SEEC SHARES: Kicking Off the New Year

It being September, it seemed like a perfect time to examine how our faculty is transitioning into the new year. Like most classrooms, SEEC is busy getting to know their new students and families, and helping children get accustomed to new routines and expectations. I hope you enjoy reading about some of their unique approaches.

Getting to Know Each Other

3Our threes and fours devoted an entire day getting to know each other. They kicked things off when the PreK-4 class received a photo of a friend in the PreK-3 class and were asked to match the person to their photo. Once they found a match, the two classes practiced walking on trains. At SEEC, our classrooms walk, holding hands with a partner and positioning teachers in the front and back — like a train. They chose the National Gallery Sculpture Garden as an outdoor space to play team building games with a long, stretchy rope. After which, they read a book about friendship. The PreK-4 classes ended the day by giving their younger friends thank you cards.

Team Building and Classroom Culture

1 In keeping with our emergent curriculum, another PreK-4 class decided to work as a team and spent the morning discussing school year expectations. The educators were careful to record the children’s thoughts as well as their own. They plan to use this discussion as a permanent part of the classroom and the foundation for a successful school year. My personal favorite part of this lesson was that they solidified this idea of teamwork by visiting an exhibit at the American History Museum illustrating how to make a circuit. Students had to make a

1connection with their bodies between two metal poles to complete the circuit.

Getting to Know Ourselves

The toddler class began their second week of school by exploring their hands and feet. Not only was this an important way to learn about their own bodies, but it was a way to underscore their classroom routines. In this case, the teaching team emphasized hand-washing (a new independent activity for the toddlers) and walking on trains. It was also an opportunity for the class to practice using their “walking feet” in the museums and on the sidewalks.

Routines

2SEEC is lucky to have both an art and music educator and the first few weeks of school are always spent getting to know our newest students in the infants classrooms. This allows the children to acclimate to their daily routines and slowly get to know and build relationships with our enrichment staff.

Community

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To get an overview of the Smithsonian community, kindergarten visited the Castle where there are small displays from most of the museums.

Our kindergarten class, which often includes students new to our school, spent some of their first days getting to know their community. While we are lucky to have such a large campus to explore at SEEC, I know that is not the case for every school. However, I love the idea of learning about one’s community both inside and outside of the school walls. Such an exploration opens up opportunities to explore natural surroundings, get to know people who work at the school, to visit nearby businesses, or to observe the roads and vehicles nearby.

 

I hope you have enjoyed reading about some of our approaches to launching a new school year. Hopefully your year is off to a good start too. As always, please feel free to share your thoughts and ideas here.

Originally posted September 2017.

Top 5 – Back to School Edition

Fresh pens, paper and backpacks at all the stores. Heavier traffic in the mornings and afternoons.  Cooler weather.  All tell-tale signs of another school year beginning.  We’ve compiled a Top 5 list of Back to School ideas, which will hopefully inspire you and get your school year off to a great start!

1. Nose wiping station.  The start of fall brings refreshing breezes, but also germs.  We love this idea for a Nose Wiping Station that we found on Montessori Mama and How We Montessori.  Pick a corner of the classroom and set up a shelf with tissues that the children will be able to reach.  Hang a mirror above the shelf so children can see themselves as they wipe their nose to make sure they clean it sufficiently.  Not only will this station keep germs from spreading, it will also encourage self-help and health skills. (Image from How We Montessori).

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2. Class collage. This SEEC 3-year-old class made a class collage at the beginning of the year to honor individuality while also creating a classroom culture. Using collages are a great way to talk about multiple, unique parts that make up a whole. The class visited and observed “Dam” by Robert Rauschenberg at the Hirshhorn Museum and Sculpture Garden, and made their own class collage, complete with photos of their faces.

 

3. Documentation.  Documenting can seem daunting when you’ve got so many other things going on at the beginning of the year, but these ideas could make it easier, while making learning more visible in the classroom. The image on the left is from the TransformationEd blog and features their Rabbit Road, which depicts their learning process during their inquiry on Rabbits. Displaying the journey on a linear road is a concrete way that children can see their work over time as they explore a topic.  The image on the right is from the Science Notebook, Teaching, and Technology blog, which depicts another documentation idea – choose a space in the classroom (that children can see) to display blank sheets representing each month of your school year.  At the conclusion of each month (or throughout) add images or work that share what the class has been doing.  Keep them up all year long, even as you switch out other displays and documentation, to help children see their work and progress over the whole school year.

 

4. Organizational hacks.  In our opinion, there are few greater feelings than starting a new year with an organized classroom.  This yahoo list has 15 organizational hacks from around the web that will help you feel fresh and ready. (Image on left from Motherhood On a Dime, image on right from Organized Cassroom)

 

5. Exploring Questions.  Fostering a sense of wonder and curiousity is something we take very seriously here at SEEC.  One of our four-year-old classes spent a considerable amount of time exploring questions last September and October to set them up for an inquisitive year.  To read more about their unit, click here.

 

For more Back to School ideas, visit our Pinterest board here.  Happy Back to School everyone!

Easy At-Home Learning: Architecture

Why Architecture

As a parent, I am always on the look out for fun and easy learning opportunities. While I was scrolling through my Facebook feed, I noticed this great blog on shadows and I began to think more about architecture. We encounter architecture everyday– it is all around us. Whether we live in the city, suburbs or country – architecture is an essential component of our environment. And if you haven’t read any previous posts, SEEC staff has been busy thinking about the importance of environment and its impact on learning. Young children connect to architecture and at an early age, begin to notice its features. Don’t believe me….Well, just take a walk with a group of SEEC students across the Mall and ask them where their parents works. Inevitably, they will identify the museum by the building’s architecture. “My mommy works in the round one (Hirshhorn Museum and Sculpture Garden).” or “Dad works in the one with a lot of glass (National Air and Space Museum).”

 

Seize the Moment

Maybe your child doesn’t spend their days in Washington, DC, but I bet they are noticing their own neighborhood. Ask them to think about their friend’s homes, can they identify a feature: color, shape, number of stories? What about their school? The first words out of my kid’s mouths when they set foot in their school cafeteria was, “There are a ton of windows.” Its true, one wall of their cafeteria is ceiling to floor windows that look out onto a wooded area. That feature made a strong impression and four years later, they continue to marvel at the fact these windows connect them to the outdoors. The point I am trying to make is simple: if your child notices these details seize the opportunity to take what they are interested in and run with it.

That is exactly what our teachers did in the set of photos below of our three-year old class last year. I specifically chose to highlight this lesson because I thought it would be easy to recreate at home and inspire your inner teacher. Keep in mind, I am not suggesting that after working a 10-hour day (whether it be in an office or at home) that you whip up a lesson plus museum visit (for on-the-spot ideas, see below), but it is something to keep in mind for a weekend. These ideas encourage your child’s imagination, include some simple math and gets them to think about design, engineering and even aesthetics.

Since SEEC is located near so many buildings that feature columns that seemed like an obvious element to discuss with the class.

Since SEEC is located near so many buildings that feature columns – they were the perfect element to discuss with the class. Using the tablet, helps them visualize the idea before the headed out for their museum visit.

An over-sized can was another convenient choice - something easily pulled from the kitchen.

An over-sized can was another convenient choice for the teachers who simply pulled it from the kitchen. Each child got a turn feeling the weight of the can. This is an important step so that they experience of the weight of the can.

The teacher places the can on her 2-column building with disappointing results.

The teacher places the can on her 2-column building, made simply of cardboard and blocks. Clearly, the results were disappointing.

It turns out that by adding two columns, the house will hold the can.

It turns out that by adding two more columns, the house will hold the can.

The kids get a chance to see the real thing at the National Archives.

The kids get a chance to see the real thing at the National Archives.

And inside the National Gallery of Art.

And inside the National Gallery of Art.

 

On-the-spot Ideas

Don’t have time or energy to plan – don’t worry. Here are a few simple, spontaneous ideas that will get your little one to notice the architecture in their neighborhood.

1. Ask them to count the number of windows/columns (or whatever feature interests them) and draw their shapes with their finger – identify the shapes.

2. Ask them what they like or dislike about a building or a particular part of it?

3. Ask them to draw what they see or use their imagination to draw a building.

5. Play with building blocks when you get home and design your own space.

5. Play “I spy” with a particular architectural feature while riding home and describe its physical characteristics.

Hoping these ideas inspire you to get out and learn with your little one!

Our second posting in our Diversity, Equity, Accessibility, and Inclusion Series.

i-jgMbrGZ-X2The Journey

People familiar with Diversity, Equity, Accessibility, and Inclusion (DEAI) will often describe it as a journey or a process. Now that I am a couple of years into my own DEAI experience, I can finally say that I understand what they mean. Each time I feel like I make some headway, I find that something comes along and reminds me that I still have work to do.

Such was the case at a recent educator workshop I was co-leading, Never Too Young. Going into the workshop, I was feeling confident and prepared. Overall the morning went well and there were many meaningful conversations. During the section where we discussed relationships with families, we asked participants to split up in small groups and talk about one of a variety of scenarios that we described as, “difficult conversations.” As each group shared their thoughts, it became clear that some of the participants were uncomfortable because the scenarios portrayed lifestyle choices with which they disagreed. It was a conundrum; the focus of the workshop was to help educators create an inclusive environment where children can develop a positive sense of self.  Yet, I could see that the discussion made some people uncomfortable and moreover, these participants had stopped listening.

i-pKMtvLP-X2As a facilitator, I recognized my role in their discomfort and I felt like we needed to reconsider our approach – we were talking about inclusion after all. I had several questions:

How do we navigate conversations when peoples’ ideals are not aligned with inclusivity? Was it my role to challenge those ideas? What are SEEC’s priorities when providing these types of training? And most importantly, how do we keep the children’s best interests at the center of what we do?

At the next session of the workshop, I made a few modifications. We added inclusive language to our introduction so that participants knew what to expect and understood we would talk about some issues with which they many not agree. Before the scenarios, we reiterated the role of the caregiver as the decision maker and the role of the educator as someone whose role was to make a child feel safe and loved. I think this helped, but we are definitely still thinking things through.

DEAI and Educator Programs

i-bH6jtnR-X2In addition to this specific experience, we have been thinking about our entire menu of educator workshops through a DEAI lens. Some of the changes are small and obvious, and others are still in the “thinking” phase, but as I said….it’s a journey. Below is a list of ways we are thinking about DEAI in terms of our professional development options. These perspectives are with us as we rethink content and introduce new conversations to our educator programs.

 

 

 

  1. Demonstrating how objects can tell stories of similarities and differences.
  2. Exploring ways community visits can:
    • Provide children with experiences to connect with peoples and cultures that are different or similar to their own, which may not always be the case in their classroom.
    • Create opportunities for children to build social emotional skills, especially in terms of empathy and considering perspectives other than their own.
    • Provide real-life examples of people working for change.
    • Provide real age-appropriate experiences for children to make change.
  3. i-LbjP8rd-X2Considering how the museum community views families and young children and how we can help museum professionals understand that children are capable and should be respected. Helping museums think through how to make their spaces accessible to families, and how to support family learning.
  4. Strategies for talking to children in age appropriate ways about history, culture, and current events.
  5. The role silence plays when educators don’t acknowledge bias in the classroom.
  6. Ways of building classroom lessons and environments that authentically weave in diversity and inclusion, and avoid tokenism.
  7. How educators can build strong relationships with families to establish a community in which everyone feels respected, even when there are disagreements.

Object Feature: Louise Bourgeois’ Spider

It was during a recent conversation with one of our faculty, that made me pause and consider Louise Bourgeois’ Spider at the National Gallery of Art. To be honest, I wasn’t immediately drawn to this piece. I’m admittedly not a big fan of spiders, but, as is often the case, when you learn more about something it opens up new doors.i-k7Trf6j-X2

Size and Location

On the surface, this piece has a lot of elements that make it ideal for young audiences, most noticeably its location. I truly enjoy being in sculpture gardens. They are an all-ages space – conducive to movement and activity for children and still, contemplative, and provocative in a way that appeals to adults. The sculpture garden is a community space akin to a central square or other public space that features art. It is family friendly space that speaks to different generations who can learn and be inspired.

The piece is also worth highlighting for its size and 3-dimensional nature. While I rarely say “no” to using smaller artworks, a large piece that allows a child to move around it and view it from multiple perspectives, is always ideal. So caregivers and educators, if you visit, make sure that you leave time for ample careful looking. Notice things like the texture of the material, the details of the legs, and how it looks from different perspectives.i-ctMrDxC-X2

Content Connections

The artwork is an ideal segue into STEM, social emotional, and literary learning. First, it’s a spider. Spiders, while not always a crowd favorite, serve an important and definitive purpose in ecology. As an insect eater…. Young children don’t always see spiders as important or as helpers, but this immense artwork provides the opportunity to introduce the spider in a way that is new to a child. This makes me particularly excited as we think about museums as catalysts for children for learning about and protecting their community. In this case, being able to impart some information about the importance of spiders in our ecosystem, one can help children connect to their environment and understand that all living things play a valuable role.

i-mrJb3V9-X2Meaning

My colleague recently shared with me about the significance of the spider. Ms. Bourgeois created spiders in the latter part of her career as a symbol of her mother. Like the spider, she saw her mother as a protector. She viewed her as strong, but also vulnerable. While these are abstract concepts for young children, they can be illustrated by looking closely at the spider. Notice that it is large and tall, yet its legs outstretched like a hug. The spider is a childhood recollection, so the spider’s size is like that of an adult. Have the children imagine a favorite adult, how do they express their love or what do they do to help keep you safe.

Though I would not likely add onto this during a single lesson with young children, its worth noting that spider’s figure is also very delicate. I encourage you to look closely and find what areas of the sculpture look vulnerable or contradict its overall looming presence. Interestingly, Bourgeois’ memories of her mother reflect her father’s ten-year affair with her governess.

Finally, for learners of all ages, connecting art to literature is a way to enhance and build on both the literary and visual experiences. The first thing that came to mind was Charlotte’s Webb, but of course there are many child friendly stories out there that would accompany this sculpture. For example, Eric Carle’s The Very Busy Spider.

i-ZwMc9ms-X2Learning Extensions

Go on a hunt for spiders and spider webs.

Create a web together using string.

Visit the Insect Zoo and look for different types of spiders or Learning Lab – notice similarities and differences.

Spiders have eight legs, but did you know that most spiders have eight eyes too.

Make spider webs by laying paper down in an aluminum pan and moving tiny balls around that have been dipped in paint.

Upcoming Family Day: National Academy of Sciences

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Arctic Family Day: CPNAS 2018

 

With Yoshino cherry trees around the Tidal Basin and National Mall about to bloom, everyone is excited for the upcoming festivities that take place annually in the District. We, at SEEC, are particularly thrilled to get the chance to partner with the Cultural Programs at the National Academy of Sciences for the third year in a row on their upcoming family day that will be held the day of the Cherry Blossom Parade, Saturday, April 13th.

This family day will be especially exciting as it includes the Institute for Genomic Biology’s interactive DecisionTown. DecisionTown will have 17 stops that will ask visitors to make a choice regarding the future of the town. Participants will explore topics like, DNA sequencing and personalized health, the accuracy of eyewitness accounts, and food and health. There will even be a laser show featuring important scientific achievements. When you’ve done your decision-making, you will go to the Town Hall and become a DecisionTown Citizen.

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Arctic Family Day: CPNAS 2018

As if that weren’t enough, SEEC will be hosting activities in conjunction with CPNAS’ photography exhibit highlighting the work of Dornith Doherty. In addition to their aesthetic beauty, Doherty’s photographs explore the importance of seed diversity through the documentation of seed banks. SEEC was particularly excited to use this exhibit as inspiration for programming. 

We hope to explore four key questions; 

  • What are seeds?
  • Why is the relationship between seeds and food?
  • What is seed diversity?
  • Why is seed diversity important?
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Arctic Family Day: CPNAS 2018

We will answer these questions through hands-on activities that will appeal to children and adults alike. Families will have the chance to explore seeds and different foods, they will create ideal seed environments through an interactive game, and they will plant their own seeds to take home. Finally, visitors will be invited to join a short session with a SEEC educator demonstrating different types of seed dispersal.

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Arctic Family Day: CPNAS 2018

Plan on spending the morning watching the parade and walk down to CPNAS for a fun and educational day. The event is free and registration is encouraged.