To kick off the upcoming development of state-wide resources on math, literacy and social emotional learning for North Carolina pre-K providers, leaders from the UNC Frank Porter Graham Child Development Institute (FPG) co-hosted “Embracing Joy in pre-K Literacy, Math, and Socioemotional Learning NC pre-K Summit” in June. This event—created in partnership with the North Carolina Division of Child Development and Early Education (DCDEE)—brought together 200 NC pre-K educators who teach 4- and 5-year-old children, for a morning of learning with and from each other.
 
After opening remarks via video from Governor Roy Cooper, FPG researchers facilitated small group listening sessions to gain input from pre-K teachers on two questions:

1. What is working well in NC pre-K to support children’s language, literacy, math and social emotional learning development?
2. What are some unmet needs required to support children’s development in these areas?

 
The goal was for FPG to learn what educators are doing, what professional development may be needed, and how FPG can build upon educators’ existing strengths. This summit, part of a collaboration between FPG and DCDEE on professional development for pre-K teachers, allowed pre-K teachers to have their input and perspectives included in the design of the next steps. This is one way that FPG is partnering with the educators who are most impacted by and will benefit from these interventions.

“Professional development reform is often communicated to teachers from a deficit perspective,” says Soliday Hong. “We are starting from the expertise of the teachers. Resources that we develop will evolve from their desires, with an emphasis on joyful implementation that is culturally sensitive and relevant.”

Sandra Soliday Hong, PhD, a senior research scientist at FPG, says that while pre-K teachers do great work, there are gaps in resources available to support them. “Professional development reform is often communicated to teachers from a deficit perspective,” she says. “We are starting from the expertise of the teachers. Resources that we develop will evolve from their desires, with an emphasis on joyful implementation that is culturally sensitive and relevant.” She notes that the resources developed will be applicable in classrooms with a range of pedagogical and curricular approaches.
 
Professional storyteller Linda Gorham offered the summit’s keynote, "Embracing pre-K Literacy Through the Joy of Storytelling." During her presentation—which was also streamed online—Gorham talked about how teachers can extend book reading and stories into interactive storytelling. Gorham also facilitated a storytelling workshop in which attendees worked in small groups, twisting a familiar story, retelling it in a slightly different way, and learning how to incorporate more storytelling into their classrooms.
 
The summit launched a new phase of FPG’s ongoing research-policy and practice collaboration with DCDEE. FPG has been providing DCDEE with policy briefs and other supports for their work at the state level. The work is now moving from a policy collaboration to more broadly incorporate and solicit the feedback and perspectives of the provider community.
 
Next steps for FPG researchers include conducting a landscape analysis of professional development opportunities. After identifying where there is access and gaps, the team will make recommendations on professional development for math and literacy to supplement what already exists. FPG will also co-create with DCDEE a professional development training series that will be featured on a website. This will include:

• learning surveys and assessments;
• recognition of educators completing the training; and
• analysis of gaps in professional development.

Using these findings, DCDEE will issue guidance to support excellence in the classroom.
 
This project exemplifies how FPG operates in the research, policy, and practice space. DCDEE, the funder of this work, designs professional development for pre-K teachers and supports and advocates for them. FPG provides the research lens, with knowledge of best practices in supporting children's learning and development. And pre-K teachers are practice leaders who ground the work by sharing how best to address their challenges.

“Part of UNC’s mission is to serve the state and people of North Carolina,” says Yazejian. “This is just one way that FPG helps fulfill that mission.”

FPG Senior Research Scientist Noreen Yazejian, PhD, interim associate director for research, is the co-principal investigator for this grant, on which Soliday Hong is the principal investigator. She notes that this project is just one example of how FPG partners with state agencies. “Part of UNC’s mission is to serve the state and people of North Carolina,” she says. “This is just one way that FPG helps fulfill that mission.”