Note: It’s the start of another new school year and once again, my thoughts turn to all of the children who are starting school for the first time. But I also can’t help but think about those children who are making the big transition from preschool to kindergarten. As we all know, it can be a big adjustment for many kids.
Last year I wrote a post about my great-niece’s first day of preschool. For those of you who may have missed it, we are posting it again with a post-script of sorts (except that it’s at the beginning and not the end). I am happy to report that my concerns about her adjustment to preschool were not realized. Addison had a good year in pre-k and learned so many of those critical social-emotional skills that put her in good stead to make the most of kindergarten. Here is a picture of her on her first day at “the big school” – still ready for school and raring to go!
I am not a big fan of summer in Virginia. It is too long and it’s too hot. However, there is the part of me that looks forward to the end of the school year because it means that there aren’t as many cars or school buses on the road. And parking downtown where I work is much easier.
The other day I was sitting at my desk bemoaning the fact that school was back in session (yes, my children are grown), which meant that my commute took longer and I had to walk three blocks in the muggy 90-degree heat to get to my office. But then I heard my phone ping and I saw that my sister had sent me a picture of my great-niece on her first day of preschool. As I looked at the smile on her face and the twinkle in her eyes, I knew that she was raring to go.
My first thought was, “Addison is ready to take on the world” and that made me happy. My second thought was, “I sure hope she has a good teacher.” This thought was a bit worrisome because she has not experienced out of family child care and we know that a child’s adjustment to and experiences in preschool can greatly shape how they feel about school. I wanted to find out the name of her teacher and send her a Pre-K CLASS Dimensions Guide!
As early educators, we know that all of the domains of the CLASS are important. However, I would contend that Emotional Support is the most important domain to focus on at the beginning of the school year. I looked at this photo of my great-niece and thought about how her teacher would develop relationships with a room full of 4-year-olds.
I wondered what she would do to make the children feel safe and secure. If Addison missed her Mommy, would she notice and comfort her? Would she be able to read the children’s cues to see if a child felt uncomfortable? Would she build relationships by watching the children play and follow their leads? All of those questions swirled around my head.
For Addison and all of the children around our country who are experiencing school for the first time, the steps the teachers take now will impact them for years to come, for a long time. And while my sister reported that Addison had a great first day of school, many other children may have felt less secure in their new classrooms. So I’d love to hear from you:
How do you build relationships with children at the start of the school year?
Knowing that approximately 25% of children under 5 come from homes where Spanish is the predominant language spoken, we were pleased that Lisa White, a researcher at American Institutes for Research, was willing to speak with us about her study that compared the CLASS with the CASEBA, a tool designed to assess quality in classrooms serving dual language learners. To learn more, read on!
The time has come for hard conversations.
That’s the feedback we have been receiving from educators across the country. There are plenty of tough conversations educators are trained, taught, or feel equipped to handle with children and families - gently bringing up a developmental concern, facilitating a disagreement between students, or explaining what happened with the classroom goldfish are all part of a day in the life. But in the last year, since the killing of George Floyd and other Black people at the hands of police, educators are increasingly asking for help in communicating more comfortably with young children about diversity and difference.
We’re still soaking up the wisdom shared by our many, many excellent speakers at the spring 2021 InterAct Summit. From its inception, Teachstone has been an organization based in research. Because the CLASS is reliable and valid, teachers and programs trust it to give meaningful, accurate, and actionable information. To learn more about the current work being done in the field, we invited co-founder Bob Pianta to give an update on new research findings.
I was supposed to be an architect, instead I was a teacher of young children; it felt like my calling.
When I started my coursework, they tasked me with visiting multiple classrooms. It overwhelmed me when in some classrooms, children were crying, teachers were frustrated, and no one seemed to enjoy the day. I thought I had made a mistake. Thankfully, I had a professor who inspired me to continue. Instead of feeling overwhelmed by the behaviors I observed in both children and teachers, the professor charged me to uncover the root of those behaviors.
And so, my journey to support social-emotional development began.