Module 4: Observing and Interacting With Families of the Children

I returned to the first grade classroom I previously observed. It has been a wonderful setting to walk into. This teacher’s learning environment screams her advocacy for learning through play. Her reading area includes puppets, felt boards, comfy chairs, and is tucked away behind the class. There is a large group time rug, which you don’t see in a lot of primary grade classrooms (at least not ones I have seen). Her shelves are lined with learning games and toys. She even showed me her own closet full of “goodies” she uses as tools for learning. They are all toys and games/ activities that will engage her students in learning.

Last time I visited I left a survey with the teacher to pass out to the parents. I got 11 of them back. The survey was as follows:

1.     Do you have any concerns regarding daily structure, grades and test scores?

2.     How do you feel about the educational systems focus on academia?

3.     Do you have any concerns about your child’s behavior in and/or out of school?

4.     Would you like to be involved in advocating for change regarding those concerns?

5.     What resources do you have that you know of regarding advocacy?

6.     How do you feel about the recent changes regarding the longer school day, and recess?

7.     What are your thoughts on the concept of learning through play?

8.     Any other questions, concerns, comments, feedback?

After reviewing the answers I concluded that most parents are concerned with making sure their children retain as much knowledge as they possibly can. Some even went as far as stating they would like their children to be competitive in the realm of academics. They want their children to score the highest, ace everything, focus on reading, science, and math. Most parents like or “LOVE” the longer school days, and the given time for play- recess, so they are able to “get their wiggles out in order to focus on learning time.” The irony here is these are the same parents who seem to have trouble getting their children to focus on academic activities at home because all they want to do is play when they get home. There has to be a correlation there.

A lot of parents also commented on learning through play as “ok of a concept” or “there is a time for focus and a time for play”. Very few said things like “learning opportunities are everywhere” or “children learn through everything around them, so we, the adults just have to find those moments to teach.”

A few parents had concerns about the daily structure as far as children sitting at a desk for long periods of time. One parent took me aside and raved about this particular teacher. She loves how her daughter learns using games, songs, dances, books, etc. She went on, and on this, which was exciting to hear! She says her daughter has trouble sitting still and this teacher understands her in a way that keeps her learning!

The focus on academia was split just about in half. Parents like the boost in academia but some are worried the children are getting too much information at once so they aren’t retaining it all.

Lastly there were a lot of lunchtime questions. Lunch is very early, 10:30am! Kids are coming home hungry. I passed that along to the teacher.

 

 

Module 3: Interacting with Program Directors, and Administrative staff

For this module I interviewed the Assistant Principal, and one of the schools counselors/case managers.

The assistant principal was right on target with what the principal said in my last interview. She is definitely of the belief that play is essential for all children in all age groups. We discussed the faculty and their devotion to including play and engaging children of all learning types through various activities and games that are interactive and hands on. She feels too often children are expected to cut play off in their leaning process “cold turkey” when they reach primary grades. This thinking could hinder the academic learning. In order to reach academic goals, the state, and the system should understand that there is more to learning and development and the focus should not only be pushed towards the cognitive. A mention is made of CPS extending recess to incorporate more play, give the children fresh air, get more exercise, etc.

She informs me that they are not the only schools pushing for this, and shares a story of a principal who is actually resigning because of the issue.

As I walk into the counselor’s office I see a welcoming, friendly, playful environment. There are comfy chairs, pictures of problem solving and peaceful settings, child sized furniture, art supplies and yes, toys.

In her professional opinion, in regard to the focus on academics, the is pressure for children to sit still, listen for long periods, and raise their hand to speak is tremendous. Some children seamlessly transition into this, while others don’t. There are so many different styles of programs they come from. (Example: center based daycare/ preschool programs, home, Montessori schools etc.) She agrees with me in that this transition should be more a gradual one. This new environmental shock, in her opinion, is unhealthy. She has seen it lead to discipline problems in some cases. ELL students are dealing with learning a new language, and the pressure to perform and adapt to a new classroom setting. It can be overwhelming. I asked why toys were in the office and she brought up play therapy. I was so happy to hear that! Dolls, bean bags with emotions, and art all used for therapy, PLAY therapy!! (can I get an AMEN here?!)

She spoke with a parent who allowed me to sit in on an IEP meeting for her child. The child is an ELL student who came from a home based daycare who designed their curriculum around the Montessori model. The caregivers she have spoken to and taught her in Spanish, the family’s native language. She has joined the schools kindergarten program. She is struggling to speak in English, and is not used to the daily routine, and classroom etiquette/rules. When her teacher attempts to remind her of these things, the child responds by ignoring the teacher(while playing with books or toys in the class), becomes unresponsive, hits her peers, and  has on more than one occasion attempted to leave the classroom unsupervised.

Last time mom met with the counselor they discussed an individual education plan. A picture schedule was added to the classroom. This helped her understand the events of the day better. It was something they had in her last school so it also provided a sense of familiarity. The child asked for it. Mom and child were to adapt the take home activities into Spanish and English. The parents were to use both languages. The teacher worked with mom to meet with child and create classroom rules together, and present them to the classroom in order to give her ownership. These worked wonderfully as well. She took pride in her work, and using Spanish alongside English with her mother eased the transition a bit, helping her feel more confident in speaking English. For next time a friend she has made that is bilingual, and somewhat of an advanced reader will be paired with her for learning activities. The hope is that scaffolding will take place.

Insights I have gained are the school as a whole try to be a team, and stay on the same page as far as curriculum and incorporating play in numerous ways. They express a concern for children’s development in regard to play as a necessity for growth. I was extremely impressed that play is also incorporated into therapy when needed, and is available to connect with the children.  Also, I am beginning to see evidence of the ECE theorists at work in the schools, which is exciting!