EXCELLENCE IN LOUISIANA PUBLIC BROADCASTING.

AND FROM VIEWERS LIKE YOU.

HELLO.

WELCOME TO "LOUISIANA PUBLIC SQUARE."

I'M BEST COURTNEY, PRESIDENT OF LPB.

TONIGHT'S TOPIC, LOUISIANA'S EARLIERS, LOOKS TO THE EARLY CHILDHOOD EDUCATION SYSTEM.

WE'LL DISCUSS WHAT'S WORKING AND LOUISIANA CAN DO TO IMPROVE EDUCATIONAL OPPORTUNITIES FOR YOUNG CHILDREN.

JOINING ME TO MODERATE IS THE PRESIDENT OF THE COUNCIL FOR A BETTER LOUISIANA.

THANKS, BETH.

IT'S GREAT TO BE HERE.

ACROSS THE UNITED STATES EARLY CHILDHOOD EDUCATION IS GAINING INCREASED ATTENTION.

NUMEROUS STUDIES INDICATE ACADEMIC AND SOCIAL BEEN FITS OF EDUCATIONAL PROGRAMS FOR YOUNG CHILDREN FROM LOWER INCARS RACE RATES TO HIGHER RATES OF HIGH SCHOOL GRADUATION.

HERE IN LOUISIANA WE HAVE MADE GREAT STRIDES IN PROVIDING EDUCATIONAL OPPORTUNITIES FOR FOUR-YEAR-OLDS.

THE STATE HAS A NUMBER OF QUALITY PROGRAMS COMBINED WITH THE HEAD START FOUR-YEAR-OLD PROGRAM BUT FOR UNDER AGE 4 QUALITY EDUCATION IS OUT OF REACH FOR MOST LOW INCOME FAMILIES.

TODAY CHILD CARE COSTS ALMOST AS MUCH AS PUBLIC TUITION AND THERE'S NO GUARANTEE ABOUT QUALITY.

THERE ARE EFFORTS TO MEET THE NEED FOR EARLY CARE IN EDUCATION FOR THE THIRD CONSECUTIVE YEAR LOUISIANA EARLY CHILDHOOD CARE AND EDUCATION COMMISSION HAS ASKED THE LEGISLATURE TO PROVIDE FUNDING TO EXPAND EARLY CHILDHOOD EDUCATION AND THE BIDEN ADMINISTRATION WANTS TO VASTLY EXPAND ACCESS TO CARE FOR INFANTS AND TODDLERS PROVIDING UNIVERSAL CHILDHOOD EDUCATION.

LOUISIANA USED THE FEDERAL COVID MONEY TO FILL THE GAP IN EARLY EDUCATION AND WILL THEY CONTINUE TO FUND THAT GAP WHEN THE FEDERAL DOLLARS RUN OUT?

WE WILL DISCUSS THOSE ISSUES IN A MOMENT.

FIRST WE'LL LOOK AT HOW THE PAST YEAR HAS AFFECTED FAMILIES WITH EARLY LEARNERS.

WE TALKED WITH CHARLES AND STEPHANI JAMES ABOUT THEIR EXPERIENCE EDUCATING THREE YOUNG CHILDREN DURING THE COVID-19 PANDEMIC.

HERE'S THEIR STORY.

I'M STEPHANIE JAMES.

I'M A MOTHER OF THREE, CHARLIELY SIX, PHOEBE FIVE, CHANCE IS THREE.

I'M CHARLES JAMES, A FATHER OF THREE.

I'M AN EDUCATION CONSULTANT.

YES!

SO WE HAVE TWO GIRLS, CHARLIE AND STEVIE, SIX AND FIVE.

THEY ARE BOTH ENROLLED IN THE CENTER FOR PERFORMING ARTS.

THE BABY IS THREE.

PRE-PANDEMIC HE WAS AT UNIVERSITY PRESBYTERIAN DAY SCHOOL.

SINCE THEN HE'S BEEN AT HOME.

SO THE PANDEMIC HAS BEEN LAST MARCH AND WHEN THEY LET THE SCHOOLS OUT EVERYTHING CLOSED SO OUR KIDS HAVE BEEN HOME.

HE'S BEEN HOME THE WHOLE TIME.

MY DAUGHTERS WENT BACK THE LAST NINE WEEKS OF THE SCHOOL YEAR.

A LOT OF ADJUSTMENT.

ADJUSTING OUR PERSPECTIVE ON OUR EXPECTATIONS, BECAUSE IT'S A LOT OF MAINTAINING A FULL-TIME JOB WHERE YOU YOU'RE ASKED TO BE A VIRTUAL EMPLOYEE WHERE YOU HAVE ONLINE MEETINGS AND EVERYTHING GOING ON.

IN THE OTHER ROOM YOU HAVE A KINDERGARTENER AND PRE-K STUDENT HAVING A VIRTUAL DANCE CLASS, VIRTUAL P.E.

YOU HAVE TO BALANCE THAT.

THAT'S WHAT I WAS GOING TO SAY.

THE BIG MANAGEMENT IS MANAGING OUR EXPECTATIONS FOR OURSELVES.

WHAT LEARNING LOOKS LIKE.

WHAT HOME LOOKS LIKE.

WHAT PARENTING LOOKS LIKE.

ALL OF THAT CHANGED.

WOW!

WHOA!

LIKE FOR CHANCE HE WAS IN DAYCARE BEFORE THIS.

HE WAS TWO COMING INTO THE PANDEMIC.

SO HE WASN'T AS VOCAL YET.

THAT WAS REALLY SCARY BECAUSE IT WAS LIKE, OKAY, I HAVE TO -- THESE ARE CHILDREN, MY SIX AND FOUR-YEAR-OLD ARE MANDATED TO GO TO SCHOOL AND WITH HIM IT'S AN OPTION IF YOU CHOOSE TO HAVE HIM IN SCHOOL ALL THOUGH WE DO THINK EARLY EDUCATION IS VERY IMPORTANT TO GET THEM ON A GOOD START.

THIS IS THE COLOR BLUE.

THAT'S A DARKER BLUE.

PRIORITIES-WISE TRADITIONAL SENSE OF ACADEMICS.

THAT FELL DOWN.

OKAY, WE JUST NEED TO MANAGE RIGHT NOW.

WORK ON HIS COMMUNICATION SKILLS.

WE WERE FOCUSING ON MAKING SURE WE STAYED ABOVE WATER CAREER-WISE BUT ALSO KEPT THE GIRLS SUPPORTED BECAUSE THEIR ACADEMICS WERE BEING TRACKED.

YOU GOT PROGRESS REPORTS AND ALL THAT GOOD STUFF.

HE DIDN'T REALLY GET AS MUCH ATTENTION HOW WE THINK ABOUT TRADITIONAL EDUCATION LIKE SCHOOLING.

HE DIDN'T REALLY GET THAT.

IN MY MIND I'M THINKING, OKAY, SCHOOL LOOKS LIKE THIS.

HE'S NOT GOING TO GET THAT.

IS HE GOING TO BE OKAY?

IT WAS TOUGH.

AM I MAKING A MISTAKE?

WHAT MORE CAN I DO HERE TO MAKE SURE HE STAYS ON TRACK?

WE DON'T WANT TO LEAVE HIM BEHIND.

BUT THEN THROUGH IT ALL JUST SEEING THE WAY HE BLOSSOMED AND DEVELOPED AS A COMMUNICATOR HIMSELF, REALIZED, OKAY, WHEN HE DOES GET BACK INTO SCHOOL THE TEACHER WILL BE ABLE TO HANDLE IT.

I'M FREE.

WHATEVER IT'S LIKE.

I WANT TO EXPLORE THIS OR EXPLORE THAT.

I WANT TO ASK YOU A QUESTION, I WANT TO KNOW NOW.

TRANSITION WHEN HE GETS BACK INTO A TRADITIONAL SCHOOL SETTING.

JOINING US IN THE STUDIO TO DISCUSS EARLY EDUCATION ARE THREE PARENTS WITH YOUNG LEARNERS OF THEIR OWN.

KATHERINE IS THE MOTHER OF THREE GIRLS.

CHRIS MOORE IS THE FATHER OF A FOUR-YEAR-OLD DAUGHTER.

HE'S BEEN HOME SCHOOLING UNTIL JUST RECENTLY AND TIFFANY HAMILTON IS THE MOTHER OF A FOUR-YEAR-OLD SON ENROLLED IN THE FREE K THROUGH 3 PROGRAM IN BAKER.

CHRIS, YOU'RE HOME SCHOOLING YOUR DAUGHTER.

HOW HAS THAT BEEN?

WELL, IT'S BEEN PRETTY DIFFICULT AT TIMES.

LIKE FINDING TIME TO SPLIT BETWEEN TAKING CARE OF BUSINESS AND SPENDING TIME GIVING HER ATTENTION HAS BEEN PRETTY TOUGH.

WHY DID YOU DECIDE TO DO THE HOME SCHOOL ROUTE?

IS THAT THE ONLY AVENUE YOU HAD OR WHAT?

I'M THE SOLE CARE-GIVER FOR MY DAUGHTER.

OUR PEDIATRICIAN RECOMMENDED THAT SHE STAY HOME DUE TO HER SOCIAL ANXIETY.

THAT WAS THE MAIN REASON.

TIFFANY, WHAT HAS IT BEEN LIKE FOR YOU DURING THIS PANDEMIC WITH YOUR SON?

LESS MUST HAVE BEEN AN INTERESTING EXPERIENCE.

MY MOM WAS KEEPING HIM FULL-TIME WHILE I WORKED.

THEN MY MOM GOT SICK IN NOVEMBER WHICH FORCED ME TO TO ENROLL HIM IN A PROGRAM AND SO I FOUND LITTLE DREAMERS.

I ENROLLED HIM.

IT WAS VERY HARD STARTING OFF.

A LOT OF CONCERNS ABOUT COVID AND HIM ADJUSTING, BUT IT HAS BEEN VERY GOOD.

KATHERINE, WHAT ABOUT YOU?

IT'S BEEN A ROLLER COASTER AS A PARENT.

AND A FULL-TIME PROFESSIONAL.

CERTAINLY AS PARENTS WE ARE JUGGLING A LOT OF BALLS AND HAVE TO FIGURE OUT WHICH ARE GLASS AND WHICH WILL BOUNCE BACK.

BUT THROUGH IT ALL I HAVE BEEN INCREDIBLY IMPRESSED WITH THE SCHOOLS THAT OUR DAUGHTERS GO TO.

THE LABORATORY SCHOOL AND PRESCHOOL ON LSU CAMPUS HAVE REALLY DONE A FANTASTIC JOB SUPPORTING PARENTS TRANSITIONED TO BEING TEACHERS AND SUPPORTING THE CONTINUES AND CONTINUING TO CONNECT THEM WITH THEIR PEERS VIRTUALLY AND DOING THE BEST THEY CAN TO KEEP THE ENVIRONMENT SAFE SO THAT THE SCHOOLS ONCE THEY COULD OPEN COULD REMAIN OPEN WHICH IS HUGE FOR PARENTS THAT WE CAN GO BACK TO WORK.

HOW MUCH OF A GAP WAS THERE IN TERMS OF HAVING CHILD CARE AVAILABLE?

HONESTLY, IT'S A BLUR.

[LAUGHTER] THE WHOLE PANDEMIC IS A BLUR.

NO SENSE OF TIME.

OUR PRESCHOOL REOPENED IN JUNE AND REMAINED OPEN AFTER THAT.

THE FIRST GRADE AND KINDERGARTEN AT THE LAST SCHOOL WAS ABLE TO START TWO DAYS A WEEK TRANSITIONING TO FULL-TIME AS WELL.

YOU FELT LIKE YOU WERE MORE OF AN INSTRUCT YOUR THAN YOU WOULD HAVE BEEN OTHERWISE?

ABSOLUTELY.

WE WOULD GET LESSON PLANS FROM THE TEACHERS.

I WOULD HAVE TO SIT DOWN WITH HIGH HIGHLIGHTER.

DID WE DO OUR WORK BOSTON RED SOX, OUR VIRTUAL CLASS MEETING?

THIS WAS FOR OUR OLDER CHILD IN KINDERGARTEN AT THE TIME.

EVEN AT THE EARLY EDUCATION LEVEL WE HAD ZOOM MEETINGS WITH TEACHERS SO THEY COULD SING SONGS THAT THE CHILDREN WERE USED TO, SEE THEIR FRIENDS ON THE COMPUTER SCREEN.

IT WAS A TRANSITION TO BECOME AN INSTRUCTOR.

TIFFANY, WHAT HAS YOUR EXPERIENCE BEEN WITH YOUR SON DURING THIS PANDEMIC?

I'M LIKE HER.

IT'S REALLY A BLUR.

IT'S BEEN SO MUCH TRYING TO DO HOME SCHOOLING AT HOME FROM WHAT I FEEL LIKE HE SHOULD BE LEARNING AND TRYING TO DO THINGS AT HOME.

IT'S BEEN A LOT.

IT'S OVERWHELMING AT TIMES BUT YOU HAVE TO KEEP BUSY AND STAY MOTIVATED SO YOU CAN PUSH FORWARD.

HAVE YOU GOTTEN SUPPORT FROM THE CHILD CARE CENTER TOO?

WHAT'S THAT EXPERIENCE BEEN LIKE?

THEY ARE AMAZING WITH THE SUPPORT.

THEY ARE VERY HANDS ON, MAKING SURE THAT HE'S STAYING SAFE, THE PARENTS ARE SAFE AT DROP-OFF AND PICKUP.

IT'S BEEN REALLY, REALLY GOOD.

DID YOU HAVE A GAP TOO WHEN ALL THE CHILD CARE WAS CLOSED AND YOU WERE HAVING TO TAKE CARE OF YOUR SON BY YOURSELF OR WITH YOUR FAMILY OR WE THEY OPEN PRETTY MUCH OF THE TIME?

THEY WERE OPEN BUT HE DIDN'T ENROLL IN SCHOOL UNTIL NOVEMBER.

WITH COVID I THOUGHT -- I DON'T KNOW.

I DON'T KNOW, SO WE DID AT HOME THEN IN NOVEMBER I WAS JUST FORCED TO PUT HIM IN SCHOOL.

I GUESS THAT'S A CONCERN TOO.

IT'S NOT JUST THE NEED FOR CHILD CARE AND HAVING A CHILD IN A SETTING BUT IS IT SAFE.

THAT WAS MY MAIN CONCERN.

YOU WATCH THE NEWS EVERY DAY, IT'S SO MUCH ON THE NEWS IT'S OVERWHELMING SO YOU DON'T KNOW WHAT TO THINK AND WHERE TO GO SO YOU HAVE TO MAKE THE BEST DECISION FOR YOURSELF.

CHILD CARE IS SUCH AN IMPORTANT THING FOR PARENTS.

THE KIDS ARE THE MOST IMPORTANT THING.

I HAVE HEARD ABOUT PARENTS STARTING EVEN BEFORE A CHILD WAS BORN LOOKING TO FIND WHERE THEY ARE GOING TO PUT THEIR INFANT IN CHILD CARE.

WHAT WAS YOUR EXPERIENCE?

WHEN DID YOU FIND THE CHILD CARE SETTING THAT YOU WERE LOOKING FOR?

I JOKE BECAUSE THE PRESCHOOL AT LSU THEY WERE THE FIRST TO KNOW I WAS PREGNANT.

ME, MY HUSBAND AND THEM.

I KNEW TO GO AHEAD AND GET ON THE WAIT LIST BECAUSE FOR QUALITY CARE THERE'S OFTENTIMES A WAIT LIST AND THAT BRINGS THE TOPIC OF ACCESS UP.

I'M PART OF A DUAL INCOME FAMILY AND WE CAN AFFORD TO HAVE THE QUALITY OF CARE THAT WE EXPECT OUT OF A PRESCHOOL SETTING.

SO WE KNEW THE INS AND OUTS FROM WORD OF MOUTH OF FRIENDS WHO HAD DONE IT PRIOR TO US.

IF YOU'RE EXPECTING AND WANT TO GET INTO SOME OF THE PROGRAMS YOU WOULD WANT YOUR CHILD IN YOU NEED TO START THAT PROCESS VERY EARLY.

NOT JUST START AT ONE BUT TRY TO LOOK AT MULTIPLE ONES.

SO WE STARTED THAT PROCESS VERY EARLY.

WE HAD TO MAKE SOME ADJUSTMENTS BEFORE OUR CHILD GOT INTO THE SCHOOL.

WE HAD TO HAVE MY MOM COME IN FOR A WHILE TO WATCH THE CHILD, MY SISTER CAME IN TO WATCH HER FOR A LITTLE WHILE.

JUST BECAUSE THERE WASN'T SPACE.

THE AMOUNT OF SPACES THAT ARE OPEN ESPECIALLY FOR INFANTS AND TODDLERS IS VERY LIMITED.

THEN IT'S QUITE COST PROHIBITIVE AS WELL.

TIFFANY, WHAT ABOUT YOU?

HOW DIFFICULT WAS IT TO FIND THE RIGHT SETTING?

IT WAS REALLY HARD.

AT THE TIME MY MOM WAS REALLY SICK AND THEN BOOM YOU GOT TO GO TODAY CARE OR A PROGRAM SO IT'S LIKE, OKAY, WHAT CAN I FIND NOW THAT'S QUALITY CARE THAT I WANT MY CHILD TO GO TO, ESPECIALLY DURING A PANDEMIC.

IT WAS STRESSFUL BUT I HAVE A FRIEND, MY COWORKER.

HER CHILD WAS IN THE PROGRAM SO BAKER IS CLOSER TO ME SO SHE WAS LIKE, I'LL ASK THE DIRECTOR.

MY FRIEND SPOKE HIGHLY THE DAYCARE SO I THOUGHT, I'M GOING TO TRUST WHAT YOU'RE SAYING.

IT'S BEEN ALL GOOD GETTING HIM IN AND I REALLY LIKE IT.

THIS HAS BEEN SUCH AN UNUSUAL YEAR THAT WE HAVE BEEN THROUGH.

USUALLY PARENTS ARE THINKING ABOUT THEIR KIDS ARE GOING TO HAVE A NORMAL EXPERIENCE BUT WE HAVE A WHOLE GROUP OF KIDS THROUGHOUT THE COUNTRY THAT HAVE HAD NOT A NORMAL SPERN.

DO YOU WORRY ABOUT THE IMPACT THAT'S GOING TO HAVE ON YOUR SON OR DO YOU FEEL LIKE YOU HAVE BEEN ABLE TO PIECE THINGS TOGETHER WITH THE CHILD CARE CENTER AND THOSE TYPES OF THINGS TO MAKE IT WORK?

I FEEL LIKE WE HAVE NORMALIZED THINGS FOR HIM.

I DON'T THINK HE REALLY KNOWS OR MAYBE UNDERSTANDS THE SENSE OF PANDEMIC.

AT SCHOOL THEY MAKE IT NORMAL AS POSSIBLE FOR THEM.

OF COURSE HE KNOWS WHEN WE'RE IN PUBLIC YOU HAVE TO WEAR A MASK.

THAT'S A NO-BRAINER FOR HIM NOW.

EVERYTHING IS NORMAL FOR HIM.

I DON'T THINK HE'S HAD A HARD TIME ADJUSTING AS MAYBE AN OLDER CHILD WOULD.

HOW OLD IS YOUR DAUGHTER?

SHE'S FOUR.

SHE WILL GO PERHAPS TO KINDERGARTEN IN ANOTHER YEAR.

DO YOU WORRY HOW THIS HAS IMPACTED HER DEVELOPMENT AND HER LEARNING?

EXTREMELY.

YOU KNOW, I'M A HANDS ON PARENT.

I LIKE TO SEE EXACTLY WHAT I'M PUTTING MY DAUGHTER IN AND AROUND AND WHAT NOT.

NOT BEING ABLE TO GO INSIDE THE FACILITIES AND SEE THE ATMOSPHERE HAS BEEN VERY DIFFICULT FOR ME IN CHOOSING AS WELL WHAT SHE'S BEEN ABLE TO GO TO.

KATHERINE?

VERY SIMILAR EXPERIENCE.

I HAVE NEVER SET FOOT IN MY DAUGHTER'S FIRST GRADE CLASSROOM, NEVER SET FOOT IN MY FOUR-YEAR-OLD'S CLASSROOM EITHER.

THAT'S BEEN TOUGH AS A PARENT FOR SURE.

I WILL SAY THAT THE CHILDREN ARE VERY RESILIENT.

LIKE TIFFANY MENTIONED WEARING A MASK IS NORMAL AT THIS POINT.

WHEN THEY WERE ABLE TO GET BACK INTO THE FACILITY AND INTO THE SCHOOLS I THINK THAT WAS REALLY, REALLY HELPFUL FOR THEM TO GET SOMEWHAT OF A SENSE OF NORMALCY EVEN IF IT WAS PART-TIME OR TWO DAYS A WEEK.

THAT WAS REALLY IMPORTANT TO GET THEM BACK INTO IT.

WE DON'T HAVE OLDER CHILDREN, HIGH SCHOOL, ALL THAT, SO THAT'S A WHOLE 'NOTHER CAN OF WORMS.

I IMAGINE THERE ARE OTHER PROBLEMS TO DEAL WITH BUT WITH THE YOUNGER CHILDREN WE DID OUR BEST TO DO WHAT WE COULD AT HOME.

DID LOTS OF ARTS AND CRAFTS LIKE THEY SAID.

THAT'S ONE OF THE THINGS I HAVE LEARNED FROM THE PRESCHOOL IS FOCUS ON THE PROCESS, NOT THE END PRODUCT.

THAT'S WHAT THE TEACHERS AND DIRECTOR KEPT COACHING US.

IF YOU'RE DOING AN ART PROJECT IT DOESN'T MATTER WHAT IT LOOKS LIKE AT THE END.

IT'S THE PROCESS OF THE CHILD HOLDING THE CHALK, COUNTING THE NUMBER OF PETALS ON THE FLOWER, NOTICING THINGS ON WALKS.

LITTLE THINGS LIKE THAT THAT WE TAKE FOR GRANTED WE HAVE REFOCUSED ON AND FILLED THAT GAP UNTIL THE SCHOOLS REOPENED.

WE HAVE HEARD ALREADY ABOUT THE COST.

CHILD CARE IS NOT INEXPENSIVE ESPECIALLY IF YOU'RE GOING TO TRY TO FIND A QUALITY SETTING FOR YOUR CHILD.

WITHOUT GETTING INTO THE DETAILS HOW CHALLENGING HAS THAT BEEN FOR YOU?

FOR OTHER PARENTS?

ANY MESSAGE YOU HAVE ABOUT THE DIFFICULTY THERE?

IT HASN'T BEEN CHALLENGING FOR ME BECAUSE I'M A DUAL PARENT HOME AS WELL.

IT'S BEEN PRETTY EASY.

I HAVE AN OLDER CHILD AND HE'S 21 NOW, WITH A FOUR-YEAR-OLD.

COMPARING THE TWO WHEN MY 21-YEAR-OLD WAS GOING TO PRESCHOOL IT WAS KIND OF CHALLENGING FOR ME BECAUSE IT WAS JUST ME.

I WAS THE SOLE PROVIDER FOR HIM.

HAD TO DO A LOT OF SACRIFICING TO MAKE SURE HE GOT THE EDUCATION BUT IT WAS IMPORTANT TO ME BECAUSE I WANTED HIM TO HAVE THE SOCIAL SKILLS BEHE WENT TO KINDERGARTEN SO HE WOULD HAVE THOSE SKILLS.

THE SACRIFICES WERE WORTH IT.

LET ME ASK YOU ONE LAST THING AND CLOSE ON THIS SEGMENT.

IF YOU WERE TO TAKE AWAY ONE THING FROM THIS YEAR IN TERMS OF THE PANDEMIC AND THE CHILD CARE PIECE OF IT, DEALING WITH YOUR YOUNG FAMILY AT HOME IN THIS UNUSUAL SETTING, WHAT IS THE THING THAT WILL STICK IN YOUR MIND MOST ABOUT THIS YEAR?

JUST APPRECIATE WHAT YOU HAVE.

PEOPLE IS SO IMPORTANT.

WE HAVE SEEN SO MANY PEOPLE WHO HAVE NOT MADE IT THROUGH LAST YEAR AND STILL THIS YEAR PEOPLE ARE JUST PASSING FROM COVID TO OTHER THINGS.

IT TAUGHT ME TO SLOW DOWN, TAKE A BREATH AND APPRECIATE EVEN THE SMALL THINGS.

LIKE SHE SAID COUNTING THE PETALS ON FLOWERS, THINGS WE WOULDN'T THINK OF BEFORE.

JUST SLOW DOWN AND BE APPRECIATIVE.

CHRIS, WHAT'S BEEN A YEAR LIKE YOU NEVER EXPECTD?

IT DEFINITELY -- THIS YEAR HAS BEEN SO EYE-OPENING.

I WOULD AGREE WITH WHAT SHE SAID AND WHAT SHE SAID AS WELL ABOUT TAKING YOUR TIME.

ENJOYING EVERY MOMENT THAT YOU HAVE.

KATHERINE?

I THINK THERE'S BEEN A REFOCUS ON WHAT REALLY MATTERS FOR A LOT OF OUR FAMILIES, A LOT OF OUR COMMUNITIES.

PART OF THAT IS WHERE OUR CHILDREN ARE ALL DAY.

I'M SO GRATEFUL FOR THE OPPORTUNITY TO HAVE SPENT THIS TIME AT HOME WITH HI KIDS.

I'M ALSO RECOGNIZING THAT I HAVE THE PRIVILEGE OF HAVING A FLEXIBLE JOB THAT ALLOWED ME TO BE AT HOME WITH MY KIDS AND WORK REMOTELY, VIRTUALLY, EXCUSE ME, AND SO THAT IS NOT A PRIVILEGE THAT A LOT OF OUR FAMILIES IN OUR COMMUNITY HAVE.

HOW CAN WE NOW SUPPORT OUR PRESCHOOL AND SUPPORT OTHER FAMILIES TO MAKE SURE THAT EVERYONE HAS QUALITY ACCESS TO EARLY CHILDHOOD EDUCATION.

WELL, I WANT TO SAY THANKS TO KATHERINE, CHRIS AND TIFFANY FOR SHARING THEIR EXPERIENCES WITH US ABOUT THE EARLIED CASE SYSTEM IN LOUISIANA.

TO HELP GET A BETTER UNDERSTANDING OF THIS COME PUBLICS ISSUE WE'LL NEXT TALK WITH EDUCATORS IN THE EARLY EDUCATION SYSTEM FROM PUBLIC AND PRIVATE INSTITUTIONS.

BEFORE WE TALK TO OUR PANEL WE'LL LOOK AT THE IMPORTANCE OF SPECIAL EDUCATION FOR EARLY LEARNERS.

WE TALK WITH SYDNEY McFER SON, A SPECIAL ED TEACHER, ABOUT HER WORK.

WORK.

[SINGING] I I TEACH A PRE-K AUTISM CLASS.

I STUDENT TAUGHT HERE IN A KINDERGARTEN INCLUSION CLASSROOM THAT HAD STUDENTS WITH SPECIAL NEEDS AND STUDENTS THAT DIDN'T.

THAT WAS HONESTLY THE FIRST TIME THAT I HAD EXPERIENCED STUDENTS WITH SPECIAL NEEDS.

I FELL IN LOVE WITH THIS ONE LITTLE BOY WHO HAD AUTISM.

I THOUGHT HE WAS THE COOLEST THING AND IT REALLY SPARKED MY INTEREST IN IT.

IN THE BACK OF MY MIND I ALWAYS WANTED TO END UP IN SPECIAL EDUCATION.

THERE WAS A JOB OPEN HERE AND SHE ASKED ME AND I SAID YES.

I DIDN'T EVEN KNOW WHAT TYPE OF CLASS I WAS GETTING.

SHE TOLD ME IT WAS A SPECIAL EDUCATION CLASS.

I HAVE LOVED EVERY SECOND.

WANT APPLES AND BANANAS?

THERE YOU GO.

READY?

YES.

IN A REGULAR CLASSROOM YOU'RE GOING TO HAVE TYPICAL STUDENTS, INDIVIDUAL EDUCATION PLANS.

IN MY CLASSROOM EACH STUDENT HAS AUTISM OR AUTISTIC CHARACTERISTICS SO THEY NEED INDIVIDUALIZED EDUCATION.

THERE'S A HUGE DIFFERENCE BETWEEN ONE ON ONE ATTENTION VERSUS IN A CLASS WHERE IT'S JUST YOU WITH 20 STUDENTS.

GETTING THAT ONE ON ONE ATTENTION IS VERY IMPORTANT FOR STUDENTS WITH SPECIAL NEEDS.

THE GOAL IS TO GET THEM INCORPORATED INTO A REGULAR CLASSROOM AS MUCH AS POSSIBLE.

IT DOESN'T ALWAYS WORK THAT WAY BUT IT'S SO BENEFICIAL TO HAVE THAT ONE TO ONE ATTENTION IN MY CLASSROOM.

ARE THEY RUNNING AWAY?

FOUNDATIONAL SKILLS ARE A LOT OF TIMES WHAT THEY LACK BECAUSE A LOT OF THEM ARE THEY HAVE A DIAGNOSIS OF AUTISM BUT IT'S THOSE DEVELOPMENTAL SKILLS AND SOCIAL SKILLS THAT THEY ARE LACKING SO IF WE HAVE A ONE-TO-ONE SITUATION WE CAN TEACH THEM HOW TO INTERACT WITH A FRIEND, HOW TO SHARE AND WORK WITH SOMEBODY ELSE WHEREAS A TYPICAL STUDENT WOULD MOST LIKELY HAVE THAT ALREADY.

THESE STUDENTS ARE MISSING THAT.

IF YOU'RE IN A SMALLER SETTING YOU CAN WORK WITH THAT.

IT'S TOUGH TO FIND TEACHERS TO TEACH SPECIAL EDUCATION.

I WAS FOR SURE GOING INTO IT NERVOUS BECAUSE I HAD NEVER DEALT WITH A STUDENT WITH AUTISM BEFORE.

I FEEL LIKE IF THEY GAVE SOME TEACHERS MORE OF THE OPPORTUNITY TO REALLY SEE AND WORK HANDS ON IT WOULDN'T BE SUCH AN ISSUE BUT I KNOW THEY DO HAVE ISSUES FINDING TEACHERS FOR SPECIAL EDUCATION CLASSES.

BUT THERE ARE SOME THAT ARE WILLING, THEY ARE JUST ON THAT NERVOUS AREA, I DON'T KNOW IF I'M GOING TO BE GOOD AT IT, BUT IF THEY TRY IT I'M SURE THEY WOULD LIKE IT.

JOINING US FOR A TEACHER PERSPECTIVE ARE THREE EDUCATORS OF CHILDREN BIRTH TO FIVE.

A PAR PROFESSIONAL WITH THE BATON ROUGE CENTER.

A PRE-K-4 TEACHER.

CAMILLE IS THE CURRICULUM COORDINATOR AT THE EARLY LEARNING CENTER IN BATON ROUGE.

CAMILLE, I WOULD LIKE TO START WITH YOU.

WE HEAR ABOUT LEARNING CENTERS AND DAYCARE CENTERS.

IS THERE A DIFFERENT BETWEEN THE TWO?

THANKS FOR HAVING ME.

DAYCARE IS A TERM FOR THOSE JUST PROVIDING CARE.

EARLY LEARNING THEY ARE EDUCATING THEIR STUDENTS AND TEACHING THEM CRITICAL SKILLS.

OUR YOUNGEST STUDENTS ARE FROM SIX WEEKS, OUR ELDEST IS FOUR, FIVE YEARS OF AGE.

STARTING AT SIX WEEKS WE PROVIDE EDUCATION TO ENSURE THEY ARE KINDERGARTEN READY.

AS A CURRICULUM COORDINATOR WHAT ARE ONE OR TWO OF THE MOST IMPORTANT THINGS TO YOU, TALKING ABOUT EDUCATING KIDS THAT ARE SO YOUNG.

CERTAINLY.

I HAVE THREE THINGS THAT ARE IMPORTANT IN EDUCATING YOUNG CHILDREN.

THE FIRST WOULD BE RELATIONSHIPS.

THE SECOND WOULD BE FOLLOW THE CHILD'S LEAD AND THE THIRD HOME TEACHING.

RELATIONSHIPS ARE SO FUNDAMENTAL.

WHEN A CHILD HAS A POSITIVE AND RESPONSIVE RELATIONSHIP THEY FEEL SAFE, THEY FEEL LOVED, SECURE AND THEY FEEL THEIR BASIC NEEDS ARE MET THEY ARE MORE WILLING TO ENGAGE WITH THEIR ENVIRONMENT AND THOSE AROUND THEM.

SECONDLY FOLLOWING A CHILD'S LEAD IS IMPORTANT THAT TEACHERS HAVE INPUT ON THEIR LEARNING.

AT OUR PROGRAM WE TEACHERS POSE THE QUESTION TO THE CHILDREN.

WHAT DO YOU WANT TO LEARN ABOUT THIS?

CHILDREN GENERATE RESPONSES.

FOR EXAMPLE ONE OF OUR CLASSES JUST FINISHED STUDYING EXERCISE AND THEY WANTED TO KNOW WHAT MAKES THE HEARTBEAT FAST, HOW CAN THEY GET STRONG MUSCLES, HOW MANY BONES ARE IN THE BODY.

TEACHERS CAN PERSONALIZE LEARNING AND CONNECT IT TO THEIR LIVES WHICH MAKES FOR RICHER AND MEANINGFUL LEARNING EXPERIENCES FOR THE CHILDREN.

LASTLY EDUCATING THE WHOLE CHILD IS IMPORTANT.

IT'S GREAT TO FOCUS ON ACADEMIC BUT YOU ALSO NEED TO INCLUDE SOCIAL AND EMOTIONAL DEVELOPMENT, LANGUAGE DEVELOPMENT OF A CHILD.

IT'S GREAT THAT WHEN THEY LEAVE THEY KNOW THEIR COLORS, SHAPES, NUMBERS, LETTERS, BUT WHAT GOOD IS THAT KNOWLEDGE IF THEY DON'T KNOW HOW TO ENGAGE IN CONVERSATIONS, DON'T KNOW HOW TO BE A GOOD FRIEND, SHARE, HAVE COPING MECHANISMS FOR WHEN THEY HAVE BIG EMOTIONS.

I BELIEVE THOSE ARE SOME OF THE IMPORTANT THINGS IN EDUCATING YOUNG CHILDREN.

ABSOLUTELY.

YOU TAUGHT TWO AND FOUR-YEAR-OLDS.

WHAT IS THE DIFFERENCE BETWEEN THE TWO-YEAR-OLD AND FOUR-YEAR-OLD FOR YOU AS A TEACHER?

SO OF COURSE LIKE CAMILLE SAID WITH TWO-YEAR-OLDS THAT'S MORE OF THE COGNITIVE AND THE MORE FINE MOTOR SKILLS.

MORE HANDS ON THINGS.

WITH FOUR-YEAR-OLDS IT'S A LITTLE DIFFERENT.

IT FOCUSES MORE ON THE KEY FACTORS OF SUBJECTS LIKE LITERACY, MATH, SOCIAL STUDIES, SCIENCE.

BUT IT'S ALSO ENTAILS THE COGNITIVE AND EMOTIONAL PART.

I THINK THE TWO-YEAR-OLD WE WORK MORE WITH THEM THAN THE FOUR-YEAR-OLDS.

YOU ARE A PARAPROFESSIONAL IN THE CLASSROOM.

WHAT IS A PARAPROFESSIONAL IN AN EARLY LEARNING CENTER CLASSROOM?

A PARAPROFESSIONAL BASICALLY JUST ASSISTS THE CLASSROOM TEACHER.

WE CAN DO MOST OF THE THINGS THAT THE CLASSROOM TEACHER DOES.

WE JUST DO NOT CREATE THE LESSON PLANS.

I WANT TO ASK EACH OF YOU THIS.

IT'S A REALLY INTERESTING QUESTION.

FOR YOU, I'LL START WITH YOU, WHAT DREW YOU INTO EARLY EDUCATION BEING AROUND ALL THESE YOUNG CHILDREN?

I JUST ALWAYS LOVED BABIES AND LITTLE KIDS.

I HAVE WORKED WITH OLDER KIDS.

I LOVED THEM, BUT I WOULD PREFER TO WORK MORE WITH THE YOUNGER AND SMALLER KIDS.

I FEEL LIKE IT'S VERY IMPORTANT TO BE ABLE TO MOLD THEM IN THE BEGINNING.

SO I PREFER TO DO THAT MORE THAN WORK WITH THE OLDER KIDS.

LET ME ASK YOU, SAME THING.

TO PIGGYBACK OFF THAT I WOULD SAY THAT BEING ABLE TO WORK WITH CHILDREN IS LIKE THE HIGHLIGHT OF MY DAY.

I REALLY LOVE KIDS.

IT'S LIKE THE MAIN THING THAT DREW ME TO EARLY CHILDHOOD.

I LOVE BEING AROUND CHILDREN.

I LOVE THAT I CAN BE A PART OF THAT MOLDING THEM AT AN EARLY AGE.

I LOVE THAT I CAN BE AN ASSET TO THEM AND HELP THEM TO GROW.

I ALWAYS KNEW I WANTED TO BE AN EDUCATOR SINCE I WAS A LITTLE GIRL.

MY GRANDMOTHER WAS A FIRST GRADE TEACHER.

I LOVE HELPING YOUNG CHILDREN LEARN.

IN HIGH SCHOOL I DECIDED NOT TO BE A TEACHER BECAUSE THEY DIDN'T MAKE ENOUGH MONEY SO I WANTED TO BE A LAWYER.

THANK GOODNESS FOR THE INTERN PROJECT MY SENIOR YEAR WHERE I INTERNED IN THE D.A.

'S OFFICE.

I REALIZED, NO, I DO NOT WANT TO BE A LAWYER, MY PASSION IS REALLY WITH YOUNG CHILDREN SO HERE I AM TODAY.

THAT'S WONDERFUL.

SINCE YOU'RE INVOLVED WITH CURRICULUM AND YOU SEE KIDS FROM ALL BACKGROUNDS, ALL KINDS OF DIVERSE BACKGROUNDS, WHAT ARE THE BIGGEST CHALLENGES YOU SEE AS A CURRICULUM COORDINATOR OR INVOLVED IN THE CLASSROOM WITH KIDS, WITH THE DIVERSE GROUP OF KIDS THAT YOU SEE?

I WOULD SAY WHAT I KNOW IS BEING ACROSS THE STATE OF LOUISIANA FOR TEACHERS TO GET THE RESOURCES THAT THEY NEED TO EDUCATE THESE YOUNG CHILDREN AND ALSO TO MAKE SURE LIKE THE RESOURCES AND THE MONEY IS THERE TO SUPPLEMENT THE RESOURCES THAT THEY CAN GIVE AS WELL AS TRAINING SO THEY CAN DO WHAT THEY NEED TO DO WHEN THEY GET IN THE CLASSROOM, THAT'S BEING A HIGH QUALITY EDUCATOR.

ANOTHER BIG PART IS BEING ABLE TO RECRUIT AND RETAIN QUALITY EDUCATORS THAT CAN DO THE JOB AND THAT CAN IMPLEMENT THE TIER 1 CURRICULUM WHICH ARE RESEARCH BASED, HIGH QUALITY EARLY LEARNING CENTERS HAVE AS WELL.

AS A TEACHER YOURSELF, WHAT CHALLENGE DO YOU SEE?

I WOULD SAY ONE CHALLENGE IN AT THE CLASSROOM WOULD BE LIKE YOU SAID THE DIVERSE LEARNING LEVELS.

IF SOME CHILDREN NEED MORE ONE ON ONE TIME THAN OTHERS SO TEACHING ACROSS THE BOARD ONE CURRICULUM OF COURSE WE HAVE THOSE SET UP TO WHERE THERE'S A SMALL GROUP AND I THINK A CHALLENGE WOULD BE HAVING ENOUGH TIME TO ACTUALLY SPEND THAT HOUR WITH THIS CHILD AND THAT CHILD AND GIVING THEM THE KNOWLEDGE THAT THEY NEED.

A DIFFERENT VERSION OF THAT QUESTION, WHAT IS IT LIKE FOR YOU TO SEE WHAT HAPPENS AS THESE CHILDREN DEVELOP IN THE CLASSROOM?

YOU GET THEM AT VERY EARLY AGES THEN SPEND TIME WITH THEM.

THEY DO DEVELOP.

WHAT IS THAT LIKE?

THAT'S MY FAVORITE PART OF WORKING WITH THE YOUNGER KIDS.

YOU GET TO JUST KIND OF HELP THEM GROW ALONG WITH THEIR PARENTS, HELPING THEM GROW AT HOME.

IT'S CHALLENGING BECAUSE THEY MAY LEARN ONE THING AT HOME THEN THEY COME TO SCHOOL AND YOU HAVE TO GET THEM OUT OF THAT MOLD.

BUT THEY GROW SO MUCH DURING SUCH A SHORT PERIOD OF TIME, AND IT IS VERY REWARDING TO GET TO SEE THEM JUST TAKE THOSE STEPS.

I CAN IMAGINE.

WE HAVE HEARD EARLY IN OUR DISUXING ABOUT THE PAY.

THE SALARIES THAT TEACHERS AND EDUCATORS IN EARLY CHILDHOOD EDUCATION CENTERS GET.

IT'S NOT AS GREAT AS IT IS WITH TEACHERS.

HOW BIG OF THAT IS A CHALLENGE AND WHAT WOULD YOU SAY TO LEGISLATORS OR POLICY MAKERS LOOKING AT THESE ISSUES ABOUT COMPENSATION FOR FOLKS IN THE CLASSROOM LIKE YOURSELF?

OH, YES.

[LAUGHTER] THAT IS DEFINITELY A BIG CHALLENGE.

I WOULD JUST SAY THAT WE NEED MORE MONEY.

IT JUST DOES NOT ALLOW FOR A GREAT LIVING EXPERIENCE OUTSIDE OF THE SCHOOL.

YOU JUST CAN'T DO AS MANY THIS EVENING AS YOU SHOULD BE ABLE TO DO AS FAR AS RAISING KIDS, YOUR OWN KIDS AND HAVING ACCESS TO CERTAIN RESOURCES.

THE PAY IS NOT GREAT AT ALL.

JUST LET ME SAY, FOR WHAT WE DO.

I PROBABLY WOULD NOT BE ABLE TOL DO IT HONESTLY IF I DID NOT HAVE A HUSBAND WHO SUPPORTS ME.

BUT I LOVE BEING IN THE EARLY CHILDHOOD SYSTEM.

I LOVE DOING WHAT I DO, SO YOU HAVE TO HAVE A HEART FOR IT.

ABSOLUTELY.

I GUESS THAT'S A GOOD MESSAGE FOR LEGISLATORS STILL LOOKING AT A LOT OF THESE ISSUES NOW.

LET ME ASK YOU, YOU ARE A TEACHER, AN EDUCATOR, BUT DO YOU FEEL LIKE EDUCATORS IN EARLY LEARNING CENTERS LIKE YOURSELF HAVE THE SAME STATURE, GET THE SAME CREDIBILITY, WHATEVER YOU WANT TO CALL IT, AS TEACHERS IN K-12, HIGH SCHOOL?

IS THERE A DIFFERENCE IN PERCEPTION DO YOU THINK?

I THINK THAT A LOT OF PEOPLE PERCEIVE THAT EARLY CHILDHOOD EDUCATORS ARE JUST BABY-SITTERS.

THEY BELIEVE THAT WE ARE NOT EDUCATING THEM, WE'RE JUST THERE TO MAKE SURE THEY DON'T HURT THEMSELVES, MAKING SURE THEY GET PLAY TIME.

BUT THAT'S DECEIVING.

THAT'S NOT WHAT WE DO AND I FEEL LIKE THAT'S WHAT THEY PERCEIVE.

I WOULD GUESS YOU WOULD ECHO THAT STATEMENT.

MOST DEFINITELY.

I DON'T THINK THEY GET THE RESPECT THEY DESERVE.

THAT OLD SCHOOL WAY OF THINKING THEY ARE JUST BABY SITTING, MAKING SURE THEY DON'T LOSE ANY KIDS FOR THE DAY, EVERY KID HAS PLAY TIME, DIAPERS CHANGED AND THEY GO HOME HAPPY.

THERE'S MUCH MORE THAT GOES ON IN THE FOUR WALLS OF THAT CLASSROOM THAN PEOPLE REALIZE.

THERE'S A LOT OF DISCUSSION GOING ON RIGHT NOW PARTICULARLY AT THE FEDERAL LEVEL ABOUT UNIVERSAL EARLY CHILDHOOD EDUCATION, EARLY CARE FOR ALL KIDS ACROSS THE BOARD.

ARE YOU FOLLOWING THAT?

WHAT DO YOU THINK ABOUT THAT?

I'M FOLLOWING THE CONVERSATIONS GOING ON AROUND THE UNIVERSAL EARLY CHILDHOOD CARE AND EDUCATION.

EVERY CHILD DESERVES ACCESS TO HIGH QUALITY EDUCATION, AND MOST OF THE TIME THOSE THAT CAN ACCESS IT ARE USUALLY THOSE WHO CAN AFFORD IT.

QUALITY EDUCATION AND QUALITY CARE CAN BE VERY COSTLY.

WHAT PEOPLE DON'T SEEM TO REALIZE.

WE HAVE TIME FOR ONE MORE QUESTION.

MARISSA, IF THERE WAS ONE THING YOU WOULD LIKE TO SEE CHANGE IN TERM OF EARLY CHILDHOOD, EARLY CARE, I KNOW WE TALKED ABOUT THE PAY.

IN TERMS OF POLICY OR THINGS THAT WOULD MAKE A DIFFERENCE FOR KIDS, ANYTHING THAT COMES TO MIND?

ONE THING?

I WOULD SAY WITHIN THE CLASSROOM NOT NECESSARILY A POLICY BUT WITHIN THE CLASSROOM PARENT INVOLVEMENT IS ESSENTIAL.

VERY ESSENTIAL.

THAT'S ONE THING THAT SHOULD BE PROVIDED.

THERE'S ALWAYS TIME FOR IMPROVEMENT WITH THAT AREA.

ABSOLUTELY.

I COMPLETELY AGREE.

THAT WOULD PROBABLY BE MY NUMBER ONE RALLY FOR CHANGE.

I WOULD LIKE TO SEE THE CLASSROOM SIZES CHANGE AS WELL.

MOST CLASSROOMS WITH YOUNGER KIDS I THINK THEY SHOULD BE SMALLER SIZES.

A LOT OF CLASSROOMS THAT HAVE PRESCHOOLERS IN IT OR ARE GETTING TO THE 22, 23 KIDS, I THINK THAT KIDS WOULD DO A LOT BETTER IF THEY JUST HAD SMALLER GROUPS.

CAMILLE, I'LL LEAVE YOU WITH THE LAST WORD ON THAT ONE.

I THINK IT WOULD BE CONTINUING TO ADVANCE THE PROFESSION SO THAT PEOPLE CAN CONTINUE TO REALIZE THAT LIKE WE STATED EARLIER THAT THESE TEACHERS, EARLY CARE PROVIDERS ARE MORE THAN JUST BABY-SITTERS.

THEY ARE EDUCATING OUR YOUTH.

UNFORTUNATELY THAT'S ALL THE TIME WE HAVE FOR THIS SEGMENT.

THANKS TO ALL OF YOU FOR YOUR INPUT.

THE CULTURE AROUND EARLY CHILDHOOD EDUCATION HAS BEEN SHIFTING BUT LITTLE HAS CHANGED ABOUT THE SYSTEM ITSELF.

NEXT WE'LL TALK WITH Z LA POLICY MAKERS AND EARLY EDUCATION DIRECTORS ABOUT THE PATH FORWARD FOR EARLY EDUCATION IN OUR STATE.

FIRST WE TALK WITH CINDY DECARLO AT THE LSU EARLY CHILDHOOD EDUCATION LABORATORY PRESCHOOL ABOUT THE RESEARCH GOING ON THERE AND THE STRATEGIES SHE USES WITH HER STUDENTS.

I'M CYNTHIA DICARLO.

I'M PROFESSOR AND PROGRAM COORDINATOR FOR EARLY CHILDHOOD EDUCATION AT LSU AND THE EXECUTIVE DIRECTOR OF THE ERLD CHIDE HOOD EDUCATION INSTITUTE AND LABORATORY PRESCHOOL.

WE'RE IN THE EARLY CHILDHOOD EDUCATION LABORATORY PRESCHOOL WHICH IS FOR SUNRISE SIX WEEKS THROUGH FOUR YEARS OF AGE.

MODEL DEMONSTRATION PRESCHOOL IS FULLY INTEGRATED WITHIN THE ACADEMIC UNIT.

WE HAVE UNDERGRADUATE AND GRADUATE STUDENTS WHO COME HERE TO OBSERVE BEST PRACTICES IN EARLY CHILDHOOD EDUCATION.

WHO ALSO CONDUCT THEIR TRAINING HERE AND CONDUCT RESEARCH STUDIES.

EARLY CHILDHOOD EDUCATION IS FOUNDATIONAL FOR ALL FUTURE LEARNING.

THIS IS THE TIME IN LIFE WHEN CHILDREN CULTIVATE A LOVE OF LEARNING.

THOSE EARLY YEARS ARE CRITICAL AND ESSENTIAL IN DEVELOPING CHILDREN'S THIRST THE FOR LEARNING AND JUST FACILITATING THEIR NATURAL CURIOSITY ABOUT LEARNING.

IT CAN BE VIEWED AS A CHORE OR AS SOMETHING VERY EXCITING AND MEANINGFUL FOR YOUNG CHILDREN.

THE EARLY YEARS ARE VERY FOUNDATIONAL IN SHAPING HOW THAT LEARNING IS VIEWED.

WE FOLLOW AN EMERGENT CURRICULUM.

WHAT THAT MEANS IS WHATEVER CHILDREN ARE INTERESTED IN AS TEACHERS WE TRY TO PROVIDE OPPORTUNITIES FOR THEM TO STUDY THAT DEEPER AND CAPITALIZE ON OUR NATURAL CURIOSITY.

SUPPORT THEIR DEVELOPMENT IN THAT WAY.

WHAT THAT REQUIRES IS TO HAVE A VERY HIGHLY SKILLED TEACHER WHO IS ABLE TO ADAPT AND BE RESPONSIVE TO THE NEEDS OF YOUNG CHILDREN BUT UNFORTUNATELY RIGHT NOW IS WHERE WE WITH THE LEAST EDUCATION REQUIREMENTS AND LOWEST SALARIES.

IT'S ALWAYS A CHALLENGE IN EARLY CARE AND EDUCATION IN THE FIRST THREE YEARS TO RECRUIT AND RETAIN HIGHLY SKILLED AND HIGHLY QUALIFIED EDUCATORS.

AS YOU SAW, THE OLDEST PRESCHOOL CLASS THERE ARE SHORT PERIODS OF TIME WHERE CHILDREN -- THEY WILL RAISE THEIR HANDS BUT IT IS A VERY SHORT DURATION THAT IS AGE APPROPRIATE FOR THE DEVELOPMENTAL LEVEL.

SO THOSE OPPORTUNITIES ARE PEPPERED BETWEEN LOTS OF CHOICE OPPORTUNITIES IN THE CLASSROOM THAT IS DESIGNED WITH MATERIALS TO FACILITATE DEVELOPMENTAL SKILLS.

AS YOU WALK THROUGH THE BUILDING YOU CAN SEE THAT THE MATERIALS WE HAVE IN AN INFANT ROOM ARE VERY DIFFERENT THAN A TODDLER ROOM WHICH IS VERY DIFFERENT FROM YOUNG PRESCHOOL AND OLDER PRESCHOOL LEARNING.

ALL OF THE CHILDREN HAVE DIFFERENT DEVELOPMENTAL NEEDS AND THEREFORE DIFFERENT SCHEDULES AND MATERIALS TO CHOOSE FROM TO FACILITATE THOSE SKILLS.

REALLY WHAT WE WANT TO DO HERE IS WE WANT CHILDREN TO JUST BE ON FIRE FOR LEARNING.

TO BE CURIOUS, TO BE INQUISITIVE, AND TO WANT TO KNOW MORE.

I THINK EVERYONE IS INSTRUMENTALITIESING TO FIND A SILVER LINING IN THIS LAST PANDEMIC YEAR AND A HALF THAT WE HAVE BEEN THROUGH, AND I HOPE THAT THIS HAS SHINED A LIGHT ON HOW CRITICAL CHILD CARE IS TO OUR ECONOMY AND HOW NECESSARY AND ESSENTIAL CHILD CARE IS IN ORDER TO HAVE A FUNCTIONING ECONOMY.

HOW DEDICATED EARLY CHILDHOOD TEACHERS ARE TO THE WORK THAT THEY DO.

EVEN FOR US HERE AT OUR LABORATORY PRESCHOOL WE HAVE BEEN REOPENED SINCE JUNE 22nd OF 2020.

THAT'S A TESTAMENT TO HOW DEDICATED EVERYONE IN THE BUILDING IS TO THE CHILDREN AND THE FAMILIES THAT WE SERVE.

THE FUTURE OF EARLY CHILDHOOD EDUCATION IS THE TOPIC OF OUR THIRD PANEL.

JOINING US TO DISCUSS THE POLICY AND STRATEGIES IS OUR PANEL DR. CYNTHIA DICARLO IS EXECUTIVE DIRECTOR OF THE LSU EARLY CHILDHOOD EDUCATION INSTITUTE AND DIRECTOR OF THE LAB SCHOOL.

DR. LIBBY SOLLER IS THE DIRECTOR OF THE INSTITUTE FOR CHILDREN.

DR. STEVEN PRECOPIOAND BOB LANSING IS THE DIRECTOR OF CENTRAL ACADEMY AND CHILD CARE.

DR. DICARLO WE JUST SAW SOME OF YOUR WORK AT THE LAB SCHOOL.

YOU EXPLAINED THE IMPORTANCE OF EARLY EDUCATION BUT THE POLICY AND ACTION BEHIND EARLY EDUCATION IS SOMETIMES LACKING IN OUR STATE.

WHAT IS THE BIGGEST OBSTACLE IN TURNING RESEARCH INTO POLICY AND INTO ACTION?

WE NEED TO HAVE EVERYONE AROUND THE TABLE AS POLICY IS DEVELOPED.

WE NEED RESEARCHERS, HIGHER EDUCATION FACULTY, EARLY CHILDHOOD TEACHERS AND ADMINISTRATORS TOGETHER WORKING TOWARD TRANSLATING THAT RESEARCH INTO PRACTICE.

AS I MENTIONED PREVIOUSLY I THINK A CRITICAL PIECE OF THAT IS HAVING AN EDUCATED CARE PROVIDER WHO CAN IMPLEMENT RECOMMENDED PRACTICES FOR YOUNG CHILDREN.

IT'S ALWAYS CHALLENGING IN THE FIELD OF EARLY CARE AND EDUCATION TO RECRUIT AND RETAIN HIGHLY QUALIFIED CARE PROVIDERS TO PROVIDE DEVELOPMENTALLY PROPOSED PRACTICE TO YOUNG CHILDREN AND TO BE ABLE TO IMPLEMENT THOSE RESEARCH PRACTICES.

DOCTOR, YOU HAVE BEEN WORKING ON A RESEARCH PIECE DEALING WITH POLICY IN TERMS OF EARLY CHILDHOOD EDUCATION.

I KNOW IT'S NOT RELEASED YET BUT IF YOU COULD GIVE THE HIGHLIGHTS OF WHAT YOU FOUND PARTICULARLY WITH POLICY IMPLICATIONS.

SURE.

IT'S TWO BIG THINGS AS FAR AS OUR FINDING.

ONE LOUISIANA HAS DONE A LOT OF WORK IN THIS AREA.

WE HAVE NOT BEEN STANDING STILL.

WE INTEGRATED FUNCTIONS ACROSS DEPARTMENTS.

WE PUT IN A RESEARCH BASED INCENTIVE PROGRAM THAT FOCUSES ON QUALITY.

WE HAVE NATIONWIDE MODEL FOR ACCOUNTABILITY.

WE ACTUALLY HAVE THIRD PARTY PEOPLE VERIFYING SOME OF THE OBSERVATIONS GOING ON.

IT'S REALLY INCREDIBLE.

IT'S A GREAT SYSTEM BUT WHAT WE HAVE NOT DONE IS FUND IT.

WE HAVEN'T MADE THE SIGNIFICANT INVESTMENT WE NEED TO DO.

THAT'S THE MAIN FINDING.

WE NEED TO MAKE A SIGNIFICANT, SUSTAINABLE INVESTMENT.

THAT'S WHERE WE SEE THE RESULTS OF ALL THE OTHER WORK THAT WE HAVE DONE.

DOCTOR, YOU HAVE BEEN WORKING ON THAT DILIGENTLY NOT JUST THIS YEAR WITH THE LEGISLATIVE SESSION GOING ON BUT BEFORE THAT.

HOW BIG OF A CHALLENGE HAS THAT BEEN?

IT'S A BIG CHALLENGE.

WE KNOW IT COSTS THE ECONOMY OF LOUISIANA 1.3 BILLION ANNUALLY BECAUSE PEOPLE DON'T HAVE ACCESS TO HIGH QUALITY CARE AND EDUCATION.

WHERE THE RUBBER MEETS THE ROAD, WE NEED TO REALLY MAKE SURE THAT WE'RE COMMITTING FUNDING TO EARLY CARE AND EDUCATION AND MAKING SURE THAT CHILDREN ARE OUR PRIORITY AND GETTING FAMILIES BACK TO WORK AND SCHOOL ARE OUR PRIORITY AS WELL.

DR. DICARLO, YOU TALKED ABOUT THE DIFFICULTY IN RECRUITING CHILD CARE EDUCATORS BECAUSE OF THE COST OR THE SALARY LEVELS WHICH ARE LOW.

WHY IS THAT NOT VALUED MORE THAN YOU WOULD THINK IT WOULD BE WHEN TALKING ABOUT YOUNG CHILDREN?

I THINK THAT WE TALK ABOUT CHILD CARE BEING A SYSTEM, IT'S REALLY NOT A SYSTEM.

IT'S A LOOSE COLLECTION OF BUSINESS OWNERS.

THEY ARE PAYING THEIR STAFF OFF OF TUITION DOLLARS.

I THINK WHAT A LOT OF TIMES THE PUBLIC DOESN'T REALIZE IS THAT THE MINIMUM FOUNDATION FUNDING THAT EXISTS FOR PUBLIC SCHOOL IS NOT EXTENDED TO CHILD CARE.

SO CHILD CARE DIRECTORS AS BUSINESS OWNERS ARE TRYING TO FIGURE OUT HOW TO PAY THE COSTS OF THEIR BUILDINGS, THEIR UTILITY BILLS, AND ALSO COVER THE PAYROLL FOR THEIR STAFF.

SO THERE SIMPLY IS NOT ENOUGH MONEY TO GO AROUND.

BOB, LET ME ASK YOU AS CHILD CARE CENTER DIRECTOR, WHAT IS THE CHALLENGE FOR YOU IN TERMS OF TRYING TO RECRUIT FOLKS TO COME IN AND DO THIS VERY IMPORTANT WORK?

WELL, I THINK THE TERM THAT WAS USED EARLIER WAS DEDICATED.

THAT'S WHAT WE'RE LOOKING FOR IS DEDICATED PEOPLE FOR THIS PROFESSION.

AS WITH ANY EDUCATION GROUP THEY ARE UNDERPAID.

THAT IS ESPECIALLY TRUE IN EARLY CHILDHOOD.

WE WANT TO INCREASE THAT.

WE WANT TO SEE THAT INCREASED THROUGHOUT THE STATE, THROUGHOUT OUR AREAS.

THERE'S SOMETIMES NOT ENOUGH DOLLARS TO GO AROUND TO TAKE CARE OF THOSE THINGS.

I KNOW IT'S BEEN DIFFICULT JUST IN NORMAL CIRCUMSTANCES BUT DURING THE PANDEMIC IT'S GOT TO HAVE BEEN EVEN MORE DIFFICULT.

IT HAS REALLY BEEN DIFFICULT.

WE'LL TRY TO INTERVIEW FOLKS WE CAN INTERVIEW AS MANY AS 30 PEOPLE JUST TO TRY TO FILL ONE POSITION, AND EVEN THEN HAVE TO TURN AROUND AND LOOK FOR ADDITIONAL FOLKS TO TALK TO.

IT'S JUST A VERY DIFFICULT SITUATION.

BUT WE DO TAKE THE TIME TO INTERVIEW FOLKS IN A LONG PERIOD OF TIME SO THAT WE CAN KNOW THAT WE'RE GETTING SOMEONE THAT IS DEDICATED, THAT IS QUALIFIED, THAT CAN DO A GREAT JOB FOR US.

DOCTOR NYOUR STUDY YOU LOOKED OR TALKED ABOUT THE COST.

IT'S SOMETHING A LOT OF PEOPLE PROBABLY ARE NOT AWARE OF.

WE THINK ABOUT THE COST OF COLLEGE, COST OF PRIVATE SCHOOL OR OTHER THINGS BUT CHILD CARE IS NOT AN INEXPENSIVE OPTION FOR A LOT OF PARENTS.

WHAT ARE WE TALKING ABOUT THERE GENERALLY?

IT'S VERY EXPENSIVE.

HARD TO SAY EXACTLY HOW MUCH IT COSTS BECAUSE THERE ARE SO MANY TYPES OF CHILD CARE CENTERS.

SIZE, AGE OF THE CHILDREN AND THE QUALITY OF WHAT THEY ARE DOING.

I THINK SOME OF THE BEST RESEARCH HAS BEEN DONE BY THE LOUISIANA POLICY INSTITUTE ON THIS.

THE COST IS AROUND $8,000 BUT IF YOU WANT TO DO QUALITY, AND THAT'S WHAT EVERYONE WANTS, YOU'RE LOOKING AT $11,000.

IT'S NOT THAT FAR OFF FROM WHAT IT COSTS TO EDUCATE SOMEONE IN THE K-12 SYSTEM.

IT'S A LITTLE MORE EXPENSIVE BUT YOU HAVE MUCH SMALLER STUDENT TEACHER RATIOS AND MORE REQUIREMENTS.

THAT'S SOME OF THE DIFFERENCE.

WHEN YOU TALK ABOUT A YEAR PER CHILD WHAT ARE WE TALKING ABOUT IN THAT TYPE OF THING?

A YEAR PER CHILD?

THAT'S ABOUT $8,000 OVER ALL BUT I THINK PROBABLY THE BETTER NUMBER IF YOU LOOK AT THE COST MODELING THAT THE INSTITUTE HAS DONE YOU'RE LOOKING AT 11, $12,000.

IT ALSO DEPENDS ON THE AGE OF THE CHILD.

THE YOUNGER THE CHILD THE MORE NEED, MORE COST THAT'S INVOLVED.

ABSOLUTELY.

OUR INFANTS AND TODDLERS ARE THE MOST EXPENSIVE TO CARE FOR BECAUSE THEY NEED THE MOST CARE AND EDUCATION.

THEY ARE WHERE EVERYTHING HAPPENS.

90% OF BRAIN DEVELOPMENT HAPPENS PRIOR TO AGE 4 SO THAT MEANS REDUCED RATIOS, MAKING SURE WE HAVE THE TRAINING AND MATERIALS SO THEY CAN PROVIDE THAT QUALITY CARE.

YOU HAVE DONE A LOT OF WORK ON THIS TOO BUT DURING THE PANDEMIC ITSELF WHAT HAS ACCESS LOOKED LIKE STATEWIDE IN TERMS OF CHILD CARE?

CERTAINLY A LOT OF PEOPLE WEREN'T WORKING BUT OTHERS WERE AND THAT DEMAND AND NEED WAS STILL THERE FOR MANY FAMILIES.

WE HAVE DONE A SERIES OF FOUR SURVEYS RELATED TO THE IMPACT OF COVID-19 ON THE CHILD CARE SECTOR AS WELL AS DONE A PARENT POLL RELATED TO PARENTS' NEEDS FOR CHILD CARE.

WHAT WE FOUND OUT IN THE PARENT POLL WAS THAT FAMILIES STILL DESPERATELY NEED CARE BUT IT'S OUTPRICED FOR THEM, TOO EXPENSIVE.

FAMILIES ARE TRYING TO MANAGE HOME SCHOOLING, CHILD CARE, EDUCATING AND WORKING AT THE SAME TIME AND SO THE NEED IS STILL THERE BUT THE COST IS PROHIBITIVE FOR FAMILIES TO REALLY ACCESS HIGH QUALITY EARLY CARE AND EDUCATION IN OUR STATE.

DOCTOR, LET ME ASK YOU THIS ON THE POLICY THING.

WHY HAS IT BEEN SO DIFFICULT DO YOU THINK FOR US TO MAKE THE CASE AT THE LEGISLATURE OR WHEREVER OF THE NEED AND THE IMPORTANCE OF THIS?

WE FUND K THROUGH 12 EDUCATION OBVIOUSLY THROUGH THE MFP, STATE DOLLARS.

IT'S MUCH MORE LIMITED IN TERMS OF RESOURCES PARTICULARLY FOR WORKING FAMILIES THAT HAVE LOW TO MODERATE INCOMES.

WHAT'S THE BIG CHALLENGE IN TRYING TO GET THAT MESSAGE ACROSS?

I THINK THAT WE REALLY NEVER PIVOTED FROM PREVIOUS GENERATIONS WHERE WE HAD A SINGLE HEAD OF HOUSEHOLD INCOME.

NOW 68% OF THE POPULATION IS A DUAL WORKING FAMILY.

I THINK IN PREVIOUS GENERATIONS THAT MOTHERS PREDOMINANTLY WERE ABLE TO STAY HOME WITH THEIR CHILDREN.

THE UNITED STATES JUST HAS NOT KEPT PACE WITH THE REST OF THE WORLD.

IN OTHER COUNTRIES YOU HAVE A MUCH MORE GENEROUS MATERNITY AND PATERNITY LEAVE UP TO IN SOME COUNTRIES A YEAR WHERE FAMILIES ARE ABLE TO STAY HOME WITH THEIR CHILDREN.

SO WE REALLY JUST HAVEN'T SHIFTED FROM THAT PREVIOUS MODEL WHERE THERE WAS SOMEONE HOME TO STAY WITH YOUNG CHILDREN.

LET ME ASK YOU FROM YOUR PERSPECTIVE DEALING DIRECTLY WITH CHILD CARE ITSELF WHAT IS THE BIGGEST CHALLENGE YOU FACE?

WE TALKED ABOUT RECRUITING INSTRUCTORS AND EDUCATORS.

POLICY-WISE WHAT WOULD YOU LIKE TO SEE HAPPEN?

WELL, WHILE I BELIEVE IN SMALL GOVERNMENT I WOULD LIKE TO SEE OUR GOVERNMENT HELP WITH TEACHERS, BE ABLE TO RETAIN QUALITY TEACHERS.

THAT COMES FLEW POSSIBLY SUBSIDIZING STIPENDS OR SOMETHING ALONG THAT LINE FOR THEIR INCOME.

DOCTOR, YOU HAD A QUOTE IN YOUR REPORT THAT I'M GOING TO READ TO YOU THAT MAYBE YOU CAN EXPLAIN.

I THOUGHT IT WAS INTERESTING.

YOU SAID WE EVIDENTLY ARE BANKING ON OUR YOUNGEST CITIZENS' WELL-BEING AND OUR STATE'S FUTURE ON THE EXPECTATION THAT MORE PEOPLE IN LOUISIANA WILL GAMBLE AND MISUSES DRUGS.

THAT SOUNDS DISCONCERTING.

I KNOW YOU'RE PROBABLY TALKING ABOUT THE FUNDING ISSUE.

EXACTLY.

A LOT OF TIMES WHEN LEGISLATOR OR A GROUP OF LEGISLATORS WANT TO GET SOMETHING PASSED THEY WILL DEDICATE THE FUNDS WHETHER THAT'S GAMBLING OR SOMETHING ELSE.

OH, LOOK, WE'RE GOING TO TAX IT AND FOR THOSE WHO ARE HESS WE'LL PUT IT TOWARD SOMETHING THEY WANT TO SEE DONE.

A LOT OF ADVOCATES WANT TO SEE THAT.

IT WOULDN'T BE THE WORST THING IN THE WORLD.

AS FAR AS -- THIS IS A REALLY A SIGNIFICANT PROGRAM.

IT NEEDS TO BE FUNDED OUT OF GENERAL STATE DOLLARS AND SIGNIFICANT AND SUSTAINED.

I UNDERSTAND WHEN YOU'RE NOT REALLY WELL FUNDED YOU HAVE TO GRAB ANYTHING YOU CAN GET.

I COMPLETELY GET THAT AND I PROBABLY DO IT TOO IN THE SAME POSITION.

BUT THAT'S REALLY NOT ENOUGH.

IT REALLY NEEDS TO BE MADE A PRIORITY.

A BUDGET AT THE END OF THE DAY IS A STATEMENT OF PRIORITIES AND YOU SEE THAT BY HOW MUCH MONEY YOU PUT IN.

SO WHAT WE NEED TO DO IS MILK IT A PRIORITY, STOP WITH THE EXCUSES AND SAY THIS NEEDS TO GET FUNDED BECAUSE THIS WILL MOVE THE STATE FORWARD.

AS AN ADVOCATE YOU PAROLE FEEL YOU'RE ON BOTH SIDES OF THAT ARGUMENT TO SOME DEGREE ESPECIALLY NOW IN THE LEGISLATIVE SESSION.

I HE MAKES A GREAT POINT IN TERMS OF PRIORITIES.

WHAT HAS CHANGED OR HAS IT CHANGED IN TERMS OF THE LEGISLATURE'S UNDERSTANDING IN TERMS OF PRIORITIES?

AS A RESEARCHER, ADVOCATE AND POLICY PERSON I SEE ALL THE SIDES WE HAVE TALKED ABOUT.

I THINK THAT OUR LEGISLATURE IS MORE EDUCATED ABOUT THE IMPORTANCE OF EARLY CARE AND EDUCATION BUT THEY HAVE NOT COMMITTED.

THEY HAVEN'T MADE IT A PRIORITY THAT WE NEED TO FUND EARLY CARE AND EDUCATION.

WE HAVE HAD AN INFLUX OF FEDERAL MONEY AND IT'S BEEN THOUGHT OF THAT THIS INFLUX WILL SOLVE ALL THE PROBLEMS OF THE WORLD RELATED TO EARLY CARE AND EDUCATION.

LET ME BE REALLY CLEAR.

IT WILL NOT.

IT'S ONE TIME MONEY SOME OF THE WHEN WE'RE TALKING ABOUT MAKING SOMETHING A PRIORITY WE NEED TO MAKE IT A PRIORITY NOW IN THE STATE BUDGET AND WE NEED TO MAKE IT A PRIORITY WHEN WE KNOW WE WILL RECOGNIZE NEW TYPES OF REVENUE IN THE STATE.

AS SOON AS THIS FEDERAL MONEY GOES OUT WE NEED TO MAKE SURE WE SUSTAIN THE LEVEL OF FUNDING WE HAVE RIGHT NOW.

IT'S REALLY IMPORTANT FOR OUR LEGISLATURES TO CONTINUE TO COMMIT REVENUE AND JUST FUNDING BASIC FUNDING TO EARLY CARE AND EDUCATION.

IF WE VALUE CHILDREN, WE PUT IT IN THE BUDGET.

WE'RE ALMOST OUT OF TIME.

LET ME ASK EACH OF YOU ONE REALLY QUICK QUESTION IN CLOSING.

BOB, IF THERE WAS ONE THING THAT YOU WOULD TELL LAWMAKERS, LEGISLATORS NOW IS AN IMPORTANT PRIORITY FOR THIS ENTIRE SECTOR, WHICH IS SO CHIT CAL TO OUR ECONOMY AND EVERYTHING, WHAT WOULD YOU TELL THEM?

I WOULD LIKE TO ECHO WHAT HAS BEEN SAID.

PUT IT IN THE BUDGET.

MAKE IT SO THAT CONTINUES TO COME UP EACH YEAR AND THAT WE CONTINUE TO FUND IT LONG TRM.

IT'S NOT SOMETHING THAT IS SHORT TERM.

DOCTOR, YOU WOULD PROBABLY AGREE?

ABSOLUTELY.

WE TEND TO BE LOUISIANA WE HAVE MADE PROGRESS BUT WE'RE ALWAYS AT THE BOTTOM OF THE GOOD LIST AND TOP OF THE BAD LIST.

SOMEONE BROUGHT A PROGRAM THAT SAYS WE CAN IMPROVE OUR EDUCATION, OUR ECONOMY, REDUCE CRIME LONG TERM, WE CAN REDUCE RELIANCE ON SOCIAL ASSISTANCE AND IT COMES WITH A GREAT ACCOUNTABILITY AND GOVERNANCE MECHANISM THE QUESTION SHOULDN'T BE WHEN CAN WE PUT MONEY INTO IT, THE QUESTION WOULD BE WHY HAVEN'T WE DONE IT?

IT'S A TWO GENERATION APPROACH.

WE WANT TO MAKE SURE WE'RE EDUCATING AND CARING FOR YOUNG CHILDREN BUT MAKE SURE CHILDREN'S FAMILIES CAN GO BACK TO SCHOOL AND TO WORK.

THE ONLY WAY LOUISIANA THRIVES IS WHEN OUR ECONOMY THRIVES AND LITTLE PEOPLE THRIVE.

RESEARCH IS CRYSTAL CLEAR THAT THE BEST OUTCOMES FOR YOUNG CHILDREN COME WHEN THEY HAVE AN EEDUCATED CARE-GIVER.

I WOULD PUT FORTH THAT WE NEED TO FIND A WAY TO GET BETTER EDUCATED CARE-GIVERS AND DEVOTE SOME FUNDING TO EDUCATED CARE-GIVERS.

THANKS SO MUCH.

WE HAVE RUN OUT OF TIME FOR OUR DISCUSSION TONIGHT.

WE WANG TO THANK ALL OF YOU AND ALL OF OUR PARTICIPANTS FOR THEIR INPUT.

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GOODNIGHT.

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