Impact of the TCU Early Childhood Education Initiative We hope that when we invest in this process that families will always be at the table, and that they will draw the plans for that sustained effort of more families being at the table and changing the face of early childhood education. — Tarajean Yazzie-Mintz, Vice President, Program Initiatives, American Indian College Fund
We have been a part of this program since Sacred Little Ones. I wanted to continue participation because I have always enjoyed the connectedness of the people in the program. I feel like this program has been reciprocal to our family, we learn and benefit and we also try to do our best to participate and volunteer during activities. — Parent, Southwestern Indian Polytechnic Institute
The last time I did Special Time with my 2 year old daughter, she brought me a book. I started to read it, but she kept changing the pages, so I just read what parts I could in the quick split seconds she allowed me. She started pointing out things in the pictures. Then she said, “Mom, Mom. Look at me, Mom.” I knew she wanted me to see her — truly see her. It was as if it was a replacement for all the times I was at work, at school, doing homework, looking at my phone, or what-have-you. She wanted to look at me looking at her, knowing that I see her, knowing that I love her. — Parent, Northwest Indian College
There are various ways of measuring and understanding the range and diversity of impact of the TCU Early Childhood Education Initiative. Two particular focal areas are program impact and research impact. In looking at impact, important questions are: In what ways has the initiative increased knowledge about early childhood education, and for whom was knowledge increased? What changes were made in programs, practices, approaches, and beliefs about early childhood education?
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In creating and strengthening systems of care and learning with Native communities from birth to career, we have focused on multiple levels of programming, which creates impact on several levels: Individual, Institutional, Community/Tribal, and Systemic. At the individual level, the impact is on children, TCU students, teachers, parents, and families. Through this initiative, children have access to learning about and through their culture, language, and history. An example of the initiative’s impact on children is at College
