Open Discussion Forum

  • 1.  The Pinterest preschool Trap

    Posted 05-20-2019 09:15 AM
    hello fellow early childhood educators!
    I joined NAEYC last Fall, and was lucky enough to live close to DC, and attend the annual conference. For me, this group has been life changing & soul saving! I started preschool teaching because my children's old preschool needed substitutes, and they often reach out to interested, some what experienced moms to fill sub spots: already familiar, like having a part time job that does not conflict with the needs of our elementary age children. I thought it would be perfect, since I have a masters degree in Human Development, and wrote my thesis on the correlates prosocial behavior in toddlers. However, my perspective on preschool's main task, supporting language, emotional and social development and school readiness, often clashed with the the other teacher's objectives.  I was dismayed by how often the complaint that a child with disruptive behaviors was impacting the other children's ability to learn and move more quickly through projects that really were better suited to kindergarten.  My heart sank when dual language learners were labeled "problematic because they would repeat what the teacher said and not listen quietly and raise their hands.  And I was frustrated at all the unpaid hours teachers put into projects, themes and play props, and the tendency to cut freeplay outside to finish "important projects."  To my eyes, the free play time was the most essential classroom time they spent! Not only were they developing fundamental skills that support school readiness - emotion regulation, communication, peer interaction, but it also gave me time to watch them, and figure out how to best guide their individual developmental pathways.  If a child never played with blocks, what could I bring to the block area to key up thief intrinsic motivation? Most of the time, just planting myself in the block play could bring new faces, and then I could quietly duck out after play was solidly on course. A child who never would free draw, and refused art projects? Maybe drawing action while they narrated the plot line for me to write down was just the scaffolding needed to nudge their inner artist and feel secure in their creative ability! 
    An dual language learner repeating exactly what I just said, but not raising a hand first- my heart flip flops with joy knowing this child now feels secure enough to practice their English out loud in front of peers and teachers, a bold and necessary step on the pathway to school success! 
    My different teaching objectives began to make me feel like a fish out of water, some times even like a co-conspirator with the children, bidding my time through Stressful, taxing lesson and circle times until we could really get living and growing outside.
    The most difficult conflicts I found were the communication about developmental red flags that should be brought to the attention of parents.  The lead teachers seemed most concerned with fidgety, impulsive children- these were the kids I would want to move slowly on. Before telling a parent about difficulties sitting still, I would want to restructure listening periods add more activity and offer some fidget supports and try to bring out wanted desire with attention, and let disruptive behavior fizzle out with adding a spotlight of class attention to it.  I was more concerned with children who seemed unable to join in play, or engage in age appropriate communication with peers- was this solitary child engaged in productive solo play, or were they showing signs of anxiety or repetitive behaviors? How was their eye contact?  These concerns were often kept to the classroom, so as not to worry the parents about something that may not really be a red flag- why say something when we did not know for sure?  Here, I felt I was often unable to play my most important role as an early childhood educator, the role of early screener ( not offering diagnoses, just letting parents know what we see in the classroom - contrast between home and school is an important aid for understanding children's developmental pathways).
    Then I found NAEYC, and my experience from research in child development suddenly felt at home and meaningful- the schism between the study of development and classroom practice was connected and mutually enriching!!
    Standing back and looking at preschool classrooms, my concern is that we often put the project before the individual- and I am going beyond process over product here.  I think many of us turn to Pinterest and seasonal themes for classroom activity BEFORE we turn to the class itself!  The best book or project in the world can be superficial if you are struggling with anxiety, or the need to bridge the distance between what you think and what you can communicate out loud to a teacher or friend!  Pinterest is a super valuable resource, but it is geared toward great photos, not development or relationships ( relationships are one of the greatest fuels of individual development!).  Reaching for Pinterest before reviewing classroom personalities and passions short changes the potential for classroom projects that are deeply meaningful.  More over, it can inflate our perceptions of developmental readiness, pushing projects that look great, but offer too little experimental, hands on learning, or frustrations when only the most skilled peers can complete them without tears or stressed out teachers trying to to too much all at once ( you know those moments- when the Mother's Day handprints just have to get done today, so it can be dry by tonight when we are planning on framing it, hot gluing it, or "modpodging" it at home, and we just don't have time for Susie, Ella and Sarafina's "best friend bickering" or Noah's temper tantrums over Felix and Jackson knocking down his block towers... ).
    I'm wondering if other NAEYC members share my concerns.  How can we get the spotlight back on the children and DAP curriculum and off of Pinterest without getting making other teacher's and director's feel insulted or undercut? I have a lot to learn here, I consider myself a classroom baby ( 4 years assistant teacher, no lead experience, in an adult developmentalist/researcher's brain!

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    Margro Purple
    Rockville MD
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  • 2.  RE: The Pinterest preschool Trap

    Posted 05-21-2019 06:07 AM
    You are so spot on. I have been a Director for 17 years and my program has evolved from what you describe you were concerned about to a child-led environment. Gone are the days of sitting still and doing group art projects. Because of that, we have less behavior issues, less injuries and happier children and parents. Fortunately, most of the centers I engage with regularly are doing the same thing. You may need to find a center that has the same goals and beliefs that you do. They are out there. The only way to change the centers with old school beliefs is for someone of "authority" (Director, Board, parents) to say " this isn't OK, we need a change". Otherwise, people will keep doing what they are doing.


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    Janelle Schmidt
    Director
    Bel Air MD
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  • 3.  RE: The Pinterest preschool Trap

    Posted 05-21-2019 08:41 AM
    Hi
    I would love to carbon copy you.  I work in EI and I observed many of the same things you did when I'm in daycare centers. 
    Keep going those children need an open minded teacher like yourself!! Keep up the great work!! And love them.

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    Lisa Bond
    Elizabeth NJ
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