Organizational History

A project of Wheelock College’s ASPIRE Institute since July 2011, Connected Beginnings Training Institute (CBTI) was launched by the United Way of Massachusetts Bay/Merrimack Valley, Inc. (UWMB) in 2006 to build the capacity of infant and early childhood practitioners to engage in nurturing relationships with the very young children in their care. As research has revealed, positive, supportive, enriching and nurturing relationships with adults and other children are critical to young children’s social and emotional well-being, mental health, evolving brain architecture and capacity to learn. Since its inception, CBTI has provided training and mentoring to more than 2000 practitioners from across Massachusetts. Trainees have included infant, toddler, pre-school, kindergarten and early elementary school teachers, Early Intervention practitioners, staff of pediatric clinics, child welfare and child protection specialists and providers, psychologists, mental health clinicians, and infant/early childhood mental health consultants. Before the creation of CBTI, there was a paucity of evidence and research-based training for teachers and caregivers in this vital area across all professional disciplines and sectors in Massachusetts.

What Does the Research Say?

Research affirms that very young children grow, learn, develop, and thrive in close, dependable, nurturing relationships. Children suffer in the absence of such relationships and recover remarkably well when nurturing relationships are provided or restored. The social and emotional skills and competencies learned within these relationships are the foundation for a child’s success throughout life.

Research also suggests that professionals promote positive outcomes in children when they are well-trained and receive ongoing mentoring and/or coaching. It is imperative that those working with very young children, their families and their caregivers draw on specialized knowledge of social and emotional development, the influence of caregivers, the dynamics of relationships, and the role of culture in shaping parenting practices and community supports. Furthermore, professionals are most effective when they listen, observe, and reflect on their own beliefs and values.

“Substantial new investments should be made to address the nation’s seriously inadequate capacity for addressing young children’s mental health needs. Expanded opportunities for professional training, as recently called for by the Surgeon General, and incentives for individuals with pertinent expertise to work in settings with young children are essential first steps toward more effective screening, early detection, treatment, and ultimate prevention of serious childhood mental health problems.” (Recommendation 3, from Neurons to Neighborhoods: The Science of Early Childhood Development by Jack Shonkoff and Deborah Phillips, editors, National Academy Press, 2000.)