested in offering advice orassistance in training (usually free of charge). Be certain to includerepresentatives from the group with whom you volunteer whenplanning the focus of training sessions. Ask if there are any uniquecultural or community influences of which volunteers should bemindful.

Build on children's strengths. Search for ways to expand or modifyactivities to maximize the benefits to specific children involved,including children with special needs. When working with a childwho is easily distracted, for example, consider holding him or herclose beside you as you read. If you have questions about how tobest read with a particular child, ask child care providers for specificsuggestions.

Provide on-going training and support. HELP trained volunteersat a Saturday morning session lead by a Head Start educationcoordinator. Volunteer training, however, is an ongoing projectbecause most questions come up after volunteers have worked withthe children for a couple of weeks. When thinking about trainingconsider working with other programs. Next year HELP, forexample, will work in partnership with a graduate student readingspecialist and will coordinate with other campus service groups tosponsor mid-year training workshops.

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5

A word about liability. Child care staff should always be aware ofall interactions between volunteers and children. As a precaution,HELP volunteers only interact with children in situations whereteachers or paid staff are present. This way, our volunteers can focuson reading. Behavior problems, should they arise, are handled bychild care teachers or staff.

Take Advantage of Available Networks

HELP organizers spent an entire semester talking with early childhoodteachers and visiting day care, play school, and Head Start classroomsbefore the first volunteer even signed up. While it may not take thislong for you to find a classroom or set of classrooms that works for yourgroup, realize that this "coalition building" is very importantmanygroups fail because they grow too big too quickly. HELP eventuallychose Cambridge's Head Start program because these ten or soclassrooms were already linked in many useful ways, making it easy forHELP to gradually expand from one classroom into others.

Maximize the resources of the group with whom you work. Focuson the things the preschool or community has to offer, as opposedto what they lack. Working with a program like Head Start, forexample, offers volunteers the advantage of resources like centraladministration and volunteer training programs; though they are byno means the only such network around.

Link up with other groups and programs in the community.Many neighborhoods have established day care "associations" or"families" with resources similar to those of Head Start. To find outif such a group exists in your area try contacting your local Mayor'soffice, school board, or child care center. These groups andnetworks will likely be useful in volunteer training, thoughindividual classroom teachers are often willing to offer advice andassistance in training as well. In addition, public libraries, shelters,hospitals, and a variety of other groups are often more than eager tohave volunteers read with the children they serve.

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Consider other resources your own school might offer. Manycolleges with large public service communities can often worktogether when training new volunteers or planning retreats. Twoprograms which are different can still work together. For moreinformation, try contacting your college's public service dean,volunteer programming coordinator, or America Reads Challengecontact person.

Recruiting Volunteers

Recruiting volunteers is often one of the most rewarding aspects of thissort of work because it reminds current volunteers of all the things theylove about the programespecially when they are passionate aboutwhat is being done. One of the very best ways to interest others is byallowing them to see the way in which this work has enriched your ownlifenot to mention the lives of the children with whom you haveworked.

Don't depend completely on the written word. Posters, fliers, andmass mailings might be effective at getting people to come to anintroductory meeting, but they won't motivate volunteers to get outof bed an hour early to go to visit a day care center. Let's face it,you've probably thrown away a thousand of these "incredible" fliersalready.

Be sincere in both your invitation and commitment. HELPuses small, informal, introductory meetings as a way ofbringing people "in" to the group. Pictures, displays, andmostimportantlyactive volunteers who are enthusiastic about sharingtheir experiences get potential volunteers excited and make themwant to come back.

Be intimate. When advertising your program you might considerkeeping this personal tone in mindpeople are far more likely torespond to a sincere, individual invitation than to a flier postedbeside the locker room. Many people do this sort of service because,

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in addition to wanting to help, they feel that this work will deepenand enrich their own lives. Don't forget that volunteers, just like thechildren with whom you work, benefit from this interaction.

Work WithNot Simply ForCommunities

Possibly more than anything else, lessons learned during HELP's firstyear highlight the critical importance of working with teachers, families,and communities instead of trying to simply do things for them. Don'tmisunderstand: an individual volunteer reading for an hour a weekwith a child is wonderfulthe benefits multiply, however, when thatvolunteer also begins to interact with the child's teachers, familymembers, and community. When starting a new program, look forways to integrate your group into the already existing structure of thechildren's lives.

Learn about the children's lives. Sensitivity, both cultural andotherwise, is essential in this type of work. Understanding the issuesplaying a part in a child's lifeincluding those children with specialneedsgreatly increases your ability to make a difference. Whentraining volunteers seek input from experienced people regardingwhat volunteers should keep in mind if they come in contact withsituations of child abuse, neglect, or cultural differences.

Try something outside of your role as reading helper. HELPvolunteers often act as chaperons (along with parents) on class fieldtrips, take part in classroom parties, community festivals, andvolunteer at monthly parenting classes.

Consider family literacy. Many other communities sponsor familyliteracy programs where children, parents, and volunteers interactwith each other through reading. If your area doesn't have such aprogram it might not be too difficult to startnearly all child carecenters have family conference times that teachers might be eager toextend if only they had the necessary volunteer base. The Even StartFamily Literacy Program (described in this booklet's "Resources"section) is such a program with projects nationwide.

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Require consistency. Many volunteers are astounded by youngchildren's tremendous capacity to share, love, and trust. With thistrust, however, comes a large degree of responsibility. If anindividual wishes to volunteer, require her or him to sign a personalcommitment form agreeing to be in the classroom each dayrequired. Many children have been deeply hurt by volunteers whocome to class for a few weeks and then disappear. Young childrenoften have enough inconsistency in their lives as it is; well-meaningvolunteer groups need not add more.

Don't underestimate the importance of celebration. Celebration isimportant in both children's lives and in our own. At theconclusion of its first year HELP volunteers took part in CambridgeHead Start's annual "Picnic in the Park." At this day-long eventchildren, teachers, parents, and volunteers all came together toreflect on, and celebrate, the events of the yearwith everyonehaving something to contribute: children brought their artworkand made classroom T-shirts, parents brought food, teachersled games, volunteers did face painting, and local business groupsset up a petting zoo. By bringing together all parts of thecommunitythus uniting all aspects of the children's livestheevent was a huge success.

Focus Your Efforts

Just as all children are different, each child care center has specialstrengths and diverse needs. By building on strengths and focusing ongrowth areas, volunteer groups can dramatically enhance a child'seducational world. Specializing in family literacy is an excellent exampleof how some groups focus their work on individual community needs,though there are many other ways to do this as well.

English as a second language. Head Start teachers in Cambridge,for example, cited mastering English as a second language as a majordifficulty facing their early childhood population. In response,HELP targeted a considerable portion of its recruiting campaign on

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students from foreign countries with an interest in public service.These students not only helped preschool children with English,butbecause they had a great deal in common with the studentswith whom they workedwere able to relate to the children on avery personal level, making them excellent mentors as well.

Include children with special needs. It is important to make themost out of the time you spend with each child. When workingwith a child with special needs, focus your efforts to capitalize ontheir individual strengths. For example, if a child has trouble payingattention don't feel obligated to "finish" the book. Instead, engagethe child in conversation as you read. For example, ask creativequestions about the story that require more than a yes or noresponse. If the child loses interest try drawing a picture or makingup a song about what might happen next.

Recruit men. The absence of male role models in the lives of manychildren was another issue that concerned teachers in Cambridge.HELP actively recruited men and, as a result, large numbers of maleundergraduates turned out to volunteer, despite the fact that similargroups often have relatively few male volunteers. While any personinterested in getting involved was more than encouraged, theseefforts helped keep the needs of the community front and center inthe minds of volunteers.

Keep the Dialogue Going

Even by the end of the first introduction meeting you will probablynotice that people will hang around to talk, compare their experiences,and begin to become friends. People tend naturally to combine in thisway, despite the fact that many organizations try to eliminate these"unproductive" times altogether. Do not make this mistake. Discussionabout the future of your program and reflection on personal and sharedexperiences are absolutely critical for any healthy service group.

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Incorporate weekly reflection sessions and make them mandatory.Because of the importance HELP places on reflection, volunteersinterested in the program agreed to attend a reflection session everytwo weeks. These have proved to be excellent forums for discussionand often included guest speakers or panel discussions, or both.Instead of feeling like a requirement, these meetings quicklybecame rewarding times for students to come together to discussimportant, successful, or frustrating aspects of their work withfellow volunteers. In addition, these sessions served anotherpurposepeople who had simply been strangers with similarinterests quickly became advocates excited about both their causeand their friendships with each other.

Use the reflection sessions to talk about the future of the group.Take advantage of the wealth of experience coming together duringthe reflection sessions and use the time to talk about critical issuesand the future of the organization.

Finally, Establish a Firm BaseFrom Which To Grow

While setting up the group requires the most energy, other things needto be considered after this is done. Most importantly, remember to keepenthusiasm and interest upbut don't worry if the first weeks arerocky. Volunteers are normally very excited by the first few encounters.After the initial visits, enthusiasm might lag for a brief period whilepeople get adjusted, but it will rise again as volunteers and preschoolersbegin to form true friendships. During this time, focus onstrengthening the relationships within your organization and betweenyour group and the larger community.

Evaluate your progress. It is important to know what your effortsare accomplishing and how your program can improve. Takeadvantage of time at the end of the year to get feedback fromteachers and parents. While form letters and evaluation sheetssometimes get the job done, many groups also consider

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end-of-the-year discussion meetings with volunteers and teachersfrom different sites. This way teachers know their input is valuedand interactive conversation often sparks new ideas for the future.

Be cautious when expanding. Groups often expand before they areready. HELP, for example, chose not to expand into surroundingneighborhoods during its first year because volunteers decided itwas more important to grow "inwardly" at firststrengthening tiesto the teachers, communities, and classrooms already being served.From this firm base, future expansion will be both easier and moresuccessful.

Build "institutional memory." Keep good records of what you doand who you work with during the first years of the program. Listsof helpful training leaders and interested contact people prove to beinvaluable to future volunteers. Also, encourage young volunteers tocontinue their involvement in years to come.

Nurture new leaders. No matter how much you love yourprogram, graduation day will eventually come. While you're still inschool take steps to ensure that there are students ready to lead theprogram after you leave. Start recruiting student leaders during theirfirst years at college, and offer them chances to take on increasinglyimportant projects. After its first year, HELP chose several assistantdirectors to manage different.aspects of the program, such asadministration, recruitment of volunteers, and community liaison.Because these students were all freshmen, they will each have theopportunity to develop their leadership styles as the program grows.

Without question, one of the most important things about this sort ofproject is the recruitment of new leaders. In addition, the distinctionbetween working for and working with communities is also essential.By encouraging members to take an active role in both yourorganization and the larger community, your group will be better ableto respond to the changing interests of everyone involved. Finally,starting early is crucial. Hopefully you will find younger undergraduatesto run the program after you leave and, with any luck at all, maybe oneday some of your preschoolers will take over for them. Best of luck.

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Making Connections:How Children Learn

A Summary of Recent Brain Research

Many parents, child care providers, and volunteers have instinctivelyunderstood the importance of the language activities they share withchildren beginning in the first years of life. These activities are notlimited to reading, but also include storytelling, singing, and ordinaryexchanges that take place in the course of everyday life. Now, after morethan 20 years of focused study, new brain research is confirming themerit of these activities. With the help of new brain imagingtechnologies, brain researchers are gaining insight on how and whythese activities promote early developmentnot only intellectualgrowth, but healthy social and emotional development as well. On thebasis of this research, many pediatricians place such value on thestimulation children receive when read to at a young age that they havebegun to prescribe reading to babies along with regular check-ups andvaccinations.

The neuroscience associated with this research is complicated, but itslesson is simple: babies' brains develop at astonishing rates in the yearsafter birth. Young children have a tremendous capacity to learn fromthe moment they are born, but optimal development hinges on theexperiences provided for them by the adults who take care of them.Scientists have long believed that reading with children creates a contextin which learning can occur. Today, however, they have evidence thatreading is one of the experiences that actually influences the way youngbrains developthat is, the way the brain's circuitry is "wired.

But how does this work? At birth children have most of the brain cells,or neurons, they will need for a lifetime of learning, but these brain cellsare not yet linked with the complex networks that are needed formature thought processes to take place. In the early years, youngchildren's brain cells form connectionsynapsesvery rapidly.

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What causes brain cells to form connections? Genes control some ofthe process, but experience is also a crucial ingredient. Every time acaregiver or volunteer interacts with an infant or toddler, connectionsare formed. Positive interactions with nurturing caregiverslike theattention children receive when they are read toprofoundly stimulateyoung brains. This stimulation causes new connections to form neuralpathways (we might think of as "learning pathways") and strengthensexisting ones.

In the first years of life children form extra synapses. In fact, athree-year-old has twice as many connections as an adult. In the seconddecade of life, as children move toward adulthood, trillions of extraconnections are eliminated. But this is not a random process. Thoseconnections that have been used repeatedly in the early years havebecome stronger and tend to remain; those that have not been usedoften enough are shed.

In adolescence young people are losing connections or synapses at arapid rate, and this may sound worrisome (especially as they approachthe age when they begin to think about getting their drivers' licenses).But in fact, the process of shedding excess synapses is perfectly naturaland, in fact, beneficial for the human brain. It is something likepruning plants in a crowded garden: the ones that remain can growlarger and stronger. By eliminating seldom-used pathways, the brainleaves room for sturdier, more efficient neural networks. The result is abrain whose "circuitry" is better organized and better suited forlearning the more difficult concepts and skills that a young adult needsto master.

The pruning process is therefore critical to optimal brain development.It also explains why early experience is so crucial. Children whoseneural pathways have been reinforced by a great deal of positive earlyexperienceincluding a variety of language activitieswill be better offwhen the brain's pruning process begins.

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What Role Do Families and Communities Play?

As few as twenty years ago scientists believed that the genes we wereborn with wholly determined the structure of our brains. The factsrecently discovered by neurologists and psychologists, however, provethat how children develop, learn, and grow depends on the critical andcontinual interplay between nature (or genetic endowment) andnurture (the surroundings, care, stimulation, and teachings received).And, according to Rima Shore and the Families and Work Institute,both of these influences are crucial.2

Rethinking the Brain3

OLD THINKING... NEW THINKING...

How a brain develops dependson the genes you are born with.

How a brain develops hinges oncomplex interplay between thegenes you're born with and theexperiences you have.

The experiences you have at avery young age have little impacton later development.

Early experiences have a decisiveimpact on the architecture of thebrain and the nature and extent ofadult capacities.

A secure relationship with aprimary caregiver creates afavorable context for earlychildhood developmentand learning.

Early interactions don't just create acontext, they directly affect the waythe brain is "wired."

Brain development is linear:the brain's capacity to learn andchange grows steadily as an infantprogresses toward adulthood.

Brain development is non-linear:there are prime times for acquiringdifferent kinds of knowledge andskills.

A toddler's brain is much lessactive than the brain of a collegestudent.

By the time children reach the ageof three, their brains are twice asactive as those of adults. Activitydrops during adolescence.

Sharing books with children not only lays the groundwork for much ofthe language and critical thinking skills they will need later in life, italso helps prepare them for many of the emotional challenges all people

BEST COPY AVAILABLI 2 3 15

eventually face. Children who have continual, healthy interactions withnurturing caregivers become better preparedboth emotionally andbiologicallyto deal with and learn from the stresses anddisappointments of everyday life.4

Children seemingly placed at a disadvantage by "nature" offer dramaticproof of the brain's amazing capacity to compensate in a conduciveenvironment. It is well documented, for example, that many childrenwho lose language due to a stroke at a young age often recover theability to speak because the young inventive brain is able to shift thisfunction to another area. Even in cases of epilepsy, where it issometimes necessary to remove an entire side of the brain, theremaining half often begins to work overtimetaking on many of theduties of the lost hemisphere.5 According to UCLA pediatricneurologist Dr. Donald Shields, "if there's a way to compensate, thedeveloping brain will find it.

Take the example of Brandi Binder, a 13-year-old living in ColoradoSprings, who developed severe epilepsy at the age of six and had tohave the entire right side of one portion of her brain removed.Afterwards she lost all control of muscles on the left side of her body,the side controlled by the right side of her brain. However today,after years of therapy and hard work, she is an A student and excels atmath, art, and music skills usually governed by the right side of thebrain. While her recovery has not been 100 percent complete (she hasnot yet regained use of her left arm) it comes very close and, morethan that, it demonstrates the adaptive powers of the early childhoodbrain. For this and other reasons, the debate that has long engagedphilosopherswhether nature or nurture dominates developmentnolonger perplexes scientists. "It's not a competition," says Dr. StanleyGreenspan, a psychiatrist at George Washington University. "It's adance."

The key, then, is for families, teachers, and communities to worktogether and start reading to children early. According to Dr. ReidLyon, Chief of the Child Development and Behavior Branch at theNational Institutes of Health, most conventional intervention efforts

2416

(which begin after the third grade) begin too late. Not that thesechildren are beyond help, by any means, but Lyon's research shows thatreading efforts are much more effective the earlier they areimplemented. According to his research a 12 year-old child will needbetween four and five times more "intervention time" than a 5-year-oldchild with similar reading problems.

Children in Poverty

In America today at least one in four children under the age of six isgrowing up in poverty. Poverty can certainly affect the kind ofenvironment in which young children grow, and the early experiencesthey have. It has an impact on the kind of nutrition expectant mothersand their children receive, their access to medical care, and the safetyand predictability of the physical environment. It can also affect thestress levels experienced by parents and other caregivers. Finally,children who grow up in poverty are more likely to be exposed to drugsand alcohol (before they are born, and in their homes after birth), aswell as violence and abuse. None of these conditions is limited toeconomically disadvantaged children, but they are more likely to occur.

Research by Alan Sroufe and his colleagues at the University ofMinnesota have established that children growing up in poverty aremore prone to developmental delays and learning difficulties than otherchildren. Today, new insights into the brain are helping to explain thisphenomenon. It is now known that early experiences (both positive andnegative) can have a decisive impact on early brain development.Poverty influences these early experiences. Epidemiological surveys, forexample, confirm that the risk of poor school readiness and readingproblems are highest among families of the lowest socio-economicstatus.8

But as the Families and Work Institute demonstrated in their recentstudy, risk is not destiny. A number of children (including those in thestudy by Sroufe and his colleagues) have exhibited remarkableresilience. Many factors appear to affect children's capacity to thrive in

17

circumstances where others do not, but strong, secure relationships withconsistent caregivers appear to be the most important. Research suggeststhat these secure, warm relationships have a protective effect, helping tobuffer children from later stress. By the same token, children who aredeprived of such relationships early in life are especially vulnerable tostress as they move through childhood, and may experiencedevelopmental delays.

Why Young Children Need Your Help

Research proves the first years of life are crucial to a child'sdevelopment. In reality, these are the years children receive the leastattention from the educational world. Many young children are in childcare programs with staff who are underpaid, lack training in earlychildhood and brain development, and may be responsible for toomany children.9

Well publicized findings by the Cost, Quality, and Child OutcomesStudy Team, for example, found "most child care settings are ofmediocre to poor quality" and the nation's youngest children are the"most likely to be in unsafe, substandard care." Furthermore, thecare given to one third of our country's children is not onlyless-than-optimal, but in fact detrimental to their development. l0

Things, however, are being done and many of these children are beingsystematically helped by thousands of individuals and groups in publicand private child care organizations, preschool, Head Start, Early HeadStart, and Even Start family literacy centers all over the country. Whenchoosing a classroom or set of classrooms, you will likely be faced withmany different options depending on the community in which you live.The pages that follow offer information on a number of resourceswhich may be of use.

26

18

Notes

1. Rima Shore, Rethinking the Brain: New Insights into EarlyDevelopment. Families and Work Institute, 1997, ix.

2. Shore, x.

3. Chart from Shore, 18.

4. ibid.

5. Shore, 36

6. Nash, Madeline. "Fertile Minds." Time, February 3, 1997, 54.

7. Nash, 52.

8. Shore, 48.

9. Newberger, Julee. "New Brain Development ResearchAWonderful Window of Opportunity to Build Public Support forEarly Childhood Education!" Young Children Magazine, 52:4, 8.

10. Cost, Quality, and Child Outcomes Study Team. 1995. Cost,Quality, and Child Outcomes in Child Care Centers. Denver, CO:Department of Economics, University of Colorado at Denver.

2? 19

Resources

The Head Start Program

Head Start, launched as an eight-week summer program in 1965, wasdesigned to break the cycle of poverty by providing preschool childrenof low-income families with a comprehensive program to meet theiremotional, social, health, nutritional, and psychological needs.Currently run by the Administration on Children, Youth, and Familiesat the Department of Health and Human Services, Head Start nowserves over 751,000 children and their families each year in urban andrural areas of all 50 states, the District of Columbia, and the U.S.Territories.

There are currently four components of Head Start:

EducationHead Start's educational program is designed to meeteach child's individual needs, with attention to the community'sethnic and cultural characteristics. Every child also receives a varietyof learning experiences to foster intellectual, social, and emotionalgrowth. Children are encouraged to express their feelings and to getalong well with others. Head Start offers low child-staff ratios andgives staff members training in child development, early childhoodeducation, and in working with disabled children.

HealthHead Start emphasizes the importance of earlyidentification of health problems and arranges for every child toreceive, if needed, comprehensive health care including medical,dental, mental health, and nutritional services.

Parent InvolvementParents are the most important influences ona child's development. An essential part of every Head Startprogram is the involvement of parents in parent education, programplanning, and other operating activities. Many parents also serve asHead Start volunteers and are given preference for employment inHead Start jobs for which they are qualified.

2g21

Social ServicesThis component represents an organized methodof assisting families to assess their needs, and then providing thoseservices that will build on each family's individual strengths. Someof these activities are: community outreach, referrals, communityresource information, emergency assistance, and crisis intervention.

For more information about volunteer opportunities contact theAdministration on Children, Youth, and Families at the Health andHuman Services regional office nearest you:

CT, MA, ME, RI, VT call (617) 565-2482

NJ, NY, PR, VI call (212) 264-2974

DC, DE, MD, PA, VA, WV call (215) 596-1224

AR, LA, NM, OK, TX call (214) 767-9648

AL, FL, GA, KY, MS, NC, SC, TN call (404) 331-2398

IA, KS, MO, NE call (816) 426-5401

IL, IN, MI, MN, OH, WI call (312) 353-8322

CO, MT, ND, SD, UT, WY call (303) 844-3106

AZ, CA, HI, NV, Pacific Insular Areas call (415) 556-7408

AK, ID, OR, WA call (206) 615-2557

The Even Start Program

The purpose of Even Start is to help break the cycle of poverty andilliteracy by improving the educational opportunities of the nation'slow-income families through the integration of early childhoodeducation, adult literacy, including adult basic education or English as asecond language, and parenting education into a unified family literacyprogram. Even Start is implemented through cooperative projects thatbuild on existing community resources to create a new range of servicesdesigned to help families become full partners in the education ofyoung children.

2922

While smaller than Head Start, Even Start greatly appreciates studentvolunteers. For more information on Even Start family literacyprograms in your area, get in touch with your state Department ofEducation or contact Patricia McKee at the U.S. Department ofEducation. She can be reached at (202) 260-0991.

The America Reads Challenge

The America Reads Challenge is an initiative that calls on allAmericansparents, educators, librarians, religious leaders, universityofficials, college students, members of the media, community activists,business leaders, and senior citizensto support teachers and helpensure that every American child can read well and independently bythe end of the third grade. The America Reads Challenge builds ongroundwork being laid by classroom teachers, librarians and readingspecialists by drawing upon the invigorating spirit of communityvolunteers in tutoring and mentoring. One way the America ReadsChallenge operates is through Federal Work Study expansion. To fulfillhis challenge, President Clinton has proposed that 100,000 FederalWork-Study (FWS) students serve as reading tutors. To helpinstitutions with this initiative, the Secretary of Education has waivedthe employer matching requirement for FWS students tutoringpre-school and elementary school children.

Other features of the Federal Work Study portion of the America ReadsChallenge include:

Reach One Million Federal Work Study (FWS) Participants: In1996, FWS funding was $617 million and went to 713,000students. In 1997, FWS received a 35 percent increase and willreach some 945,000 studentsa major step toward the President'sState of the Union promise of 1 million students earning their waythrough college under the FWS program by the year 2000. The1997 appropriation is the largest annual dollar increase in thehistory of the FWS program.

3023

Opportunities in Community Service: This increase opens upsignificant opportunities for participating institutions to employmore of their students in community service jobs. The Secretaryencourages institutions to use a portion of their fiscal year 1997FWS increase for community service. (Existing regulations requireinstitutions to use at least 5 percent of their total FWS allocationfor community service).

America Reads Commitment: Institutions that wish to participatein the America Reads Challenge are asked to commit a significantnumber of their new FWS positions for 1997-98 as reading tutors.As of August 1, more than 630 colleges and universities have joinedthis initiative.

Waiver in Matching Requirements for Reading Tutors:Generally, the federal government provides up to 75 percent ofFWS wages, while employers contribute at least a 25 percent match.Effective for the 1997-98 award year, the Secretary has waived thematching requirement for students serving as reading tutors topreschool and elementary school children. This 100 percent federalfunding of FWS reading tutors facilitates the participation ofpostsecondary institutions in the America Reads Challenge.

For more information contact the America Reads Challenge at1-800-USA-LEARN or visit their homepage athttp://www.ed.gov/inits/americareads/

31

24

Additional Information

More Literacy Groups or College-BasedPrograms

Program: Harvard Emerging Literacy Project (HELP)

Contact: Chandler Arnold, Founder

Description: HELP started with a few students' promise to read witha group of preschoolers once a month and currentlyplaces weekly and biweekly reading volunteers in everyHead Start Classroom in Cambridge, MA. Still verymuch of a grassroots effort, volunteers tailor individualarrangements to suit the needs of their partner-teachersand their classrooms. Emerging literacy, English as asecond language, and confidence building are nurturedduring one-on-one reading times and activities. Allvolunteers also attend weekly reflection sessions todiscuss their experiences and are encouraged toparticipate in supervised preschool andfamily/community gatherings.

For MoreInformation: Harvard Emerging Literacy Project

Harvard CollegeUniversity Hall Room 4Cambridge, MA 02138

32 25

Program:

Description:

For moreinformation:

Program:

Contact:

Description:

Fot moreinformationcontact:

26

National Literacy Hotline

This bilingual hotline is the only toll-free nationwideliteracy information and referral service in the UnitedStates. It strives to link people, one-by-one, to literacyprograms in their own communities. To provide thesereferrals, a database of over 10,000 literacy programsacross the United States is updated continually. Thehotline /information clearinghouse also provides freebrochures and fact sheets on literacy topics ranging fromindividual children's learning to international literacyprograms.

Call 1-800-223-8813

Jumpstart

Aaron Lieberman, Founder

Jumpstart, founded in 1993 by students at YaleUniversity, brings together Americorps Members andcollege volunteers to work one-on-one with the samepreschool child over a two-year period. Jumpstartoperates in Head Start and child-care programs inlow-income communities in Boston, New Haven, NewYork and Washington, DC. Volunteers serve two hours,two afternoons a week and full time in the summer.Families are also involved in classroom activities and areencouraged to create home literacy environments.

93 Summer StreetBoston, MA 021101-617-542JUMPhttp://wwvv.jstart.org

3 3 BEST COPY AM

Program: Reading Is Fundamental, Inc.

Description: Reading Is Fundamental (RIF) is the nation's oldest andlargest nonprofit children's literacy organization that hasworked with local groups since 1966. RIF motivatesyoungsters to want to read by letting them choose andkeep books they like and by showing them that readingis fun and important. The program works effectively foryoungsters of any age (including children preschools,Head Start settings, and child care centers) and isdesigned to suit the needs of children from allbackgrounds. RIF's national network provides technicalassistance, book discounts, as well as ideas andinformation.

For moreinformationcontact: Reading Is Fundamental, Inc

Programs Division600 Maryland Avenue, SW, Suite 600Washington, D.C. 20024-25691-202-287-3220

'1, 1 V

34 27

Program: First Book

Contact: Bradley R. Pine, Executive Director

Description: First Book, a nationwide nonprofit organization, givesdisadvantaged children the opportunity to read and owntheir first new book. First Book works with existingcommunity-based family-literacy, tutoring, and mentorprograms to distribute new books to children who are atrisk of failing at school or developing inadequate literacyskills. First Book targets children and families who, foreconomic or other reasons, have little or no access tobooks outside school. Through its book distributions, itencourages children to develop the self-confidence thatowning a book can bring.

For moreinformationcontact: First Book

1133 Connecticut Avenue, NWWashington, DC 20036

1-202-393-1222

35

28

Other Early Childhood LiteracyMaterials

Title:

Type:

Focus:

Published by:

Project Date:

Summary:

For moreinformation:

Ready to Read: Preschool Program Manual

Manual explaining how to implement the Ready toRead incentive-based read-a-thon.

Family literacy and early preschool reading

Department of Education F.I.RS.T.

1994

This manual offers information for preschoolcaregivers interested in taking part in the Ready toRead reading program. Packet contains extensiveinformation on all aspects of the program includingdirections, record keeping, bulletin boards, awards,parent letters, and success strategies.

Solano Beach School District309 North Rios AvenueSolano Beach, CA 920751-619-755-6319

3 629

Title:

Type:

Focus:

Published by:

America Reads Challenge: Ready*Set*Read for Caregivers

Booklet

Language, Emergent Literacy

Corporation for National Service, U.S. Departmentof Education, U.S. Department of Health andHuman Services

Principle author: Derry Koralek

Summary: Booklet is filled with activities and ideas caregiverscan use every day to help young children learn aboutlanguage. Caregivers are given suggestions as to howthey can work with families to support and build onthe language skills children learn at home. Activitiesare presented for four age groups: young babies,crawlers and walkers, toddlers, and preschoolers.

For moreinformation:

30

This and many other publications are available on theDepartment of Education's internet web site athttp://www.ed.gov

3 7

Title:

Type:

Focus:

Published by:

America Reads Challenge: Ready*Set*Read for Families

Booklet

Language, Emergent Literacy

Corporation for National Service, U.S. Departmentof Education, U.S. Department of Health andHuman Services

Principle author: Derry Koralek

Summary: Booklet is filled with activities and ideas families canuse every day to help young children learn aboutlanguage. Families are given suggestions as to howthey can work with caregivers to support and buildon the language skills children learn at home.Activities are presented for four age groups: youngbabies, crawlers and walkers, toddlers, andpreschoolers.

For moreinformation: This and many other publications are available on the

Department of Education's internet web site athttp://www.ed.gov

'3831

Title:

Type:

Focus:

Published by:

Date:

Summary:

For moreinformation:

32

Read*Write*Now: Just Add Kids

Resource Directory

Children and Family Literacy

U.S. Department of Education

1996

Just Add Kids is an excellent resource directory oflearning partners, reading sites, and other literacyservices for families and communities who want tohelp their children improve their reading and writingskills through READ*WRITE *NOW and otherliteracy efforts. Also provides the names of nationalorganizations that have volunteer learning partners atthe local level, suggests potential sites for tutoring,and provides information on national literacyorganizations.

Call 1-800USALEARN

39

Title:

Type:

Focus:

Published by:

Date:

Summary:

For moreinformation:

Learning To Rea4 Reading To Learn: HelpingChildren With Learning Disabilities To Succeed

Information Kit

Children with special needs

U.S. Department of Education

1996

Learning To Read, Reading To Learn offers anumber of good resources for individuals workingwith children with special needs including sectionsoffering tips for families, teachers, and principals. The1996-7 Resource guide might be particularly usefulfor students working with early childhood groups.

Contact the Department of Education's Office ofSpecial Education Programs

1-202-205-5465

33

Title:

Type:

Focus:

Author:

Published by:

Date:

Summary:

For moreinformation:

34

Grassroots Success! Preparing Families and Schoolsfor Each Other

Booklet

Community Involvement

Valora Washington, Valorie Johnson,Janet Brown McCracken

W.K Kellog Foundation and the NationalAssociation for the Education of Young Children

1995

Contains compelling evidence of grassroots success inpreparing schools and families for eachothergleaned from the achievements of the 20diverse W.K. Kellog Foundation School ReadinessInitiatives. Focuses on ways in which grassrootscommunity groups can work with schools andfamilies to improve children's health, nutrition,family and community stability, cultural competence,self esteem, and quality of early learning experiences.

National Association for the Education ofYoung Children

1509 16th Street, N.W.Washington, DC 20036-1426

41

Title:

Type:

Focus:

Author:

Published by:

Date:

Summary:

For moreinformation:

Rethinking the Brain: New Insights into EarlyDevelopment

Book

Early Development and Learning

Rima Shore

Families and Work Institute

1997

Rethinking the Brain, and the conference whichinspired it, presents an overview of neuroscientists'recent findings about the brain and suggests howthese insights can guide and support our nation'sefforts to promote the healthy development of youngchildren. An excellent and thorough document incommon-sense language. Executive summary alsoavailable.

Families and Work Institute330 Seventh AvenueNew York, NY 100011-212-465-2044

42 35

Title:

Type:

Focus:

Author:

Published by:

Date:

Summary:

36

Helping Your Child Learn To Read: Activities forChildren Birth-10

Booklet

Family Literacy

Bernice Cullinan and Brod Bagert

U.S. Department of Education/OERI

1993

One in a series of books on education topics designedfor family use. A fun book, this one provides a shortrun-down on facts, but the biggest part is made up ofactivities children and families can do together.

43

Internet Resources

There are a number of early childhood education discussion groups(called listserves) available on the internet. You can join a free listserveby subscribing. To subscribe, send an email message to:listserv@adiress. Leave the subject line blank. In the body of themessage, write: subscribe listservename yourfirstname yourlastname orsubscribe listname youremailaddress. For early childhood informationconsider subscribing to:

ECENET-L@vmd.cso.uiuc.edu (early childhood education)

EDNET@nic.umass.edu (internet use in education)

EDPOLYAN@asuvm.inre.asu.edu (education policy)

There are also a number of web sites designed for individuals interestedin early childhood issues, a number of which are listed below. Finally, ifyou need information about an education topic and are unable to findit on the Internet, you can send an electronic email message, containingyour request for information and describing the topic you are interestedin, to: askeric@ericir.syr.edu

America Reads Challengehttp://www.ed.gov/inits/americareads/

Children's Defense Fundhttp://www/tmn.com/cdf/index.html

Children's Literature Web Guidehttp://ucalgary.ca/-dkbrown/index.html

Early Childhood Education On Linehttp://www.ume.maine.edu/-coefed/eceol/welcome.html

Early Childhood Educationhttp://ericps.ed.uiuc.edu/ericeece.html

The Keeping Kids Reading Pagehttp://www.tiac.net/users/maryl/

37

National Coalition for Campus Child Carehttp://ericps.ed.uiuc.edu/N4c/N4chome.html

Reading, English, and Communicationhttp://www.indiana.edu/-eric/eric.html

National Institute on Early Childhood Developmentand Education

http://www.ed.gov/offices/OERI/ECIindex.html

National Association for the Education of Young Childrenhttp://www.naeyc.org/naeyc

U.S. Department of Educationhttp://www.ed.gov

4538

Check List

Getting Started: Have you?

Talked informally with friends or contacts in nearby child carecenters?

Taken care not to overwhelm classroom teachers?

Stressed to child care providers that you don't have all theanswers?

Demonstrated that your interest is sincere?

Become a recognized student group and taken advantage offaculty advisors?

Considered resource opportunities outside of your college oruniversity?

Scheduled volunteer visits at times that are conducive to reading?

Training: Have you?

Stressed to volunteers that reading strategies apply to all children?

Designed practices that build on the strengths of children withspecial needs?

Asked the centers with whom you work for input regardingreading training?

Made sure that volunteers have necessary shots and havecompleted appropriate paperwork?

Implemented plans for ongoing training and volunteer support?

Required a consistent commitment from volunteers?

Building Links: Have you?

Considered what resources your school might offer?

Connected with other groups and programs in the community?

Built on the strengths of the community as you work together?

46 39

Recruiting Volunteers: Have you?

Considered other options besides posters and fliers?

Shared your personal experiences with pro spective volunteers?

Required consistency and a genuine commitment fromvolunteers?

Working WithNot Simply ForCommunities: Have you?

Learned about the life-situations of the children you work with?

Tried things outside your "role" as reading helper?

Considered family literacy?

Celebrated the successes of your program and the childreninvolved?

Focusing Your Efforts: Have you?

Developed skills in using English as a second language?

Focused activities based on the needs of the community orclassroom?

Recruited men?

Included children with special needs?

Keep the Dialogue Going: Have you?

Evaluated your progress?

Been cautious when expanding?

Built "institutional memory?"

Nurtured new leaders?

4740

Acknowledgments

I am grateful to all of those both inside and outside the Department ofEducation who contributed their time, effort, and expertise to helpproduce this booklet. Special thanks to Carol Sue Fromboluti and staffmembers of the National Institute on Early Childhood Developmentand Education for their support and wise advice. Carol Rasco, JanetGreene, Libby Doggett, Mary Jean LeTendre, Patricia McKee, BruceGoerder, Susan Thompson-Hoffmann, Matt Miller, Lisa Harris,Miriam Whitney, Cindy Stewart, Pamela Grant, Ann Reily, JuliePederson, Gary Kosman, Natalie Rinck, and Staci Boykin from theDepartment of Education provided invaluable assistance. Ann Ederfrom the White House Office of Public Liaison generously read thismanuscript with comments and advise. The comments of Rima Shore,from the Families and Work Institute, were also particularly valuablesummarizing recent brain research.

I wish to thank the many volunteers, child care providers, andcommunity members who reviewed drafts of this document andsupported the HELP program. These include: Marilyn LePage, LuiseFlavin, Jean Faulkner, and Joan Thompson of Cambridge Head Start;Dean Judith Kidd; Professor Marshall Ganz; and Reverend Janet Legrofrom Harvard University, as well as Greg Heestand, Nina Das, DavidGreene, Stacey Gordon, Liz Haynes, and other student volunteers. Thefollowing organizations also provided much-appreciated support: TheKennedy School Institute of Politics and the J.W. Saxe Foundation.Cover photograph taken by Kris Snibbe of the Harvard UniversityGazette with the support of Cambridge's King School Head Startclassroom.

Particular and genuine acknowledgments go to Naomi Karp for hervaluable insights, constant support, and confidence inof all thingsasummer intern. Finally, I wish to thank my family for taking the timeto read with me.

8 41

Ordering Information

For copies of this booklet, contact the National Institute on EarlyChildhood Development and Education at the U.S. Department ofEducation; 555 New Jersey Avenue, NW; Washington, DC 20208, orcall 1-202-219-1935.

4943

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Washington, DC 20208-5520a 0 Postage and Fees Paid

U.S. Department of EducationPermit No. G-17

Official BusinessPenalty for Private Use, $300 Standard Mail (A)

ECI 97-9017,

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