How Children Learn
3R’s of Early Learning
Research shows three important processes that shape young children’s development and early learning. We refer to these processes as the 3R’s of Early Learning: Relationships, Repetition, Routines. These processes are important because they focus on how children learn rather than what they learn.
Our impact
Our First Decade of Impact
For the past decade, a committed team at the Anita Zucker Center has been working to create a future in which every child experiences nurturing, responsive relationships and quality early learning experiences that create a strong foundation for future life success.
resources
The A to Z’s of Early Childhood: The Science of Child Development and Learning
We’re leading the way to a future where every child experiences nurturing relationships and quality experiences that create a strong foundation for future life successes.
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Symposium Series
We collaborate with colleagues locally, nationally and globally to take action that improves outcomes for young children, their families and their communities.
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Early Childhood Summit
To address the field’s challenges, the Anita Zucker Center and University of Florida convened transdisciplinary early childhood thought leaders at a national summit.
Cross-University Research Team Awarded Early Intervention and Early Learning IES Grant
This project will examine the impact of Florida Embedded Practices and Intervention with Caregivers (FL-EPIC) on early childhood providers, families and children.
Early Intervention Research Team Awarded IES Grant
The Institute of Education Sciences National Center for Special Education Research recently awarded a team of researchers from the Anita Zucker Center $1.39 million to further previous research on embedded instruction for children with disabilities.
Partnering to Advance Coaching Decisions
The project will demonstrate implementation of the PBC-DIDM model, evaluate fidelity of model implementation in six diverse sites serving young children with disabilities, and examine relationships between practitioners’ fidelity of practice implementation and child(family) outcomes.
“We have a scientific and moral responsibility to rethink and reshape the way we support young children and their families.”
Dr. Patricia Snyder
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