>> EARLY CHILDHOOD EDUCATION, THE TIME FROM BIRTH TO KINDERGARTEN, WHEN OUR YOUNGEST LEARNERS DEVELOP CRITICAL SOCIAL AND EMOTIONAL SKILLS, LAYS THE GROUNDWORK FOR A LIFELONG LEARNING AND WELL-BEING.

>> THERE ARE THINGS THAT DEVELOP IN CHILDREN VERY EARLY ON THAT YOU CANNOT CATCH UP WITH LATER.

WHEN WE TALK ABOUT CRADLE TO CAREER OPPORTUNITIES, EARLY CHILDHOOD HAS TO BE INCLUDED IN THAT CONTINUUM OF CARE AND DEVELOPMENT OF HUMANS.

>> ONE, TWO, THREE!

>> DESPITE THE CLEAR EVIDENCE SUPPORTING THIS, THE SIGNIFICANT LONG-TERM BENEFITS OF EARLY CHILDHOOD EDUCATION, EDUCATION FOR OUR REGION'S EARLIEST LEARNERS HAS HAD LONGSTANDING ISSUES OF INEQUITY.

FOR PARENTS, ACCESS TO AFFORDABLE AND QUALITY EARLY CHILDHOOD PROGRAMS ARE FEW AND FAR BETWEEN.

FOR EDUCATORS, WELL-PAID AND WELL-RESPECTED TEACHING POSITIONS ARE JUST AS RARE.

>> TEACHERS ARE NOT MAKING, LIKE, EARLY CHILDHOOD IS NOT MAKING SUPER AMOUNT, WHICH IS SAD.

>> ON AVERAGE, EARLY CHILDHOOD EDUCATORS, THOSE CARING FOR AND EDUCATING OUR YOUNG CHILDREN, MAKE 10.$27 AN HOUR.

PARENTS CAN'T AFFORD TO PAY MORE AND TEACHERS CAN'T AFFORD WHAT THEY MAKE NOW.

>> MY TEACHERS WORK REALLY HARD.

THEY WORK HARDER THAN ANYBODY I KNOW AND WHEN YOU THINK ABOUT WHAT WE PAY THEM COMPARED TO WHAT SOME OF THE SCHOOL DISTRICTS PAYS OR SOME OF THE OTHER, YOU KNOW, PROGRAMS PAYS, YOU KNOW, YOU THINK ABOUT THE BENEFITS THAT WE TRY TO OFFER.

YOU KNOW, WE'RE DOING A LOT.

0 TO 5 IS WHEN 90% OF A CHILDREN'S BRAIN DEVELOPS, SO THAT'S WHERE THE VECHT NEEDS TO BE.

>> IN THE UNITED STATES, PRESCHOOL IS NOT AS VALUED AS OR IN INVESTED IN AS PART OF PUBLIC EDUCATION.

IN FACT, IN MISSOURI, SCHOOL DISTRICTS ARE ONLY MANDATED BY LAW TO OFFER AND FUND HALF-DAY KINDERGARTEN.

EVEN THEN, KINDERGARTEN IS A CHOICE.

PRE-KINDERGARTEN PROGRAMS AND CHILDCARE PROVIDERS ARE PRIVATE BUSINESSES OR NONPROFITS.

THEY'RE FUNDED BY TUITION PAID BY FAMILIES OR SUBSIDIZED BY FUNDS RAISED BY THE SCHOOLS.

ACCORDING TO THE FEDERAL RESERVE BANK OF ST. LOUIS, THE CITY OF ST. LOUIS HAS JUST OVER 22,000 KIDS UNDER THE AGE OF 6.

THERE ARE LESS THAN 12,000 SPOTS IN APPROVED CENTERS, AT-HOME DAYCARES, HEADSTART PROGRAMS AND PRESCHOOLS IN THE CITY, RESULTING IN A SERVICE GAP OF 47%.

>> AND WE WELCOME YOU TO DONNYBROOK NEXT UP, A VERY SPECIAL PROGRAM TONIGHT BECAUSE WE'RE GOING TO BE TALKING ABOUT EARLY CHILDHOOD EDUCATION.

THIS IS SOMETHING THAT IMPACTS EVERY SINGLE PERSON WATCHING.

IT IMPACTS EVERY FAMILY AND IT CERTAINLY IMPACTS THE REGION.

BILL McCLELLAN AND I ARE PROUD TO WELCOME TO THE PROGRAM WILL PINKNEY.

HE'S DIRECTOR OF THE MAYOR'S OFFICE OF CHILDREN, YOUTH AND FAMILIES IN THE CITY OF ST. LOUIS.

WELCOME, WILL, THANK YOU SO MUCH.

AND DR.

CRYSTAL HUNTER, DIRECTOR OF EARLY LEARNING AT THE NORMANDY EARLY LEARNING CENTER.

AGAIN, WE THANK YOU BOTH.

THERE IS A -- THERE'S A REAL SENSE OF URGENCY IN TERMS OF ADDRESSING THE -- ANY KIND OF KINK IN THE SYSTEM, ANYTHING THAT ISN'T BEING ADDRESSED AS IT SHOULD BE ACCORDING TO THE EXPERTS LIKE YOU.

WHEN IT COMES TO EARLY CHILDHOOD, 0 TO 5, HOW IMPORTANT IS THAT?

>> WELL, AS WAS STATED IN THE OPENING, 90% OF YOUR BRAIN IS DEVELOPED DURING THOSE FIRST FIVE YEARS.

BY AGE 3, 80% OF YOUR BRAIN IS SOLIDIFIED.

YOU WILL CONTINUE TO GROW AND CHANGE, BUT THAT CORE BASIS IS ALREADY IN PLACE BY THAT AGE OF 5.

SO THE EXPERIENCES THAT YOUNG CHILDREN HAVE GROWING UP AND THE EDUCATION THAT THEY'RE EXPOSED TO, THE RELATIONSHIPS THEY BILL BUILD ON OTHER CHILDREN AND OTHER ADULTS WILL SHAPE THEM FOR THE REST OF THEIR LIVES.

WE LEARN AT A VERY YOUNG AGE HOW TO SHARE, HOW TO WORK WITH SOMEONE ELSE, HOW TO WORK AS PART OF A TEAM, AND THOSE SKILLS ARE VALUABLE ALL THE WAY SHOULD YOUR ADULTHOOD.

>> CAN YOU CONNECT ANY OF THE SOCIETAL TROUBLES THAT WE'RE EXPERIENCING TODAY TO EARLY CHILDHOOD EDUCATION?

>> I THINK ANYBODY WHO HAS SEEN A TODDLER IN THE MIDDLE OF A VERY BIG TANTRUM CAN RELATE TO SOME OF THE TANTRUMS THAT WE MIGHT SEE ON THE INTERNET WITH ADULTS AT DIFFERENT TIMES.

I OFTEN LOOK AT THOSE AND GO, YUP, THERE'S SOMEBODY AT A VERY YOUNG AGE WHO DIDN'T HAVE ANYONE AROUND THEM PUTTING THOSE BOUNDARIES AND STRUCTURES IN PLACE FOR THEM, AND NOW AS ADULTS, WHEN THAT HAS TO BE IN ORDER TO BE SAFE AND A PRODUCTIVE MEMBER OF OUR SOCIETY, IT'S VERY HARD FOR THEM TO WORK WITHIN THAT STRUCTURE AND RECEIVE THAT FEEDBACK.

THAT SOCIAL-EMOTIONAL LEARNING AT A YOUNG AGE IS SO CRITICAL, SO THAT ADULTS CAN BE PART OF OUR SOCIETY AND ADD TO FOR THE BENEFIT OF EVERYBODY ELSE.

>> AND AS A FORMER NEW YORK CITY POLICE OFFICER, COULD YOU ADDRESS THE IMPORTANCE OF EARLY CHILDHOOD EDUCATION AND THE CONNECTION TO SOME OF THE THINGS THAT WE'RE DEALING WITH TODAY AS A SOCIETY?

>> YEAH, I MEAN, THE SOCIAL-EMOTIONAL PART IS WHERE I WOULD START, RIGHT?

THIS IS HOW WE LEARN TO REGULATE OURSELVES, SELF-REGULATE OURSELVES, DEAL WITH OUR EMOTIONS, THINK ABOUT PROBLEM-SOLVING.

AND WE ALSO HAVE TO CULTIVATE THOSE INNATE SKILLS AND ABILITIES THAT CHILDREN HAVE, LEADERSHIP ABILITIES AND THINGS LIKE THAT.

I ALSO THINK ABOUT TRAUMA, RIGHT?

AS WE THINK ABOUT SOCIAL-EMOTIONAL LEARNING AND THE BRAIN DEVELOPMENT, YOU THINK ABOUT THOSE RELATIONSHIPS, PEOPLE THAT CHILDREN ARE EXPOSED TO, SO NOW AS WE'RE THINKING ABOUT THAT, WHAT DOES THAT MEAN FOR HOW A CHILD THEN LEARNS HOW TO DEAL WITH CHALLENGES THAT THEY FACE, HOW THEY DEAL WITH TRAUMA, RIGHT?

OR DON'T DEAL WITH TRAUMA.

WHERE LEARNING HAPPENS, HOW IT HAPPENS WILL DICTATE HOW THAT CHILD REBOUNDS FROM BEING IN AN ENVIRONMENT WHERE THEY MAY BE EXPOSED TO A LOT OF VIOLENCE OR EXPOSED TO DOMESTIC VIOLENCE OR THE THINGS THAT HAPPENED AND HAVE BEEN EXACERBATED BY THE PANDEMIC.

SO, YOU KNOW, AS WE THINK ABOUT THAT AND THINK ABOUT THE CHALLENGES THAT MANY YOUNG PEOPLE HAVE IN THE COUNTRY TODAY, WHERE THEY COME IN CONTACT WITH LAW ENFORCEMENT, WHERE WE THINK ABOUT DELINQUENCY ISSUES, THAT ALL GOES RIGHT BACK TO EARLY CHILDHOOD AND THOSE FIRST FIVE YEARS, THOSE FIRST THREE YEARS, 80% OF YOUR BRAIN DEVELOPMENT.

SO WE NEED TO THINK ABOUT THAT IF WE WANT TO THINK ABOUT HOW WE DEAL WITH THE CHALLENGES OF VIOLENCE AND POVERTY.

>> YOU KNOW, IT SEEMS LIKE WE'VE BEEN AWARE OF THE IMPORTANCE OF LITTLE CHILDREN'S DEVELOPMENT FOR A LONG TIME, AND WE HAD HEADSTART, AND IS HEADSTART WORKING?

HERE WE HAVE A CITY PROGRAM AND YOU'RE IN THE COUNTY.

I MEAN, HOW ARE WE WORKING TOGETHER ON ANY OF THIS?

AND IS HEADSTART A FEDERAL PROGRAM?

THAT'S WHAT I THOUGHT.

>> HEADSTART IS A FEDERAL PROGRAM AND IT'S NATIONWIDE AND WE HAVE HEADSTART PROGRAMS IN JUST ABOUT EVERY AREA OF AMERICA AND THEY CONTINUE TO DO CRITICAL WORK.

IN OUR SPECIFIC AREA IN THE STATE OF MISSOURI, THE GOVERNOR JUST PUT INTO PLACE THE OFFICE OF EARLY CHILDHOOD AND THAT IS EXACTLY WHAT IT'S DESIGNED TO DO, TO BRING ALL THOSE ENTITIES THAT HAVE BEEN OPERATING SEPARATELY UNDER ONE UMBRELLA BECAUSE WE NEED TO BE ABLE TO TALK TO EACH OTHER.

HE HEADSTART NEEDS TO BE ABLE TO TALK TO THE SCHOOL SYSTEM.

WE NEED TO HAVE PARENTS AND TEACHERS TALKING TO LICENSING SO EVERYONE KNOWS ALL THE PIECES AND WE'RE NOT BUILDING GAPS OR POSSIBLY PUTTING SOMETHING -- SOME SORT OF BARRIER WE DIDN'T INTEND FOR A FAMILY TO TRULY ACCESS WRAPAROUND SERVICES.

>> DO WE FEEL LIKE HEADSTART IS NOT ENOUGH?

I MEAN, THE FEDERAL GOVERNMENT IS NOT THE ANSWER?

THE CITY IS GOING TO HAVE ITS OWN PROGRAMS, WILL?

>> WELL, I WOULDN'T SAY WE HAVE OUR OWN PROGRAMS.

I MEAN, THIS IS FEDERAL FUNDING AND A LOT OF FUNDING FOR EDUCATION PASSES THROUGH THE STATE, BUT IT TALKED ABOUT IN THE OPENING HOW THERE'S JUST NOT ENOUGH SLOTS.

YOU CAN HAVE HEADSTART THAT'S DOING REALLY WELL, BUT YOU DON'T HAVE ENOUGH HEADSTART SLOTS.

I DO WANT TO GO BACK TO THE POINT THAT WAS MADE ABOUT THE OFFICE OF CHILDHOOD IN THE STATE.

THE STATE HAS DONE SOME REALLY GOOD WORK IN BRINGING TOGETHER ALL OF THE ENTITIES THAT WERE RESPONSIBLE FOR DEALING WITH OUR EARLY CHILDHOOD PROVIDERS AND EARLY EDUCATION IN GENERAL UNDER ONE ROOF, RIGHT?

IT WAS SPLIT AMONGST MULTIPLE AGENCIES AND I SAT ON SOME STEERING COMMITTEES.

TO YOUR POINT ABOUT WORKING TOGETHER, THE MAYOR AND THE GOVERNOR HAVE A RESPECT FOR EACH OTHER.

ECE, EARLY CHILDHOOD EDUCATION, IS A PRIORITY FOR BOTH OF THEM AND AS A MEMBER OF HER ADMINISTRATION AND KNOWING THE MAYOR, WE LOOK FOR WAYS TO PARTNER ALL THE TIME TO IMPROVE THE OUTCOMES OF FAMILIES AND IMPROVE OUR OPPORTUNITIES AND ACCESS FOR EARLY CHILDHOOD.

SO I SAT ON SOME STEERING COMEPT, AS I SAID -- COMMITTEES, AS I SAID, TO REALLY THINK ABOUT HOW DO WE ENGAGE FAMILIES, RIGHT?

OFTENTIMES WHETHER YOU'RE IN A RURAL AREA OR AN URBAN AREA, ACCESS IS A CHALLENGE, AND ALSO ENGAGEMENT.

OFTEN MANY PEOPLE DON'T KNOW WHAT'S AVAILABLE TO THEM.

YOU TALKED ABOUT IN THE OPENING SUBSIDIES ARE A CHALLENGE FOR MANY FAMILIES.

THERE'S A LOT OF GOOD WORK GOING ON NOW TO LAY A STRONGER FOUNDATION WITHIN THIS STATE TO MAKE SURE WE DO HAVE ENOUGH SLOTS AND MAKE SURE THERE IS EQUITY AND ACCESS AND OPPORTUNITY.

>> THE PANDEMIC CERTAINLY LAID BARE SO MANY INEQUITIES.

WHAT IS BEING DONE TO ADDRESS THAT SINCE WE SEEM TO BE AT THE TAIL END OF ONE PANDEMIC OR ONE PART OF IT AND NOW MAYBE, YOU KNOW, WE'RE SEEING AN UPTICK.

BUT IN TERMS OF THOSE INEQUITIES, ARE THEY BEING ADDRESSED?

>> I WOULD SAY THEY ARE.

I MEAN, WE TOOK A LONG TIME FOR US TO GET HERE.

IT'S GOING TO TAKE A LONG TIME FOR US TO FIX ALL OF THEM, RIGHT?

BUT I THINK IT STARTS WITH BRINGING PEOPLE TOGETHER AND HAVING A CONVERSATION AND UNDERSTANDING WHAT THOSE INEQUITIES ARE AND ENGAGING PEOPLE THROUGHOUT THE STATE, ALL FAMILIES, AND BRINGING FAMILIES AND PROVIDERS AND THE STATE AND CITY OFFICES TOGETHER TO FIGURE OUT WHERE WE ARE AND WHERE WE NEED TO GO.

>> YOU KNOW, THEY ALWAYS SAY FOLLOW THE MONEY.

IS MONEY THE ONLY BARRIER TO ACCESS AND MAKING SURE THAT CHILDREN FROM LOWER INCOMES HAVE THE ACCESS THAT THEY NEED TO EARLY CHILDHOOD EDUCATION?

>> I THINK IT'S ONE OF THE BARRIERS.

THE OTHER BARRIERS THAT CAN COME INTO PLAY IS STABILITY OF THE HOME.

IF A PARENT IS STRUGGLING TO FIND RELIABLE WORK, THEY MAY BE AT HOME AND NOT NEED TO NECESSARILY LOOK OUTSIDE OF THEIR HOME.

BUT THEN WHEN THEY ARE ABLE TO GET THAT JOB AND THAT EMPLOYMENT, THEN IT BECOMES VERY CRITICAL AND THAT'S WHEN THE SLOTS BECOME AN ISSUE.

WE MAY BE FILLED ALREADY AND HAVE A WAIT HTIT LIST, BUT THAT FAMILY NEEDS THAT CARE RIGHT AWAY.

THE OTHER PIECE IS TRANSPORTATION.

CURRENTLY OUR SYSTEM FOR EARLY CHILDHOOD IS NOT FUNDING TRANSPORTATION, SO IF YOU HAVE A FAMILY WHO DOES NOT HAVE A RELIABLE VEHICLE, IT'S VERY HARD FOR THEM TO GET THEIR CHILD BACK AND FORTH TO EVEN ACCESS WHAT IS AVAILABLE TO THEM IF THEY HAVE THE SLOTS.

>> YOU KNOW, THE CITY ESPECIALLY, AND THE COUNTY, ARE SUDDENLY COMING INTO A LOT OF MONEY AND IS -- ARE WE PLANNING ON USING SOME OF THIS MONEY THAT WE'RE GETTING FROM THE NFL AND THE INFRASTRUCTURE BILL FOR EARLY CHILDHOOD?

AND COULD YOU BALLPARK ABOUT HOW MUCH YOU THINK IT WOULD COST TO GET THE SITUATION IN A BETTER PLACE?

>> I THINK THAT'S A TOUGH ONE TO THINK ABOUT HOW MUCH, BUT I CAN SPEAK FOR THE CITY.

I KNOW BETWEEN THE CARES ACT FUNDS INITIALLY AND THE ARPA FUNDS, SO FAR WE PUT ABOUT $4 MILLION INTO EARLY CHILDHOOD EDUCATION TO MAKE SURE WE CAN STABILIZE THOSE PROVIDERS.

MAKE SURE THE PROVIDERS THAT CURRENTLY EXIST WILL BE THERE SO THE SLOTS WON'T GO AWAY, AND THEN TO HELP FIGURE OUT WAYS TO HELP BUILD UP THE WORKFORCE AND FIX UP FACILITIES AND HELP THEM WITH ACCREDITATION.

WE DO PLAN ON THROUGH THE NEXT ARPA ALLOCATION, WORKING COLLECTIVELY WITH THE BOARD OF ALDERMEN AND THE MAYOR'S OFFICE AND WHATEVER OTHER STAKEHOLDERS, TO THINK ABOUT HOW MUCH MORE MONEY WE CAN PUT IN.

THE SURVEY THAT'S OUT NOW IN THE CITY TO REACH OUT TO THE RESIDENTS AROUND ARPA ALLOCATIONS AND THINKING ABOUT WHAT RESIDENTS WOULD LIKE TO SEE, TALKS ABOUT EARLY CHILDHOOD.

SO WE DEFINITELY ARE LOOKING TO PUT MORE MONEY AND WE CONSTANTLY ENGAGE WITH THE GATEWAY EARLY CHILDHOOD ALLIANCE, WHICH IS A GROUP THAT WAS PUT TOGETHER OF PROVIDERS AND LIKE I SAID, WE WORK WITH THE STATE OFFICE OF CHILDHOOD BRINGING PEOPLE TOGETHER, KIDS IN MISSOURI, SO FIGURE OUT WHAT IS NEEDED AND ALL OF THOSE GROUPS HAVE COME UP WITH FUNDS.

I THINK THEY PUT FORTH A PROPOSAL RECENTLY TO THE CITY AND THE COUNTY TO SAY WE THINK THIS IS A BALLPARK RANGE OF MONEY THAT CAN HELP US AT LEAST GET THROUGH THE NEXT COUPLE YEARS.

>> YOU CAN'T HAVE QUALITY EARLY CHILDHOOD EDUCATION WITHOUT QUALITY EARLY CHILDHOOD EDUCATORS.

HOW DO WE -- IS THERE A CONVERSATION GOING ON ABOUT HOW WE CAN BRING, YOU KNOW, TEACHERS INTO THESE CLASSROOM-TYPE SITUATIONS WITH THESE LITTLE PEOPLE WHO NEED THEM SO MUCH?

IN THE PANDEMIC, EVERYBODY IS LOOKING FOR WORKERS.

WHAT DO WE DO TO MAKE TEACHING MORE APPEALING AND, AGAIN, MONEY IS AN ISSUE BECAUSE THE TEACHERS ARE NOT BEING PAID VERY WELL.

>> ESPECIALLY WHEN YOU'RE TALKING ABOUT THE EARLY CHILDHOOD LEVEL.

>> RIGHT.

>> MANY OF THESE QUALIFIED EDUCATORS ARE IN SITUATIONS THAT, MAYBE A PRIVATE SITUATION THAT DON'T HAVE BENEFITS WITH THEM, MAY NOT HAVE RETIREMENT SYSTEMS WITH THEM, SO IT IS A VERY TOUGH SELL WHEN YOU'RE TALKING ABOUT SOMEONE MAKING THEIR CAREER IN THIS FIELD AND THEY'RE NOT ABLE TO NECESSARILY GUARANTEE THAT THEY HAVE THOSE OTHER PIECES THAT COME WITH A TYPICAL EDUCATION JOB WITH TEACHING.

AND THEN ON TOP OF THAT, YOU'RE LOOKING AT A LOWER SALARY.

SO IT IS A TOUGH SELL.

HOWEVER, THE OTHER PIECE OF IT IS THAT PEOPLE WHO WORK IN EARLY CHILDHOOD LIVE AND BREATHE EARLY CHILDHOOD.

I LOVE COMING TO WORK EVERY SINGLE DAY.

THERE IS NO BETTER PLACE THAN AN EARLY CHILDHOOD TO WALK THROUGH THE DOOR BECAUSE EVERYONE IS HAPPY AND EXCITED TO BE THERE OR THEY'RE MISSING THEIR MOM AND DAD AND SOMETIMES I MISS MY MOM AND DAD TOO.

SO THERE'S THIS OVERWHELMING FEELING OF JOY, AND THAT WAS -- WE CAN GET PEOPLE THROUGH THE DOOR, IF WE CAN GET THOSE EDUCATORS THROUGH THE DOOR, IT'S LIKE IT'S ADDICTIVE.

YOU JUST WANT TO BE THERE.

SO I THINK VALUING THEIR EDUCATION, MAKING SURE THAT WE'RE ABLE TO ENSURE THEY CAN ACTUALLY MAKE THIS A CAREER AND A LIVELIHOOD, GETTING THROUGH THE DOOR AND LOVING THOSE CHILDREN, THAT'S THE EASY PART.

IT'S MAKING SURE THAT PEOPLE CAN LIVE, THEY CAN PROVIDE FOR THEIR OWN FAMILIES AND SUSTAIN THAT OVER TIME THAT BECOMES A LOT MORE DIFFICULT.

>> OKAY, WHEN WE TALK ABOUT SLOTS AND AVAILABILITY, IS IT HEADSTART AND THEN A LOT OF STATE PROGRAMS AND PRIVATE PROGRAMS?

>> IT'S A WHOLE MIXTURE.

YOU HAVE HOME CARE PROVIDERS, YOU HAVE CENTER PROVIDERS.

>> OKAY, WELL WHAT -- HEADSTART FOR INSTANCE, IN THE CITY, WHO GETS THOSE SLOTS?

HOW IS THAT DETERMINED?

>> SO IN MOST EARLY CHILDHOOD CENTERS, WE CONTINUOUSLY HAVE LISTS.

WE'LL SAY WE HAVE OUR WAIT LIST.

FAMILIES AT ALL POINTS IN TIME, AS SOON AS THEIR CHILD IS OLD ENOUGH AND ELIGIBLE, WILL BE LOOKING FOR A PLACE FOR THEIR CHILD TO ATTEND.

SO IN THE CITY AS WELL AS BY ME IN NORMANDY, I ALREADY HAVE ENOUGH PEOPLE AND CHILDREN AND FAMILIES TO FILL FOR NEXT YEAR AND WE HAVEN'T EVEN FINISHED THIS YEAR YET.

>> WOW.

>> THE NEED AND THE -- TO BE ABLE TO ACCESS THAT IS ACROSS THE BOARD, SO IT'S MORE ABOUT GETTING ON THE LIST THAN WHETHER OR NOT YOU HAVE A HEADSTART SLOT VERSUS A SLOT IN A PUBLIC SCHOOL SYSTEM.

WE PARTNER WITH THEM, ST. LOUIS PUBLIC HAS SLOTS AT OUR HEADSTART IN THEIR SCHOOLS, SO IT JUST DEPENDS ON WHAT THE MAKEUP IS.

THE ULTIMATELY GOAL IS TO PROVIDE AS MANY SLOTS AS WE CAN WITH QUALIFIED EDUCATORS.

WHATEVER THAT LOOKS LIKE, WE'LL MAKE WHATEVER PARTNERSHIPS WE NEED TO DO TO MAKE THAT HAPPEN AND MAKE SURE WE'RE ABLE TO FUND IT WELL.

>> HOW HAS THE PANDEMIC AFFECTED KINDERGARTEN READINESS?

HOW HAVE -- YOU KNOW, SOME OF THESE INEQUITIES AND QUALITY EARLY CHILDHOOD CARE ACCESS, HOW IS THAT AFFECTING KINDERGARTEN READINESS IN THIS AREA AND EVEN IN THE STAY, I BET N A BROADER SENSE?

>> ABSOLUTELY.

I THINK ONE OF THE MOST TELLING PIECES, I WAS IN A CLASSROOM THE OTHER DAY AND I WAS TALKING TO SOME LITTLE ONES AND I MENTIONED SOMETHING ABOUT GOING TO THE GROCERY STORE AND SITTING IN THE CART.

THEY LOOKED AT ME, AND I WAS LIKE, WOW, YOU WOULD HAVE BEEN 1 OR 2 WHEN THE PANDEMIC STARTED.

YOU'RE NOW 3, HOW MUCH EXPERIENCE HAVE YOU HAD ACTUALLY GOING TO THE GROCERY STORE?

VERY MINIMAL.

SO EVEN THEIR BACKGROUND NOW AT THIS POINT IS LIMITED BASED OFF OF WHAT HAPPENED DURING THE PANDEMIC.

HOW MANY PARKS WERE THEY ABLE TO GO PLAY AT?

THEY WERE WITH FAMILY, HOW MANY CHILDREN DID THEY COME IN CONTACT WITH OUTSIDE OF THEIR INTIMATE FAMILY AT THAT POINT?

HOW WE'RE PUTTING THEM IN A CLASSROOM WITH A NEW TEACHER, A BRAND NEW ADULT IN A COMPLETELY DIFFERENT ROLE AND SETTING, ENVIRONMENT, PLUS ALL OF THESE OTHER LITTLE PEOPLE AND HUMANS THAT I NEED TO FIGURE OUT WHERE I FIT.

SO WE ARE SEEING THAT.

I WOULD SAY FROM A SOCIAL-EMOTIONAL STANDPOINT, WE'RE SEEING THAT MORE THAN EVEN LIKE BEGINNING ACADEMIC LEVEL BECAUSE TO BE AROUND OTHER PEOPLE, TO BE AROUND OTHER HUMANS AND MAKING THOSE RELATIONSHIPS, THAT IS WHAT EARLY CHILDHOOD STARTS WITH.

THAT IS THE PIECE THAT WE OFFER THE FIRST STEPS OUTSIDE OF THAT HOME.

WE CAN CATCH UP ON THE ABCs AND 123s, WE CAN DO THAT, BUT THAT SOCIAL PIECE OF IT, WE'RE DEFINITELY SEEING A HUGE IMPACT.

>> AND IF WE THINK ABOUT IT FROM AN EQUITY STANDPOINT, HOW MANY KIDS, DUE TO THEIR PARENTS LOSING THEIR JOB OR OTHER ISSUES RELATED TO THE PANDEMIC, AREN'T EVEN IN SCHOOL ANYMORE, THAT WE SORT OF LOST TRACK OF FOR MANY REASONS.

OR HOW MANY WERE TRANSIENT AND MOVED TO OTHER PLACES.

HOW MANY FAMILIES DIDN'T HAVE THAT ABILITY TO DO THE VIRTUAL LEARNING AND SO THEY WIND UP DOING HOMESCHOOLING OR WERE CONCERNED ABOUT MASK WEARING, SO YOU HAVE A LOT OF ISSUES THAT KIDS JUST WERE IF YOU WOULD OUT OF THE SCHOOL ENVIRONMENT THAT LEADS TO THOSE INTERPERSONAL SKILLS AND THAT SOCIAL-EMOTIONAL PIECE THAT AFFECT KINDERGARTEN READINESS AND NOW WE'RE TRYING TO LOCATE KIDS AND FAMILIES THAT MAY HAVE BEEN LOST AND ALSO KIDS THAT MAY HAVE BEEN OUT OF SCHOOL FOR A PERIOD OF TIME, TRYING TO CATCH BACK UP.

THAT'S TOUGH, RIGHT?

IT ALSO LENDS TO HOW MUCH WORK IS BEING DONE IN THE SUMMER NOW, RIGHT?

THAT SUMMER LEARNING LOSS WORK THAT IS REALLY BEING PUSH BY ALL EDUCATORS ACROSS THE COUNTRY, FUNDED THROUGH ARPA FUNDS, THOSE THINGS ARE ALL IMPORTANT.

YOU'RE DOING A LOT OF THAT WORK IN THE CITY IN TERMS OF WORKING COLLECTIVELY TO WORK WITH THE PUBLIC SCHOOLS AND YOUTH DEVELOPMENT ORGANIZATIONS TO PROVIDE ACCESS TO SUMMER FUN PROGRAMMING, ENRICHMENT PROGRAM, SO THAT KIDS CAN HAVE SOMETHING TO HELP THEM NOT ONLY CATCH UP, BUT JUST BRIDGE THE SCHOOL YEAR TO THE SUMMER BACK INTO THE SCHOOL YEAR AGAIN.

SO ALL OF THAT IS REALLY IMPORTANT WHEN YOU'RE THINKING ABOUT BEING READY FOR KINDERGARTEN AND MAKING SURE WE INCREASE OUR 3rd GRADE READING ABILITIES.

>> AND I'M SURE THAT YOU WANT IT TO BE EDUCATIONAL RATHER THAN JUST A DAYCARE SITUATION.

SO WHAT ARE THE QUALIFICATIONS FOR A PERSON TO BE A TEACHER IN AN EARLY EDUCATION CENTER?

>> SO IT DEPENDS ON THE TYPE OF CENTER.

YOU'RE ABSOLUTELY RIGHT.

THERE ARE SOME CENTERS THAT ARE MORE TRADITIONALLY WHAT WE WOULD THINK OF AS DAYCARE.

>> RIGHT.

>> AND THERE'S VALUE FOR THAT FOR MANY FAMILIES.

THAT IS A PIECE THAT NEEDS TO BE HONORED.

HOWEVER, THERE'S ALSO A PIECE LIKE AT NORMANDY EARLY LEARNING CENTER WHERE WE HAVE 100% OF OUR CLASSES BY CERTIFIED TEACHERS.

THESE CERTIFIED TEACHERS WENT TO SCHOOL FOR FOUR AND A HALF, FIVE YEARS TO GET A DEGREE LIKE ANY OTHER EDUCATOR AND THEY NEED TO BE TREATED AND THEY NEED TO BE RESPECTED AS SUCH AS WELL.

SO IT REALLY DEPENDS ON THE TYPE OF CENTER AND THE NEED OF THAT FAMILY WHAT THEY MAY ENCOUNTER, AND THEN THE LEVEL OF EXPERTISE THAT IS IN THAT PARTICULAR CENTER.

>> AND IN NORMANDY, THESE TEACHERS, ARE THEY PAID THE SAME AS TEACHERS IN GRADE SCHOOL AND HIGH SCHOOL?

>> ABSOLUTELY, YES.

>> OKAY.

>> YES, NORMANDY HAS MADE A GREAT COMMITMENT TO THEIR EARLY CHILDHOOD PROGRAM TO MAKE SURE THAT IS HAPPENING.

>> AND WE'RE TALKING ABOUT ALL THE CHALLENGES AND OBVIOUSLY ANOTHER ONE IS THE MENTAL, THE WELL-BEING NOT ONLY OF THE LITTLE PEOPLE, THE STUDENTS, BUT THE TEACHERS WHO HAVE HAD TO DEAL WITH THE MASKS, YOU KNOW, THE NONVERBAL -- THE CHILDREN HAVING TO WEAR MASKS, THEY WERE HAVING TO WEAR MASKS.

THEY HAVE THEIR OWN FAMILIES WITH THEIR OWN ISSUES.

SO REALLY, YOU'RE KIND OF RIDING HERD OVER WHAT COULD BE A PERFECT STORM AT A VERY CRITICAL POINT.

>> YES.

THERE IS -- I'D SAY THERE WAS A SENSE OF BRAVERY HAPPENING ALL THE WAY AROUND.

WE HAD TO HAVE BRAVERY FROM OUR FAMILIES TO SEND THEM TO SCHOOL.

WE HAD TO HAVE BRAVERY FOR OUR TEACHERS TO WALK THROUGH THE DOOR, AND WE HAD TO HAVE BRAVERY FROM OUR CHILDREN TO TRUST US THAT THIS WAS REALLY NECESSARY.

ALL OF THOSE PIECES HAD TO COME TOGETHER IN ORDER TO SUPPORT OUR ENTIRE ENVIRONMENT.

OUR TEACHERS, YES, IT WAS VERY HARD.

IT WAS VERY DIFFICULT.

IT WAS VERY HARD TO WORRY ABOUT YOUR FAMILY AT HOME WHILE WORRYING ABOUT THE STUDENTS IN FRONT OF YOU, BUT WE ALSO KNOW THERE'S NO BETTER PLACE FOR THOSE CHILDREN TO BE.

IF A PARENT HAS TO GO TO WORK, IF THAT FAMILY NEEDS THAT SUPPORT, WE ARE THERE FOR THEM.

THAT IS WHAT WE DO, AND WE NEED TO DO THAT EVERY DAY.

AND THEY'RE GOING ABOUT THEIR LIFE AND MAKING SURE THEY'RE SUPPORTING THEIR FAMILY, AND THEN IT'S OUR JOB TO MAKE SURE WE'RE SUPPORTING THEM IN DOING THAT.

>> I JUST WANT TO GO TO THE CITY WHEN WE'RE TALKING ABOUT THE WORKFORCE POP YOU THINK ABOUT A LOT OF CHILDCARE PROVIDERS IN THE CITY, THESE ARE SMALL, NONPROFIT BUSINESSES LED BY WOMEN, OFTENTIMES WOMEN OF COLOR, AND TO GO BACK TO YOUR QUESTION ABOUT ARE THEY TEACHERS.

FIRST OF ALL, PEOPLE DON'T SEE THEM AS TEACHERS OR EDUCATORS, WHICH IS ONE CHALLENGE.

THEY SHOULD GET THAT RESPECT THAT THEY ARE ACTUALLY PROVIDING EDUCATION AND ADDRESSING THE NEEDS OF YOUNG PEOPLE AND TRYING TO MAKE SURE THEY'RE PREPARED FOR KINDERGARTEN AND BEYOND, AND THIS IS WHERE THE PAY ISSUE COMES IN.

AS WE WERE TALKING ABOUT CREDENTIALING, WELL, YOU CAN'T PAY SOMEBODY WHO'S CREDENTIALED $10 AN HOUR, RIGHT?

THAT PERSON NEEDS TO HAVE THE ABILITY TO GET THOSE CREDENTIALS AND THE TIME, SO IF YOU'RE NOT ATTRACTING THE WORKFORCE AND YOU'RE NOT SUPPORTING THAT WORKFORCE BY PAYING THEM A WAGE AND PROVIDING THEM OPPORTUNITIES TO GET THESE CREDENTIALS, THEN HOW ARE THEY ABLE TO THEN MOVE INTO -- CREATE THAT STANDARD THAT PEOPLE MAY EXPECT OR PEOPLE LABEL AS A TRUE EDUCATOR WHEN THEY ARE TRUE EDUCATORS?

SO IT'S A TOUGH RIDE THERE AND THESE CENTERS AND THE REIMBURSEMENT RATES THEY GET, YOU KNOW, CREATE CHALLENGES FOR THEM ATTRACTING AND BUILDING THE WORKFORCE THAT THEY HAVE AND NEED.

SO THAT'S WHY YOU HEARD A LOT ABOUT THAT IN THE BEGINNING.

YOU KNOW, WE GOT TO PAY MORE THAN $10 AN HOUR FOR THE SERVICE THAT THEY'RE PROVIDING BECAUSE THEY ARE PRODUCING THE LEADERS, THE FUTURE LEADERS.

THEY'RE ALLOWING PEOPLE TO GO TO WORK.

MANY OF THESE TEACHERS HAVE CHILDREN THEMSELVES, SO IMAGINE YOU'RE WORKING IN A CHILDCARE CENTER AND YOU NEED CHILDCARE AND HOW DO YOU EVEN AFFORD THE CHILDCARE THAT YOU NEED GIVEN THE WAGE THAT YOU'RE EARNING?

THERE'S A LOT OF CHALLENGES THERE THAT PEOPLE ARE WORKING TO ADDRESS, BUT WE DO NEED TO KEEP OSE CHALLENGES IN THE FOREFRONT SO THAT WE CAN IMPROVE THE WORKFORCE.

>> AND ALL OF THESE ISSUES BUMP UP AGAINST ONE ANOTHER, DON'T THEY?

BECAUSE IF YOU HAVE A JOB THAT YOU CAN'T FIND CHILDCARE, YOU CAN'T GO TO WORK, YOU DON'T HOLD YOUR JOB.

>> ABSOLUTELY.

AND WE RUN INTO THAT QUITE A BIT WITH OUR FAMILIES.

THEY WILL SAY, I HAVE TO HAVE YOU OPEN.

YOU NEED TO BE HERE SO I CAN DO WHAT I NEED TO DO.

>> IN THE FINAL COUPLE OF MINUTES THAT WE HAVE, IF WE DO NOT ADDRESS THESE CRITICAL ISSUES AND IF WE DON'T ADDRESS IT IN AN URGENT MANNER, WHAT ARE WE LOOKING AT FIVE, TEN YEARS DOWN THE ROAD?

WE'LL START WITH YOU, WILL.

>> WE WON'T HAVE A LOT OF BUSINESSES IN THE CITY BECAUSE PEOPLE NEED CLK TO GO TO WORK.

WE MAY NOT HAVE AS MANY PEOPLE -- AS EDUCATED A WORKFORCE AS WE NEED BECAUSE MANY PEOPLE GO TO SCHOOL HAVE CHILDREN AND NEED SOMEONE TO WATCH THEIR CHILDREN WHILE THEY GO TO SCHOOL.

NOW THAT AFFECTS THE QUALITY OF OUR WORKFORCE WHICH AFFECTS OUR ABILITY TO ATTRACT BUSINESSES.

WE MAY NOT HAVE THRIVING YOUNG CHILDREN WHO ARE, YOU KNOW, MAKING OUR CITY A BETTER PLACE OR SEEN AS A BETTER PLACE TO LIVE AND THEREBY ATTRACTING PEOPLE WHO WANT TO COME AND LIVE HERE AND OBVIOUSLY WORK AND EARN THEIR LIVING AND SPEND MONEY HERE.

SO WE NEED TO THINK ABOUT THOSE THINGS.

MORE IMPORTANTLY, WE WON'T HAVE HEALTHY KIDS.

YOU KNOW, WE WANT HEALTHY KIDS.

>> FINAL WORD?

ABOUT 30 SECONDS.

SORRY.

>> THAT'S FINE.

I WOULD ALSO ADD TO THAT BY EDUCATING OUR YOUNGEST ONES, WE ARE DEFINITELY ENSURING THAT THEY'RE MUCH MORE LIKELY TO GRADUATE FROM HIGH SCHOOL AND STAY OUT OF OUR LAW -- OUR -- STAY OUT OF OUR LAW SYSTEM AND OUT OF THOSE JAILS AND PLACES LIKE THAT.

THAT SCHOOL-TO-PRISON PIPELINE IS VERY STRONG AND EARLY CHILDHOOD IS A BIG PIECE OF BREAKING THAT FOR EVERY FAMILY.

>> IT IS NOT A LUXURY.

IT IS A NECESSITY.

AND WE THANK YOU BOTH SO MUCH FOR YOUR TIME AND WE CERTAINLY WANT TO THANK OUR VIEWERS AND LET YOU KNOW THAT YOU HAVE A VERY SPECIAL OPPORTUNITY ON MONDAY AT 7:00 RIGHT HERE ON NINE PBS.

KIDS, FAMILIES, AND MENTAL HEALTH, IT'S A LIVING ST. LOUIS SPECIAL AND IT IS MAY 23rd AT 7:00 P.M., RIGHT HERE ON NINE PBS.

WILFORD PINKNEY AND DR.

CRYSTAL HUNTER, WE THANK YOU SO VERY MUCH.

>> THANK YOU.

>> THANK YOU.

>> AND WE THANK YOU FOR WATCHING.

HAVE A WONDERFUL WEEKEND.

ON BEHALF OF BILL McCLELLAN AND OUR ENTIRE CREW, WE APPRECIATE YOUR PATRONAGE OF NINE PBS.

GOOD NIGHT.

>> Announcer: DONNYBROOK IS MADE POSSIBLE BY THE SUPPORT OF THE BETSY AND THOMAS PATTERSON FOUNDATION AND THE MEMBERS OF NINE PBS.