Ababy’s brain begins to develop neurons before birth.i This scientific fact makes it possible for a child to start relating directly with the world since such an early age, including the ability to learn from daily interactions with you, the early childhood educator. This blog serves as an introduction to the importance of cognitive learning. It also shows how all educators can contribute to infant and toddler brain development by helping them achieve certain milestones with applied early education expertise and practices.
The youngest children in an early education setting are infants and toddlers, whose cognitive development is like a learning sponge from ages zero to three years. Think about this, and how you as a current or future CDA holder for the infant and toddler setting can contribute to the development of so many young lives beginning their earliest stages of learning. The ways in which you help children learn and develop cognitive milestones has the potential to impact young lives by contributing to their brain development; a crucial human component that can shape their lives for years to come. For instance, science proves that from as early as the first two days of life, newborns have an approximate sense of numbers – a cognitive ability.ii
You can learn more about the necessary skills to help children develop cognitively through educational training and professional development in order to provide a wholesome learning experience for infants and toddlers. Cognition is covered in the CDA’s Functional Area 5, which requires all CDA candidates are able to use a variety of developmentally appropriate learning experiences and teaching strategies to promote curiosity, reasoning, and problem-solving and to lay the foundation for all later learning.
All educators have the power to mold and help develop the brain in a healthy and positive manner when working with young children. According to the Center on the Developing Child at Harvard University, experiences influence other developmental aspectsiv:
“The basic architecture of the brain is constructed through an ongoing process that begins before birth and continues into adulthood. Early experiences affect the quality of that architecture by establishing either a sturdy or a fragile foundation for all of the learning, health and behavior that follow.”
The degree of cognitive learning in the early childhood years is dramatic, and these skills fall into nine categoriesiii:
Knowing and practicing cognitive learning when working with infants and toddlers can help them achieve certain cognitive milestones that promote their development. But remember, each child develops at his or her own paceiii. Here are three cognitive learning phases infants and toddlers experience:
Young infants (birth to 8 months): Beginning to explore
Mobile infants (9 – 17 months): Paying attention and imitating
Toddlers (18-36 months): Actively engaging
The daily interactions early educators have with the children underscore the power and impact of high-quality early education, according to findings from Harvard’s Center on the Developing Childv:
“Research on the developing brain shows us that early childhood experiences build the foundation for a skilled workforce, a responsible community, and a thriving economy…To ensure that children develop these capacities; it’s helpful to understand how the quality of the interactions and experiences that our communities provide for them either strengthens or undermines these emerging skills.”
As research continues to support the need for coursework and training that supports the CDA’s Cognitive Competency Area, early childhood educators have a responsibility to young children, families and communities to be well-trained. As an educator, the ability to interact with infants and toddlers will help develop their cognitive skills and ultimately enhance their brain development as they reach milestones by helping them witness and react to daily curiosities in their environment (e.g. how plants grow, why blocks fall), how cause and effect happens (e.g. positive vs. negative behavior), experiencing what they learn (e.g. coloring within the lines, sharing with others), and even expressing emotions or thoughts.
i The University of Georgia (2017). Building Baby’s Brain: The Basics. Retrieved from http://extension.uga.edu/publications/detail.html?number=C1053-01.
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Vice President of Strategic Alliances
Elisa Shepherd is the Vice President of Strategic Alliances at the Council, where she leads initiatives to advance the Council’s mission and strategic plan through designing, managing, and executing a comprehensive stakeholder relationship strategy.
With over 25 years of experience in early childhood education (ECE), Elisa has dedicated her career to developing impactful programs, professional development opportunities, and public policies that support working families, young children, and ECE staff. Before joining the Council, Elisa held numerous roles within the childcare industry. Most recently, she served as Associate Vice President at The Learning Experience and as Senior Manager at KinderCare Education, where she influenced government affairs and public policies across 40 states.
Elisa’s commitment to leadership is reflected in her external roles on the Early Care and Education Consortium Board of Directors, the Florida Chamber Foundation Board of Trustees, and as the DEI Caucus Leader for KinderCare Education. She has been recognized as an Emerging Leader in Early Childhood by Childcare Exchange’s Leadership Initiative.
Elisa earned a Bachelor of Science in Psychology with a focus on child development from Pennsylvania State University in State College, PA.
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Andrew Davis serves as Chief Operating Officer at the Council. In this role, Andrew oversees the Programs Division, which includes the following operational functions: credentialing, growth and business development, marketing and communications, public policy and advocacy, research, innovation, and customer relations.
Andrew has over 20 years of experience in the early care and education field. Most recently, Andrew served as Senior Vice President of Partnership and Engagement with Acelero Learning and Shine Early Learning, where he led the expansion of state and community-based partnerships to produce more equitable systems of service delivery, improved programmatic quality, and greater outcomes for communities, children and families. Prior to that, he served as Director of Early Learning at Follett School Solutions.
Andrew earned his MBA from the University of Baltimore and Towson University and his bachelor’s degree from the University of Maryland – University College.
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Jan Bigelow serves as Chief Financial Officer at the Council and has been with the organization since February of 2022.
Jan has more than 30 years in accounting and finance experience, including public accounting, for-profit and not-for-profit organizations. She has held management-level positions with BDO Seidman, Kiplinger Washington Editors, Pew Center for Global Climate Change, Communities In Schools, B’nai B’rith Youth Organization and American Humane. Since 2003, Jan has worked exclusively in the non-profit sector where she has been a passionate advocate in improving business operations in order to further the mission of her employers.
Jan holds a CPA from the State of Virginia and a Bachelor of Arts degree from Lycoming College. She resides in Alexandria VA with her husband and dog.
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Janie Payne is the Vice President of People and Culture for the Council for Professional Recognition. Janie is responsible for envisioning, developing, and executing initiatives that strategically manage talent and culture to align people strategies with the overarching business vision of the Council. Janie is responsible for driving organizational excellence through strategic talent practices, orchestrating workforce planning, talent acquisition, performance management as well as a myriad of other Human Resources Programs. She is accountable for driving effectiveness by shaping organizational structure for optimal efficiency. Janie oversees strategies that foster a healthy culture to include embedding diversity, equity, and inclusion into all aspects of the organization.
In Janie’s prior role, she was the Vice President of Administration at Equal Justice Works, where she was responsible for leading human resources, financial operations, facilities management, and information technology. She was also accountable for developing and implementing Equal Justice Works Diversity, Equity, and Inclusion strategy focused on attracting diverse, mission-oriented talent and creating an inclusive and equitable workplace environment. With more than fifteen years of private, federal, and not-for-profit experience, Janie is known for her intuitive skill in administration management, human resources management, designing and leading complex system change, diversity and inclusion, and social justice reform efforts.
Before joining Equal Justice Works, Janie was the Vice President of Human Resources and Chief Diversity Officer for Global Communities, where she was responsible for the design, implementation, and management of integrated HR and diversity strategies. Her work impacted employees in over twenty-two countries. She was responsible for the effective management of different cultural, legal, regulatory, and economic systems for both domestic and international employees. Prior to Global Communities, Janie enjoyed a ten-year career with the federal government. As a member of the Senior Executive Service, she held key strategic human resources positions with multiple cabinet-level agencies and served as an advisor and senior coach to leaders across the federal sector. In these roles, she received recognition from management, industry publications, peers, and staff for driving the creation and execution of programs that created an engaged and productive workforce.
Janie began her career with Verizon Communications (formerly Bell Atlantic), where she held numerous roles of increasing responsibility, where she directed a diversity program that resulted in significant improvement in diversity profile measures. Janie was also a faculty member for the company’s Black Managers Workshop, a training program designed to provide managers of color with the skills needed to overcome barriers to their success that were encountered because of race. She initiated a company-wide effort to establish team-based systems and structures to impact corporate bottom line results which was recognized by the Department of Labor. Janie was one of the first African American women to be featured on the cover of Human Resources Executive magazine.
Janie received her M.A. in Organization Development from American University. She holds numerous professional development certificates in Human Capital Management and Change Management, including a Diversity and Inclusion in Human Resources certificate from Cornell University. She completed the year-long Maryland Equity and Inclusion Leadership Program sponsored by The Schaefer Center for Public Policy and The Maryland Commission on Civil Rights. She is a trained mediator and Certified Professional Coach. She is a graduate of Leadership America, former board chair of the NTL Institute and currently co-steward of the organization’s social justice community of practice, and a member of The Society for Human Resource Management. Additionally, Janie is the Board Chairperson for the Special Education Citizens Advisory Council for Prince Georges County where she is active in developing partnerships that facilitate discussion between parents, families, educators, community leaders, and the PG County school administration to enhance services for students with disabilities which is her passion. She and her husband Randolph reside in Fort Washington Maryland.
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