Not only is the center I visited state-licensed, it’s also nationally accredited. Most of the teacher interactions with children were positive, nurturing, and responsive to the child’s needs. But there were a few exceptions. A toddler put a stick in his mouth on the playground, and a teacher took it from him and threw it on the ground, saying, “That’s nasty.” No discussion.
The scheduled time for naps was over. One little guy was still sound asleep on his cot and did not want to get up. However, nap time was over and the teacher physically picked him up from the cot and took him to the table for snacks, where he sat crying loudly.
A teacher was holding a toddler who had become upset about his mother leaving him. He slapped her, and she put him on the floor, saying, “I’m done.”
What would you have done?
The center I visited in Virginia is state-licensed and is part of a national chain known for better teacher salaries and benefits and high program quality. And children were happy and busy during most of my visit.
But some of the preschoolers didn’t have enough interesting things to choose from during the morning free choice/free play time. The classroom was equipped and teachers were involved with the children’s play, but the teachers had not planned a teacher-led activity for this time.
The lesson plan posted in the room included only one teacher-planned activity for the whole day. Teachers in this room were not using the free choice/free pay time for intentional teaching and learning.
Without enough interesting activities to choose from some children were bored and aggressive with classroom materials and with each other, and teachers were busy with re-directing and guiding.
Do you see this happening in child care and preschools? Why?
When I visited a child care and preschool center in Virginia, toddlers, preschoolers, and pre-kindergartners cleaned and sanitized the tables before setting them for lunch. They put their own food on their own plates and poured their own milk. Teachers helped the children who needed it, especially the toddlers, who usually need a little physical support with holding, serving from, and passing bowls and pitchers.
Teachers sat at the tables and ate and talked with children, guiding them in sharing a pleasant meal and conversation, just like families do at home. Teachers use “family style dining” every day to help children learn self-sufficiency, social and conversational skills, as well as good nutrition.
After they were finished eating, each child cleaned up his own place. Teachers guided and helped as needed but didn’t do the work for children who were still awake and engaged enough to do it themselves. Why? Is that what you’ve seen preschools doing? Is that what you do at home?