Four Sides of the Same Pyramid: Inextricable Ties Among Social-Emotional Development, Language, Literacy, and Equity
In this informative webinar, learn the historic and scientific evidence behind supporting the need for schools and districts to place equal attention on four core areas in an effort to truly transform our educational systems: social-emotional development, language, literacy, and equity. Using the metaphor of a triangular pyramid, this webinar shines light on the ways in which these core areas work together to maintain sturdy, healthy, and safe learning environments that promote “learning brain,” while simultaneously supporting children’s overall development and clearing roadblocks on the path toward agency and choice-filled living for all.
Participants will:
- Learn key definitions related to the topic
- Learn strategies for integrating social-emotional development, language, and literacy throughout the learning day, through an equity lens
- Reflect upon the ways in which they are already addressing each of the core four components in practice
- Identify additional questions and personal learning goals related to the core four areas (social-emotional development, language, literacy, and equity)
Presenter
Dr. Brandi B. Kenner, Ph.D.
Brandi B. Kenner, Ph.D., is founder and CEO of Choice-filled Lives Network, a social-change organization that consults with and supports other organizations committed to ensuring children lead choice-filled lives. Dr. Kenner also serves as senior consultant with the Chan Zuckerberg Initiative’s (CZI’s) Education Initiative, where she has also served as director of research and implementation. Dr. Kenner has expertise in cognitive development broadly, language and literacy acquisition, symbolic development, the relationship between social-emotional learning and literacy, organizational development, program evaluation, and experimental research and methodology. Dr. Kenner has a Ph.D. in psychology: cognition and development from Emory University; a master’s of education degree in behavior and learning disabilities (with a focus on reading disabilities) from Georgia State University; and a bachelor’s degree with emphases in elementary education and sociology from the University of Michigan – Ann Arbor.