transforming urban onemchild com unities at a...

The following article provides adescription of Creation KidsVillage (CKV), an outreachministry of the CelebrationSeventh-day Adventist Church

to urban southwest Orlando, Florida.The description will focus on the pro-gram’s mission to reach urban familiesthrough wholistic lifestyle-based min-istries. This article describes an innova-tive approach to early-childhood edu-cation that may be replicated in otherurban areas, and seeks to stimulatereaders to find creative ways of reach-ing urban children and families.

The Mission of Early-childhoodDevelopment

Scripture makes it clear that early-childhood development (birth to age 7)encompasses the whole person—body,mind, and spirit. Luke’s description ofthe early development of John andJesus follow a similar pattern. Luke 2:40says, “And the Child grew and becamestrong in spirit, filled with wisdom;and the grace of God was upon Him”(NKJV).1 This developmental pattern isalso clearly seen in the early childhoodof Moses, Samuel, Josiah, and Joashand continues as God’s desire for everychild today.

The biblical model for child devel-opment was important to the co-

founder of the Adventist Church. EllenWhite articulated this commitment:“The lessons learned, the habitsformed, during the years of infancy andchildhood, have more to do with theformation of the character and the di-rection of the life than have all the in-structions and training of after years.”2

From their first breath to their firstday in formal schooling, children growat a rate never again experienced in lifeas the brain, body, and spirit expand.In the first year, a child’s brain doublesin size; and by age 3, it reaches 75 per-cent of its adult volume.3 Fueling this

18 The Journal of Adventist Education • Summer 2015 http:// jae.adventist.org

B Y D E S C U M M I N G S a n d D E R E K C U M M I N G S

ONE CHILDAT A TIME

TransformingUrban

Communities

growth are the neurons, which pass theinformation being absorbed by thechild along an information superhigh-way via neural connection pathwaysknown as synapses, which are devel-oped at an astounding 700 connectionseach second during the first five years.4

It is these connections that shape ourcapacity to sense, communicate, andengage the world by expressing ourfeelings and thoughts.5 As children’sminds expand, their bodies grow rap-idly.

During these early years, spiritualdevelopment is critical. In “Transform-ing Children Into Spiritual Champi-ons,” George Barna illustrates the im-portance of spiritual growth in earlychildhood: “By the age of 13 your spiri-tual identity is largely set. The proba-bility of someone embracing Jesus ashis or her Savior was 32 percent forthose between the ages of 5 and 12; 4percent for those in the 13- to 18-agerange; and 6 percent for people 19 orolder. In other words, if people do notembrace Jesus Christ as their Savior be-fore they reach their teenage years, thechance of their doing so at all is slim.”6

The Urban Challenge—TheChanging Home

James Brooks, New York Times best-selling author, concluded in 2008 thatby the age of 5, it is possible to predictwith uncommon accuracy which chil-dren will complete high school and col-lege.7 Brooks references Nobel LaureateDavid Heckman, who has done exten-sive research on the subject. Heckmanidentifies “the quality of parenting” ascentral to identifying young peoplelikely to successfully complete highschool and college.8

Since the 1960s, the family unit inAmerica has undergone remarkablechanges as described in an excellentpaper published by Harvard Universityentitled “The Spread of Single-ParentFamilies in the United States Since1960.”9 For purposes of this article, wewill focus on three significant factors inthe changing family landscape thathave increased the need for quality

early-childhood education: the shift to-ward mothers as the main breadwin-ner; the urbanization of the UnitedStates; and the growth in media view-ing by young children.

In the past 50 years, a dramatic shiftin the primary source of income forAmerican families has occurred. In1960, 11 percent of mothers were themain wage earner. By 2011, this num-ber had nearly quadrupled, to 40 per-cent.10 This shift also correlated to a de-crease in time spent by mothers withtheir newborns. Recent statistics indi-cate that 75 percent of U.S. motherswork full-time in the first year of theirchild’s life. In the United States, mater-nity leave is typically six weeks or less,which results in a majority of infantsentering a childcare setting before theyreach 2 months of age.11

While it may be necessary for par-ents to work in order to support theirfamilies, the impact on child develop-ment, attachment, and learning mustbe considered.12 The increased stressexperienced to balance work, finances,and parenting responsibilities is furthercomplicated when children are beingraised by a single parent and/or in im-poverished conditions.13

The need for early-childhood careand education has risen considerablyover the past 50 years. In 1965, 28 per-cent of American preschool-age chil-dren (3 to 5 years old) were enrolled inchildcare. By 2011, that number hadgrown to 61 percent.14

Urbanization, which is the processof increasing population growth incities and suburbs and usually includesthe increase of industrialization, is an-other major factor that strongly con-tributes to the need for quality earlyeducation. By 2008, 50 percent of theworld’s population resided in urbanareas, and the United Nations estimatesthat 4.9 billion people will live in urbanareas by 2030.15 With the global migra-tion into cities, the typical rural net-work of extended families living inclose proximity no longer exists. The

isolated family unit with minimal sup-port from extended family has becomethe norm in urban environments. Re-search has found that the loss of therural family support structure has sig-nificantly increased the demand forchildcare by families in urban areas.16

The third major factor differs fromthe others since it does not drive theneed for quality early education; in-stead, it influences the need for early-childhood programs to implementquality curriculum and instructionalapproaches. The rise in young chil-dren’s media exposure is an area ofconcern for everyone, but especiallyteachers and parents. In 2013, a studyby Common Sense Media found that38 percent of children under 2 yearsold use a mobile device and spendtwice as much time in front of a screenthan having someone read to them.17

The University of Michigan reportedthat, on average, children ages 2 to 5spend 32 hours a week in front of aTV.18 The amount of screen timelogged by young children can havealarming health implications.

A study in Pediatrics noted, “just 9minutes of viewing a fast-paced televi-sion cartoon had immediate negativeeffects on 4-year-olds’ executive func-tion.”19 Further, over the past threedecades, childhood obesity rates havetripled in the United States. Today, oneout of six U.S. children is obese, andone out of three children is overweightor obese with media time serving as amajor factor.20 In a longitudinal studythat evaluated a group of children atage 3 and then again at age 4-and-a-half, researchers found that just bybeing awake in the room with the TVon, more than two hours a day, servedas a leading risk factor for obesity inchildren.21 Whether under direct pa- r ental supervision and care or in anearly-childhood center, the impact ofincreased media exposure on childrenmust receive intentional focus. Early-childhood educators must model andprovide guidance for the intentionaland appropriate use of technology andinteractive media through both the

19http:// jae.adventist.org The Journal of Adventist Education • Summer 2015

curriculum and effective instructionalapproaches, so that media use supportslearning and development and doesnot replace developmentally appropri-ate practices.22

The Power of Early EducationDespite all that is known about the

importance of early intentional andpurposeful care and education, manychildren do not receive the preparationneeded to ensure the best possible startto a life full of learning, growth, andbalance. Childcare centers increasinglyhave become part of many youngsters’most formative years, and have had toaddress the mental and physical healthissues brought on by disconnectedfamily dynamics, increased urbaniza-tion, and the impact of the technologi-cal age. In 2008, Nobel Laureate JamesHeckman presented compelling re-search that supports the importance ofa wholistic approach to quality early-childhood education.23 He firmly be-lieves in the ability of early educationto provide many families with the vitalpartnership necessary to return qualityparenting to the home. Heckman as-serts, “Programs that target the earlyyears seem to have the greatest prom-ise. Programs with home visits affectthe lives of the parents and create apermanent change in the home envi-ronment that supports the child aftercenter-based interventions end. Pro-grams that build character and motiva-tion that do not focus exclusively oncognition appear to be the most effec-tive.”24 These character-based early-ed-ucation programs have a remarkableeconomic impact. “For every dollarinvested in high quality early childhoodeducation produces a 7-10% per an -num return in better education, health,social and economic outcomes.”25

Three further significant studies sup-port the impact of early education onforever changing children’s lives withinan urban setting. To view these studies,visit http://www.creationdevelopment. org.26

Creation Kids Village In the early 1990s, the Disney Devel-

opment Company (DDC) set out totransform Walt Disney’s vision forEPCOT (Experimental PrototypeCommunity of Tomorrow) into a real-ity. The goal was to create a town insoutheast Orlando, Florida, built onfive cornerstones: health, education,community, place, and technology.World-renowned architects took Dis-ney’s vision and designed Celebrationas a new and exciting place to live,work, and play.27

With health serving as a corner-stone, Disney solicited bids fromaround the world for partners to builda world-class hospital. Florida Hospi-tal, part of Adventist Health Systems,proposed to create a city based onhealthy lifestyles embraced by Advent -ists. To inform and fulfill this purpose,the team developed the CREATIONHealth acronym based on the eight let-ters in the word and drawn from prin-ciples of health established at cre-ation—Choice, Rest, Environment,Activity, Trust, Interpersonal Skills,Outlook, Nutrition.28 This acronymalso embraces the components of thehistoric Adventist philosophy. CRE-ATION Health is an Adventist lifestylethat has been researched, tested, andproved to create healthy habits that willlead to a healthy future.29 Many Ameri-cans have reached a level of awarenessof the need for health improvementthat had given rise to a demand forhealth-focused early-childhood educa-tion.

After evaluating other potential hos-pital partners, DDC selected FloridaHospital. A vibrant Adventist hospitalmust be led by skilled Adventist profes-sionals who work and live in the com-munity. This need focused the effortsof both Florida Hospital and theFlorida Conference to planting andgrowing a Seventh-day Adventistchurch in Celebration. The decisionwas made to organize the church min-istry around CREATION Health. Thisenabled the church and hospital toshare one vision and communicate it

with one voice. The vision for CREATION Health

included the Creation Kids Village(CKV), giving it a unique platform forministry. Orlando is the most visiteddestination in the United States, withmore than 57 million visitors fromaround the world in 2012.30 Celebra-tion is located in the Orlando Metroarea and is the 26th largest city in theUnited States.31 The Celebration com-munity was designed to provide hous-ing for both Disney management andhourly employees. Accordingly, the4,060 housing units are split almostevenly between single-family homesand condos/apartments. Thus, whilethe median income in Celebration isnearly double that of the state ofFlorida, the reality is a mixed-incomecommunity with large discrepancies inincome, much like a large metropolitanarea.32

In this upper-middle-class Cau-casian neighborhood, residents havehigher levels of education, pay higherrent, and earn higher per-capita in-come than people in surroundingareas.33 The town exists within thelarger community, which has high lev-els of poverty, homelessness, and lowerfaith commitments.34

Faced with great needs and few re-sources, the Celebration Adventistchurch congregation prayed for God’sleading and conducted several needs-based studies of both the hospital andthe community. They concluded thatGod was calling them to meet the needfor wholistic, quality education andchildcare in Celebration.

The next step was to form a plan-ning team, Developing Adventist Excel-lence (DAE), to create a mission, vi-sion, and strategy. Its early-educationcenter would become the first phasein the development of an AdventistHealth Education Campus. DAE deter-mined that wholistic health-focusedchildcare would provide a wonderfulopportunity to partner with families inraising healthy children.


Creation Kids Village officiallyopened August 1, 2013. As of May2015, it is at capacity serving more than160 families with a quality, affordableprogram. The cost of tuition is on aver-age 15 percent below the typical costfor the area. The center has kept thefees low because of its commitment tocreate a model of superior and afford-able Christian childcare. Further, the 20percent of participating families whoare financially disadvantaged are en-abled to enroll their children in thecenter because of its lower tuition,state-provided programs such as Vol-untary Pre-Kindergarten (VPK), andthe scholarships provided.

The MissionCreation Kids Village is founded on

the mission to grow children in mind,body, and spirit for Christ so they canultimately live life “abundantly” (John10:10). This biblical vision of whole-child development forms the founda-tion of the Adventist philosophy of ed-ucation: “True education means morethan the perusal of a certain course ofstudy. It means more than a prepara-tion for the life that now is. It has to dowith the whole person, and with thewhole period of existence possible tohuman beings. It is the harmonious de-velopment of the physical, the mental,and the spiritual powers.”35

Creation Kids Village is patterned

after the Head Start early childhoodmodel, which seeks “to bring about agreater degree of social competence inchildren of low-income families. Socialcompetence means the child’s everydayeffectiveness in dealing with both thepresent environment and later respon-sibilities in school and in life.”36 HeadStart strives to meet not only the edu-cational needs of children, but alsotheir social, emotional, nutritional, andenvironmental needs. Yet, there is noreligious component to Head Start.Creation Kids Village provides thebonus of a Seventh-day Adventistwholistic worldview. Not only are edu-cational and care services provided, but


The Creation Kids Village playscape contains two outdoor classrooms: a butterfly habitat and an organic edible garden.

also on-site counseling and psychologi-cal services, pediatric services, par -enting support classes, services forchildren with disabilities, as well asextra-curricular activities such askarate and gymnastics.

CREATION Health serves as theframework for Creation Kids Village.Its principles form the basis for theprogramming for young children, theirfamilies, and the community. Philo-sophically, CREATION Health alsoconnects the childcare center to thelocal Adventist church and FloridaHospital Celebration Health. Examplesof the ways the center actualizes theCREATION Health principles in thelives of the children are providedbelow. More information can be foundon the Website (http://www.creation kidsvillage.com).• Choice: This early-education pro-

gram engages children in age-appropri-ate character-based learning throughan emerging project approach. Theylearn to make healthy choices aboutstudy, play, rest, and food.• Rest: Time for resting the body

and the mind is built into the schedule.Teachers emphasize this principle in avariety of ways. Through example, chil-dren establish their own pace accordingto their needs, learning to slow downand take time to make the best choices.The children are guided to self-monitorin order to manage their emotions andbetter enjoy their day. CKV provides aplace of rest from screen time, whichrelieves the children’s brains of the ef-fects of constant agitation from TV andmobile-device interaction.• Environment: CKV’s learning areas

are designed to maximize natural light.Its active learning centers incorporateemerging curriculum and project-basedlearning. Center designers created an11,000-square-foot garden playscape toinspire children to explore, learn, andplay outdoors. Central to the playscapeare two “outdoor classrooms”: a butter-fly habitat and an organic edible gar-den. The butterfly habitat is home to avariety of native wildlife, which connectchildren to the cycles of life and the

wonder, beauty, and science of God’screation. The organic vegetable garden,based on the Back to Eden gardeningmethod developed by Paul Gautschi, al-lows the children to seed, transplant,grow, harvest, prepare, and eat organicfruits and vegetables.37 The remainderof the playscape features natural ele-ments (tropical beach, gazebo, foresthill slide, treehouse, music, and art gar-den) that foster a world of adventureand imagination. • Activity: The center focuses on the

physical health and well-being of thechildren to ensure that they grow upsafe and strong. Motor skills develop-ment, coordination, mobility, and exer-cise all help ensure that they acquire a

solid physical-health foundation. Thechildren engage in nearly two hours ofoutdoor play every day, which helpsthem grow in a multitude of ways:mind, body, and spirit. The programalso integrates several creative-move-ment workshops focused on gettingchildren active through music, move-ment, imagination, and discovery. CKValso offers enrichment activities focus-ing on dramatic play and musical ex-pression. By promoting physical activ-ity, the program also supports the Restand Nutrition principles by preparingthe body and mind for both.• Trust in God: At CKV, children

enjoy a safe, nurturing home away


from home where they can expressthemselves and appreciate their ownunique identities. They gain comfortand confidence through trusting rela-tionships based on the staff ’s belief andimage of each child as a unique and in-telligent individual, strong and beauti-ful, with dreams, desires, and ambi-tions. Love, the foundation for healthychildren and the building blocks uponwhich the CKV program stands, em-powers children to know God, how Heformed them, and why He wants themto live life to the full! Instilling God’slove for each child is the core for thecenter’s daily routines, lessons, and allother activities. • Interpersonal Relationships: Chil-

dren communicate with others verballyand nonverbally to engage and createan understanding of the world aroundthem. The children at the center makenew friends and gain the confidence,self-esteem, and negotiating skills nec-essary for a lifetime of healthy relation-ships. One of the keys to a healthy so-cial life is finding fulfillment throughhelping others. In a “give me” world,CKV seeks to create giving hearts.Teaching children to move together to-ward a resolution versus moving backin alienation is the focus. The teachersidentify daily learning opportunitieswhere children can work through andunderstand their actions, conse-

quences, and methods for managingemotions within a relationship. Thishelps them to develop relationshipswith boundaries based on love.• Outlook: The children are taught to

intentionally seek to meet the needs ofothers, which not only reduces selfish-ness and loneliness, but also adds mean-ing, significance, and purpose to theirlives. The center emphasizes ConsciousDiscipline,38 which integrates social-emotional learning, discipline, and self-regulation. Through these importantlife skills, the teachers help childrenlearn how to manage lifelong stress withgrace and to find solutions that trans-form everyday problems into life les-sons. By establishing a culture of com-


Left: Learning areas are designed to maximize naturallight. Above: Creation Kids Village students build in-terpersonal relationships and develop physical healthand wellbeing as they play together. Right: Thegazebo is another central feature of the 11,000-square-foot playscape.

passion, the employees build positiveconnections that positively affect familyrelationships and the community. • Nutrition: Creation Kids Village

seeks to promote healthy eating habitswhile demonstrating how to enjoy goodfoods. CKV serves a vegetarian menufocused on organic foods. The mealsare prepared daily by a chef and en-joyed family-style in the classroom,which enhances relationships andbuilds social skills. The children helpplant, grow, and then harvest the fruitand vegetables from the center’s organicgarden. This edible schoolyard providesa great environment where children canlearn where food comes from, and whatbest fuels their body and mind.

Meeting a NeedCKV serves families on both ends of

the socio-economic spectrum in theurban Orlando area. The diversity of itsclientele encourages the staff to stretchtheir abilities to meet the needs of chil-dren and families from all walks of life.Some of the center’s practices that havemade a significant difference includethe following: • A Mutually Embraced Philosophy

Throughout the Program Culture:Because CREATION Health permeatesevery aspect of this program, this al-lows leaders to focus on those thingsthat unite them. Additionally, it enablesthe center to connect its program tothe homes of clients. As the principles

of CREATION Health are modeled andtaught, the staff hear from parents howthey are implementing some of theprinciples at home. Local familieswithin the community say that theytreasure health, values, and compre-hensive services as the main factors indeciding where to place their children.The majority of the families whosechildren are enrolled in CKV are non-Adventists yet strongly favor the cen-ter’s instilling the CREATION Healthprinciples in their children. Most of thefamilies are non-vegetarian, but theywant the best for their children andthus favor the center’s emphasis on anatural, organic, plant-based diet.


• One-Stop Shop: The leadership ofCKV recognizes that while the centerplays an important part in the lives ofchildren and families, it is only one ofmany communities in which childrenand families interact. Recognizing thefrenetic pace of the lives of most of thefamilies, the center has subsumed manyof the services that families would typi-cally use under one roof. Thus, theCKV has developed relationships withCREATION Health Kids, Tupperware,DoTerra Essential Oils, Celebration Fit-ness Centre, X-Factor Gymnastics, LesMills, Creative Workshops, a pediatricphysician, and a family and develop-mental psychologist, several of whichare located at Creation Kids Village so

they can provide immediate services tothe families while concurrently expand-ing the CKV’s revenue sources. Thusfar, the staff members of CKV reportthat local families are increasingly seek-ing quality care and development fortheir children that is provided by achildcare center. Because the parentshave little quality time to spend withtheir children, they are pleased to have awide array of services provided in onelocation, which increases the time theycan spend with their children.• Community Outreach: The per-

sonnel at CKV regard the center as anintegral contributor to the local com-

munity in which they reside and serve.They are intricately involved in localactivities, such as marching in theFourth of July parade, and work closelywith the Celebration church commu-nity. For example, in order to betterreach the community, the church tran-sitioned its children’s Sabbath schoolprograms into the CKV facility. Theseare advertised locally and at the centeras a Saturday morning story hour. Thishas resulted in an increase of qualityprogramming and resources, andgreater participation by both churchfamilies and community members. Inaddition, a rising number of CKV fam-ilies attend the Sabbath Story Hour,finding it convenient to spend Sabbathmorning in a familiar location with fa-miliar teachers so their children canlearn more about the Bible.

• Partnerships: The staff of the CKVcenter believe that working collabora-tively will enable them to accomplishmuch. Thus, administrators workclosely with Florida Hospital and theCelebration Adventist church. In abroader collaboration, the center ispartnering with the North AmericanDivision (NAD) to launch the CRE-ATION Kids Early Childhood Cur -ric ulum and spread the message ofCREATION Health to many of the ap-proximately 200 NAD church-basedchildcare programs in the U.S. andCanada, as well as thousands of faith-based programs around the world.CKV has been chosen to serve as thedemonstration and training site, mod-eling the most effective and develop-mentally appropriate practices in early-childhood education as well as the mostsuccessful approaches to integrating theprinciples of CREATION Health withinan early-childhood program.

ChallengesWhile there have been numerous

successes, program development hasnot been without its challenges, a sig-nificant one of which is recruitmentand retention of quality teachers. CKV’scommitment to excellence begins withthe hiring of caring, nurturing, and


Left: Learning centers support an active and project-based curriculum.

Above: Open spaces facilitate creative movement workshops, which teach childrenhow to be active through music, movement, imagination, and discovery.

competent staff. It is able to do so byproviding competitive wages, benefits,and professional development, as wellas opportunities for growth. Minimumqualifications for lead teachers in early-childhood education typically include aminimum of 90 hours in child develop-ment; however, in addition to the mini-mum, the center seeks candidates withexperience and training in the preferredmethodologies in addition to thosewho are interested in advancing theireducation. The majority of CKV teach-ers have an associate’s degree; leadteachers hold bachelor’s degrees.

One of the greatest challenges, how-ever, has been funding. Opening such acenter with the Celebration Adventist

church’s limited financial capacity, in acity with extremely expensive land andbuilding costs, seemed like an over-whelming challenge. After exploring al-ternatives, it was decided to form theCreation Development Foundation(CDF), a 501(c)3 non-profit organiza-tion that could raise the money to fi-nance the project and obtain the creditto obtain a loan.

CDF’s organizational structure ispatterned after other types of Adventistphilanthropy. In partnership with theconference, hospital, and local church,CDF raised the necessary funds tobuild Phase 1 of CREATION Health

Education Campus, the 20,000-square-foot Zwart Learning Center thatis home to Creation Kids Village.Through philanthropy, the project hasraised $2 million since 2010 from Ad-ventists and non-Adventists becausethe donors believe in the vision. Agrowing portion of the funds raised isnow channeled into scholarships fordisadvantaged families.

ConclusionAgainst the backdrop of the urban

setting and challenges of modern par-enting, we believe that the model atCreation Kids Village can serve as aplatform to prepare and invigoratefamilies to experience the fullness oflife in Christ. The Creation Kids Villageis currently collecting assessment databy surveying its key stakeholders, early-childhood assessment measures, andholding ongoing meetings with parentsand staff to solicit their thoughts andopinions. More specifically, the leader-ship is attempting to determine thelifestyle impact on children and theirfamilies due to increased outdoor ac-tivity, strong interaction with thenatural environment, establishing arelationship with God, and a naturalvegetarian diet. As the program grows,this data will enable the center to im-prove its services to both children andtheir families.

It is our hope that the Creation KidsVillage model will serve as a catalyst forAdventist churches around the world,and inspire our educators to considerthe potential of reaching cities world-wide through providing quality educa-tion, care, support, and ministry toyoung children and their families. �

This article has been peer reviewed.

The authors wish to express appreciationto Davenia J. Lea, Ph.D., of the NorthAmerican Division Office of Educationfor her contributions to this article.


The 20,000-square-foot Zwart Learning Center is Phase 1 of the CREATION HealthEducation Campus and serves as the home for Creation Kids Village.

Des Cummings Jr.,Ph.D., is ExecutiveVice President atFlorida Hospital,one of America’slargest hospitals. Heearned his doctoraldegree in Leader-

ship and Management with emphasis inStatistical Forecasting from AndrewsUniversity. He holds a Master of Divinitydegree and is an ordained minister of theSeventh-day Adventist Church. The au-thor and co-author of three books andnumerous articles, Dr. Cummings speaksto national and international confer-ences on the future of health care, spe-cializing in strategies for whole personcare, healthy communities, and the hos-pital of the future. He co-authored CRE-ATION Health Discovery and writesfrom Celebration, Florida.

Derek Cummings,M.B.A., currentlyserves as Presidentand Chairman ofCreation Develop-ment Foundation, anon-profit educa-tion organization in

Florida which also serves as a grant part-ner for Creation Kids Village. Mr. Cum-mings graduated from Columbia UnionCollege (now Washington Adventist Uni-versity) with a B.A. in History/Pre-Law.After college, he worked for two years inShanghai, China, as a teacher, then re-turned to the U.S.A., where he joined atechnology start-up while obtaining anM.B.A. and worked for 12 years in thefield of technology managing businessunits, designing communications solu-tions, and creating new businesses. Hewrites from Celebration, Florida.

NOTES AND REFERENCES1. Texts credited to NKJV are from the New

King James Version. Copyright © 1979, 1980,1982, by Thomas Nelson, Inc. Used by permis-sion. All rights reserved.

2. Ellen G. White, The Ministry of Healing

(Mountain View, Calif.: Pacific Press Pub. Assn.,1905), p. 380.

3. Donald F. Huelke, “An Overview ofAnatomical Considerations of Infants and Chil-dren in the Adult World of Automobile SafetyDesign,” National Center for Biotechnology Infor-mation News (Bethesda, Md.: Association for theAdvancement of Automotive Medicine, 1998): 42:93- 113: http://www.ncbi.nlm.nih.gov/pmc/ articles/PMC3400202/. Websites in the endnoteswere accessed May 26 and 27, 2014.

4. Jack P. Shonkoff and Deborah A. Phillips,“From Neurons to Neighborhoods: The Scienceof Early Childhood Development” (2000): http:// www.uwbec.org/documents/school_readiness/ Neurons%20to%20Neighborhoods.pdf.

5. Ibid.6. George Barna, Transforming Children Into

Spiritual Champions (Ventura, Calif.: Regal,2003), p. 34.

7. David Brooks, “The Biggest Issue” (July 29,2008): http://www.nytimes.com/2008/07/29/ opinion/29brooks.html?pagewanted=print&_r=0.

8. James J. Heckman, Schools, Skills, andSynapses, Nation Bureau of Economic Research(February 2008): http://research.hks.harvard. edu/publications/getFile.aspx?Id=112.

9. David T. Ellwood and Christopher Jencks,The Spread of Single-Parent Families in the UnitedStates Since 1960 (October 2004): http://www.hks. harvard.edu/inequality/Seminar/Papers/ElwdJnck. pdf.

10. Wendy Wang, Kim Parker, and Paul Taylor,Breadwinner Moms (May 29, 2013): http://www. pewsocialtrends.org/2013/05/29/breadwinnermoms/.

11. David Pelcovitz, The Impact of WorkingMothers on Child Development (January 3, 2013):https://www.ou.org/life/parenting/impact-working-mothers-child-development-empirical-research-david-pelcovitz/.

12. Jeanne Brooks-Gunn, Wen-Jui Han, andJane Waldfogel, “First-year Maternal Employ-ment and Child Development in the First SevenYears,”Monographs of the Society for Research inChild Development 75:2 (August 2010):7-9.

13. Maria Shriver, The Shriver Report Execu-tive Summary (January 12, 2014): https://www. americanprogress.org/issues/economy/report/2014/01/12/81906/the-shriver-report-a-womans-nation-pushes-back-from-the-brink/.

14. “Child Trends,” Early Childhood ProgramEnrollment (November 2012: http://www.child trends.org/?indicators=early-childhood-program-enrollment; Sandra L. Hofferth,Child Care in theUnited States Today 6:2 (Summer/Fall 1996):http://www.princeton.edu/ futureofchildren/publications/docs/06_02_02.pdf.

15. United Nations Population Fund: State ofthe World Populations 2007, Unleashing the Poten-tial of Urban Growth (2007): http://www.unfpa. org/ sites/default/files/pub-pdf/695_filename_ sowp2007_eng.pdf.

16. Kendall Swenson, Child Care Arrange-ments in Urban and Rural Areas (2008): http://

aspe.hhs.gov/hsp/08/cc-urban-rural/report.pdf.17. Common Sense Media, Press Room (Oc-

tober 28, 2013): https://www.commonsensemedia.org/about-us/news/press-releases/new-research-from-common-sense-media-reveals-mobile-media-use-among.

18. University of Michigan Health System,Television and Children (n.d.): http://www.med. umich.edu/yourchild/topics/tv.htm.

19. Angeline S. Lillard and Jennifer Peterson,“The Immediate Impact of Different Types of Tel-evision on Young Children’s Executive Function,”Pediatrics (September 12, 2011): http:// pedia trics. aappublications.org/content/128/4/644.long.

20. Harvard School of Public Health, ChildObesity (n.d.): http://www.hsph.harvard.edu/ obesity-prevention-source/obesity-trends/global-obesity-trends-in-children/.

21. Julie C. Lumeng, Sahand Rahnama,Danielle Appugliese, Niko Kaciroti, and RobertH. Bradley, “Television Exposure and OverweightRisk in Preschoolers,” JAMA Pediatricx 160:4(2006):417-422: http://archpedi.jamanetwork. com/article.aspx?articleid=204808.

22. Ben Levin, “Urban Education ChallengesAround the Globe,” Phi Delta Kappan 94:7 (April2013):74, 75.

23. Heckman, Schools, Skills, and Synapses,op. cit.

24. Ibid.25. Ibid.26. Creation Kids Village, http://www.cre

ationdevelopment.org.27. Celebration: http://www.celebration.fl.us/.28. Creation Health: http://www.creation

health.com/CREATION-Health. 29. Ibid.30. Visit Orlando, Visitor Volumes (June

2013): http://media.visitorlando.com.31. United States Census Bureau, Child Care:

An Important Part of American Life (n.d.): http:// www.census.gov/how/pdf/child_care.pdf.

32. “Onboard Informatics,” Celebration, FL(2013): http://www.city-data.com/city/Celebration-Florida.html.

33. City-data.com, Greenwich Village Neigh-borhood in New York, New York (NY) (2014):http://www.city-data.com/neighborhood/Greenwich-Village-New-York-NY.html.

34. Celebration Joint Committee, CommunityProfile (n.d.): http://www.celebration.fl.us/town-info/community-profile/.

35. Ellen G. White, Education (MountainView, Calif.: Pacific Press Publ. Assn., 1903), p. 13.

36. W. Steven Barnett and Jason T. Hustedt,“Head Start’s Lasting Benefits,” Infants and YoungChildren 18:1 (March 2005):16-24.

37. Back to Eden film (2013): http://www. back toedenfilm.com/.

38. Conscious Discipline: http://conscious-discipline.com/.


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