The way the public thinks and talks about early childhood development (ECD) and learning influences which child-related policies and programmes are most likely to be adopted. This report presents findings from interviews conducted with members of the public and decision-makers in the field of ECD and analyses the assumptions that dominate reasoning about ECD and early learning. It also explores the implications these assumptions have for advocacy communications and concludes with a set of initial framing recommendations.
Stanford Center on Early Childhood
Cultural mindsets affect our ability to develop and advance new, innovative solutions to addressing inequities in early childhood. Framing can help shift these mindsets and create space and...
Framing Child Maltreatment
The science of framing can help us be more effective communicators. This is especially true on and issue like child maltreatment where people are quick to disengage and where there are a...
The Story We’re Telling About Youth Mental Health is Hurting Our Kids
There are four problems with the youth mental health crisis narrative.