Teacher Feature: Three-Year-Old Class Explores Amphibians

Today we’re featuring Maya Alston and Amy Schoolcraft, the teachers of the three-year-old Wallaby class. The class has been busy exploring the Animal Kingdom, and I joined them for a lesson about amphibians and frogs at the National Museum of Natural History. Below you will find images from the lesson, as well as reflections from Maya.

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For the past two years, a mallard duck has made SEEC’s playground her nesting ground to lay her eggs. Every year we section off a part of the playground for mama duck to lay her eggs safely and use this as an opportunity to engage the children about the importance of respecting her space while she cares for her babies. This was the Wallabies’ first time experiencing the process, and while they have always shown interest in animals through play, we noticed that this experience really seemed to stick with them and pique their interest. Amy and I decided this was the perfect time to begin a unit on the animal kingdom.

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For their lesson, the class headed to Q?rius, an interactive learning space at the National Museum of Natural History, for their lesson.

Q?rius is a space dedicated to encouraging young children to be curious and investigate through hands on exploration. I wanted my students to be active participants and be able to have tangible objects to help them make these connections. I took some time to explore Q?rius on my own first, imagining how my children could engage with objects that were relevant to our lesson. From there, I began to piece together what I wanted the lesson to look like based off what the space offered.

Since it was also my first time going to Q?rius, I wanted to make sure the space was appropriate for my students. I took time to explore on my own as well as speaking with Q?rius employees about what objects they had related to amphibians.

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Q?rius has many objects and specimens to examine closely. Maya led the class to a case and took out a specimen box without showing the class. She gave the group some clues as to what might be in the box including making a frog noise with a frog musical instrument, and showing them an image of a frog. Between both clues many children exclaimed, “a froggie!”

For this unit, we wanted our students to understand the concept that animals belong to different groups. While animal kingdoms are generally taught in later years, I wanted to build a foundation of the concept of categorizing animals based on physical traits, habitat, and other characteristics unique to that animal group. In this lesson, we began exploring amphibians.

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Maya shared two frog skeletons and allowed each child a turn to look closely. They noticed the difference in sizes between the skeletons.

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Next, the class went upstairs to the Q?rius jr. space, a dedicated area of Q?rius for young children. They sat down and Maya told the class what they were going to learn about today: amphibians. They practiced saying the word and Maya explained that amphibian means two lives; one life in the water, and one on land. She asked what animals they know of that live in the water. The children listed animals such as sharks, fish, and dolphins. Next, she asked what animals live on land. They identified many animals including butterflies, cheetahs, birds, bunnies, and elephants.

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Maya reiterated that amphibians are special because they live in both the water and on land, such as frogs. She showed them images of more amphibians including newts, salamanders, toads and caecilians. The group remembered some previously learned knowledge about how many legs insects have (six) and arachnids have (eight). Maya let the class know that many amphibians have four. The class counted the legs of the amphibians together. The group explored another physical aspect of amphibians – how they feel. The class felt their own skin and described it as smooth and soft. Maya let them know that amphibians are smooth and soft as well, but they’re also moist, meaning they’re always a little bit wet.

I knew very general information about amphibians and frogs, but to prepare for this lesson I took some time to research as well. Sometimes the children have questions that I might not have been expecting, so it’s always helpful to come with some additional information prepared.

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One of the children brought up how bunnies feel, and Maya took this opportunity to transition to her next point. She asked the group what bunnies like to do. They excitedly said, “hopping!” Maya told the group that frogs also like to hop. The class began jumping and hopping like frogs all over the circle. Maya let them have some time and then said, “3, 2, 1, and done.” The children took the cue and sat back down in their circle.

While I had not planned for the group to jump like frogs at this point, it was the children’s way of staying engaged and actively participating with the lesson. I really want them to connect with our lesson in a way that speaks to them, and most often, it is through movement. It makes our lessons feel a lot more organic and can even help to push the conversation along. I’ve found my lessons to be much more fun and exciting when I allow the kids to steer the direction we go in just a little during our discussions. It’s an excellent way to gauge their interest and see what they know already.

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Next, they explored frogs more deeply by looking at plastic frogs, and playing wood frog guiro musical instruments. They enjoyed stroking the wooden frog’s back with the mallet and listening to the ribbit-like sound. They also compared the difference in sound between the larger frog guiro and the smaller one.

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The last aspect of the lesson was to explore how strong frog legs are and how they help them to jump very far distances. Maya said that some frogs can jump up to seven feet! To illustrate this she measured out the distance with a tape measure.

The inclusion of math skills into the lesson was something that happened naturally. I really wanted to provide a visual to see just how far of a distance it was, and a tape measure was the perfect object. It just so happened to be a great way to incorporate math skills!

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Then it was the children’s turn to jump like a frog and measure how far they could go. Maya randomly pulled each child’s photo from a bag to indicate it was their turn to jump.

The children seemed to really take to the activity portion and liked comparing their distances to see if they could jump as far as their friends. I think the activity was engaging enough that even when it wasn’t their turn to jump, they were still excited to get to participate in some fashion, for example cheering on their friend who was jumping.

There’s always a little bit of unknown when taking your students to a new space. Sometimes doing gross motor activities in confined spaces can be a little tricky. I wanted to make sure the kids were able to get the most out of the lesson, while also respecting other people using the space, so we discussed.

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As each child jumped, the rest of the class cheered for them and how far they went. Maya integrated math skills by measuring how far each child went and writing down the numbers next to their photo. To conclude this part of the lesson Maya let them know that they were all great jumpers, but frogs could still jump a lot further and they would learn more about them later in the week.

I absolutely loved how the group waited so patiently to take their turn to jump and were cheering each other on. It can be difficult to wait patiently for eleven other people to go before it’s finally your turn. Unity and camaraderie are concepts we encourage throughout the year, and seeing them be so supportive unprompted was very heartwarming.

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To end the visit, the class got a chance to explore the Q?rius jr. space. Some children explored the many specimens both displayed and available to touch. Some played more with the frog instruments or engaged in a variety of puzzles (including a frog puzzle!).

I think what’s great about this lesson is the fact that it can be done in just about any setting with objects. My recommendation for other educators without easily accessible museum spaces, but wishing to do a similar lesson would be to go sit outside or go to a local nature center or pond to connect with the concepts.

We made sure to say a quick goodbye to our frog skeletons before leaving Q?rius. Upon reflection, this would have been an excellent time to have the students take another look at the skeletons and have a brief discussion about what new information they had learned during the lesson. That would give them the opportunity to make connections and help to bring the visit full circle.

Later in the week, we continued the conversation by visiting the Moongate Garden to talk about the life cycle of frogs. Following our week on amphibians, we began to explore other animal classifications.


After exploring frogs the class learned about reptiles. For more animal ideas, visit our Amphibian, Birds, Reptile, and Ocean Pinterest boards.

SEEC’s Oscars

2-2In keeping with the awards season time of year, SEEC held its annual Staff Appreciation dinner recently in order to recognize the hard work and dedication of our entire team. It was also a great opportunity to kick back, relax, and enjoy some time together.

During the course of the evening, we honored six individuals who have really stood out.

Without further ado, the winners are….

Diane Homiak Award

The Diane Homiak Award is a lasting tribute to the memory of SEEC supporter, parent, and employee Diane Homiak. A fund has been established that annually recognizes the commitment, creativity, and contributions made by a teacher to SEEC.sign-me-up

Melinda Bernsdorf, teacher in one of our two-year-old classes, was the 2017 recipient. With numerous nominations from parents, teammates, and colleagues, Melinda was singled out for fostering a creative and inspiring learning environment, her ability to build independence and inquisitiveness in her children, her willingness to share ideas, and the remarkable warmth she brings to everything she does.  Melinda has been at SEEC since 2014 and holds a Bachelors in Psychology. She has a long history of working with children and says she loves how each child has their own individual way of exploring their world.

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First year toddler teacher Elizabeth Kubba was celebrated as this year’s Rookie of the Year!  She, too, was recognized for her creativity in the classroom, her dedication to her children, and her level of communication. As an undergrad, she realized that educating and developing young people was her true passion so she went on to earn her M.Ed. in School Counseling from Liberty University. She has been working in special education at the elementary level for the past three years.

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Brooke Shoemaker was celebrated with the Spirit of SEEC Award.  This award isn’t given out every year – it’s only awarded when an educator who reaches across the entire school really stands out, and Brooke truly fits that bill!  She was recognized for her work supporting teachers in all three of SEEC’s sites, her ability to connect with everyone (big and little), and her outstanding work within the Center for Innovation in Early Learning. Brooke serves as the Education Specialist for Pre-K and Elementary programs. She holds an M.Ed. in Early Childhood Education and you will often find her combining her knowledge of young learners with her love for theater.

Team Player Awards

The Team Player is awarded to staff who is recognized by their peers. Infant Educator, Logan Crowley, and Assistant Educators,  Ace Walton and Phoebe Cos were selected as this year’s award winners – each goes above and beyond to support his/her colleagues, with warmth, willingness to jump in, and a positive outlook! We’re incredibly lucky to have such supportive and dedicated educators across SEEC!

While these 6 individuals were specifically recognized, we also took the time at our dinner to recognize each and every member of SEEC’s team.  We’re so incredibly fortunate to have a community of educators as strong and dedicated as those working here each day – it’s what makes SEEC the special place that it is – and we know you recognize that, too! An incredible 27 individuals were nominated this year, and we received more than 50 nominations for these talented educators!

Color, Color, Everywhere

DSCN6760One of the first things we do with our young children is teach them the colors. As I sit and write this blog, I can hear families arriving for school and parents talking to their children about what they see in their environment and describing how they look – and most often I hear parents describing colors. Color helps us identify, sort, and can even elicit an emotional response. All too often though we, parents and educators, think of color in terms of art. No longer! The Smithsonian Libraries’ exhibit Color in a New Light will open up a whole new world and make you think about color in ways you haven’t before.

To put it in perspective, Sara Cardello, Education Specialist, at the Smithsonian Libraries has provided us with four fun STEM (science, technology, engineering, and math) facts about color that will get you excited to learn more about color with your little one.

Fun Color Facts

Science

Did you know that in 1666, Sir Isaac Newton, an English physicist and mathematician made an important observation? He noticed, when looking through a prism, clear light was not clear after all. In fact, it was made from seven different colors, which we now know as the rainbow. These colors cannot be seen by our eyes all the time, but science has proven that in the right settings we can see that our light is very colorful!

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Newton Sir Isaac Newton experimenting with a prism. Engraving after a picture by J.A. Houston, ca. 1870. Courtesy of The Granger Collection, New York

Technology
Did you know that before the 1880s all colors were made from natural dyes? It was not until an accident in 1856 that we got our first synthetic way to make color. William Henry Perkins, an English chemist, was searching for a cure for malaria. While experimenting with coal-tar, he noticed an oily residue left a vibrant purple stain on some silk. While the cure for malaria was not found, a new process to create synthetic dye was discovered and changed the technology of color forever.

Engineering

Henry Ford is credited with creating the affordable and mass produced automobile in America. The Model T was originally sold in red, gray, green, and black. But as demand rose for the car, production was not able to keep up. From 1914 to 1926 Ford only offered the Model T in black, because it dried the quickest. It wasn’t until a more efficient assembly line was engineered by Ford that they could begin producing the car in various colors and keep up with the booming automobile industry.

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Robert Ridgeway was the first curator of birds for the Smithsonian in 1880. One of the things he noticed were all of the different colors used to describe the animals, which made it confusing for scientists. In 1886 he created A Nomenclature of Colors for Naturalists which helped count, sort, and order all the different colors and name them, like Warbler Green. His work helped take the mathematical guess-work out of bird watching!

SEEC and the Smithsonian Libraries will host an open Color Studio on Saturday, July 16. Don’t let the name fool you though, our color activities will be STEM inspired. We plan to mix and create our own colors, make our own paint, make rainbows and make a color-inspired mural. Following your studio experience, families will be given a guide to the Color in a New Light exhibit.

Join us for our upcoming Artful Afternoon featuring Color.

Object of the Month: Calder Gallery at the National Gallery of Art

As was the case in September, this month’s Object of the Month is actually an entire gallery. This gallery is dedicated to the artist, Alexander Calder, and is located in the newly re-opened East Wing of the National Gallery of Art. The latest iteration of this gallery is bright, airy, colorful, and full of shadows. It is in many ways the perfect art space for a young child can while away their time looking and getting lost in their imaginations.
The objects within the gallery can be used in conjunction to several age-appropriate themes.

  • Shadows – The sundial just outside the Smithsonian Castle in the Haupt Garden  + Moonbear’s Shadow by Frank Asch would round out the experience.
  • Color – Calder’s bold color palette is a great way to introduce your child to colors.
  • Shape – Circles, triangles, even a quadrilateral (the elephant’s ears)!
  • Ocean – Finny Fish offers an imaginative take on our ocean friends- combine it with a trip to the Natural History’s Sant Ocean Hall.
  • Balance – His mobiles are a great way to introduce children to the concept of balance.
  • Movement/Wind – Take notice, Calder’s mobiles move and come alive!
  • Space – Many of his pieces reminiscent of the solar system, especially Vertical Constellation with Bomb.

 

Infants, Toddlers, and Twos

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Visit the NGA’s website to learn more about each of these objects.

The animals in the center of the gallery are a perfect height for your infant and toddler, especially those who are in the stroller and struggling to see what is around them. I like the idea of pairing these objects with Sandra Boyton’s Are You a Cow or Doreen Cronin’s Click Clack Moo. I am also very fond of the Crinkly Worm and pairing it with one of my all-time favs- Inch by Inch by Leo Lionni. Whichever literary direction you go, you can also choose to bring photos, stuffed animals, or even watch a short video featuring one of the animals. Head out to the nearby terrace and see if you can imagine moving like a bull or a worm.  If worms, cows, and bulls aren’t your thing, then focus on the elephant. This sculpture is a playful interpretation of the animal and is certain to capture your child’s attention. Enjoy an elephant hunt though the 3Smithsonian and stop by the Sackler Gallery to see the Seated Ganesha, the rotunda of the Natural History Museum to see Henry the Elephant and of course, the Zoo. Take a photo of each visit and display it somewhere at home where your child can see it (you could make a mobile if you want to stay true to the Calder theme). By documenting their experience, it will help them connect events and see their own learning.

Threes and Four

I was recently in this gallery with a group of adults as part of a workshop and I was asked to work with a partner to create something Calder–inspired with paper and some scotch tape. We don’t often think about it, but museums, with the right materials, can also be art studios.  I love these types of activities not just because they support creativity, but because they encourage young children to look carefully. Here are a few gallery-safe ideas:

  • Sketch the shadows on the walls2
  • Use pipe cleaners to make shapes and forms.
  • Add pieces to a mobile that you have started
  • Have them tear a piece of paper into one of the shapes they see  (just remember a trash bag).

Enjoy, have fun, and don’t forget to share your ideas with us too!

Word Expeditions

PrintIn the fall of 2015, the Friends of the National Zoo, National Museum of African American History and Culture, National Air and Space Museum, National Museum of American History, National Museum of Natural History, Smithsonian Associates’ Discovery Theater, and the Smithsonian Early Enrichment Center, together with the DC Promise Neighborhood Initiative (DCPNI) were awarded a two-year grant through Grow Up Great, PNC’s initiative focused on early childhood education, to launch Word Expeditions. The grant’s objective is to build vocabulary in preschool students from the Kenilworth-Parkside neighborhood in Northeast DC. DCPNI works exclusively with this neighborhood supporting all members of the Kenilworth-Parkside and describes its mission as “improving the quality of their own lives and inspiring positive change in their neighborhood.”  The group has a strong foothold with families of young children and so it seemed natural to integrate Word Expeditions into their already existing Take and Play structure. Once a month, Smithsonian representatives visit Neval Thomas Elementary School during which time, families participate in activities that teach about the Institution’s collections, build vocabulary, and support a child’s development. The evening concludes with a meal and families take home a kit from DCPNI outlining fun and simple ways to incorporate learning and vocabulary skills at home.

DSCF1330A few weeks later, families are invited to come to the museum that co-hosted the
Take and Play. During their visit, families engage in similarly fun activities that reiterate the vocabulary and theme from the Take and Play. In addition to the literacy component, the Smithsonian wants to create a welcoming experience that will make families feel at-home and inspire them to visit again. We also hope that through these programs, they will begin to see how museums can be used as a place to learn and explore together as a family.

As part of the grant, SEEC was tasked with creating a unique map featuring the Smithsonian in Washington, DC. The map displays the museums on and off the Mall and includes the Smithsonian Gardens and Discovery Theater. Each one is represented by an object, which isWord_Expeditions_Map Word_Expeditions_Map2accompanied by what I like to call, conversation starters. These conversation starters include key vocabulary terms that help families define some big ideas they can use to discuss the object. They also pose open-ended questions and suggest easy ways to engage with the object and use the vocabulary in ways that will help children understand and recall the word’s meaning.  For example, The Smithsonian Gardens description asks families to look closely at an elm tree and find its parts. The children will walk away with a concrete understanding of terms like roots, trunk and bark.  The National Portrait Gallery’s entry asks families to imagine what they would see, hear and taste if they jumped into the portrait of George Washington Carver and suggest that parents use the term five senses and, of course, portrait.

These conversation starters also motivate families to stop and take a look – conveying the importance of observation and careful looking. The Hirshhorn Museum and Sculpture Garden encourages families to walk around Juan Muñoz’ Last Conversation Piece and try to pose like the figures. The description features the words pose and conversation and also asks families to imagine what their conversation is about. Using a concrete analogy to the vocabulary is so important for young learners.

To keep families returning, we offer them four free tickets to Discovery Theater after visiting five museums, and a free book after visiting ten. Perhaps more important to the map’s success is the presence of Ariel Gory, Education Specialist for Early Learning, from the National Museum of American History. She speaks directly to families about the map. Her presence has been important in communicating the purpose of the map, encouraging families to use it, and creating a sense of community. She shares her experiences:

DCPNI NASM Photo1 (002)I find that dinner time at the Take and Play program provides the perfect opportunity for me to get to know families on a deeper level as I talk with them about the maps and their museum visits. Recently, I engaged in a conversation with two families who have become “regulars” at the workshops and museum visits.  When I asked what museums the families had visited lately, the mothers immediately began to list all of the museum trips they had been on since the program’s inception in the fall and what’s more, they described their visits in detail – recalling the vocabulary that was introduced and the activities in which they participated. It was exciting to see their enthusiasm for the program and it was clear that the map had helped foster and grow their interest in museums.

 Getting to see the map in action is one of the most uplifting aspects of this program. During a spring visit to the National Museum of American History, I noticed one mother rustling through her backpack before pulling out a well-worn map. “I can’t forget to get this signed!” she said. As I took a closer look at the map, I noticed that she had a signature for the National Air and Space Museum. I asked her when she had visited and she responded that they had gone the day before because her children had the day off from school. She noted that even though they weren’t in school that day, she still wanted them to “learn something.” Seeing that this mom had used the map to independently seek out a museum to expand her children’s learning shows the importance of programs like this.

So often we realize that local families are unfamiliar with the Smithsonian or feel that it is a place that they don’t belong. We hope that the map and the Word Expeditions program not only help to build young children’s vocabulary, but also encourage families to explore the opportunities for wonder and learning located in their backyards.

Supported by:
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In cooperation with:

Friends of the National Zoo
Smithsonian Early Enrichment Center
National Air and Space Museum
National Museum of American History
National Museum of Natural History
National Museum of African American History and Culture
Smithsonian Associates/Discovery Theater
DC Promise Neighborhood Initiative

#notdaycare

The last few years have seen increased national conversation about how to reform education in our country. Charter schools are popping up everywhere, new forms of high school are being created, and new ways of “doing school” are being funded and debated. But throughout all this conversation very little attention has been paid to early childhood education—our work is still considered “day care” by many and not valued for the very important role it plays in the overall landscape of a child’s education. We want to change that conversation.

I think that this “day care” conversation has been fueled in part by two subtle and underlying ideas we have in this country– first, that what happens in early childhood settings is really comparable to what happens at home during the early years, and second, that what happens with children before they are “school age” is a personal responsibility rather than a collective responsibility. Perhaps because many children used to (and still do) spend their first five years at home with a parent or family member, we seem to have the idea that what happens in early childhood settings is the same thing as what happens at home during the day and that these teachers are “substitute parents”  who don’t really need any special skills, rather than educators requiring degrees (after all, you don’t need a degree to be a parent….). In addition, we see educating children starting in Kindergarten as something we need to be doing (even though it’s debatable that we really do see this as a collective responsibility since our education system is certainly not yet equitable) but educating a child before five years of age is something an individual parent is responsible for finding and financing.

The work that happens in our classrooms, and in many other early childhood classrooms across the country, certainly includes care and love, but it includes so much more than that. Teachers in these settings carefully design developmentally appropriate experiences for children that help them develop skills and dispositions that will carry them through a lifetime of learning. Teachers in these settings expertly manage multiple children all day long…teaching them vital life skills, social interaction skills, and rich content—all while caring for them in ways that build strong personal relationships with them that can last a lifetime. We do not care for days…we care for children. But we do so much more than just care for them. We are living and learning spaces that grow human beings…the next generation of people who will run this country. Parents who have chosen to stay home with their young child and nannies working in homes often face the same lack of respect from society. They are not “just taking care of” their child, they, too, are growing human beings. There is no more important job than growing a human being.

While the phrase “day care” certainly doesn’t adequately describe our work, the word “school” is laden with context that makes it not quite the right word for our work either. School often conjures up thoughts of testing and sitting at desks and that is not at all what we do. But we do educate children and the technical definition of “school” is “an institution for educating children”–a description that certainly applies to our work. At SEEC we describe ourselves as a demonstration school for young children because developing new methods of educating young children is the heart of our work, using the research on child development and learning is our base, and sharing our learning with others in the field is part of our mission. We are not a “day care” center and neither are most of our colleagues doing this work across the country. We are school at its’ richest and best.

I am certainly not denying that there are some places where young children spend their days which are simply places where they are taken care of at the most basic level—these places definitely exist. But I am saying that as a country we should no longer be content to let places like this exist. We should demand that the system change to support and allow every child who is in a group setting to have the chance to experience a rich living and learning environment that we absolutely know is key to learning later in life and to being successful in life overall. This change will require conversations like the ones that have happened around the rest of the education system—what are the new models, how will we fund these models, and who can (and can’t) teach. Perhaps most importantly, this change will require the conversation about what we want for the children of this country collectively, not just what we want for our own child.

Let’s help start this conversation. Let’s all–teachers, parents, nannies, anyone working with young children– start a campaign that brings to light the important work that people who are growing human beings are doing. Let’s post our photos of the rich work we do with young children with the hashtag #notdaycare. Let’s add our voices to the conversation in an effort to change the narrative about the early years and education. Let’s help the public understand that the best way to change the education system might be to change the early childhood system so we are sending children to school at 5 as children who are curious, who love learning, and who know how to ask good questions and search for answers. Our work is #notdaycare, it is education that sets the stage for our future. Let’s have the conversation.

Celebrate NAEYC’s 2016 Week of the Young Child™! Guest Post by Rhian Evans Allvin

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A special guest post by Rhian Evans Allvin, Executive Director of the National Education for the Education of Young Children

Every year, NAEYC’s Week of the Young Child™ brings together thousands of young children, educators, and families from around the globe in celebration of our youngest learners. WOYC™ is a wonderful opportunity to celebrate the joy and play that are at the heart of early learning.

During this year’s Week of the Young Child™, April 10—16,  parents and teachers are encouraged to explore developmentally-appropriate activities based around five fun daily themes: Music Monday, Taco Tuesday, Work Together Wednesday, Artsy Thursday, and Family Friday. These suggested themes offer activity ideas supporting early math, language, literacy, and more, while promoting social-emotional development with diverse hands-on learning opportunities.

For this year’s WOYC™, NAEYC invites everyone to get involved in the celebration!  Make up a fun dance routine to our 2016 featured song, “One Love” as performed by Aaron Nigel Smith and the One World Chorus on Music Monday, or invite children to help measure ingredients on Taco Tuesday. Work Together to explore the world around you on Wednesday, create imaginative works of art on Artsy Thursday, and celebrate your unique family on Family Friday!

The Week of the Young Child™ is also a great opportunity to thank early educators for their hard work and dedication to the early learning profession. Research tells us that US voters overwhelmingly believe that early educators play an essential role within our communities—nearly on par with firefighters and nurses. These same voters recognize that early childhood educators have complex and demanding jobs and responsibilities, and that our national policies do not reflect the vast amount of developmental science supporting the importance of high-quality early learning experiences during a child’s most formative years. No matter how you celebrate WOYC™ this year, be sure to thank the early educators in your life, and the family members who help encourage learning at home.

As an NAEYC-accredited program, the Smithsonian Early Enrichment Center has proven to maintain high-quality early learning standards and offers quality learning experiences to its students and community. NAEYC is excited to see the fun activities and learning experiences that will be taking place this year! Teachers and families are encouraged to share their WOYC™-inspired activities by sharing photos, activity ideas, videos and more to NAEYC’s Facebook or Twitter using #woyc16, or sending directly to woyc@naeyc.org. We can’t wait to see how you celebrate the early learners in your life!

NAECY2To learn more about NAEYC’s Week of the Young Child™ visit naeyc.org/woyc. To get involved in the conversation about supporting and elevating the early education profession through our nation’s public policy, join NAEYC’s Early Ed for President movement at earlyedforpresident.org.