Are publicly funded programs – intended to help close the opportunity gap – actually widening it, while programs free from funding restrictions have more flexibility to develop innovative, child-centered practices? Are some children being targeted for more direct instruction, and missing out on the authentic communication and purposeful play that they need and deserve? Is PLAY an equity issue?

In honor of Earth Day, here’s a letter written 15 years ago by students in the Sunlight Room at Hilltop Children’s Center. They were engaged in an in-depth investigation about pollution, which began with some spontaneous play and conversation in the block area, and ended up lasting several months.

We all know that consistency is key for children to feel comfortable enough to learn and grow, and that oftentimes transitions can be nerve wracking for them. Last year a child moved from a class where she had been all year and formed relationships with the educators and other children, into a class where she didn’t know anyone yet…

It was fascinating to sit with a room full of people – some seasoned and some newer to the field – who are responsible for leading and stewarding early childhood programs in our area. And it was interesting to hear about their satisfactions and challenges, particularly in light of the range of programs they support, and the communities of children and families they serve…