Child Development Institute

occasional paper series

The Classroom as Community: IdeasFrom an Early Childhood Teacher

Jeannette G. Stone

The Classroom as CommunityIdeas From an Early Childhood Teacher

byJeannette G. Stone

Child Development InstituteSarah Lawrence College

Summer, 2000

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Table of Contents

Note to the reader ................................................................................v

Foreword.............................................................................................vi

Visit to a preschool classroom ...............................................................1

Leadership ...........................................................................................3

Knowledge of growth and development................................................3

Knowledge of curriculum.....................................................................4

Modeling .............................................................................................7

Postscript.............................................................................................9

Some final thoughts ...........................................................................11

Reading Selections .............................................................................12

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Note to the Reader:I have based my views on my l953-97 experiences as a preschool teacher,

administrator, and consultant—in cooperative preschools, Head Start pro-grams, a college lab school, and child day care centers, including special edu-cation classrooms. Children in these settings have come from diverse economicand ethnic homes and neighborhoods.

Staff members in centers for severely disabled children, as well as thosewith extremely limited budgets, may feel that particular realities prevent theiradoption of some practices described here—such as class trips or purchase ofquality materials, which can be expensive. I know how some teachers have tomodify their programs for practical reasons and yet how ingenious they are inupholding high standards.

I really believe that the basic philosophy in this paper applies to all facili-ties for children. All children attending childcare programs benefit fromrespectful teaching and they all belong to classroom communities, whetherthey are in family day care or in large inclusive urban centers. My hope is thatthey will enjoy learning to be together, in whatever setting they find them-selves; that they will thrive as individuals; and that they will take good care ofeach other.

As we entered the Millennial year 2000(both eagerly and soberly) my colleagues in edu-cation and I found ourselves thinking about theworld of elementary and secondary school ourpreschool students would enter before long, andwondering about the kinds of school childrenthey would become.1

We had been stunned by the hostile, occa-sionally violent, school behavior we had wit-nessed on TV over several months. We had heardstories of teenage scapegoating and bullying aswell as indifference or disdain from clique mem-bers toward other people. We had heard fromyoungsters that past experiences of being teasedand “dissed” by classmates had resulted in theirhumiliation and anxiety. And like so many otherpeople, we were puzzled and troubled.

Within professional early childhood circles,we had held to certain beliefs and had taughtyoung children accordingly. We had tried hardto help each child to feel valued and competentand to behave respectfully toward other childrenand toward adults. We had hoped that our class-rooms were microcosms of decent living, of fairplay, of communities in which all could thriveand participate. We also hoped that this kind ofearly education would continue to influence chil-dren’s thinking and behaving as they got older.

But now hard questions arise: had we beenunrealistic? One answer: even as a lot of aggres-sion and intolerance are acted out all through oursociety, other behaviors reflect people’s generosi-

ty, kindness and cooperation. One behavior is nomore real than another is. Yvette Richardsonasks this compelling question. “How do weshape classroom life to reflect a spirit of socialjustice and equality… of tolerance and respect?”

My own response is that it is crucial that pro-grams for children of all ages provide strongleadership and crystal-clear messages for bothchildren and their families. This is what webelieve in, this is what we work toward, and thisis how we want people to behave and to care forand about each other.

I believe that these messages are extremelyimportant and helpful to children, beginningearly in life, and that they must continue. Cop-out slogans (“kids will be kids” or “they’ll growout of it”) actually impede the development ofvalues like compassion and responsibility, bothat home and at school. All the more reason, then,for us to teach such values as compassion andresponsibility with conviction—because, in fact,we see how they serve to transform classroomsinto communities that work for everyone.

In this paper, I will try to describe a philoso-phy and set of practices by which classroomsbecome such communities. We will start in thepreschool—where we will see a good program inaction.

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1. “The Classroom as Community,” was the subject of a workshop conducted at the 1999 Summer Institute of theEmpowering Teachers Program sponsored by the Child Development Institute at Sarah Lawrence College in Bronxville, NewYork. This paper grew out of the presentations by Yvette Richardson and myself at that workshop.

Foreword

Visit to a Preschool ClassroomLet’s visit a group of three-to-four-year-old

children in a preschool classroom—housed in acomprehensive child care center in a mid-sizeAmerican city, in April.

Entering the room we pass, to our left, a petrabbit in his large floor cage—a beloved sen-tinel—and large, well-stocked block shelves toour right. On to a colorful House area furnishedlike a kitchen/ living room with dress-ups, asmall stove and refrigerator, and doll beds withdolls of all sizes and colors. Around to our left, achildren’s studio and laboratory area equippedwith a copious supply of art materials, manipula-tives, simple language and math materials; awater table; and a low shelf fitted out withplants, aquarium, magnifying glasses and relatedscience picture books. Here are two spaciousworktables: one to accommodate children occu-pied with self-initiated artwork, and the other,on this particular day, offering fit toys—puzzles,Lego sets. We notice an inviting book corner.Children’s artwork is matted and displayed onthe walls along with a local artist’s drawings andan abstract art print.

What captures my attention—besides thedynamic, comfortable classroom—is the natureof the children themselves. Sixteen in number,they were about three years of age (plus or minusa bit) when they arrived last September fromhome or from a toddler/Twos’ program. Now inthe spring, they are veteran preschoolers, andthis is how they busy themselves: four build withblocks—planning, arguing, trying out ideas;two paint at the easel; one designs a collage;three work side by side fitting wooden puzzlestogether; one constructs a Lego tower. A coupleof House players are “cooking” for a three-year-old Grandma feeding a baby doll in her lap.

Two blow bubbles at the water table. Theroom hums with talk, laughter, exclamations, ashout, a wail, teachers’ responses, conversationsand exchanges rising, falling, and unending. Thesame for clusters of children at the art and watertables, the science and book centers.

Ten minutes later some of these children willbe in the same places, deeper into intricacies oftheir work and play. Others will have moved onto different areas. They choose what they want todo during this play/work period of an hour ormore from materials set out by their teachers,often in response to children’s interests.

Are these children always friendly, purpose-ful, and cooperative classmates? Have they beenall along? How was it when they entered the cen-ter back in September?

Sixteen (new-to-school) Threes presentedthemselves during those beginning Septemberweeks in all styles and varieties: some curious,wide-eyed, eager; some apprehensive and uncer-tain; some sure of themselves; some aggressive;some wanting their Moms; some independentone day and crying for Mom the next; someactively exploring; some observing. Each wasengaged in his or her daily encounters with thisgroup’s personalities, confusions, shared pleas-ures, and growing connections.

The process of developing a classroom ofindividualistic children (many new to each otherat the start of a program) into a community ofchildren who regard each other with growingrespect, interest, and trust depends on theteacher or leader. When her goal is a classroom inwhich the children come to know and care abouteach other and develop mutual regard and con-cern, then she purposefully leads children overtime from the world of “me” to the world of “us.”

How does the teacher accomplish this goal?What are her strategies for planning, day to day?What does she have to know? What is the foun-dation upon which she builds this community?

I visualize the foundation as a sturdy plank,which I call Leadership, which rests on the follow-ing crucial supports:

1. Full, ready acceptance of the leadership role.

2. Knowledge of child growth and develop-ment: history, research, experiences.

3. Knowledge of early childhood education;of dynamic, appropriate curriculum.

4. Commitment to teaching by modeling:children learning from adult behavior aboutrespect for themselves, for others, and fortheir surroundings.

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Leadership

1. Accepts leadership role

2. Knowledge of �child development

3. Knowledge of�early childhood education

4. Teaches by modeling

Classroom as Community

LeadershipLeadership in early education programs

refers to the director of an entire center or school,as well as to the head-teacher of each classroom.These authority figures are most effective whenthey understand early education and develop-mental psychology, have plenty of experience inthe classroom, and believe in the benefit to chil-dren and families of strong leadership as well asfeeling responsible for providing it (a modicumof modesty and humor help, too).

A good leader is firmly in charge. She neverabuses power, but also never feels weak or apolo-getic about assuming it. She values the individ-ual differences among all persons under herdirection and believes in the dignity and respectdue each and every one. She feels responsible tothe entire group of children in the classroom, thestaff, and the parents. She balances her act—managing to clarify goals and rules even as sheprojects friendliness, good faith, and optimism.

An understated or tentative style of directionmight, by contrast, seem more flexible or laid-back to some but ultimately could confuse peo-ple, “muddy” the issues, and invite testingbehavior.

Harsh leadership is, of course, valued espe-cially by the harsh leader! It excludes democraticprocesses and may generate apathy or mutiny.

When I contemplate problems with weak orharsh leadership and teaching, I have to try thento define democratic, effective leadership. It isthis: effective leaders are notable for their knowl-edge and wisdom, their decision-making skill;their ability to listen, reflect, and communicateclearly, and to work toward mutually trustingrelationships. They establish and adhere to com-mon sense, humanistic standards for one and all.

For example: if bullying is going on and theperson in charge doesn’t like it (and we hope hedoesn’t), he takes steps to stop it. He explains hisposition and sets forth what is and is not accept-able. He follows that with clear, positive sugges-tions. No “double talk”, no confusing messages.This unambiguous, fair, firm leadership providessecurity and clarity for all involved, whether inpreschool or college, whether the group numbersl6 or l600. It provides the foundation necessaryfor the classroom to become a community thatworks for everyone.

Knowledge of Growth andDevelopment

Serious educators demonstrate strong, per-sistent interest in how children grow, how lifecircumstances influence their behavior, and howone’s teaching practices impair or enhance theirdevelopment.

There are many helpful sources of informa-tion about children’s ages and stages. Theyinclude textbooks, research reports, college andgraduate courses, conferences, and discussionwith mentors. It behooves teachers and directorsto perceive themselves not as already knowingthe field, but rather as lifelong learners of it. Awonderful resource for lifelong learning is analy-sis of one’s own daily experience. It might go, ona typical day, as follows:

How can I present alternative materials tothe children who felt today’s set-up at the sciencetable was too tough? Challenge is fine, but thiswas really too hard; it turned many of them off.Next time I will offer a much wider range ofthese materials.

The Katz and Chard2 project approach iscompelling, and we are talking about introduc-ing it this spring, starting with Fours and Fives.All of us on the staff are eager to learn moreabout it.

It would make sense to treat the children to asnack of blueberries before I read Blueberries forSal again; some of them didn’t know, today, whatblueberries were

I need to find out from Raymond’s fatherwhen the new baby is due. Raymond is having arough time these days, and we’d like to help himfeel better.

Recalling, reflecting, imagining differentscenarios, mulling over one’s observations of eachchild, contemplating the group’s total well-being: now you are your own special resource—able to integrate your insights and experienceswith the information available to you frombooks, journals, and colleagues.

As a fellow teacher might put it, you need toknow your “stuff”: know past and present childgrowth and development literature, first of all.You will want to learn all you can about thebasics of infancy and toddlerhood for back-ground. You need to observe children, not justcasually but with your eyes and mind wide open.

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2. Katz, Lilian and S. Chard. Engaging Children’s Minds: The Project Approach. (1989) Norwood, NJ: Ablex Publishing Corp.

You note differences among Twos andThrees, Threes and Fours, Fours and Fives—allgrowing, changing, edging forward in physicalskill, in language and intellectual development,and social growth. You know that Twos seekautonomy and can be quite oppositional, thoughendearing. You know that Threes are often“sunny” and are learning language in ways thathelp them make friends as well as understandstories. You know, too, that they can regress tobiting or whining, then leap forward to becom-ing helpful, polite, cooperative—sometimes allin the same day!

You are familiar with Fours’ uneven behav-ior: their humor (which can verge on colorful),their flair for cognitive mastery along with imag-inative and creative thinking; and their occasion-al bursts of emotion—expressing jealousy,sympathy, fear, or just delight in being alive.

You may look forward to the time whenFours become Fives, but Fives are still preschool-ers. Usually more stable, more reflective, morearticulate, more mature socially than they wereat Four, Fives can slide back just when you thinkthey’ve come such a long way. In general, theyrespond eagerly to kindergarten activities whichcall for them to pursue an activity with dili-gence, grasp an abstraction, concentrate, recall,cooperate, hone a skill, delay gratification, andspeak pleasantly—all of which were not solidattributes during their Four-year-old lives.

We adults can’t help feeling excited andgratified when children move ahead toward over-all maturation. They grow larger, stronger andsmarter. Their vocabularies burgeon. Theybecome more independent, more skillful, moreexperienced, and more organized. They’re ontheir way. But every so often they display a con-trasting developmental need: the need to regress.Just when they have succeeded in pleasing them-selves and us with their new accomplishments,they may turn back to whining, dawdling, act-ing helpless, sighing and crying out that theycan’t!

This kind of regression is a real, true devel-opmental phenomenon which builds up in chil-dren (in adults too, for that matter). As teachers,we find ways to accommodate children as theyrock along their uneven way—two steps forward,one step backward and then, of course, forwardonce again.

A concomitant of regression is children’soccasional need to slow down. It is the develop-mental need children have for consolidating theirgains, for feeling secure in their growth so farand for enjoying the sensation of mastery: “Ilearned how…. I can do this myself.”

Experienced teachers are patient while chil-dren rehearse and practice and repeat what theyhave learned to do. The curriculum can take on amore deliberate pace for a while. Children needadults who take all this seriously and accept theirbehavior, no matter how slow or uneven theirprogress seems to be. They want to be able totrust us to be understanding and good-humored.They benefit by our knowledge of human devel-opment and our faith that all will be well.

However, once in a while teachers reach apoint of wondering whether a particular childneeds to be observed more intently or possibly tobe evaluated by a specialist. The child’s behaviormay increasingly puzzle or worry us. It is a fineart for teachers, directors, and consultants toknow when to move from careful observation,analysis, and full exchange with the child’s par-ents, to a position of deciding that they are readyto proceed—in collaboration with the family—to seek special counsel.

Teachers and directors are obliged to thinkabout children in two parallel ways: (a) whatobservation reveals about the child in question,and (b) what general, current knowledge ofgrowth and development adds to good judgmentand wisdom about this child and all children.

Knowledge of CurriculumThe task of providing developmentally

appropriate education for preschool childrenproves to be complex and challenging. Thinkingback to what we know about children’s growthand development (upon which curriculum ispartly based), we can predict that a typical classwill include children in various stages of theirage group. A class of Fours, say, reflects develop-mental levels from Three through Five at times.Some preschoolers develop slowly, in need ofeasygoing activities; some race along, tacklingchallenging materials and projects with zest. Theteachers’ task is to value each child as is, observeclosely and try to respond to each child’s person-ality, cultural heritage, unique needs and capa-bilities—while at the same time attending toand engaging the whole class.

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Mastering preschool curriculum means thatyou, the teacher, visualize your program everyday and then prepare the spaces and materialsnecessary to bring it about (yet allowing plentyof flexibility in order to respond to children’sinterests and events in their lives). You maintaininterest in all you’ve learned about early educa-tion and how it differs from primary education.You have opted for a basic approach—perhapsthe developmental-interaction philosophy setforth by Barbara Biber.3 You stay current, aswell, with alternative systems like High/Scope,Reggio Emilia, Montessori, and others as prac-ticed in our leading college and university labschools, including those programs offered tochildren with special needs. Dynamic eclecticismgrows out of a lively, open-minded study of cur-ricula. Good preschool programs generally fea-ture a play period lasting at least an hour, alongwith story, group meeting, music, snacks orlunch and outdoor play. Daylong programsinclude meals, nap and self-care routines. Anenormous literature exists on preschool curricu-lum.

This paper is clearly not an attempt to sum-marize it or to offer novel ideas for activities.Rather the aim here is to look at ways children’sday-by-day experiences influence not only theirindividual progress and well being but also theirperception of themselves as members of the class.As time goes on and as individual needs are metwith warmth and respect, children appear able tomove out—toward each other—feeling safe, lik-ing the feeling of belonging together, and likingto play together.

Leading early childhood writers and practi-tioners believe that play is the core of the pre-school curriculum.4 Play is a word I want toqualify, however. To work well, play must be val-ued by the teachers as central to early educationand crucial to children’s learning and thriving.In order for everyone to enjoy it, play has to beconstructive; that means it must be kept track ofand subtly shepherded along. It is a travesty topermit play to degenerate into a chaotic free-for-

all. It is a travesty, too, for teachers to direct a“play” period in which young children areexpected to sit for long periods doing table work,and to limit approval to children who are niceand quiet.

There are common misconceptions aboutplay and “free” play. The term free play doesn’tmean kids are free to dash about, heedless of peo-ple and objects around them, with their teacherslooking puzzled or helpless. Free play means thatchildren are free to choose from a variety ofengaging, enticing activities prepared and setforth by the teachers for constructive use. It ismeant to be safe and fun and imaginative andpurposeful. “Learning through play begins early,close at hand, as the child explores and uses arange of materials in the classroom, as she comestogether with others to develop play structuresand scenarios.”5 Constructive free play needsteachers who are willing to work at it—to beavailable always for help, encouragement, limit-setting, interpreting. Sometimes a lot of guid-ance is needed; sometimes, little or none.Teachers tune-in even as they make sure not tointrude.

Things don’t go harmoniously or comfort-ably if the program is allowed to become toohard, or too easy or stagnant. Preschool kids needlots of great things to do. Again, you’re theteacher. Are there fresh science materials set-outto discover and explore? Can you provide waterand sand play every so often? Finger painting?Cooking? Maybe a pretend car wash with smallrubber cars in basins filled with soapy water or inthe water table—and then maybe a trip to thecar wash? How about other trips—to a florist,say, or a lumber yard, a bus station, a bird sanctu-ary, a big pile of leaves in the fall, or a buildingwhere there’s a spiral staircase? And back atschool you suggest that they try building a spiralstaircase with blocks. Some of these might bewalking trips. Have you had a chance to preparea couple of kits to carry out to the playground toenrich the outdoor environment as carefully asyou prepare indoors… a few tote-bins for differ-

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3. Biber, B., Shapiro, E.K., & Wickens, D. (l977). Promoting Cognitive Growth: A Developmental Interaction Point of View (2nded.). Washington, D.C.: NAEYC.

4. Van Hoorn, J., P.M. Nourot, B. Scales, & K.T. Alward. (l999). Play at the Center of the Curriculum. 2nd. ed. New York:Prentice Hall.

5. Franklin, M.B. (l999). Meanings of Play in the Developmental Interaction Tradition. Bronxville, NY: Child DevelopmentInstitute, Sarah Lawrence College, p.5.

ent days—some rhythm instruments to be car-ried to the yard on one day; or a supply of magni-fying glasses, paper, markers, scissors and tape onanother day; or rakes and tools with a gardeningproject in mind?

Curriculum isn’t limited to teachers’ plansand activities. It drops into our laps unexpected-ly for us to seize on if we’re receptive—as in thefollowing episodes.

A child stomps on a caterpillar during anafternoon walk. You’re the teacher. You use theincident to share your own feelings about caringtreatment of living beings. You’re not mad,you’re just clear. The child hears you—and so dothe others.

A child makes a snide racial remark duringfree play. You react. Not by scolding or shamingbut by telling the child and the other children,outright, that you don’t want that talk in thisclass because you believe that respect is due everyperson, here and everywhere. (What you saydepends on the ages of the children listening.But you use this unplanned episode to add yourconvictions and ethical standards to the chil-dren’s consciousness.) You try not to moralize oradd feelings of guilt to your message, but you arestrong. The children—often from varied anddiverse backgrounds—will remember what youhave said.

A child teases another: “You don’t have apapa.” Again, you, the teachers, talk to the issue:each family is different and each is OK… somehave fathers… some children live withGrandma… some stay with an aunt and uncle.You make it clear that you value each child andeach family in this class, and you expect peopleto treat each other with kindness and respect.

A child taunts another for “talking funny”.Your answer reflects your warm welcome of chil-dren and families from other countries—somespeaking language new to us.

It isn’t always quite this serious. There’s theMom who drops in unexpectedly one day with abasket of apples for the class. First of all, howwonderful to have a Mom visit! Then, “Shall weeat the apples today at lunch or make applesaucetomorrow?”

Spontaneous use of all such occasions bringsspice, vitality, and important content to our pre-pared curriculum plans. You, the teacher, keeptrack of each child’s activities and favored play-mates, each child’s history and evolving lifeexperiences, and each child’s health and develop-

mental issues. You support Threes and Fourswho ask how to write letters or to spell words, aswell as Threes and Fours who push trucks aroundthe room, hang out at the sand table, study themagnet set so intently every day, or dress thedolls again and again. You tune in to each child’sstyle of learning and thinking. And you gently,sensitively encourage next steps. Thus you areenabled to provide responsive, stimulating cur-riculum for this child—that child—eachchild—and for the entire class of youngsterslearning about each other, and learning to careabout each other and their surroundings.

Far from forcing friendliness and superficialniceties, a good teacher tries for subtle, dignifiedways to build mutual respect and camaraderieamong these young children. She gradually leadsthe children, day by day, into a widening percep-tion of their classmates—not only by her skillfulresponses to individuals but also by her attemptsthroughout the curriculum to foster their inter-relatedness.

Teacher at end of story: “What a great book!We brought it from the library yesterday—remember? You all were really listening justnow. What did you think about the turtle? Yes,let’s read it and talk about it again tomorrow. I’dlike to hear everybody’s ideas.”

Teacher on the playground: “Mike, you felloff the climber pretty hard, just now! Come siton the log with me… are you OK?” To childrencoming to look: “Yes, Mike had a fall.Remember that Seiko fell down last week play-ing with the big ball. It happens… Tony, canyou bring the tissue box over? We’ll stay here,Mike, until you feel better.” No cajoling, no neg-ative comments about tears. Instead: these thingshappen, and we take care of each other.

Teacher at circle: “Let’s take a few minutes totalk together about the problem at nap time yes-terday. Some of you were sleepy, and some of youwanted to get up and play. Right? I want us allto figure out how to solve this problem. You’regood at helping each other—what can we all doso nap works better this afternoon?”

When a child tells you—the teacher—atsnack that she likes the graham crackers, youenfold the others in a spontaneous talk fest:“Keisha says she likes these crackers… Jess, howabout you? And Terry?… No? How about Von?”On around the table. You respond to eachanswer; the children look from one to the other,following your lead. They become very aware of

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one another. Each person and each response, soimportant to you, now becomes important toeach and every one.

Such are the beginnings of the classroom ascommunity. The seeds of compassion and respon-sibility are being sown.

ModelingIt takes a while. Young children have a long

way to go on their way to becoming compassion-ate, responsible members of a group. They needtime to live through childhood egocentricity,immaturity, and inexperience before cominggradually to the point of regarding other peoplewith interest and respect, assuming that is theideal held by the adults around them.

Children learn to respect themselves and oth-ers as they approach school age, not by our ser-monizing or by venting frustration with theirnaturally slow pace, but rather by our showingthem what respect feels like and sounds like—byour showing respect to them, first of all.

One hears a lot of “lip service” paid to theconcept of respect. Many teachers and parentstalk about the necessity for children to showrespect to them, and they are quite serious aboutthat. However, attitudes and expressions ofrespect start with the grownups and then trickledown.

Children listen to us, observe us, and imitateus. What teachers do, how they do it, and howthey speak to colleagues, to parents, and to thekids themselves, all constitute role modeling—modeling of responsible care of the environment,self-organization and self-discipline, respect foroneself and for others.

Respect for young children means that you,the teacher, project in the daily schedule yourunderstanding and acceptance of children’s needsto play, to pretend and to choose their activities.You accept their need to learn by discovery, bytrial and error and from information at hand.They need to talk, to work hard, to create, tosing, to move around, to be read to, to rest, torun, climb, jump, to get messy and to clean up(with help)—and to enjoy nutritious food withfriends and classmates. Respect for young chil-dren means that you create safe, appropriate,interesting surroundings in which children arecomfortable and unhurried at the same time asthey become engaged in a wonderful variety ofthings to do and to learn.

It’s a matter of balance. Many Twos andThrees like the simple satisfaction of getting toknow where things are in their classrooms andfeeling cozy and at home there. Older Fours andFives like more novelty, more challenge andadventure.

The large furnishings of a classroom,whether for younger or older preschoolers, estab-lish sturdy, reliable places for things. Blockshelves go here tables and chairs there, art sup-plies near the windows. It’s what’s in and on thesebasic pieces that can offer variety, stimulation,surprise and pleasure.

A respectful teacher is willing to spend thetime and energy it takes to add to, change, andrefresh the room’s supplies. She has learned thatalthough constant, mindless switching thingsaround is unsettling, a never-changing set-up isboring and fails to nourish the children estheti-cally and intellectually. The teacher expressesregard for each child and for the group by pro-viding the most interesting environment possi-ble.

The job is to keep fascinating ideas andactivities flowing. February rooms need to lookdifferent—more complex and challenging—than they did last October.

Rotation is the key. Storage space is everyteacher’s base of operations, whether one has cab-inets and shelves (out of children’s reach) or isreduced to storing supplies in cartons in one’s cartrunk. Rotation depends on storing some materi-als and putting out other materials. And it goeswithout saying that putting everything, or toomuch, out is very poor practice. Less is more—that is, more easily perceived, organized, andmanaged successfully by the children.

I think that toys and materials are like “text-books” of early education and that it behooves usto take respectful care—and to model suchcare—of the classroom environment. Thatincludes supplies and materials and all contentsof the room.

For example, furnishings fit the children:chairs not too low or high; sturdy, clean tablesdesigned for average heights in this group; colorspleasant, not strident.

Bookshelves display appropriate, high-qual-ity children’s books—with newer selections ofbooks rotated every couple of weeks along withold favorites. A sign of disrespect would be a

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shelf of torn books or those displayed upsidedown, or a book selection that never seems tochange.

Dress-ups are fresh and clean, with new anddifferent items like vests, boots, or scarves addedevery so often to spark dramatic play.

Manipulative sets, for table work, are kept inclear categories. No Legos in with the bristleblocks! Some sets can be put aside and storedpart of the time—rotated with alternatives sothat shelf displays always look inviting. Store themagnets, bring out the color forms and rotatetinker toys with hammer-nail sets, etc.

You and the children thrive in a classroomwhere things that have become old hat arephased out for awhile, to be replaced by differentor recycled materials to refresh the scene.“Look… here are the bean bags again. And thehollow blocks are back.” “Remember that bookabout the boy’s fifth birthday? It’s on the book-shelf today.” Then block building, or reading,can take off with fresh enthusiasm.

The kids need not view all this as magic.They can be in on your rotation plans, and per-haps they can make suggestions or help carrybins. However, the basic decisions and timeta-bles for rotation comes from the teachers.

The ways in which teachers present easelpainting can indicate respect for children’s work(or lack of respect). Fresh paints and clean brush-es at the easel are an example. The same red-blue-yellow pigments, week after week, losetheir attraction and limit experimentation. Aftera time, try setting out paint colors liketurquoise, peach, ocean blue, lime, lavender—increasing and varying colors as the year pro-gresses, especially with Fours and Fives. Vary theshapes of easel paper: rectangles of course, butalso circles and triangles. Brushes and papershould be large through most of preschool, butsurprising the kids with 9 x l2 paper and small-tip brushes can set off a burst of creative energyon a rainy day.

About rainy days: special shoe boxes or binswith supplies saved just for bad weather can be agreat treat and an educational enrichment forchildren and teachers alike. However, it takesadvance preparation. Some teachers save tablegames for bad weather; some introduce safe pre-school sewing kits with burlap, yarn, and uphol-stery needles; some like to present special artsupplies such as eyedroppers, paper towels, andbright tempera paints. Whatever it is, it’s fun

and stimulating. You’re ready for March mud orApril showers, when fresh ideas will help chil-dren work and play constructively. They feelgood about being in this classroom. They feelcared for and respected—and feeling that wayhelps them to behave in the same way.

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By March and April, teachers will have beencommunicating their values and information forseveral months of the school year. Children learnfrom what adults say and from how they say it.Teachers have enormous influence on children’sbehavior by speaking directly and honestly tothem: modeling with words and manner howpeople deal with each other with respect, just asthey would like to be dealt with.

Sad to say, one hears disrespectful languagedirected to children all too often. Grownups barkcommands, scoldings, and criticisms. Whetherthis happens because so many adults are stressedor overwhelmed, or just careless and insensitive,a tone of combat is set. However, experiencedand wise teachers and parents have shown dayafter day that it is possible to speak respectfullyto children even when one feels worn down, ifone believes in doing so. Adult courtesy is theonly way for children to learn courtesy. Adultconsideration for others is the only way for chil-dren to learn considerate behavior. It is the samewith all behaviors. Honesty begets honesty.

Teachers’ consistently lowered voices helpkids learn that you don’t have to shout. (Yes, ofcourse one has to speak loudly on occasion, butnot all the time!) Grownups who help childrenput away toys may be subtly teaching how toarrange objects into orderly categories, but theyare also modeling ways to extend a helping hand.

Let’s say a problem erupts in a Fours’ class-room. Teachers, you’re the models for resolvingconflict. If you get mad and yell, the childrenwill follow suit. But teachers don’t have to scold,shame, threaten—which don’t cure misbehavioranyway and don’t teach how to behave in thefuture. Instead, when you model ways that clear-ly demonstrate your beliefs (taking a firm, calmstand against hurtful behavior, sharing your con-cerns or wishes with the children, stating yourreasons and rules) you are modeling effectiveways to solve problems. And I hope you use yourhugs, your support, your willingness to listen,your protection, and your respect for them!

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One hears parents and teachers—often over-whelmed by troubles in their lives—speak tochildren in ways that come across as belittling, ashostile, as put-downs. “Stop acting like a baby.”Or, “You did that on purpose.” Or, “Do you wantme to bite you to show you how it feels?” Or,“That’s not nice!” Or, “If you keep doing that,I’m never bringing you here again.” Or, “We’renot going to have any time on the playgroundtoday because you didn’t pick up your toys.”Blame, blame, scold, scold. Blaming and scold-ing fail to accomplish what adults want toaccomplish—which is to persuade children tostop, listen, and redirect their behavior. Blamingand scolding fail to show children how to dothat. They merely express adult frustration andanger. There are much more effective, andrespectful, ways to speak to children.

“No, I won’t let you do that, but tell mewhat’s the problem…. I promise to listen.”“What else could you do? …let’s think about it.I’ll help you both figure this out.” “Donald! Tellhim with your words! Luis, Donald has some-thing to say to you.”

“My job is to keep you safe—to keep every-body safe. I want you to help.”

“You people have five minutes to put awaythe blocks. I’ll help you start.”

This kind of communication models reasonand courtesy; it provides kids with an effectivemodel for the times when they will need to workthrough frustrations and conflicts on their own.It communicates to the children the fact thatthey can trust you—you’re on their side, notagainst them. You may not agree with, or per-mit, what they’re doing, but you’re still on theirside. Besides, you’re not standing over them. Youare down face to face with them, on their level—serious, sympathetic, supportive.

The seeds of compassion and responsibilityare being sown.

PostscriptThere are a few children for whom all of this

is not enough. Not often, but every now andthen, one or two show up in our programs soenraged or so pained and disorganized that theyseem compelled to disrupt, shriek, and strike outno matter what the circumstance. It is with thesemost challenging, provocative kids that teacherstry especially hard to maintain their professional-ism. It can seem hard to speak with respect,

courtesy, compassion and patience to a child whocontinually hurts other children (or adults) andwho trashes the classroom—who scares the otherchildren and who has a way of eluding his teach-ers.

Before seeds of compassion and responsibilitycan be sown for these children, teachers have tosow seeds of safety and order. They are obliged tospend much more time with these one or two(even three) kids than with the other children.That may seem unfair; but in fact all children ina class benefit from the teachers’ control of prim-itive misbehavior, and they learn that the teach-ers are always fair and respectful with everyone.

It is often possible, over time, to takehumane control of a wild, acting-out child andlead him or her up the steep ascent toward self-control. You make sure to greet such a childimmediately as he enters the classroom eachday—offering him a snack or a toy he likes sothat he doesn’t begin his day by aimless wander-ing or trashing. You stay close. This is where astrong assistant or additional aide or volunteer iscrucial. Teachers in these situations find them-selves making a very strong pitch to their admin-istrators for extra help. Classroom safety andorder are at stake.

One “stays close” to an acting-out child, notwith clenched teeth and a combative attitude,but rather with the unflappable conviction thatyou, the teacher, are always in charge and that heor she must accept your authority, learning bet-ter ways to behave in this classroom. And thatyou believe in the child’s capacity to grow andlearn. When kindness and good-natured helpful-ness go along with firm teaching, the child andall of the other children can trust you. Trustopens the door to growth.

So, with courtesy, compassion, and respect,you lay down the law and help this child live byit. You help by staying nearby; by interveningimmediately with, or stopping, major aggres-sion; and by honestly praising him for non-aggressive, acceptable behavior. (You may haveto be on the alert for that ”good“ behavior sinceit may happen all too seldom….but it will hap-pen, and then you let him know how much youvalue it.)

“That’s an interesting way to start a blockbuilding!”

“No, I won’t let you knock down Jamal’sblocks… please put them back where he hadthem. Come on—I’ll help.”

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“It’s your turn to help Mr. Johnson push thelunch cart down the hall to our room today. Heknows you do a good job of steering and thatyou’re very strong.”

“I want you to stop running in here. You canrun when we go outside. Right now I want youto help Jess wash the big paintbrushes. Do youwant to wash off the easel too? Great…that’ll bea big help to everybody.”

“I need to have you here with us. Come sitbeside me while I read the story. No? Then Mr.Lorenzo will read the story and you and I will gosit in the hall. It’s story time now, for this class,and that’s what’s going to happen.”

Over weeks and months, you sow the seeds ofsafety and authority. Then will come the devel-opment, necessary for community life, of com-passion and responsibility.

Every few years, it seems, one faces a child sotroubled, so embattled by circumstance, that heor she cannot find a way to live with others in theclassroom. If, after enormous effort along withongoing consultation with his family, this childhas been able to make no progress whatsoever,one may have to suggest referral not only for spe-cial help but for placement in a different setting.The hope is that the child and his family willfind the help that is so urgently needed. This canbe a very difficult and sad time for everyone.However, the health and safety of the other chil-dren in the class must be of first importance.

We always hope that we learn through suchexperiences, and that these children and theirfamilies carry with them a memory of caringconcern.

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Final ThoughtsThe quality of leadership I have described, in

good teachers, administrators, and other staff(including bus drivers, cooks, custodians, andoutreach workers), demands a great deal of us. Itdemands more selflessness, more time and ener-gy, more stretch and reach than we can alwaysmanage. Many teachers observe that childrenseem much more troubled—and troubling—than in former days. I know from my own experi-ence that the scope of our work is enormous, thatwe try to hold to our standards, that we all havegood days and bad days, and that excellence inteaching is not easy to maintain.

Early childhood teachers work for long hoursfor terribly low salaries. We’ve been faced, his-torically, with a limited public understanding of

what we do, why we do it, how we do it, howwe’ve been trained, how much we know, and theextent of our contributions to families and com-munities. Perhaps a much fuller public compre-hension of early education is on its way. There arehopeful signs.

Even acknowledging realities, I will alwaysbelieve that our efforts to achieve excellence inteaching are worthwhile. Why would we settlefor less? The inner rewards and feelings of profes-sional growth are wonderful. The children in ourcare seem to thrive. As teachers of young chil-dren, we hope that as these youngsters growolder, parents and teachers will continue to pro-vide strong leadership. Thus we help thembecome respectful of others, confident, andresponsible adults.

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Berk, L.W.& A. Winsler, (1995). Scaffolding children’s learning: Vygotsky andearly childhood education. Washington, DC: NAEYC.

Coles, R. (1997). The moral intelligence of children. NY Random House.

Comer, J.P. (1997). Waiting for a miracle. NY: Dutton.

Greenman, J. (1998). Caring spaces, learning places: Children’s environments thatwork. Redmond, WA: Exchange Press, Inc.

Katz, L.G. & D.E. McClellan. (1991). The teacher’s role in the social development ofyoung children. Urbana, IL: ERIC.

Paley, V.G. (1992). You can’t say you can’t play. Cambridge: Harvard UniversityPress.

Tertell, Elizabeth A., S.M. Klin & J.L. Jewett ed. (1998). When teachers reflect.Washington,D.C.: NAEYC.

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Suggested Readings

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Jeannette Stone has worked in early childhood education since 1953teaching nursery school and Head Start children. She has written for Head Start andthe National Association for the Education of Young Children, and has participatesin the production of many teaching-training films.

Ms. Stone has served as a childcare administrator and consultant and has traveledextensively to children’s centers around the world. In 1974, she joined the psycholo-gy faculty at Sarah Lawrence College as director of its Early Childhood Center.

After her retirement from Sarah Lawrence in 1982, she taught early childhood edu-cation for several years at the New Hampshire Technical Institute in Concord, andhas continued as a childcare consultant and writer in New England.

The Child Development Institutewas established in 1987 toenhance existing programs in child development at Sarah Lawrence College and toserve as a base for new activities.

Through its ongoing programs, conferences, lectures, and films, the Institute continuesto serve as a resource for professionals in child development and education.

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Child Development InstituteSarah Lawence College1 Mead Way Bronxville, NY 10708

www.sarahlawrence.edu/cdi