Clancy Blair is a developmental psychologist who studies self-regulation in young children. His primary interest concerns the development of cognitive abilities referred to as executive functions and the ways in which these aspects of cognition are important for school readiness and early school achievement. He is also interested in the development and evaluation of preschool and elementary school curricula designed to promote executive functions as a means of preventing school failure. In 2002, Blair and his colleagues at Penn State University and at the University of North Carolina at Chapel Hill received funding from the National Institute of Child Health and Human Development for a longitudinal, population-based study of family ecology and child development beginning at birth. In his part of the project, Blair is examining interaction between early experiential and biological influences on the development of executive functions and related aspects of self-regulation. Ultimately, Blair and his colleagues plan to follow this sample through the school years and into young adulthood. Prior to coming to NYU, Blair spent ten years as an assistant and then associate professor in the department of Human Development and Family Studies at Penn State. He received his doctorate in developmental psychology and a master's degree in public health from the University of Alabama at Birmingham in 1996.

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Hugo de Burgh is Professor of the Study of Journalism and Director of the China Media Centre. He is one of a small number of academics who have pioneered the study of the Chinese media outside the Chinese world. Hugo de Burgh's research examines the roles of journalists, particularly investigative journalists, in both Britain and China. He established the China Media Centre as a focal point for researchers, Visiting Scholars and postgraduates from the Chinese media industries. Hugo de Burgh has close working relationships with leading Chinese academic institutions, such as Tsinghua University, Fudan University, Shandong University, China Communications University. In the UK, he has been a Board Member, Great Britain - China Centre (a UK public body), since 2006 and Adviser on Higher Education Links for Communications and Media, British Council. He was responsible for content of the Smith Institute, 11 Downing Street series of 5 seminars Valuing China 2005-6 and initiated and directed The China Impact: The Westminster Hearings on China's Economic Development and the UK, 5 conferences for the All-Party Group on China and the Select Committee for Trade & Industry 2006-7. He was Chair of the (Foreign Office) Global Opportunities Fund Human Rights Project 2005-2007 and recently directed China and the New Green Deal for the All Party Parliamentary Group on China as well as advising the FCO on the latest Wilton Park China conference. He is regularly a keynote speaker in China at both academic and media institutions.

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Lindsay Chase-Lansdale is an expert on the interface between research and social policy for children and families, a former American Association for the Advancement of Science (AAAS)/Society for Research in Child Development (SRCD) Congressional Science Fellow, and the first developmental psychologist to be tenured in a public policy school in the United States. She is the Vice Provost for Academics at Northwestern University, as well as the Frances Willard Professor of Human Development and Social Policy at the School of Education and Social Policy. Chase-Lansdale co-directs the Northwestern Two-Generation Research Initiative and was founding director for seven years of Cells to Society (C2S): The Center on Social Disparities and Health at the Institute for Policy Research, Northwestern University. She specializes in multidisciplinary research on social issues and how they affect families and the development of children and youth. Much of her work addresses family and program strengths that lead to children's positive social and educational outcomes in the context of economic hardship. Specific topics include two-generation human capital interventions for young parents and children, early childhood education, postsecondary education and training for low-income young adults, family well-being, parent-child relationships, welfare reform, maternal employment, marriage and cohabitation, immigration, and social disparities in health.

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Linda Darling-Hammond is the Charles E. Ducommun Professor of Education Emeritus at Stanford University and founding president of the Learning Policy Institute, created to provide high-quality research for policies that enable equitable and empowering education for each and every child. At Stanford she founded the Stanford Center for Opportunity Policy in Education and served as faculty sponsor for the Stanford Teacher Education Program, which she helped to redesign. Darling-Hammond is past president of the American Educational Research Association and recipient of its awards for Distinguished Contributions to Research, Lifetime Achievement, Research Review, and Research-to-Policy. She is also a member of the American Association of Arts and Sciences and of the National Academy of Education. From 1994–2001, she was executive director of the National Commission on Teaching and America’s Future, whose 1996 report What Matters Most: Teaching for America’s Future was named one of the most influential reports affecting U.S. education in that decade. In 2006, Darling-Hammond was named one of the nation’s ten most influential people affecting educational policy. In 2008, she directed President Barack Obama's Education Policy Transition Team. She is currently President of the California State Board of Education.

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Lynette Galante is the Executive Director of Future Generation Early Learning Centers. She has been a part of the Future Generation family for over 19 years and has over 33 years experience working in early childhood education as both a Teacher and Administrator. Lynette received her Bachelors Degree from Marist College. Post graduation, she has received her National Administrators Credential. Lynette is the proud mother of a 18 year old son who, by the way, is a Future Generation Alumni. “I thoroughly enjoy every aspect of my job because I get to connect with children, families, and staff each day. There is something very special about walking into a classroom and watching Future Generation’s philosophy and mission statement unfold! Taking a parent on a tour, observing the staff as they are interacting and learning with the children… it’s an incredible sight.

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Perry Gao serves as the social science research associate at US-China Youth Education Solutions Foundation and the manager of XMedia Lab at Harvard Graduate School of Education. Prior to his current positions, Perry taught in public schools and worked as a museum educator in Oregon. At Harvard, Perry has successfully raised funding to fund the XMedia lab and he has launched several applied research projects for the lab, including making an interactive learning website for international schools from around the world and promoting quality family education for Asian parents. Moreover, Perry has established the Bridge Group, a Harvard-based working group that promotes wellness for international students through interdisciplinary discussion.

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Lisa Kervin is a researcher in Language and Literacy at the University of Wollongong, where she also leads research on Play, Curriculum and Pedagogy in Early Start Research. After completing her undergraduate studies and PhD at the University of Wollongong, she took up academic appointment in the (then) Faculty of Education at UOW in 2004. Prof Kervin’s main research interests include: (1) children’s literacy practices, (2) how children use technology and understand Digital Literacies and (3) how teachers may be supported in using technology in classroom literacy experiences. She has researched her own teaching and has collaborative research partnerships with teachers and students in tertiary and primary classrooms and prior-to-school settings.

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Monika Krajcovicova is a lecturer in Early Childhood Education at the School of Education and Professional Studies, Griffith University. Monika’s expertise is in the field of early childhood education, specialising in child development, children's prosocial behaviour, social and emotional learning, positive and creative pedagogy, cross-cultural studies, social justice, and equity in education. She was an Endeavour Awards Research fellow at Monash University in Australia, a research fellow at the University of Pittsburgh in the US and a visiting PhD Scholar at Manchester Metropolitan University in the UK. Monika has been working for many years in the field of education as a kindergarten trainee, a primary school teacher and later, as a senior adviser at the Department of the Social and Legal Protection of Children and Social Curatorship. In the last fifteen year, Monika has been working as a university lecturer supporting preservice teachers, in-service teachers and other early childhood professionals. She is a member of the Early Childhood Special Interest Group (SIG) of the Australian Association for Research in Education (AARE), Early Childhood Australia (ECA), Positive Education Schools Association (PESA) and Teaching and Education Research Association (TERA). Monika is also a scientific board member of the Elementary Education in Theory and Practice Journal and an editorial board member of the Social Pathology and Prevention journal.

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Seung Yeon Lee is department chair and associate professor of the department of Early Childhood Education at Ewha Womans University. She got her Ed. D. from Teachers College, Columbia University, USA. She has interests on marginalized areas in early childhood education, such as infant educare, child welfare, multicultural early childhood education, and research methods. So far she published over 30 articles in the Accredited Journals of National Research Foundation of Korea and 7 articles in international journals. She also presented her studies 16 times at international conferences and published 1 book and 3 translated books. She had concrete teaching experiences with 0-3 year old children both in Korea and in the US, and is serving as a co-editor of the Journal of Early Childhood Education and Care from 2013.

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Joan Lombardi is a Visiting Scholar at Harvard FXB Center for Health and Human Rights. Over the past 40 years, Joan has made significant contributions in the areas of child and family policy as an innovative leader and policy advisor to national and international organizations and foundations and as a public servant. She served in the U.S. Department of Health and Human Services as the first Deputy Assistant Secretary for Early Childhood Development (2009-2011) and as the Deputy Assistant Secretary for Policy and External Affairs in Administration for Children and Families and the first Commissioner of the Child Care Bureau among other positions (l993-1998). Joan has been an advisor to the World Bank, WHO, UNICEF, Save the Children, the Buffett Early Childhood Fund and the Pritzker Children’s Initiative, among others. Her work focuses on the intersection of child protection, health, nutrition, early learning, and responsive caregiving; as well as community strategies to support young children and families. She was on the steering committee and a co-author of Advancing Early Childhood Development: From Science to Scale, Lancet, 2016, and contributed to the development of the Nurturing Care Framework, launched at the World Health Assembly in May, 2018. She serves as the Guest Editor of Early Childhood Matters, the journal of the Bernard van Leer Foundation which annually chronicles leadership, innovations and scaling in early childhood taking place around the world. She serves as the Chair of the Scientific Advisory for Saving Brains, Grand Challenges Canada and on the Advisory for Innovation Edge in South Africa.

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Cathy Nutbrown researches in the field of Early Childhood Education. Cathy began her career as a teacher of young children and has since worked in a range of settings and roles with children, parents, teachers, and other early childhood educators. Cathy is committed to finding ways of working 'with respect' with young children, and sees the concept of quality in the context of what it means to develop curriculum and pedagogy in the early years with the ambition of working in a climate of 'respectful education’. She established the University of Sheffield MA in Early Childhood Education in 1998 and a Doctoral Programme in Early Childhood Education in 2008. In 2010 she contributed to the Tickell Review of the Early Years Foundation Stage and served on the Ofqual Advisory Group on Early Years Assessment 2010-2012. In June 2012 she reported on year long independent review of Early Education and Childcare Qualifications for the government. She is Editor-in-Chief of the Sage Journal of Early Childhood Research. In May 2013 Cathy was awarded the ESRC prize for Research with Outstanding Impact on Society for her family literacy work. In September 2013 Cathy received the Lifetime Achievement Award at the Nursery World Awards 2013 ceremony, for her work with and for young children and those who work with them.

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Gever Tulley founded Tinkering School in 2005 in order to learn how children become competent and to explore the notion that kids can build anything, and through building, learn anything. A self-taught computer scientist with no formal education, Gever’s expertise is really in… thinking. Gever has taught workshops and made presentations to both kids and adults around the world. He has spoken at TED twice, written articles for MAKE:, and authored the book Fifty Dangerous Things (you should let your children do).

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Mike Yankovich was named President of the Children’s Museum of Denver at Marsico Campus since May 2010. He first joined the organization in 2003 and served in several capacities including Director of Education, Vice President of Guest Experience, Chief Operating Officer and Interim President. In each position he has been a significant catalyst for growth and innovation. His focus on developing high-quality, interactive exhibits and educational programs has helped position the Children’s Museum as the community’s leading informal learning institution for young children. His previous museum experience includes positions with the Denver Museum of Nature and Science and the Port Discovery Children’s Museum in Baltimore. Mike is a Livingston Fellow (Class of 2011), President of the Association of Children’s Museums and former chair of the Denver Preschool Program. He joined the Bonfils Stanton Foundation’s Board as Community Trustee in October 2019. Mike and his wife Jennifer, enjoy exploring Denver’s parks and museums with their talented daughter, Holly.

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Dr. Zhao focuses on understanding the contextual processes (family, school and broader society) that influence the ways school-aged youth construe and relate to others and society.Her research studies, conducted in North America and China ,explores one broad question: "Facing rampant achievement anxiety and social stress, how can educators and parents promote children's academic success and at the same time protect their mental health and socioemotional wellbeing? “ Dr.Zhao also develops preventive intervention programs to promote young people’s holistic development and increase their capacity for democratic participation and global citizenship. She currently serves on the editorial board of the Journal of Moral Education. She also consults for schools and community programs in Canada and China.

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