We have come together because:
--We recognize that these formative years of life are a period of great growth, but also can be a period of extreme vulnerability for infants, toddlers, parents, caregivers and families.
--We recognize that there is a developing body of concepts and principles common to all disciplines involved with children and their families in the earliest years of life.
--We believe that this generic core complements the specific knowledge base contributed by each discipline.
--We recognize that comprehensive and coordinated services are required in order to support and enhance the multiple needs of the child and the intimately related needs of parents, caregivers, and families. For this reason, it is essential for members of multiple disciplines to pool and integrate their knowledge and skills.
--We are concerned about the deteriorating economic and social conditions of urban children and families and a system of service in the New York metropolitan area that is fragmented, lacks comprehensiveness and is under funded. We believe that effective intervention with infants, toddlers, their parents, caregivers and families is characterized by the following core concepts, attitudes and skills:
--An understanding that the unfolding of developmental processes occurs within the context of emerging attachments and maturing relationships with parents and other significant caregivers.
--A respect for each infant's and each parent's unique mix of strengths and vulnerabilities
--A recognition that human growth includes multiple, interrelated lines of development, including neurophysiological growth, emotional and social development, the formation of cognitive structures, the development of coping and adaptive capacities, and the unfolding of inner life
--The recognition of the central role of parents and caregivers in facilitating these cross currents of development
--The ability to foster and support the relationships between child and parents and among child, family and practitioner
--An appreciation of the cultural diversity of families and an ability to respond to their traditional or unique beliefs and values
--An awareness that childcare practitioners need ongoing training and collegial support as well as training in reflective practice
The New York Zero-To-Three Network:
--Fosters and disseminates a developing, clinically sensitive, state-of-the-art body of knowledge to zero to three practitioners, public and voluntary institutions, policy makers, universities and professional organizations
--Encourages training that integrates the perspectives of various disciplines to achieve a comprehensive and reflective approach to intervention
--Provides a forum for the exchange of information emanating from infant and early childhood practitioners, researchers and programs
--Fosters networks across service delivery systems in order to improve effectiveness and quality and comprehensiveness
--Diminishes social and professional isolation by facilitating collegial support among members of different disciplines
--Stimulates research partnerships
--Promotes public awareness about and advocates for the needs of children, parents, caregivers and families
