Teacher Feature: Ducklings Explore Bubbles

Posted on July 17, 2025 by rhineap

This teacher feature focuses on the older infant (Duckling) class’s exploration of Bubbles and the development of their classroom exhibit: HOME during the month of May. At this point of the year, students in the Duckling class were between the ages of 14-20 months old.

Preparation:

Why and how did you choose the visit?

The Ducklings were showing their teachers an increased interest in helping clean the classroom throughout the day. After each meal at school, the Ducklings would ask to help with a “Task,” such as wiping down the table, carrying dirty dishes to the kitchen, and putting the laundry in the laundry room. The students were excited to help and to mimic what their teachers were doing. The Duckling educators decided to follow that interest.

What were your topics of exploration?

This month-long exploration was all about Bubbles. Each week focused on a different way to encounter bubbles: Laundry, Dishes, and Bathtime. The class then spent the last week of the month discussing how we can take care of the spaces and things in our home. The unit concluded with the classroom Exhibit entitled HOME to show off all their hard work.

What were your learning objectives? (What did you want your children to take away from the lesson?)

There were a few learning objectives for the Bubbles unit. A major focus was for the Ducklings to gain a sense of autonomy and independence in their space. Throughout the month, the students had opportunities to decide how they wanted to interact with the lesson. For example, there were spare clothes available to the students during the week on Laundry. They could then decide if they wanted to practice putting on and taking off the clothes, pretend to wash them in the model washer and dryer, or work on hanging them up on the clothesline set up in the classroom. Having these options available allowed the students to decide for themselves where their interests lay and to work on a variety of gross and fine motor skills.

Caption: Two infants practice hanging clothes on a pretend clothesline in their classroom

Caption: Duckling infant class explores spare clothes and laundry baskets on the floor with their educator.

Another goal was to create a positive association with cleaning as it can be a difficult part of a child’s daily routine. By allowing them to create a mess and then have them help clean it up, the teachers could show the students that cleaning up after ourselves (a skill they will continue to develop later in life) is just as engaging as the mess making.

Implementation:

What was most successful about your lesson?

The most successful part of the whole month was watching the Ducklings get objects dirty and then get excited to clean them. It was a real full circle moment for the class. Over the course of the month, they would return to this cycle a number of times. First, they painted with dishes and utensils and when they were done painting, they cleaned them in soapy water. The class repeated this activity with toy cars in “mud” (brown paint) and then, again, using their full bodies. By the end it was clear to the teachers that the students understood that something gets messy and then it gets clean.

Caption: Duckling students painted with their toys cars in “mud” (brown paint) and later washed the cars clean at a “car wash.”

Another successful element was the cardboard washer and dryer Calla and Kevon built prior to the unit. The Ducklings quickly learned that they could move clothes from one machine to another and that the washer and dryer were only meant for clothes. It was great to see their gross and fine motor skills as well as their spatial reasoning skills in action as they moved clothes and turned the dials.

Caption: Duckling student shows off her laundry and coordination skills by moving the clothes from the washing machine to the dryer

How did the lesson reach your objectives to expand the topic?

Each week the Ducklings got to focus on a different way they could clean and interact with bubbles. They would have similar experiences, such as painting and then cleaning up, but the methods would be different enough to expand their understanding of cleaning.

The Ducklings were able to build on their prior knowledge of what it means to clean in order to understand how to clean with the new objects in front of them. For example, they were used to seeing their teachers clean the table with washcloths and liked to help rub down the table. The teachers took the class to Within These Walls at American History to discuss laundry. When presented with a washboard, typically used for cleaning clothes, they talked about how they could “rub, rub, rub” their washcloths on the board just like they would on the table. When their teacher placed a modern washboard basin in front of them, the Ducklings quickly associated that washboard with the one they had seen in the museum.

Caption: Ducklings went to visit the laundry portion of the Within These Walls exhibit before returning to their classroom to do some washing of their own. They took their washcloths and got them clean in their soapy water buckets.

What was successful in terms of your preparation and logistics?

What made this lesson so successful was having everything prepared in advance. The Duckling educators knew that they wanted to spend an entire month talking about bubbles and cleaning, so they spent time thinking about how to break that down into smaller topics. This enabled the team to dive deeper into each topic but still create a cohesive lesson as the month progressed.

The Duckling team also intentionally revisited spaces and concepts. They took more than one visit to Inside These Walls during their month-long unit. This allowed the Ducklings to become a little more familiar with the space and more comfortable engaging with the exhibit. They followed a similar thought process for their art lessons during the month. By using a similar formula for their art projects, they allowed their art making to become a routine. The children were able to know what to expect and, therefore, they spent more time exploring and engaging with their projects.

Reflection:

How did you document the lesson in order to reflect back on the work?

The Duckling’s month-long exploration on Bubbles culminated in their classroom exhibit entitled HOME. The students spent so much time exploring bubbles and cleaning that it felt like the perfect topic for an exhibit and to have their adults come and see their hard work. While not every project was displayed for the exhibit, the Duckling team chose to focus on displaying work that showed the process of getting things dirty and then getting things clean. The art around the classroom was the biproduct of that exploration.

Caption: Ducklings students made bubble art by making bubbles with colored water and transferring the bubbles onto paper. Once dry, those art works were hung on a pretend clothesline for their classroom exhibit.

The teachers also decided to bring back out the different cleaning stations they learned about during the month. There was a pretend bathtub, a toy kitchen, the washer and dryer, the laundry line, as well as brooms and dust pans. These stations were in place for the Ducklings to show their adults all the new gross and fine motor skills they developed over the month.

Each station was brought out because it spoke to the interests of the children. There was a way for each child to engage, and work samples were present for each student.

Caption: During the exhibit, one Duckling was exciting to show off her fine motor skills back at the clothesline.

What could you have done differently to better achieve your objectives and expand the topic?

There is always room for improvement in lesson planning, and if the Duckling team were to do this lesson over, one thing that they’d like to do is to scaffold some of their exploration out a little differently. For example, instead of putting up a clothesline, hanging clothes on it, and just letting the children explore, the team would have liked to break it down into smaller experiences first. Like just practicing pinching the clothes pins open and shut, then trying to balance clothes on a more solid clothes line, then transitioning to a string line. This slower introduction would have helped the students make their own connections.

What was challenging regarding logistics?

One challenge was finding the balance between experiencing getting messy and ensuring that the students are safe. Water play, and full-body paint exploration, can get slippery if the educators aren’t keeping a close eye on the situation. It can be a fine line between letting the children explore as they want to and making sure they keep their bodies safe. The Duckling team did their best to let the children explore freely by working to mitigate the mess before it happened. During water play, for example, they covered the floor with towels ahead of the play.

What recommendations would you have for another teacher trying out this lesson?

The biggest recommendation is to let the children experience the real thing, whenever possible. If the class is discussing how clothes get laundered when they get dirty, spend a day doing just that! Let the children get their clothes dirty, have them change, and then walk them through the steps of washing their clothes and take the time to investigate each step. The Ducklings loved being involved in the many steps of keeping themselves and their classroom clean.

Creating Intentional, Reflective Spaces: SEEC’s Commitment to Meaningful Classroom Environments

Posted on May 21, 2025 by brightfuld

Introduction

Earlier this year, educators across SEEC’s vibrant community came together for an all-class meeting led by our Office of Engagement and Administrative Team. With representation from every classroom serving children from 2 months to 4 years, this gathering was an opportunity to reflect, share, and envision the future of our learning environments.

The heart of the presentation focused on how classroom environments at SEEC should be more than just spaces—they should be reflections of what’s happening in the life of each class. They should be intentional, curated, and consistent across our community. As a lab school that integrates museums, community connections, play, and object-based learning, our environment serves not only as a backdrop, but also as an active participant in the learning process.

The display boards in the Art Studio about the children’s exploration of Pacita’s Painted Bridge; the top left board discusses the inspiration from the art with descriptive posters, the top right board features a “Talking with Art” theme with children’s art and comments, the bottom board showcases multiple photos and descriptions of children engaged in the process of creating their pieces.

Documentation is …

“An effective piece of documentation tells the story and the purpose of an event, experience, or development. It is a product that draws others into the experience—evidence or artifacts that describe a situation, tell a story, and help the viewer to understand the purpose of the action”

– NAEYC

Art display featuring a colorful collage with images, patterns, and cellophane fish, all pinned on a wall. It also features photographs of the children creating the fish, an image of Untitled by Simon George Mpata and a description plaque of the children’s exploration.

Guidelines for Curated Spaces

The administrative team outlined several key guidelines for building and sustaining rich classroom environments. One major takeaway was the idea of keeping displays fresh and relevant by changing them out monthly in alignment with each class’s unit of learning. Educators were encouraged to use real photos whenever possible, and to be mindful of how someone without any context—a new family, a visitor, or even a child—might engage with the documentation they encounter.

Importantly, the team challenged educators to think beyond the bulletin board. Documentation should be thoughtfully showcased, using the full range of space within the classroom to reflect learning, discovery, and growth. Typed descriptions should support the visuals, offering clear, intentional narratives about what is happening and why it matters.

A display featuring multiple photos of children in our Threes class engaging in the process of creating lanterns, and a text panel describing their exploration of lights during the holidays, complemented by a display of their lanterns.

Showcasing the Extraordinary

Another theme of the presentation was recognizing and intentionally showcasing the extraordinary work that is happening every day in our classrooms. Documentation is a tool for storytelling—and those stories should be shared with our caregivers, our peers, and the children themselves. It fosters connection, supports classroom community, and builds trust with families.

We revisited an important question: Who is documentation for? The answer was multifaceted. It’s for children, who deserve to see their learning reflected back at them. It’s for caregivers, who want to understand and engage with their child’s experience. It’s for fellow educators, directors, and even for each of us as individual educators—a way to reflect on and grow in our own practice. It’s also a window for new families into the values and rhythms of SEEC classrooms.

Left: An outdoor class exhibit with a child and their caregiver viewing paper artworks.

Right: A caregiver reading a description of their child’s class art display while two children and two educators engage in play and story time.

Engaging Children Through Environment

The team emphasized that placement matters. Documentation intended for children should be placed low enough for them to engage with it—yes, even to touch it. When we introduce materials thoughtfully and set expectations, children can interact with their learning environment in respectful and meaningful ways.

We also explored how the environment itself can shape classroom behavior. A carefully arranged, engaging, and responsive space can reduce challenges and support deeper exploration. Our surroundings can either hinder or enhance the work we do—and we have the power to use them intentionally.

Wall display at child level featuring one of our Twos’ class artworks and a descriptive plaque, in a classroom setting.

From Discussion to Action

The presentation concluded with an open dialogue. Educators discussed practical concerns—how to manage time constraints, where to print documentation, and how to embrace the idea that children will interact physically with the materials on display.

In the five months since, educators across SEEC have taken this guidance to heart. Classrooms are now filled with purposeful documentation that highlights the daily wonders unfolding in our community. From toddler rooms to preschool spaces, there’s a renewed commitment to documenting learning not just consistently, but meaningfully.

As we look ahead, our goal is to continue growing in this work—pushing ourselves to create environments that don’t just display learning but deepen and celebrate it.

Top: A display in our older infant class featuring the work of Alma Thomas alongside the children’s artwork. Bottom: Abstract paintings and textured art pieces by one of our toddler classes, and a central portrait of Piet Mondrian with a description of the children’s exploration of his art.

Teacher Feature: Infants Explore Flowers

Posted on May 30, 2024 by Meredith Osborne

An educator wearing a mask looks at a baby she is holding while the baby looks at a large display of pink azealas inside a museum.

Preparation:

What were your topics of exploration? Why did you choose them? Where did they come from?

During our walks outside, we noticed the Cottontails (infant class) seemed to enjoy when we pointed out the budding flowers to them. It is always exciting when the cherry blossoms reach peak bloom, so we decided to get into flower fever!

Why and how did you choose the visit?

As followers of @smithsoniangardens on Instagram, we were able to see when the various trees and garden displays were blossoming. Because our kids were on differentiated schedules, we needed to choose easily accessible locations so we could easily return to the classroom when our bottles and naps beckoned.

Grouping of three photos. 1) A baby sits on a rug holding a gourd with a teach sitting behind. 2) Three babies sitting a large blue stroller look at a small pumpkin in their teacher's hand while at a farmer's market. 3) A baby is supported by their teacher while they finger paint and create art.

This class had previously learned about nature and plants through visits, art making and exploring objects.

What were your learning objectives? What did you want your children to take away from the lesson?

Sensory exploration is a great entry point for our age group, so our goal was for our kids to get familiar with the sights, smells, and textures of spring. We paid attention to their reactions to see where their curiosities were leading them.

Implementation:

A baby crawling on the ground looks a branch with cherry blossoms and starts to smile.

An infant child investigates a faux cherry blossom branch.

What activities did you use to engage the children in in the classroom?

We placed several new materials in the classroom to connect to our outdoor explorations. We brought in live cherry blossoms to decorate our counters and offered faux blossoms to the children for more in-depth investigation and pretend play. We gently fluttered the fake branches and blew on them so that it seemed like the branches were moving in the wind. The children enjoyed trying to imitate blowing the branches – this was also good practice for calming ourselves with deep breaths!

We also brought in baskets of soft, crocheted, cherry blossoms and placed them in baskets. The children practiced filling and dumping the baskets of blossoms and covering their bodies with them.

Grouping of three photos. 1) A baby sits ontop of a tray of pink tea and explores the wetness with his hands 2) Standing baby reaches down with a paint brush in each hand to dip the brush into a tray of pink tea. 3) A standing baby reaches up to try to touch completed pink art hanging from a window.

The class created ”flower petals” by dipping coffee filters in hibiscus and rose petal tea. The warm, yummy-smelling, tea provided a soothing sensory experience that the kids really seemed to enjoy.

Finally, we did a process art activity using hibiscus and rose petal tea to paint on coffee filters. The scent of the tea was delicious, and it created a lovely pink hue on the filters. After the project was dry, we laminated the pieces and hung them in the window for the children to continue to admire.

Group of three photos. 1) A baby reaches out to try to touch azaelas on display in a musuem. 2) A baby who is bundled up for cold weather is outside touching a magnolia petal which is held in their teacher's hand. 3) A baby is held by their teach and points at white azealas on display inside a museum.

The infants look closely at and reach out to touch different flower petals including azaleas at the National Gallery of Art and the Saucer Magnolia flowers at the Haupt Garden.

What was it like taking the children out of the classroom to see various flower displays? How did you keep them engaged?

Outings with young infants can be tricky to schedule, especially in the chillier months when everyone has multiple layers to bundle up in! We found success by choosing our destinations strategically and paying attention to our children’s cues. We kept the Cottontails engaged by talking to them about the sights and sounds around us and lifted them out of the stroller to help get them closer to the flower displays. Connecting our adventures with song is another winning tactic – our Cottontails loved playing “Ring around the Roses” next to the azalea display in the National Gallery of Art!

How did you tailor your lessons to meet the learning needs of your age group?

Babies are always taking in information from the environment around them, so we do our best to let them explore freely and notice where their curiosities are leading them. While they aren’t able to communicate with language, we can understand so much by paying attention to what they are looking at or reaching towards.

Reflection:

What was most successful about your lesson?

We were proud of how active and engaged the group was throughout our explorations! By offering plenty of time and support for them to observe and interact freely with the materials and flowers, we were able to build on their natural curiosity and sense of focus.

A group of two photos. 1) An educator in a mask holds child while they both look at a display of azealas in a museum. 2) An educator and child walk in a circle around a large display of azealas in a museum.

When the children got a little restless in the stroller the educators helped them take walk (or dance) break and held them closer to get a better look at the flowers.

How did the lesson reach your objectives to expand the topic?

We tried to think creatively about how to offer a variety of sensory experiences that would help our Cottontails get familiar with the sights, smells, and feel of springtime blossoms. We later laminated the art project we made using hibiscus and rose petal tea and displayed it in our classroom window. Even after we had ended the unit, the children could look at the artwork and we would remind them of our springtime explorations.

What recommendations would you have for another teacher trying out this lesson?

Pay attention to the non-verbal cues of your students and offer as much free exploration as possible! Kids put everything in their mouths, so have a plan to discourage snacking on flowers while still acknowledging that appropriate developmental need.

Potty Training at SEEC

Posted on December 8, 2021 by juliamarsmith

Potty Training, that one phrase can spur a range of emotions for someone caring for a young child, from nervousness to excitement to finally be done with diapers. The plethora of books, information and techniques out there can be overwhelming and intimidating to sort through. And while some people may swear by certain methods, every child and their support system are unique, meaning every journey out of diapers will be unique. The following are tips based on how we tend to approach potty training at SEEC, however we recognize that not all or maybe even any of these tips will work for everyone and that is okay!

Getting Started

If you are looking for a way to start introducing the idea of potty training to a young child in your care, try changing their wet diapers with them standing up. At SEEC many of our teachers do standing diaper changes, particularly in the two’s year when most of our students transition out of diapers. Standing diapers help children practice some of the skills they need when potty training such as pulling down their bottoms, holding up dresses and skirts and using a wipe to help clean themselves. To build your child’s interest in the toilet you can try standing diapers in your bathroom. As you clean your child during diaper changes you can talk about the parts of their body and where their pee and poop come from as well as offer them a chance to practice sitting on the toilet. This can help them make the connection between their wet diapers and peeing on the toilet.

Create a Schedule

Add specific times in your daily routine for your child to sit on the toilet, even if they say they don’t need to go. These times should be consistent and happen for the same length of time each time. To help them stay on the toilet, you may want to bring a favorite book into the bathroom to look at. This could also be a time to look at a book about using the toilet or bodily processes, which may help your child better understand what is happening with their body.

Keep a Watchful Eye

If you notice your child getting ready to go in their diaper or underwear, have them stop whatever they are doing and bring them into the bathroom. You could say something like this: “It looks like you might have to go to the bathroom. Do you need to go? Let’s try the toilet. If you need help, I can help you,” or “Oh, wow! My body is telling me I need to go to the bathroom. Do you need to go, too?”

Offer Explanations

Talk to your child about why we need to go to the bathroom and how it helps our bodies. You could then reinforce this conversation regularly by saying something like, “Remember that it’s very important to go to the bathroom and pee/poop in the toilet. Peeing/pooping in the toilet keeps our bodies safe.”

Helping with Frustration

Potty Training is a potentially very frustrating time for your child, they are having to do a lot of new things and learn new skills. If your child has an accident, they could become frustrated because they made a mess or a mistake. To help them with this, you could try modeling making mistakes and how to deal with them, for example: “Oops! I spilled some water. That’s okay – I can clean up and try again! Next time, I’ll use two hands to pour.” Doing this may help prepare them to try and use the toilet again.

We hope some of this information is helpful and again, remember that the right way to potty train is the one that works for your family and your child.

Supporting and Responding to Big Emotions

Posted on October 13, 2021 by juliamarsmith

Going back to school, especially this year, can bring up all kinds of emotions in both kids and adults. Settling into new routines can also reduce everyone’s emotional capacity leading us all to feel overloaded, even by small things. Young children often feel their feelings very intensely and strongly in their body, a frustrated child can dissolve into a tantrum, or they may yell or run around with excitement! There is nothing wrong with a child who feels things deeply but sometimes their big feelings can incapacitate them or create unsafe situations. Here are some ways we approach big feelings at SEEC.

Let Them Feel Their Feelings

A foundational aspect of approaching feelings at SEEC is validating them. Even if it feels silly to us that a child is upset because they got green instead of orange scissors, we try to acknowledge that to that child whatever has happened feels like a big deal.
Although we will usually offer help when a child is upset, they may not want us there. In this case it is sometimes best to just let them have some time to express themselves. For example, you could say: “I can see you’re very upset/sad right now. Do you need a hug or my help? If not, I am going to give you some space. I’ll be right over here when you’re ready for me”

Use Your Words

For young preverbal children it can sometimes be helpful to narrate what is happening. For example, if you are dropping your child off somewhere new and they are upset to see you go you could say “Are you feeling upset that I am leaving? I’m feeling a little nervous too. I know you are having a hard time right now, but I’ll be back!”
It’s also important to note that even verbal children, who may be able to express themselves well when they are calm, can struggle to express themselves when experiencing big emotions. This can be frustrating for adults because we think we know what they should be capable of! However even the most verbal child can struggle to use their words when feeling something strongly.

Modeling Behavior and Language

Children are always looking at the adults around them, and often use us as examples for how to react in a situation. Try narrating your own feelings around something when you get upset or excited. For example: “I am feeling frustrated right now because I burnt the brownies. I am going to take some deep breaths to help calm my body and learn from my mistake. Next time I’ll be sure to set a timer to make sure the brownies are not in the oven for too long.”

Acknowledge Your Own Emotions

Even as adults we have big feelings too, just like the children in our lives we can get overwhelmed, upset, or overly excited. If you do get upset with a child or feel you reacted too harshly, apologizing to your child can be an important step. This both validates your child’s feelings, if what you said upset them, as well as models an important skill for them.

Tantrums

Tantrums are tough. Knowing they are developmentally appropriate for this age group doesn’t make them any easier. These blog posts have some great ideas for how to approach with a tantrum in the moment with your child:

Quarantine Tantrums | (seecstories.com)

My Child is Throwing an Epic Temper Tantrum…Now What? | (seecstories.com)

Everyone has big feelings sometimes, adults included! By giving children (and ourselves!) the space to feel their feelings and the tools to identify and manage them, feelings don’t have to overwhelming. What are some ways you approach big feelings with young children?

Tips for Experiencing the Outdoors with Young Children

Posted on May 18, 2021 by shoemakerb

The lovely spring weather is here to stay in the Washington DC area and that means that people are spending more time outside. The benefits of the outdoors are numerous, and their benefits extend to even the youngest children. Whether your family lives in an apartment or surrounded by nature these tips can help you engage the children in your life in the wonder of the outdoors.

Try Gardening

No matter where you live or how much space you have you can be a gardener. If you don’t have a lot of space try just growing plants that offer a sensory experience to young children, like pungent rosemary or fuzzy lamb’s ears. For older children try building on their desire for autonomy by giving them a pot or a small garden plot that is theirs to plant and water, they will likely love the new responsibility as well as being able to make choices about what to plant. Combine creating amazing soil for your garden and caring for small creatures by setting up a worm bin in your garden! They are relatively easy to care for (even in a small space) and can help teach young children about caring for living things as well as reducing and repurposing waste.

Take a Walk

It sounds simple but taking a walk is an easy way to see nature wherever you live. Try choosing something that you are looking for on each walk, like flower buds, birds, or sticks. How many of those things can you count? Track how things grow on your walks by taking a daily or weekly picture of the same plant or natural area. Compare the pictures to see how they’ve changed over time!

Be a Local Naturalist

Investigate and observe the natural features of your backyard or local park. Flip over stones and logs and observe what you find underneath. When children find worms and grubs encourage gentle touches and putting things back where you found them. Try creating a nature journal or other record of the wildlife you encounter. Your child could contribute drawings or dictate their observations to an adult to write down.

Creating Nature Spaces

You can invite birds into your yard or to your windows with bird feeders and bird houses. A small water feature helps so many “backyard buddies” – if you can add a small water pump to recirculate the water you’ll attract more animals because they are attracted to the sound! If you have a backyard, consider leaving part of it “untamed” and bushy or planting native plants to create habitats for local wildlife. To attract monarchs and other butterflies try planting some of their native favorites like dogbane, asters and goldenrod. Coral honeysuckle is one of our only native, noninvasive honeysuckles and hummingbirds love it! Many of these native plants are also easy to grow and low maintenance. You’ll be amazed at the wildlife you and your child will be able to see up close!

Engage Babies and Toddlers

It can be intimating to introduce very young children to the natural world, especially when they love to touch and taste everything. Start by creating sensory rich experiences for these children, such as introducing them to plants with strong scents, colors or textures. With preverbal children draw their attention to these sensory experiences and narrate what you are seeing (or hearing or smelling!). When allowing them to touch different living things whether it’s a plant or a worm emphasize gentle touches by gently touching your child as you do this or guiding their hands.

Safe Space

Going out in nature can feel risky with children who put everything in their mouth. For the most part accidently eating a little grass or dirt is unlikely to cause great harm to children. Do some research on what plants in your area can be toxic or harmful to your child so you can steer clear of them and put your mind at ease. Also, avoid bug bites by controlling your local mosquito populations. Tip out old water that collects in outdoor items and try using mosquito dunks and bits to treat other standing water, they do not hurt other local insects like fireflies and butterflies!

Whether it’s feeding a bird on your windowsill, digging up worms on the playground, or getting out for a nature hike you can experience nature and the outdoors where ever you are. What learning experiences will your family discover?

Separation Anxiety: Tips, Tricks, and Comforting Words

Posted on May 10, 2021 by shoemakerb

Drop off can be a difficult time for both caregivers and infants. As our school looks forward to reopening after our closure due to COVID, we reflected that while transitions to school can be tricky, there are strategies to help ease anxiety. Amanda Rhine, Brandi Gordon, Lida Barthol, and Julia Plant (pictured above respectively), educators in SEEC’s infant classes, shared their tips and tricks for both families and students transitioning back into the classroom.

What advice would you give to parents to navigate drop off?

BG: I would say, make the child a part of the conversation. Even if they are young you can communicate with them about where you’re going to go, who you’re going to see, and what you see as you go. Make it a part of the daily adventure so it’s not a scary quiet walk into the school building, especially at the beginning. You, as the grown up, can even talk about your own anxieties by saying “I am nervous to drop you off, it’s our first day. I’m going to miss you, but I’m going to come back.”

LB: I agree with you, Brandi

AR: I think also being gentle with yourself as the adult in this situation. Yeah, you might be anxious, and that’s an okay thing to feel and that’s to be expected. Especially with everyone being home for so long with COVID-19, to hand your child off to someone else is a very scary thing and it’s okay to feel that. It’s okay to give yourself grace with that moment and say, “We’ve been through a lot this year, there’s just a lot of emotions happening,” and that’s an okay thing to feel.

LB: Yeah, I agree. And don’t feel like you should feel one way or another. Maybe on the flip side, you’re thinking, “Thank God someone is taking my child” and you feel guilty for feeling that way but that’s okay! Just have some loving compassion for yourself.

JP: And related to that, having compassion for your child. They might feel totally different from you, they might feel different one day and to remember that this is a process so they might suddenly hit a stage when a couple weeks in they feel really sad to leave you. It might finally hit them, which is totally normal and we’re here to work through that with them and provide reassurance.

LB: Having a definitive goodbye routine can also be helpful.

JP: Yes. Once you have a routine, it’s important to keep it up. Although it might be difficult, it could actually be easier for your child if you don’t pick them back up from the teacher once you’ve said goodbye, even if in the moment you might want to do that to comfort them.

LB: Absolutely, I realize that intuitively, it might seem easier if you could walk them into school and stay for a while but creating a set routine makes that transition easier in the long run. That’s not to say we’re all “Rip the Band-Aid Off” kinds of people.

BG: Whatever type of goodbye that the families want/where goodbyes happen, we’re here to facilitate that. I think the key thing is consistency. However that goodbye happens for that particular family, is great as long as it happens that way every time. And to remember that your family’s goodbye might not look like another family’s goodbye and that’s okay! We’re not going to judge your goodbye routine.

AR: I think that’s a great point Brandi. Goodbyes aren’t going to look the same for everyone. What your kid needs is what your kid needs. We’re here to meet your child where they are and to meet you where you are as a family.

What else do you want parents to know about the transition back to school?

JP: It can be helpful for even the youngest of children to have some information about the upcoming transition. Given this, we’ve discussed sending our pictures home to families so they can get to know our faces before returning to school. We’ve also discussed sending a schedule of a typical day. Being able to say to the child “We’ve seen Miss Brandi and Miss Amanda’s pictures and we’re going to meet them today. I’m really excited to meet them, too! First you’re going to have snack and then you’ll do this, etc.” It’s really reassuring to the caregiver but also to the child once they get into that routine. Knowing that they do this, this and this, and then their family comes back.

LB: We definitely want to give the families some context for what happens after they are dropped off with us. Like, we take them inside, wash their hands, handle their feelings, and then the rest of the day looks like this. We also have a Shutterfly page going, which we update periodically, so families can see what their child does during the day.

AR: Talking about that routine and schedule with your child is a great way to work through some of that anxiety.

LB: Yes! Even with the little tiny babies, talking about the schedule and the routine is so important. I don’t think people realize that they can and should talk to their infant about everything that’s happening. They might not understand the words, but they do understand it on some level.

JP: You definitely notice that babies pick up on their schedules. In the past, if a caregiver was running later than normal, we’ve all seen one of the babies notice and look around like “Why am I still here? I always leave before we transfer to afternoon snack time.” They know their schedule once they get into that routine.

AR: Part of narrating the day, whether it’s getting ready to leave the house or whatever, is so important to their development and their understanding how of the world functions. And Lida, you’re right, they might not understand every word, but they do have some understanding of what is happening and what order it’s happening it. It’s exactly what we do in our classroom. Every time we change a diaper, or do anything, we narrate that experience. “Okay, we’re going to put you on the changing table. We’re going to take off your pants or onesie. We’re going to put you in this clean diaper.” Everything we do, we’re narrating all the time. It gives the child a sense of control and understanding because at some point they begin to understand the words and can begin to clearly voice their opinions.

What does separation anxiety look like for children?

LB: Young children, specifically infants, are going through object permanence. They are learning that when you leave and you’re gone for a few hours, you can return, and you still exist. I had a mentor once who’s thing was neurobiology and attachment theory. She was like, “Separating from your caregiver that first time is technically a little bit of a relational trauma. But because it’s trauma that’s why we have to be therapeutic.” And that’s why it’s our job to be a warm, welcoming, consistent caregiver, to be therapeutic for the baby.

BG: It’s good to note that we understand what this does and that we’re here to support and be there for your child.

LB: With every kind of rupture, there is repair. It is a stress, there is not denying that it is a stressful event for the baby, but they are fully capable of moving through it and being resilient. It’s not going to do permanent damage.

AR: It’s also worth mentioning that children pick up on stress from others. How other children are feeling around them, how adults are feeling around them. We’ve all seen it in the classroom. If you as the adult are feeling as calm as you can and emanating energy that the new faces your child is encountering are warm, safe people then your child is going to pick up on that as well. There might be some initial tears but there will be a quick turnaround of, “Okay, I’m safe here. I know that these people are taking care of me. I can feel that it is calm and cozy so I am okay.”

LB: Exactly! Babies need co-regulators for their emotions during their early stages, so our emotions are so important to their emotional wellbeing. But as we mentioned earlier, your child’s emotions and anxiety might vary day to day and that’s totally normal!

Will it affect them developmentally?

AR: No! Separation anxiety is developmentally appropriate, and it won’t affect your child in the long run. We realize that this year especially, separation anxiety might look a little different with our youngest students because their immediate caregivers might be the only people they’ve had any long-term exposure to. It’s now been one year with just primary caregivers and so separation anxiety might be heightened and that’s to be expected, but it does not mean that it will be detrimental to their long-term development. Building bonds with new people does take time, but SEEC educators move at the pace of the child and meet them where they are emotionally.

How do you handle separation anxiety as teachers?

LB: We’ve talked about it a little bit already, but really being a therapeutic, calming center for the child.

BG: Being that calming sound board for the child to have whatever feelings they want to have.

LB: Yes, I’m never going to tell a child that their emotions are wrong. I would never tell a child to stop crying, instead I would say “I know it’s really sad when your grown-up has to leave. It’s really hard to leave your favorite person.”

AR: We all firmly believe as infant teachers that your child’s feelings and emotions are valid. It’s our job to help them navigate this first year of school and all the changes that come with it. We’re also here to help families navigate how they’re feeling. We’re here for all emotions, adult and child!

How to Prepare Young Children for the Cicadas

Posted on May 3, 2021 by shoemakerb

It’s hard to believe it’s been 17 years since the Brood X cicadas last emerged and took over the DMV! Many adults now might remember the last time they emerged, or if you are new to the area this might be your first brush with these noisy neighbors. Some might enjoy the cicadas but there are plenty who are less than enthused about the upcoming emergence. The sudden onslaught of many large insects can be very strange or unnerving for young children, particularly if they do not already have a comfort with insects and bugs. Here are some tips for how to help your child prepare for and even enjoy this rare occurrence, as well as build positive memories for the next time!

Describe What Will Happen

For children who are old enough (around three and up) try talking very simply about what will happen when the cicadas emerge. Try these phrases: “There will be lots of insects called cicadas. They will be large, and they will fly. They will make a very loud sound and we will hear them during the day and at night. They cannot hurt you. Sometimes they might fly near you or land on you. If that happens you can stand still until they fly off.” Ask your child what questions they have about cicadas and try to find out the answers together. For all children, even babies and toddlers, use images and videos of cicadas to get them used to what they will look and sound like.

Safely Handling Cicadas

There are actually a lot of reasons that the cicadas are great examples to use to teach children about insects. First, cicadas are completely harmless, they cannot sting or bite, and they are not poisonous. Because they use their vast numbers to overwhelm predators and don’t try to hide or flee, they are quite docile and easy to catch, and in fact have a rather low sense of self preservation. They are also very large and easy for small hands to handle. Just remember cicadas are not pets and should be allowed to remain free. For a child who might be uncomfortable handling a live cicada they can try touching the exoskeletons shed by the larvae when they metamorphose into adults. You’ll be able to find these crunchy hollow shells everywhere when the larvae start to emerge.

Become Citizen Scientists

Even if your child does not want to handle or interact with the cicadas themselves, there are still lots of ways to learn from the emergence. For example:

Try using this Learning Lab collection of renditions of cicadas in artwork to compare and contrast with live cicadas.
Create your own drawings and art based on cicadas. You could even write a cicada haiku and submit it to this contest.
Check out the website Friend to Cicadas which has lots of kid appropriate videos and information that you can share with your child and help them learn more.
Put your observational skills to the test and help scientists track where the cicadas are emerging using the Cicada Safari app.

No matter your or your child’s comfort level with creepy crawlies, there are ways to engage and learn from this cicada emergence. Teaching the children in your life to respect and appreciate nature is critical to making them feel connected to world around them and helping them become good stewards of the planet for generations to come.

SEEC at Home: Environment

Posted on January 12, 2021 by shoemakerb

For many families engaging in virtual learning the delineation between home and school has all but disappeared. Our preschool teachers thought it be helpful to share a few things about how we set up and implement different strategies in our SEEC classrooms. The tools we use at school may also be helpful for establishing routines and daily schedules at home and most strategies are easy to adapt! Today we’ll share some specific techniques about how we set up our school environment to help young children gain independence and success.

Five pillows sit on top of blankets in an alcove.

Cozy Corner/Safe Space:

Cozy corners provide a safe space for children to go and are needed now more than ever. They help children to regulate their emotions by taking space and time to process. At SEEC, different classrooms set up their cozy corners differently, but they all serve the same purpose. Here is a list of items that might be in a cozy corner:

Pillows
A soft rug or something to sit on
Lovies
Sensory items like a stress ball, liquid timer, or sensory bag
Calming pictures, like photos family or a favorite place

Labels

Labels have a several benefits. First, they help make clean up quicker! When shelves, containers, and or cabinets are labeled, children can figure out where things go on their own. Labels also help children develop their pre-literacy skills; they reinforce the idea that words have meaning. They can be handwritten or printed, as long as your child knows what they are. If you can use images of the actual object, that can be helpful. In the classroom, we label as much as we can including the following:

Containers for toys and the shelves they go on
Sink, soap dispenser
Art materials

Photo Instructions

We try to use photo instructions whenever possible. While children can’t read written instructions, they can follow photo instructions. Photo instructions are step by step instructions using images to cue the children.

Using photo instructions: Go over them with your child first. Say the steps as you point to the images. Over time, remind your child to follow the pictures when they need help. Eventually, they will feel confident using the image all on their own. Photo instructions are helpful in the bathroom, for getting dressed, for getting ready to go outside, and more!

Making your own: For these, we try to use real images of the children doing the actions in the instructions, but you can use clip art images, hand drawn images, or whatever you have on hand. Just make sure that you go over them with your child before implementing them.

A child uses a small towel to wipe a door.

Tools for Children at Their Level

Young children are learning to establish their independence and providing them with opportunities to exercise that independence is important. In order to facilitate those opportunities, we place the tools they need in spots where children can access them. By providing them with that space and those tools you are showing them that this is a job meant for them!

For example, later in the year we will have friends help set up for lunch. This means putting out the placemats, utensils, plates, cups and napkins. We make sure these are in a low place so they can access so they can have the independence to take on the job themselves. Children also start to help clean up after themselves by stacking chairs and cleaning spills.

Take Your Time

This is a very trying time for families with young children. While we offer these ideas to help with structure in your home, finding time to implement them can be hard. Try doing one strategy a month, or whatever timeframe works for you. Caregivers are doing the impossible right now – you’re doing great!

Interested in what else the classrooms and the full-time school look like? Check out the dates for our virtual open houses for the 2021 – 2022 school year.

Trey & Freddie Gray

Posted on October 23, 2020 by shoemakerb

This blog is authored by SEEC educator Dana Brightful.

One of the hardest things I’ve had to do was talk to my 4year-old about racism and what that looks like in the world. I didn’t think I would have to have this conversation at such a young age. Our family had always talked about physical features and celebrated my son’s beautiful brown skin, big brown eyes and curly brown hair. We made it a point to also let him know how loved he was by not just his immediate family but his SEEC family as well. His love for silly dance moves, jokes that didn’t quite make sense yet, learning, and all things Thomas made him one unique and special little human to his community. So when he looked up at me with sad brown eyes and said, “Why can’t we go to Baltimore to see Thomas again?” you can imagine that it broke my heart. How was I going to explain to my 4-year-old what had happened in Baltimore and the long history that preceded these events?

This question came during the riots in Baltimore after the deaths of Trayvon Martin and Freddie Gray. Citizens were outraged about the ongoing injustices African Americans face by the hands of the police and judicial system. How was I going to explain something so complex to my young child? As an educator I had approached these sort of difficult topics with my students before, but as a mom it was breaking my heart. I was not just sad for my child, but for the lives of the young men and women who have died as a result of these injustices. What was even more difficult was that I knew that this was the first of many conversations to come. Though it would look different over the years, the underlying theme would remain the same: some people do not value your body because of the color of your skin. But I took a moment to breathe and give myself pause so I could carefully consider how I introduced this concept to my 4-year-old.

I encourage adults who are faced with this challenge to pause and reflect and say to your child, “I need a moment to take some deep breaths before we talk about your question.” It does two things: it allows you to reflect on your emotions and think about how to proceed and it shows your child you are taking them seriously. I pulled him next to me and asked him to sit near me. He immediately climbed into my lap, which grounded me emotionally. I began with the facts: the people in Baltimore were upset and had been protesting so the Mayor shut everything down to minimize the amount of damage done to the city and to ensure that people remained safe. He remembered what protesting was (either from SEEC or talks at home) and asked why the people were doing it. I very simply stated, “Because they feel as if many young men and women aren’t being treated fairly based on the color of their skin.” I added, “ Sometimes people will not like you, or me, or daddy because our skin has more melanin making it appear browner in tone. Some people will not treat us kindly or fairly, which isn’t okay.” He then asked, “If all the people protesting were brown like us.” I told him, “No, which is a good thing. It’s important for the people who don’t like us to see that not everyone thinks like them. They need to understand that no matter what your skin color is, we all deserve to be treated like humans.” He then asked, “Were there people who died?” I was unsure exactly what he was referring to, so before answering I asked him for clarification, which is always a good thing to do so you are not assuming what your child is talking about. Often times children have ideas or thoughts in their head that we are not aware of unless we ask for clarification. He said, “Were there people who died and was that why the protesters were upset.” I immediately began to cry. It’s okay to cry and feel emotions in front of your child. It humanizes you and lets them know how you are feeling. Through tears I let him know that, “Yes people died and that these deaths were unnecessary.” Finally, I let him know that he shouldn’t feel afraid. I told him that part of my job as his mom was to protect him as much as possible and to always fight for him.

We ended this particular conversation with hugs. I made certain to reassure him that even if people don’t like him because of his skin, that his village (the people who love him and care for him) will fight for him because I didn’t want him feeling overwhelmed by the idea of people not liking him. I needed him to understand that while there may be people in the world who do not like him because of his skin color, that he shouldn’t worry because their are people who love him for the human being his is and that surpasses any dislike in the world. This talk happened nearly 5 years ago and we continue to discuss racial injustice and inequality. That conversation laid an important foundation for my son. It encouraged him to use his voice to be an advocate for himself and others. It also gave him the ability to recognize allies for our people. It’s a talk that will continue in our household and now includes my youngest son as well. While you may never have the same experience as me or my children, I hope that you understand that our feelings are the same as yours. We are sad, upset and, hurting but most of all, we are in awe of not just our city’s outpouring of love and advocacy, but the world’s. My sincere hope is that you read this and are able to take something away from it to help in your discussions with your own child. This is an ongoing journey for us all and one that will prove for be rewarding down the line.