Q: What areas of early childhood education do you think are most critical to the region?

Saifer: I think these are exciting and challenging times in the region and throughout the nation. As publicly funded programs for children and families are expanding, there is increasing demand for accountability and quality. The overall challenge is to assist teachers and administrators to implement best practices in early education, while understanding and applying complex new knowledge (brain development and early literacy, for example), while demonstrating that children are making progress, and while establishing strong partnerships with families! It's a tough balancing act, a daunting job, but each of these elements is critical to effective early childhood education.

Q: In recent years there's been heightened recognition among educators of the impact a child's early years have on his success in school. What can families do to support and stimulate children during these critical years?

Saifer: Both families and schools have important roles and responsibilities in educating children. Where we can improve is in the nature and extent of the partnerships between schools and families. Too often there is mistrust, misunderstanding, miscommunication, and missed opportunities. It's only in a true partnership relationship that we really serve the child well, doubling the effectiveness of parents' and schools' efforts. Schools need to better understand their important role in a child's general growth and development (including emotional and social development), and families need to better understand their role in helping their children do well in school. Both parties need to better understand how they can effectively work together to help children be successful in life-and act on it! A third party, in most cases, is needed to make that happen and that's where we at NWREL come in.

Q: So, is building networks and partnerships among families, communities, and schools a priority in the region?

Saifer: Let me say a few words about "community." The problems and solutions are similar to those with school and family partnerships. Schools are too often isolated from the life of the community and vice versa, particularly in urban areas. For schools to be more effective and for negative public opinion about schools to change, the community and school relationship must fundamentally change. It will require something more like integration than partnership, however. Communities must come to see schools as both part and parcel of the community and the source from which the future health of the community will spring. Instead of criticizing schools or ignoring them, community members must commit themselves to be active participants in making or keeping schools excellent. Schools have some responsibility here, too. More can be done to reach out for community support and to be more open and inviting to community members.

Q: More and more, we are seeing child care being provided onsite at schools, both in early childhood education and in before- and after-school programs for older kids. What opportunities do such programs offer kids?

Saifer: One of my lifelong professional goals (although I'm afraid it might take more than one lifetime) is to help eliminate the artificial separation between education and caring. Just as cognition and emotions are inseparable, education and caring are inseparable. A program that tries to just "educate" or tries to just provide "care" will do a very poor job of either. What happens to a child before 8:30 and after 3:00 may have a bigger impact on a teacher's ability to teach math at 10:00, for example, than which curriculum or strategies he or she uses. A good quality child-care or after-school program teaches children many vital things even without a formal curriculum: that adults are trustworthy, that children are valued and viewed as capable human beings, that democratic principles are workable, that curiosity is a good thing, and more.

Q: In what direction would you like to take the Child and Family Program?

Saifer: Foremost, I want to make sure that everything we do continues to be of the highest quality, that we meet the needs of our clients, and that they are very satisfied with our services. I want us to be proactive and take a leadership role in the region and nation in developing materials, programs, trainings, etc., that will lead to improving quality services to young children and families across all settings-public schools, child care, Head Start, etc.

Q: You have a long history of working directly with children, as well as with educators and child-care providers. What attracted you to NWREL, where your work will focus on training and technical assistance?

Saifer: Training and technical assistance for teachers of young children has been my primary job and passion for many years. In the previous 13 years or so, it has been mostly for Head Start staff. Like NWREL, we served the Northwest region. I also continue to do research, primarily in children's mental health and assessment of young children. My research is very applied. I've developed and evaluated a child assessment tool as well as a training program on helping children with challenging behaviors for parents and school staff.

On a personal level I'm thrilled to be here at NWREL. I feel like it's a perfect match in terms of timing, skills, and needs-a rare occurrence in life.

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