COVID-19 recommendations have changed the way child care providers are able to interact with children and support their early academic and social development. How can we continue to adapt while creating a positive learning environment?
Blog Posts (23)
The American Rescue Plan Act acknowledges an “acute, immediate child care crisis.” Women in early childhood education deserve dignity and prosperity.
An organization in Florida saw some amazing results in their very first LENA Grow classrooms. They want those results to have a positive impact on the whole community.
Early brain development depends so much on having back-and-forth conversations, even for infants and toddlers. Here are six tips to help you talk more!
Early childhood teachers at The Primary School in East Palo Alto, Calif., used LENA Grow professional development to better understand and improve interactions in their classrooms.
Coaches have created a new system to ensure teachers are still receiving crucial PD on how to support early brain development.
A pilot of the professional development program shows that teachers significantly increased the amount of interaction with the children in their classrooms.
As child care programs navigate disruption this fall, a focus on maintaining positive interactions can help reduce stress and build responsive relationships.
For Pamela Robinson, a family child care provider in Georgia, using LENA Grow was an opportunity to show parents all the brain-building interaction that happens during the day in her home as she watches children.
Our team surveyed hundreds of people working with young children – including teachers, family child care providers, and center directors — to better understand how they have and will continue to adapt to protect the wellbeing of their children and staff during the coronavirus outbreak.
Your questions on school readiness answered by the assistant superintendent of Bourbonnais 53 school district in Illinois.
We were delighted to welcome author Elliot Haspel to our staff book club discussion.
It’s time we acknowledge that early childhood teachers are brain architects.
We had the privilege of hosting a webinar featuring our partners in Mississippi to learn how they implemented LENA Grow at a statewide level. Here, we answer common questions that arose during the webinar.
A pilot of LENA Grow in nine classrooms in Kansas found that teachers responded well to the program’s data-based coaching and children demonstrated better language skills after participating.
Explore ideas and strategies to support teachers get the most out of their LENA reports and drive changes in interactive talk in the classroom.
We see you washing paint off little fingers for the tenth time today. We see you using silly voices to make shared reading fun. And we see you putting your heart into your work.
Laura Camp, one of LENA’s most recent hires, joined the team after 25 years in public education. Read about why she left to join the movement to close the talk gap.
We launched a learning site to gain hands-on experience implementing our professional development program for early childhood teachers. Read what we learned about establishing trust, engaging staff, and what’s next.
Data from the first year of partnership with the Early Learning Coalition of Escambia County (ELCEC) shows that classrooms using LENA Grow, our professional development program for early childhood educators, showed gains on CLASS® assessment scores.
We’re excited to announce the first LENA Grow site in Colorado in partnership with the Aspen Center for Child Development, and this time LENA staff will be playing an active role in the coaching!
During the four-month pilot, LENA technology was used to measure talk and provide objective feedback to early childhood educators in two early childhood classrooms in central Virginia. In one classroom, an impressive 87.5 percent of children experienced an increase in either adult words or conversational turns.
The first of six new LENA Grow™ implementations nationwide, the program will serve 800 children in 16 centers across the state during the first year!
Vera Dunson was skeptical at first. After all, she’s in her 70s, and she knows how to take great care of the kids in her classroom — what difference was having them wear a little device once a week going to make? But the results surprised her.