A Fresh Take: Back-to-School Books

It’s that time again! Many of our nation’s teachers are preparing their classrooms for the first day of school and so we wanted to share with you what some of our SEEC teachers are planning to include on their bookshelves this coming fall. Before school ended this past week, I interviewed several of our teachers to get their perspective on back-to-school books and here’s what I learned.
Duckling Book_1

HOMEMADE BOOKS

Many of our infant and toddler teachers lamented that there weren’t a lot of options for their young students. They were opting for making homemade books like the one featured to the right that documents a trip to their new classroom. This group of toddlers will be going to a new center, so the teacher thought it was especially important to have something to ease into a new location. I liked that the book highlighted the children’s feelings and pointed out some exciting new components of the classroom. I guess you could call it an end-of-the-year book, but since it will be with them in their new classroom too it still bridges their experiences and offers them continuity.  Duckling Book_2

Many of our teachers also like to create individual books for their students that include photos of family, special events or things the child likes. These types of books can be a great source of comfort at any time of the year when they need a little extra soothing. They also help classmates learn about each other.

FAMILIAR FRIENDS

At least four teachers said to me that they weren’t necessarily looking for back-to-school books for September. Rather they wanted  books with which the children were familiar. Having these books were important because they built in a familiar component that would help their students feel safe and more easily transition to their new teachers and routines. This was especially true of the teachers in our toddler and twos classes. Here were some of their top recommendations.

  1. Chicka, Chicka, Boom, Boom by Bill Martin, Jr. and John Archambault
  2. Good Night Moon by Margaret Wise Brown
  3. Brown Bear, Brown Bear, What do You See by Bill Martin Jr.
  4. The Napping House by Audrey Wood
  5. The Very Hungry Caterpillar by Eric Carle

MAKE IT A PROJECT

Our current Kindergarten teacher shared that when she was teaching in Europe she stumbled across the book, Mommy in My Pocket by Carol Hunt Sendarak. She said she fell in love with the book and its story of a little girl who imagines shrinking her mother so she can accompany her to school. In the end, she realizes that she will be fine on her own as she carries the memory of her mother’s hug and kiss.

Our teacher, Cathryn, took the book a step further and had her pocketstudents bring in a photo of their moms/caretakers and adhered it to the shape of a person. The children were invited to “dress” the body by coloring in clothes. When they were finished, she attached it to a heart, which was then glued on top of a cut-out pocket shape. Finally, she attached yarn to the pocket so the children could wear their “caretaker pockets” like a necklace.

After their project was done, the class sat together and talked. She recounts that she would ask about their feelings or other objects that they might want to bring to school with them.

CELEBRATING INDIVIDUALITY

Many of our PreK teachers said they like to use the beginning of the year to teach about what makes their students special or unique. One PreK-4 teacher praised Tacky the Penguin by Helen Lester for not only honoring everyone’s differences, but also just being silly. Another teacher suggested Ian Falconer’s Olivia because of how it embraces the character’s unique spirit – plus, it doesn’t hurt that the book showcases a visit to the museum where Olivia encounters paintings by Degas and Pollock – a very SEEC moment.

OTHER FAVORITESImage 3346

  1. Lilly’s Purple Plastic Purse by David Henkes

Though not really about back-to-school, this book features the relationship between student and teacher and introduces children to the concept of having different perspectives.

2.  The Night Before Kindergarten by Natasha Wing

This one is for the parents out there! It is a personal favorite that helped both my children transition to Kindergarten.

2.  Splat the Cat by Rob Scotton

3.   If  You Take a Mouse to School by Laura Numeroff

4.   Franklin Goes to School by Paulette Bourgeois

DON’T FORGET THE SPACEphoto 4

Creating a cozy corner, can be as important as the books. Have fun creating a space that is quiet by sectioning it off from the classroom buzz. Use inviting colors, comfortable furniture and include soft, soothing objects. Such a space will undoubtedly help with those first day transitions as well as difficult moments throughout the year.

Hope these give you some fresh ideas! Happy back-to-school.

Ready Set Go

Post by Betsy Bowers, Director of the Center for Innovation in Early Learning
As another school year comes to a close and we begin to say farewell to the many children who have spent the past 5 years or so with us, it’s hard not to wonder what’s ahead for them. Our educators tirelessly support SEEC students as we help them make sense of the world, love learning and grow into thoughtful young citizens. Over the course of this past year, a group of SEEC educators discussed what our students should be able to do when they leave SEEC.

Critical thinking and analysis.

Critical thinking and analysis.

There’s quite a long list. A few of the things we agreed on were that our students should leave SEEC being able to solve problems, be responsible, take risks, understand their role in the community and their ability to affect change, have compassion, respect and empathy for others, and communicate their ideas.

It’s a lot to ask a 5 year old if they know how to solve a problem or be responsible, because of course they will say, “yes.” We are, after all, working on having them leave SEEC with self confidence so a positive response is expected. Because I wanted to find out if our 5 year olds are entering Kindergarten as independent thinkers, I asked a few of them this more indirect question: “If I told you that five of your friends wanted you to climb up the Washington Monument so that you could jump off, what would you say?” One student gave me an odd look and responded, “That’s not really a good idea.” One student did say, “Yes.” We’ll hope that she has some clever ideas about how to do that safely. One student simply said, “Ouch,” while a few others were much too busy to want to elaborate and so responded with a “no.”

Ability to share ideas.

Ability to share ideas.

The response, though, that reminds us that all these skills are intertwined and expands our notion of “independent thinking” was this – “Only if we could jump off like a cannonball and onto a big trampoline!” Of course, why didn’t I think of that?

Here’s hoping that this playfulness, creativity, critical thinking and overall healthy outlook on the world that we have worked so hard to nurture is embraced by our elementary school colleagues and the world. Good luck, dear friends, as you now go and bravely pursue life.

Self esteem and confidence.

Self esteem and confidence.

 

Kindergartners and Exhibit Design, Part I

That there is a national emphasis on the value of early childhood education goes without saying.  So it makes good sense that museums are starting to think more about how they serve this audience.  At the Smithsonian Early Enrichment Center, our students generally visit museums 3-5 times a week; it’s a space in which they are comfortable and familiar.  So when  staff at the National Museum of American History wanted to understand more about how young children interact with exhibits, they thought of SEEC.  Through a series of discussions, the staff agreed upon using Little Golden Books, an exhibit with obvious kid-appeal, to examine how children felt about their exhibit design.  Similarly, SEEC wanted to see the exhibit through the eyes of their students in order to inform our own teaching practices and professional development.  Finally, we decided to experiment with SEEC’s Kindergarten class because, at the end of the year, they will be asked to create their very own exhibitions.  The experience seemed like a great way to support their endeavor.

ClassCircleWe planned two visits to the exhibit.  The first visit was simply to familiarize the students with the content and the layout of the space.  Prior to going to the museum, Sara Cardello, Museum Educator, planned an interactive, hands-on lesson in which the students identified parts of the exhibit; i.e. object, case, label etc. and introduced them to Golden Books.  Almost all of them immediately recognized the Golden Books and were anxious to share their personal stories with the class.

Museum1

We headed over to the exhibit and first, met with the exhibit designer.  We then took turns walking through the exhibit in small groups, each with either a classroom or museum educator.  During that time, the children got to look and ask questions.  Educators came prepared with specific questions to encourage them to think about the exhibit.  Below are some of the questions and some of their answers.

What do you see, notice, or what is the exhibit showing you?

  • Really old books
  • TV screen helps us read the booksExhibit2
  • Some of the books have interesting ideas
  • Each display case has a theme: doctor, transportation, mining, cooking
  • Measurements along the sides of the larger illustrations
  • Really old (again)
  • Some are dusty
  • Some are new
  • Golden strip


What do you hear?

  • Wanted to hear the stories
  • Kind of loud because we are all in here
  • No music
  • Too loud
  • Conversations about all of our observations

What are you learning, thinking about, what would you add?

  • Who is in the picture with Mickey and Donald?
  • Beautiful, looks painted
  • I see some letters, and I see the same letters, but different pictures (referring to Little Golden Books)
  • I would add a kids book, like Toy Story 3, even though these are kids books
  • I would add toys that you see in the books to play with

Who is the exhibit for, who would like this exhibit?

  • Me and my mom would like this, she read these books
  • My grandma likes to read
  • Grandma and grandpa would like them because they haven’t seen them in years
  • Bullies would not like it because they do not like books
  • Giants would be too big and they like to break stuff

In addition to these questions, we had some open-ended discussions based on their responses to the objects.  Here is an example of one such discussion. 

When looking at the case displaying the Here Comes the Parade the students quickly identified Donald Duck and Mickey, but were stumped when it came to Howdy Doody.  This was a great time for us to look at the label and see if we could get some more information.  Although the name didn’t ring a bell, it did give us a chance to talk about when the book was made and how our parents or grandparents might know about this character.  I asked this group if they could tell me where they thought the characters were and after some investigation, they concluded it was a parade.  This line of inquiry prompted me to share my own experiences watching the parade on Thanksgiving morning.  This encouraged others to share their own Thanksgiving traditions and/or recollections of parades.  It was a great conversation and before we knew it, we had been standing at that case for close to 10 minutes, which is considerable for a Kindergartner.

Following the visit to the exhibit, we had a chance to debrief as a whole group (there are 18 students in the class).  Below is a glimpse of that discussion. 

What did you notice?WrapUp2

  • A new book, Little Red Hen
  • An interesting book about cars
  • A girl cleaning up
  • Boy and girl playing doctor
  • I noticed #65 on one of the books

Who would like this exhibit?

  • Grandma and grandpa would like it because they haven’t seen them in years
  • Grandma and grandpa would like the books because they would remember them
  • Moms and dads like books, they would like to visit

How did you feel about the exhibit?

  • Really like it because they are lots of interesting books to see
  • Cool. Cool books, cool answers, moms and dads would like it too
  • I felt surprised when I saw the spine but then I realized that’s why it’s called Golden Books

What would you add or change?WrapUp1

  • More books!
  • Add books that you might know
  • You could bring your own Golden Books once you were done with them
  • Add a book or a chair to look at books
  • I love Golden Books
  • I would add airplanes, they are more interesting
  • I would add my own books

What questions do you have for the curator or designer?

  • Why did you choose Golden Books?
  • Why do they make Golden Books?
  • Dinosaurs are big and you have to think about cases and storage, you have to think about the size of objects for exhibits

How much did it cost to build this exhibit?

  • $100 because books can break easily
  • $60 because book are expensive
  • $15 because it is a really big exhibit