Joyful Learning in Early Childhood Education: Denver Public Schools' Approach

Smiles were pervasive in Denver Public Schools (DPS) classrooms during the AASA Early Learning Cohort’s site visit from November 13-15. With the sunshine and melting snow as our backdrop, the co-leads of the cohort (Peter Finch, Edward Manuszak, and Deborah Bergeron) centered us on these essential questions:

1. In thinking of a child’s preK-3rd grade trajectory, what are the systems, opportunities, and experiences that will benefit a child’s grade-to-grade/stage-to-stage success? How and where do we begin? How do we ensure sustainability with a P-3 continuum?

2. District-wide, what departments should be collaborating? Do principals/school leadership teams know the district’s Transition-to-K plan and support it? How can principals be prepared to fully support academic success that begins with executive function skills and developmentally appropriate practice?

As Colorado’s largest early childhood provider, serving 70% of the area’s preschoolers, DPS was the ideal setting for attendees to explore the transformative power of early childhood education!

The Power of Play and Self-Regulation

Dr. Leong, keynote speaker and co-founder of Tools of the Mind, shared insights on the importance of play and executive function in early learning. Highlighting how both children and adults benefit from self-regulation, she emphasized play as a foundational activity for preschool and kindergarten students.

Highlighting how both children and adults benefit from self-regulation, she emphasized play as a foundational activity for preschool and kindergarten students.

I’ve engaged in conversations with educators about the benefits of replacing desk work with play in early childhood education, and it was validating to hear Dr. Leong affirm this and to witness it in action during our classroom tours the next day.

Early Childhood Matters To School Leaders

Principals from three DPS academies shared their leadership strategies for fostering early learning success. From supporting teachers’ emotional well-being to improving school culture, they offered actionable insights for building environments where young learners and educators thrive. 

Engaging Experiences and Community Connections

Other highlights of the site visit included scavenger hunts at the Stephen Knight Center for Early Education and student performances at each school, showcasing the joy and creativity embedded in DPS classrooms.

The visit also spotlighted partnerships critical to early learning success. Linda Meredith of the National Head Start Association Board explored the role of Head Start in building bridges between community programs and school districts. Kristie Kauerz, Executive Director of the National P-3 Center, joined Mary McNeill and Liane Martinez from Head Start to discuss their programs and how Denver’s National P-3 Center supports preschool engagement and readiness.

We were also introduced to Elsa Holguin, CEO of the Denver Preschool Program, who shared how Denver’s free preschool program has expanded access for all families through innovative funding, including a voter-approved sales tax generating $30 million annually! Holguin’s advocacy and the program’s success offer a model for other communities nationwide.

AASA’s visit to Denver Public Schools underscored the profound impact of early childhood education and the importance of collaboration and leadership in shaping our youngest learners! By investing in these efforts, schools and communities can empower every child to succeed from the very start.

Sharon Pepukayi, Ed.D., is the Superintendent at Talbot County Public Schools (Md.) and serves as an advisory committee member of AASA’s Early Learning Cohort.

Edward J. Manuszak II, Ph.D., is the Executive Director of Early Childhood at Washtenaw Intermediate School District (Mich.) and serves as a co-lead of AASA’s Early Learning Cohort.