Resource Hub

Resource Hub

The Zaentz Initiative is dedicated to a rapid-cycle dissemination strategy that provides accessible, progressive, and practical resources.

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For Funders

The Early Learning Study at Harvard: New Science to Advance Early Education

Briefs
Decades of early childhood research documents that the years before kindergarten—the first 60 months of a child’s life – comprise a “sensitive period” for the development of language, social-emotional, and cognitive skills. During this period, the brain is explicitly designed to recruit information from its surrounding environment and lay the neural architecture for life. At the same time, families across the United States rely upon a system of early education and care that public policymaking expects will give children a developmental boost in the years before formal schooling begins.

The Early Learning Study at Harvard: Findings from the Household Survey

Briefs
As described in our first brief, The Early Learning Study at Harvard: New Science to Advance Early Education, the Saul Zaentz Early Education Initiative recently launched the Early Learning Study at Harvard (ELS@H, pronounced “Elsa”). Led by Professors Stephanie Jones and Nonie Lesaux, ELS@H is a large-scale, longitudinal study of young children’s learning and development that explores and documents the features of the settings in which young children receive their early education and care.

Ingredients of Early Success

Articles
A new study from Harvard University could substantially transform our understanding of what works in early childhood education in the United States, creating clearer avenues to bring effective practices and policies to scale.

Harvard Edcast: The Power of Convening

Podcasts
Jacqueline Jones, president of the Foundation for Child Development, reflects on the dialogue and unique collaborations between researchers and practioners in the field of early childhood education.

Harvard Edcast: Streamlining Early Learning

Podcasts
Bobbie Burnham, early childhood educator, shares successes and strategies from her time working in the Minnesota Dept. of Education.

Harvard EdCast: The Importance of Years 0–5

Podcasts
Nonie Lesaux and Stephanie Jones, members of the faculty at HGSE, examine the latest thinking, research, and practice in building and sustaining high quality Pre-K systems, schools and classrooms.

The Leading Edge of Early Childhood Education: Linking Science to Policy for a New Generation

Books
The Leading Edge of Early Childhood Education aims to support the effort to simultaneously scale up and improve the quality of early childhood education by bringing together relevant insights from emerging research to provide guidance for this critical, fledgling field. It reflects the growing recognition that early childhood experiences have a powerful effect on children’s later academic achievement and long-term life outcomes.

For Leaders & Educators

The Early Learning Study at Harvard: New Science to Advance Early Education

Briefs
Decades of early childhood research documents that the years before kindergarten—the first 60 months of a child’s life – comprise a “sensitive period” for the development of language, social-emotional, and cognitive skills. During this period, the brain is explicitly designed to recruit information from its surrounding environment and lay the neural architecture for life. At the same time, families across the United States rely upon a system of early education and care that public policymaking expects will give children a developmental boost in the years before formal schooling begins.

The Early Learning Study at Harvard: Findings from the Household Survey

Briefs
As described in our first brief, The Early Learning Study at Harvard: New Science to Advance Early Education, the Saul Zaentz Early Education Initiative recently launched the Early Learning Study at Harvard (ELS@H, pronounced “Elsa”). Led by Professors Stephanie Jones and Nonie Lesaux, ELS@H is a large-scale, longitudinal study of young children’s learning and development that explores and documents the features of the settings in which young children receive their early education and care.

Ingredients of Early Success

Articles
A new study from Harvard University could substantially transform our understanding of what works in early childhood education in the United States, creating clearer avenues to bring effective practices and policies to scale.

Harvard Edcast: The Power of Convening

Podcasts
Jacqueline Jones, president of the Foundation for Child Development, reflects on the dialogue and unique collaborations between researchers and practioners in the field of early childhood education.

Harvard Edcast: Streamlining Early Learning

Podcasts
Bobbie Burnham, early childhood educator, shares successes and strategies from her time working in the Minnesota Dept. of Education.

Harvard EdCast: The Importance of Years 0–5

Podcasts
Nonie Lesaux and Stephanie Jones, members of the faculty at HGSE, examine the latest thinking, research, and practice in building and sustaining high quality Pre-K systems, schools and classrooms.

The Leading Edge of Early Childhood Education: Linking Science to Policy for a New Generation

Books
The Leading Edge of Early Childhood Education aims to support the effort to simultaneously scale up and improve the quality of early childhood education by bringing together relevant insights from emerging research to provide guidance for this critical, fledgling field. It reflects the growing recognition that early childhood experiences have a powerful effect on children’s later academic achievement and long-term life outcomes.

The Regulated Learning Environment: Supporting Adults to Support Children

Articles
The Zaentz team outlines four principles central to cultivating regulated early learning environments (Young Children, 2015).

Empowering Early Childhood Educators

Articles
Nicholas Kristof, the New York Times columnist, challenges his readers (and the politicians eager to represent them) to ask themselves if we can afford to continue to let learning opportunities slide for our youngest and most vulnerable children. Kristof is not the only one ready to dispense with the hand-wringing about whether early education “works” and move immediately on the promise of early learning to transform children’s life chances.  From the dramatic expansion of preK in New York City to the White House’s Preschool for All initiative, federal, state, and community agencies across the nation are engaged with an aspirational and ambitious agenda for dramatic expansion of children’s learning opportunities in the years before kindergarten.

The Early Education Leader's Guide

Books
Grounded in current research and theory, this practical guide gives program leaders and staff developers a roadmap for designing and implementing engaging professional development and coaching approaches. It focuses on early educator competencies essential for high quality learning and teaching—executive functions, emotion regulation, relationship skills, and talk for learning. Illustrated with an extended vignette of an early learning center, the book highlights how addressing educators’ professional needs is a pathway to children’s cognitive, social–emotional, and academic growth.

Briefs for Early Education Leaders

Briefs
Lead Early Educators for Success provides the principles behind, and the strategies for, supporting early educators in ways that cultivate rigorous and regulated learning environments. Each brief revisits assumptions that guide current policies and practices, outlines common pitfalls, and provides actionable suggestions relevant to each topic (e.g., program design, human and financial resource strategies, support for implementation).

For Scholars

Early Learning Study at Harvard: Household Survey Full Report

Briefs
Led by Professors Stephanie Jones and Nonie Lesaux, the Early Learning Study at Harvard (ELS@H), a cornerstone of the Zaentz Early Education Initiative, is a first-of-its-kind, statewide study designed to examine children's learning and development in the context of their early education and care experiences. ELS@H’s large-scale, longitudinal design and its population-based, representative sample enables the study to address key questions that face today’s policymakers and practitioners, focusing in particular on questions about scaling effective models and practices, and about the characteristics of settings and communities that are essential for children’s long-term health and well-being.

The Early Learning Study at Harvard: New Science to Advance Early Education

Briefs
Decades of early childhood research documents that the years before kindergarten—the first 60 months of a child’s life – comprise a “sensitive period” for the development of language, social-emotional, and cognitive skills. During this period, the brain is explicitly designed to recruit information from its surrounding environment and lay the neural architecture for life. At the same time, families across the United States rely upon a system of early education and care that public policymaking expects will give children a developmental boost in the years before formal schooling begins.

The Early Learning Study at Harvard: Findings from the Household Survey

Briefs
As described in our first brief, The Early Learning Study at Harvard: New Science to Advance Early Education, the Saul Zaentz Early Education Initiative recently launched the Early Learning Study at Harvard (ELS@H, pronounced “Elsa”). Led by Professors Stephanie Jones and Nonie Lesaux, ELS@H is a large-scale, longitudinal study of young children’s learning and development that explores and documents the features of the settings in which young children receive their early education and care.

Ingredients of Early Success

Articles
A new study from Harvard University could substantially transform our understanding of what works in early childhood education in the United States, creating clearer avenues to bring effective practices and policies to scale.

Harvard Edcast: The Power of Convening

Podcasts
Jacqueline Jones, president of the Foundation for Child Development, reflects on the dialogue and unique collaborations between researchers and practioners in the field of early childhood education.

Harvard EdCast: The Importance of Years 0–5

Podcasts
Nonie Lesaux and Stephanie Jones, members of the faculty at HGSE, examine the latest thinking, research, and practice in building and sustaining high quality Pre-K systems, schools and classrooms.

The Leading Edge of Early Childhood Education: Linking Science to Policy for a New Generation

Books
The Leading Edge of Early Childhood Education aims to support the effort to simultaneously scale up and improve the quality of early childhood education by bringing together relevant insights from emerging research to provide guidance for this critical, fledgling field. It reflects the growing recognition that early childhood experiences have a powerful effect on children’s later academic achievement and long-term life outcomes.