I work as an early childhood education coordinator/consultant and have been in the business of early ed for (GASP!) 49 years. When I visit preschool, day care, or Head Start classrooms,  I try, as we should with our children, to look, for, and find strengths and needs (weaknesses, mistakes) and then try to help teachers use their strengths to make improvements in performance. Last month I visited all the classes in a faith-based preschool program and found amazing learning and teaching in every room. Here’s what I saw:

• A middle-aged man as a permanent volunteer in a class of four/fives. Intergenerational and rare male influence in the preschool environment.
• A teacher who set up a “knock down zone” (empty space on the carpet which no bodies could occupy but the deconstructor) so children could see what happened to their block creations when they fell. Safety + ACTIVE LEARNING!
• A classroom of 3’s celebrating the Teacher’s birthday and discussing how old she might be with all answers accepted. Emotional environment of community, love, humor, and learning about estimating, counting, comparing, and respecting opinions.
• A Teacher who was assigned to afternoon extended hours duty who took the time to alter her classroom and materials developmentally so her classroom for 3’s might be used for children of various needs and ages. DAP Excellence.
• A Teacher who holds “Mystery Reader Tuesdays” with a secret guest who comes after lunch to read to the class. Anticipation, guessing, easy transition/clean up, and instilling the joy of literacy.
• Tables angled to create a snack/lunch/table work experience in which all children can see each other and have meaningful conversations while eating and working. A trick of the trade not just to make the space more usable, but a way to encourage language and sharing of ideas.
• A bulletin board for parents in an infant room listing the schemas of child development and an actual learning plan with developmental objectives. Creating a partnership with parents, offering information to parents new to the game, and a teacher who understands the importance of early early education.
• A classroom full of seat belted young toddlers at a semicircular table painting with brushes and tools and not being pestered by teachers saying, ‘no, no – not in your hair, face, friend’s arm’. Free expression and ownership of the learning.
• A Teacher who read a “Pete the Cat” book only on the days a child frightened of Pete was absent. Personalized learning and great emotional environment system.
• Teachers in a 2/3 class smoothly, calmly, and safely handling a diaper-changing, easel-painting, truck play on the floor and puzzles on the table “Center Time” in which there were no tears, a wonderful conversational tone, and both adults practicing ACTIVE LISTENING techniques. DAP at its finest.
• A class of 4/5’s using lunch time to listen to a recording of their own voices practicing for a holiday program and talking with the Teacher and each other about it – without having to go through any more actual rehearsals. Developing listening and language skills without having to corral active 4’s or forcing them to ‘perform’.
• Teachers in a 2/3 class separating the group by gender with the boys inside the room working on a holiday craft and the girls outside in the nature center digging in the dirt. Excellent organizational technique and a wonderful way to lessen the stereotypical choices we (and sometimes the children) make.