Current Focus

Inspired by our belief that positive early experiences lay the foundation for future learning, the Foundation has maintained its focus on early care and education since its founding in 1980. Mickey Segal’s passionate belief that all children be given the opportunity to reach their potential continuously drives our work. Building on 25 years of grantmaking, we have chosen to pay special attention to the early years, 0-5, as a unique time to make a life-long-impact.

The context for our current grantmaking is building sustainable systems that provide access to high quality early learning experiences for all children. We seek grants which have national implications and the potential to promote significant systemic change. Our grantmaking program is described in “what we fund;” this section highlights a few special issues we are exploring.

In the last 10 years research has shown that intervening early with vulnerable infants and toddlers provides the best opportunity for influencing future development. Our grantmaking reflects an attempt to find strategies, systemic approaches and policies that assure that the special needs of this population are addressed. This includes having a well-trained and compensated workforce that identifies needs early and responds appropriately. It means ensuring that all professionals working with young children and their families are partners in promoting quality early care. And it means having public policies that reflect a commitment to comprehensive, cohesive service delivery.

Another area we are exploring is early language. Talking with babies and young children in playful, engaging ways is essential to their healthy development. Back and forth conversations that expand children’s knowledge and imagination build the social, emotional and cognitive skills that prime children for school success. These conversations are most critical in the toddler years, precisely the time when public investments in children’s education are the lowest. We are looking at ways to promote the importance of language development and to strengthen its practice, both within the child’s family and in child care settings.

We also recognize the unique needs of immigrant children and families. Our early childhood workforce, as well as our health and education systems, need to be prepared to respond to the rising number of non-English speaking families.

We want to ensure that the developmental needs of infants and toddlers are included in education reform efforts. As school systems expand to include preschool, quality early education programs should reflect an understanding that learning begins at birth. Finally, we want to promote public policies that reflect a commitment to comprehensive service delivery for all parents and children, but particularly for those who are most vulnerable.