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It takes a village to raise a child

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It takes a village to raise a child. Everyday, parents send their children into the arms of other adults with the confidence that this person is going to care, educate, support and love their little one. Be it a preschool teacher, daycare facility, family member, babysitter, or nanny, this person acts as a surrogate parent and has the ability to deeply impacts a child’s life.

As a preschool teacher, I was devoted to providing the best care and guidance to little ones everyday. I am not alone. With roughly 80% of parents in the workforce, it is clear that raising a child is a community effort. For the majority of working parents, a facility, school, or family members are given the responsibility for helping raise a child. For some, the solution of balancing a child and work is a nanny.

Taylor has been a nanny to a single family for a year. As an assistant preschool teacher, she developed a bond with a then 13 month old Olivia. With Olivia’s sibling on the way the parents, Isabel and Jose, reached out to Taylor about becoming their full time nanny. Once Frida was born Taylor left the classroom and transitioned into the world of becoming a personal care giver.

Q:  Describe your job as a nanny.

A: I’m a third parent. I do, as well as I know, [that] they consider [me] a third parent, caregiver and this is my job. I’m there to help them learn and to help them grow. It is a different level of responsibility and care. More than a babysitter, more than a teacher. I am responsible to the girls and to the parents to care for these children the best I can.

Q: How is it different than being a preschool teacher?

A: The bond for sure. I’m so close with these girls. I’m with them all the time.

Q: How often are you with the kids?

A: Monday through Friday 8:30-4:30. Although, I’ll step in for a weekend if they need help or a date night. I’m with them a lot, it is a full-time job. It is a reason why the trust the parents have in me is so important. Why my time with them is so important.

Q: What impact would you say you have on them?

A: The fact that they are two young little girls, and I’m a woman, but more I am a woman who is challenging the ideas of what it means to be a woman. The way I live my life is outside of the norm. I think it is important for the girls to know that a woman can have 1/8th of an inch of hair, can have tattoos, doesn’t have to wear makeup. There are so many different ways I present myself to them. For me growing up in a beauty pageant world I wasn’t surrounded by women who represented more than one idea of feminism. I know that if I was to grow up surrounded by someone outside of the society norm, I could have been more myself. They’re one and two and a half. I want to impress the idea that the possibilities are endless and I will be right there next to them.

Q: How have they impacted you?

A: They’ve taught me that I can do more than I thought I could. My first thought when I found out I was going to be with a one-year-old and a five-month year old was, “wow this is going to be difficult.” I’ve never worked with infants and I thought there is no way I can do this. But watching them grow every day and seeing all the little nuances. It’s been amazing for me. It’s beautiful.

Q: What is your relationship with the parents?

A: A lot of respect. They ask my advice on the girls, and I take cues from them when it comes to what they want for their children. It’s a little work team. I am thankful that the family I work with are both my friends and employers. I think that makes a huge difference.

Q: What is the greatest part about being a nanny?

A: The relationship. As a preschool teacher I got a little bit of that, but with them it’s different. To watch them grow from being a little bread loaf to walking and running, it’s amazing. I’m not sure if I will ever have my own children and I feel like I am part of this community whose goal is just to help these little girls flourish.   

- Mrs. Giannini

 

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Teaching While Tattooed

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Photo/Christopher DIlts

Photo/Christopher DIlts

I have tattoos. A lot of tattoos. While I have always taught my students to not "judge a book by its cover", looking at me sleeveless you might assume I was a hooligan, a vagabond, anything but than a preschool teacher. When I first started teaching I covered my art. I was afraid of being seen in a different light, criticized, and worse, my ability to educate a child put in into question. I remember the first time a parent saw my art slip out from under my sleeve. I could see the internal conflict in her eyes. Judge this woman who her child raves about, or accept the idea that a “Ms. Honey” may be rocking a full sleeve? After a moment she stared into my eyes and whispered, “I’ve always wanted a tattoo.” From that moment I decided I was going to embrace my decision to adorn my body and show off my tattoos. Little did I know the decision to show off my art would lead to one of my favorite classroom explorations ever.

With sleeves rolled up I felt like I entered the classroom for the first time. I was nervous, not so much about the parents, but about what the kids would say. Quickly, my tattoos became a topic at rug time. “Are those tattoos?” “Will they wash off?” “Did you draw those this morning?” “How did they do that?” “Did it hurt?” The children’s interest in my art didn’t stop there. As a progressive classroom, the children’s play was the driving force in our theme of study. Much to my surprise the children began to play "tattoo shop". Not wanting to pass up the richness of this topic, we dove in. (Keep in mind the parents were completely aware of this new exploration, and to my pleasant surprise were really excited! ) If one student decided to get a tattoo, they needed a good reason why and they were required to do the art themselves or “pay” an artist for their work. Their desired art and motivation was then pinned on a wall in the “tattoo shop”, aka the loft. After a day the child was asked again if they wanted to still get the tattoo or make changes. With the day-long waiting period passed, the art would be transferred onto a sheet of temporary tattoo paper and applied. During that rug they would tell the rest of the class about their tattoo and the meaning behind it. The tattoo limit was one a week. It was amazing. The children took great pride in their art. They excitedly showed it off at recess, and spoke endlessly about their ink to anyone who listened.

I learned so much about my children that year. While, I’ve been close to all my classes, this particular group was different. Through their art I discovered what they valued, what experiences resonated with them, the beauty they found in the world. It was truly inspiring. They made me think about the purpose of my own tattoos. Why did I get them? If forced to have a day waiting period would I have still gotten them? What do they say about me and what I value?

My tattoos tell my story — my adventures, my success and failures, moments of healing, of courage and strength. They are a part of me and I will never cover them up again. 

                                                                  -Mrs.Giannini 

 

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Hopscotch is basically a giant calculator, right?

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This week on the No Small Matter Vlog, we're continuing our summer STEM series with a demonstration of how you can use a classic childhood game — hopscotch — to teach addition and subtraction. Watch as Rachel and some of her students try this lesson for preschool math out.

The basics? When you think about it ... drawing a hopscotch grid is like drawing a giant calculator! So put it to use. A teacher or a parent can call out a number, and have a child jump to that number. Then call out one more, and they jump there. Here's the trickiest part — adding those two numbers together and then jumping to the sum! It's fun, engages a group, and helps preschool-aged learners think fast by adding in their heads or on their fingers.

Give it a try before the summer's through!

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Summer Science Series: Teach the Elements Using Bubbles

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Who knew that bubbles could provide an awesome STEAM and (or STEM, your pick!) learning activity for preschool aged-kids? They're a great way to learn about the elements, specifically, how gases work. Watch as Rachel walks some of her former preschool students through play and learning with bubbles.

What are gases, anyway? How do you teach something you can't see? 

But wait! You CAN see gases when you know where to look — when they're trapped in a soap bubble! Our team of little learners explores how we breathe gases in and out, using the fun of bubbles as a guide. Watch and share ideas you've used to teach young learners about gases in the comments.

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Summer Science for Preschoolers: Discovering Shadows

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We have a riddle for you:

What gets bigger... 
and smaller? 
What goes to bed at night...
and wakes up every morning? 
A shadow!  

Exploring the wonders of shadows with your kids this summer can be a fun way to teach them about planets. The concept of shadows can sometimes be a little difficult for kids to grasp, so why not take them outside for a some hands on experience? All you’ll need is some sun, chalk, and friends! Then..

1. Pick a place to draw the shadow and a stance you’re willing to hold for a little bit
2. Mark your feet with X’s
3. Have the kids trace your shadow with dark chalk
4. Come back every two hours
5. Stand in the same spot as the X’s
6. Retrace your shadow to see how it’s changed! 

Then take some time to ask the kids what happened. How has the shadow changed? Is it shorter? Taller? How could this have happened? And give the kids the opportunity to ask questions, too. Get them thinking about the world around them and planets other than the one they live on to teach them just how amazing science can be! 

 

Q&A: How Do We Create "An Inconvenient Truth" for Early Childhood?

We've learned so much from talking with partners and experts as we prepare a campaign strategy plan for No Small Matter - from priorities and challenges at the local level, to best practices for engaging with specific audiences, to how ECE programs measure return on investment. One of those supportive groups of experts is the University of Pennsylvania's Center for High Impact Philanthropy, which coaches current and future funders of early childhood programming on smart investment in this field. 

Our Impact Producer Laura Wilson recently sat down to talk with them about No Small Matter's model, and did my best to answer a burning question from one of their funders: "How do we create An Inconvenient Truth for early childhood?"

Q: What impact do you want to achieve with this film, and how does that inform the film’s development and release?
A: Early childhood education is constantly at risk of being put on the back burner for “sexier” issues — so the film is designed to radically change how viewers perceive what children need to thrive, and to drive home the urgency of making quality, affordable early learning and care available to all American families. Advocates have made incredible progress in the last five to ten years in driving new funding, increasing political will, and increasing the public understanding of the importance of investing in early learning. No Small Matter builds on this progress in changing perceptions with personal, resonant stories of how we must, and can, do this better. The film will have a wide release — not only on television, but in festivals, in theaters, online, and in community screenings, to measurably move the needle on the perception of urgency around ECE. Equally as important, we want our audience to retain the lessons and stories in the film, and then, be driven to action. To that end, No Small Matter will include scripted scenes with celebrities; surprising statistics driven home in animation; and message-tested metaphors that we hope will stick with the viewer long after they leave the theater.
Q: How will you measure the film’s impact? Are there creative ways that other impact-seeking films have pioneered to measure their effects?
A: With the input of our brain trust, early childhood experts, and outside impact producers and mediamakers, we have drafted an Impact Campaign Plan to outline our long- and short-term impact goals and the metrics that we’ll use to measure our success ... We are still more than six months away from the film’s premiere, so, based on the political climate, the news cycle, and partner campaign opportunities, we will continue to iterate our approach. We’ll also begin working with an outside evaluator to develop a comprehensive monitoring and evaluation plan — methods, tools, and processes for collecting data to tell the story of the film’s impact. The evaluator will bring their expertise on best practices, and also will serve as an impartial, outside reviewer to help better ensure we don’t measure our own success with our bias towards the project.
Some campaigns go a more traditional route, and have great success with the evaluation tools we all know and love – pre/post screening surveys, polling, a rise in traffic to the film’s website and social media. Others are getting really creative with ways to measure changes in conversations happening online and in the press, analysis of user-generated content, using digital data to measure online actions taken, and new apps that allow viewers to share their reactions to particular scenes in real time as they watch. We’ll be using a hybrid of these tools to gather qualitative and quantitative data at events, in the press, and online.

Read the full article at The Center for High Impact Philanthropy's blog here.

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Bug Activities for Preschoolers

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For some, bugs are: CREEPY. CRAWLY. ICKY. 

But, they are everywhere! And bug play is a great way for preschool age children to explore nature right in their own back yards. So Rachel invited her friend and former co-teacher Tracy to join her for a quick tutorial on how you can use bugs in a preschool setting - with and without having to get too up close and personal with your new insect friends.

Rachel and Tracy get down with two different kinds of bugs: Bess Beetles and Tobacco Horn Worms, which Rachel acquired from a great company that can send you bugs that are native to your local habitat.

Some great tips for working with bugs:

  •  Break out a magnifying glass to look at the bugs details and build vocabulary (it's green, it has a tail, etc.)
  • Think up fictional stories about the bugs' lives
  • Let the children do research on the bugs and report back to you as bug experts
  • And so much more! 

 

P.S. Looking for bug "sources"? Here are a few websites Rachel has bought from in the past:

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Superhero Play for Preschoolers

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Call it superhero play, power play, rough and tumble play - whatever you call it, this kind of play is often banned in schools and discouraged at home. But, it can be developmentally appropriate, and teaches kids all kinds of things about flexibility, adaptation, strategy, and emotions. Watch for tips from Rachel (and a demonstration with her friend Cory!) about how you can (safely) encourage power play at home and in the ECE classroom.

What does power play for preschoolers look like? It can be anything from kicking, to play hitting, to battling, to chasing. And here are just some of the reasons why it helps kids grow:

  • It practices negotiation - how to be dominant, how to be submissive
  • Kids learn what acceptable rough and tumble play looks like
  • It builds trust between kids, and between kids and adults

Just make sure to play in a wide open space - and when someone says stop, STOP! 

Play hard, have fun, and be safe y'all!

Got a question about child development? Ask Rachel!

Rachel answers YOUR questions about children's development and early learning.

Our first three questions?

Why, oh why, is my child always putting things in their mouth? 

Turns out, kids' mouths are actually the best tools they have to explore the world. Between 7 months and 2 years old, children don't have the fine motor skills they really need to investigate. By contrast, their mouths are very active sensory organs that they can use instead.

Why is my child OBSESSED with water?

For one thing, water is a pretty amazing element. It has sound, a feeling to it, it gushes and it drips. Plus, imagine you're a really little kid who's new to the world: It just seems to magically appear when you turn a knob and then disappears into a drain. If you had just started seeing that for the first time, it would seem pretty crazy to you, too! (Are you interested in some new ideas for exploring water with kids? Check out Rachel's water table video.)

How come my kid is not crawling?

The simple answer is: kids are all different. Some will crawl early, others a bit later, and some will just take off walking one day with no in-between step at all. And, for children who do crawl, their "gaits" can look really different from one another. But kids can develop and learn a lot from crawling, including binocular vision, stronger abdominal muscles, and just plain old fashioned exploration, independence, and separation. (Of course, if you are concerned about your child crawling, you should ask your pediatrician for medical advice.) 

Watch and submit your questions for Rachel on ECE, early childhood milestones, and more in the comments below.

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Should You Bring a Pet Into Your Preschool Classroom?

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With great power (to teach empathy, vocab, math and more...) comes great responsibility! Go through the pros and cons of adding a pet to your preschool classroom with Rachel.

Thinking about bringing a pet — guinea pig, hamster, frog, or fish — into your preschool or early learning classroom? Rachel maps out some of the benefits — like building a curriculum and fostering empathy — as well as some of the pitfalls... yes, we talk about pet funerals. Watch for developmentally appropriate tips for using a pet with your early learners.

Pros:

  • Amazing at creating empathy, encouraging little ones to think outside of themselves
  • Great addition to curriculum: e.g. language skills and vocabulary (describe the pet) or math (how much does the pet weigh?)
  • Fosters responsibility: Who will feed the pet and clean its cage?

Cons:

  • Responsibility: Ultimately, the responsibility falls on you as the teacher to care for the well-being of your class pet.
  • Price: The cost of food, bedding, toys, vet visits, etc. can start to add up!
  • Pets are a full-time commitment that doesn't end when the term does. Where's your guinea pig or fish going to spend the summer holidays? (SPOILER: Probably at your house.)
  • Pets eventually die, and you'll need to explain that to the kids. (Rachel says honesty is the best policy, as far as this goes!)