EACH DONATION HAS A HIGH RETURN
You can make a profound and long-lasting difference.
When an investment is made in early learning programs for low income children, the world benefits. According to The Center for High Impact Philanthropy of the University of Pennsylvania: "The primary beneficiaries are children and their parents. For example, if a low-income parent is able to secure a place for her child in a high quality daycare program, that child is likely to benefit from exposure to a wider array of learning opportunities than he or she might have at home. Enrolling her child in daycare may also open the door for the parent to take on employment or further her education in order to improve her career prospects. Those individual benefits can be substantial, and life-changing."
Additional beneficiaries are local, national governments and communities, by the decrease of poverty levels, children grow to be healthier adults, active participants in the economy and with lower delinquency rates than those resulting from lack of education
Investing in early education with proven methodologies such as Montessori, in low-income communities has the highest economic and well-being return on investment for society and the world.
Scientific research reports the importance of investing in the early years of childhood
- According to The Center for the Development of the Child at Harvard University, there are 90% to 100% of chances of developmental delays if the child suffers malnutrition, lack of appropriate care and learning stimuli, abuse, single parent care, parental mental illness or any kind of significant adversity.
- In the same study by Harvard University, there is a 3:1 chance of severe adult health issues in children that undergo significant adversity in their early years.
- The Center for the Development of the Child places establishes a return on investment between $4 and $9 for every dollar invested in the early yeas of childhood
- Download the research paper: Five Numbers to Remember about Early Childhood Development, by Harvard University.
- By creating and implementing effective early childhood programs and policies, society can ensure that children have a solid foundation for a productive future. Early Childhood Program Effectiveness Research by Harvard University
Every day we take on the ordinary, sometimes challenging, tasks of work, school, parenting, relationships, and just managing our busy lives. How do we navigate these tasks successfully? And what can send us off course? Science offers an explanation. This 5-minute video explores the development and use of core capabilities — known as executive function and self-regulation skills — from early childhood into adolescence and adulthood. Building on the Center's 2013 video presenting the theory that building adult capabilities is necessary to improve child outcomes, this new video describes what these skills are, why they are important, how they develop, and how they are affected by stress. It combines an allegorical "scribe" storytelling technique with new animation of brain development to show how positive conditions support the development of these skills, and how adverse conditions make it harder to build and use them.
One way to understand the development of resilience is to picture a balance scale or seesaw. Protective experiences and adaptive skills on one side counterbalance significant adversity on the other. Watch this video to visualize the science of resilience, and see how genes and experience interact to produce positive outcomes for children. This InBrief video is part two of a three-part sequence about resilience. These videos provide an overview of Supportive Relationships and Active Skill-Building Strengthen the Foundations of Resilience, a working paper from the National Scientific Council on the Developing Child: http://developingchild.harvard.edu/re...
Science tells us that the foundations of sound mental health are built early in life. Early experiences—including children’s relationships with parents, caregivers, relatives, teachers, and peers—interact with genes to shape the architecture of the developing brain. Disruptions in this developmental process can impair a child’s capacities for learning and relating to others, with lifelong implications. This edition of the InBrief series explains how improving children’s environments of relationships and experiences early in life can prevent initial difficulties from destabilizing later development and mental health. The 5-minute video provides an overview of Establishing a Level Foundation for Life: Mental Health Begins in Early Childhood, a working paper by the National Scientific Council on the Developing Child. Read more: http://developingchild.harvard.edu/re... For more information on the Center on the Developing Child, please visit: http://developingchild.harvard.edu/
This video profiles Ready4Routines, a project which supports parents as they work with their children to build regular family routines. By focusing on real-life daily situations such as bedtime and mealtime, the Ready4Routines intervention seeks to strengthen executive function skills in adults and children, while also increasing predictability within young children’s lives. Learn more about Ready4Routines in this Innovation in Action profile: http://developingchild.harvard.edu/in... Read more about Frontiers of Innovation: http://developingchild.harvard.edu/in...
This 5-minute video depicts a theory of change from the Frontiers of Innovation community for achieving breakthrough outcomes for vulnerable children and families. It describes the need to focus on building the capabilities of caregivers and strengthening the communities that together form the environment of relationships essential to children's lifelong learning, health, and behavior. Learn more about Frontiers of Innovation: http://developingchild.harvard.edu/foi
Center Director Jack P. Shonkoff, M.D., describes the mission of the Center on the Developing Child and its vision for using science to innovate in the early childhood field and fundamentally change the lives of children facing adversity. For more information about the Center on the Developing Child, please visit: http://developingchild.harvard.edu
Children are not born with resilience, which is produced through the interaction of biological systems and protective factors in the social environment. The active ingredients in building resilience are supportive relationships with parents, coaches, teachers, caregivers, and other adults in the community. Watch this video to learn how responsive exchanges with adults help children build the skills they need to manage stress and cope with adversity. This InBrief video is part three of a three-part sequence about resilience. These videos provide an overview of Supportive Relationships and Active Skill-Building Strengthen the Foundations of Resilience, a working paper from the National Scientific Council on the Developing Child: http://developingchild.harvard.edu/re...
The science of resilience can help us understand why some children do well despite serious adversity. Resilience is a combination of protective factors that enable people to adapt in the face of serious hardship, and is essential to ensuring that children who experience adversity can still become healthy, productive citizens. Watch this video to learn about the fundamentals of resilience, which is built through interactions between children and their environments. This InBrief video is part one of a three-part sequence about resilience. These videos provide an overview of Supportive Relationships and Active Skill-Building Strengthen the Foundations of Resilience, a working paper from the National Scientific Council on the Developing Child: http://developingchild.harvard.edu/re...
Learn more about the science of neglect on our website: https://goo.gl/wUtAw9 Extensive biological and developmental research shows significant neglect—the ongoing disruption or significant absence of caregiver responsiveness—can cause more lasting harm to a young child's development than overt physical abuse, including subsequent cognitive delays, impairments in executive functioning, and disruptions of the body's stress response. This edition of the InBrief series explains why significant deprivation is so harmful in the earliest years of life and why effective interventions are likely to pay significant dividends in better long-term outcomes in learning, health, and parenting of the next generation. This 6-minute video provides an overview of The Science of Neglect: The Persistent Absence of Responsive Care Disrupts the Developing Brain, a Working Paper from the National Scientific Council on the Developing Child.
This edition of the InBrief series outlines basic concepts from four decades of program evaluation research which help explain how society can ensure that children have a solid foundation for a productive future by creating and implementing effective early childhood programs and policies. For more information about the InBrief series and the Center on the Developing Child, please visit: http://developingchild.harvard.edu/li...
These are our Corporate Donors and Sponsors. We are forever grateful.
Sabrina Soto is a Montessori student whose parents understood the impact of taking Montessori to low-income toddlers and children around the world and, inspired by our vision, donated all materials for one of our centers, the Hogar San José. Sabrina’s legacy and the love that her parents feel for her, will live on in the hearts and actions of so many children that will benefit from her generous donation.
This dynamic and innovative agency is inspired by our vision of long-lasting impact to the world and has contributed thousands of dollars in supporting our digital media expansion efforts. The quality of their work, paired with the strategic advice to direct our digital campaigns have proven an invaluable donation to our organization. We are forever grateful!