Video Catalog

Lucy Recio from Third Bloom Consulting leads participants in the session Purposeful Presence: Integrating Embodiment and Healing-Centered Rituals in Early Childhood Leadership Praxis. 

In October 2025, Dr. Lieny Jeon from The University of Virginia facilitates a session on Thriving Together: Strategies for Everyday Well-Being in Early Care and Education. This is the second in a series on workforce well-being.

The research team from The Happy Teacher Project at the University of Oklahoma discuss findings from their research and strategies towards a Holistic and Human-Centered Approach to Well-Being.

The research team from Bank Street College of Education facilitated a collaborative conversation based on their research on Promoting Teacher-Child Relationships in Early Care and Education Classrooms. This video provides highlights from the time spent together.

Dr. Sudha Arunachalam, NYU, discusses language and preliteracy in the early years, during an interactive research-to-practice session with leaders in Early Childhood Care and Education.

Dr. Muriel Rand, New Jersey City University shares about story play as a way of supoorting early reading comprehension. This is the second part of a session focused on the Early Reading Brain.

Dr. Carolyn Strom, NYU, discusses practical classroom routines to support the early reading brain. This is the first part of a session focused on the early reading brain.

Researchers from the City College of New York and Teachers College, Columbia University discuss with practitioners High-Quality Culturally-Relevant  Practices Across Communities.

Researcher, Mark Nagasawa from Bank Street College of Education discusses with practitioners what the New York City's workforce has experienced during the COVID-19 Pandemic and the future of the City's ECE system.

Researchers from the Borough of Manhattan Community College and early childhood practitioner leaders discuss insights from the study of Infant-Toddler Course Content and the Teacher Education Pipeline.

“Currently, only 3% of all preschool and kindergarten teachers in the U.S. are men,” said Jean-Yves Plaisir. “It is critical to ensure children have interactions with a mixed-gender workforce to model the different roles men can play in children’s lives.”

The National Center for Children and Families' study highlights opportunities to bring high quality early learning to scale across the New York City's PreK for All program.

Researchers from Bank Street Center on Culture, Race & Equity and the National Center for Children in Poverty identify opportunities to strengthen early childhood instructional leadership.