LENA (Language ENvironment Analysis) is a national nonprofit on a mission to transform children's futures through early talk technology and data-driven programs. LENA works with a wide range of partner organizations to boost early brain development and improve school readiness for infants, toddlers, and preschoolers.
Since 2019, LENA has served 860 children and 220 early childhood educators in Mississippi, and LENA technology has recorded over 1.3 million conversational turns. Put your community on the map!
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LENA Grow
offers evidence-based professional development for infant, toddler, and preschool teachers.
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LENA Start
builds school readiness and strengthens families with parent-group classes.
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LENA SP
offers reliable, detailed language environment data in research and clinical applications.
LENA has crosswalks with Head Start, CLASS, The Pyramid Model, ZERO TO THREE, and more!
Whether you're with a library, school district, CCR&R, state agency, university-community partnership, public health initiative, or any other organization dedicated to improving early childhood outcomes, we invite you to learn more about bringing LENA to your community.
Connect with
Amy Marciniak,
Senior Regional Partnerships Director, Mississippi
AmyMarciniak@LENA.org
Read these and other stories about partner success stories and research findings in Mississippi and beyond.
Approximately one in four children experiences very little adult-child interaction, even within classrooms at centers that have achieved the highest QRIS rating possible.
We had the privilege of hosting a webinar featuring our partners in Mississippi to learn how they implemented LENA Grow at a statewide level. Here, we answer common questions that arose during the webinar.
Highlights from a webinar where we hear directly from a teacher, coach, and administrator using LENA Grow.
Mississippi is piloting a systems-level approach to supporting Early Head Start/Head Start providers in order to meet their school readiness goals. Learn how they’re rolling out job-embedded professional development designed to increase the quality of caregiver-child engagement.
Many previous studies have drawn connections between the quantity of back-and-forth interactions in early childhood and later linguistic and cognitive skills. Importantly, newly published research conducted in Chile has taken a novel direction, determining that infants’ language environments predict their socioemotional skills one year later.
While we’ve long known about the importance of early adult-child interactions, a research focus on children’s language experiences in child care classrooms has been long overdue.
