Tulip Tree Preschool https://tuliptreepreschool.com Thu, 15 Nov 2018 20:13:38 +0000 en-US hourly 1 https://wordpress.org/?v=4.9.8 Quiet Leaders https://tuliptreepreschool.com/elm-house-blog/quiet-leaders/ https://tuliptreepreschool.com/elm-house-blog/quiet-leaders/#comments Wed, 14 Nov 2018 23:31:42 +0000 https://tuliptreepreschool.com/?p=20647 Read More]]> By Bee

Working with children has truly taught me that there are ALL types of people in this world, and that many of us experience different phases of being. While reflecting at a recent staff meeting we talked about our tendency to capture the thoughts and actions of what I will refer to as loud leaders for the purpose of this post. These are children who are vocal, and often direct the play of others. These children draw attention to themselves with clear communication of their desires, and grand invitations for others to join in their play. In an attempt to get the attention of their peers, they naturally draw our attention as well. We then feel motivated to share their games, wonderings, and ideas with all of you. This of course leads to a skewed perception of what is happening at our school, because all sorts of work is happening all the time, yet we tend to document the work of whoever is in a phase of loud leadership.

Mage challenged us to narrow our focus and celebrate the work that is less obvious. This is critical to our Anti-Bias work. So I began to wonder…What is happening on the periphery? What is taking place in the quiet fuzzy places out of our direct line of sight? What problems are being solved, and what curiosities are being explored? What bonds are forming with no witness to appreciate them?

These questions coursed through my mind this morning as we were sitting in the basement, waiting for Heidi to arrive. Heidi arrives within a 15 minute window, which may not sound like much to you, but in the scheduled world of school it can feel like a lot to the children. To be honest having all of the children present in the basement always makes me feel a little edgy. It can get crowded, and the children LOVE experimenting with how their voices bounce and echo off the walls. My tendency is to try and manage the children with an activity or game while we wait. Today, with Mage’s challenge in mind, I chose not to. I took a deep breath, reminded myself to trust in the intentions coursing through these tiny bodies, and I sat down. I widened and softened my awareness. Ignoring what called my immediate focus, I waited for something to happen around the edges. I waited and waited and waited some more. At this point I was worried that Megan might be wondering why I wasn’t reading a book or singing a song. I trusted that she would trust my intentions (SO MUCH TRUST HAPPENS AT SCHOOL) I heard ZC start to cry. ZC loves our schedule and is always a little perplexed when we don’t go outside on Wednesdays like we do every other day. I turned around to offer my reassurance, but she had already stopped crying. My curiosity was piqued. ZC isn’t prone to distraction, and prefers to have her feelings echoed and honored so that she can move past them. When I turned around I felt my breath catch in my throat. 

MS had immediately responded to ZC’s need by scooping her into her arms. She gently cradled her while touching her hair and quietly speaking to her. I longed to know what she was saying but didn’t dare interfere in such a tender moment. I wanted MS to realize her own power and to know that SHE was helping ZC all on her own.

MS eventually felt my gaze and raised her eyebrows in question. It seemed like she wanted my confirmation that what she was doing was helpful and okay. I quietly responded, “You heard ZC was sad. I see that you are holding her so gently. She stopped crying. You helped her feel better. You knew just what she needed. Thank you for taking care of her, MS”

MS smiled softly. I got the impression that she actually knew what she was doing was helpful, but appreciated having it said to her nonetheless. Despite trying to stay soft and quiet to protect the sanctity of the moment, a couple of children had noticed something was happening and wandered over.

SM leaned forward to investigate. MS wasn’t sure of her intentions, and pulled ZC close to her. “She’s sad. I’m holding her.” she explained.  I echoed MS’s description. “ZC was sad and started to cry. MS wanted to help her, so MS is holding her. She is being so soft and gentle. She is taking care of ZC.”

“Me too.” said, LR as he stepped closer. He looked to MS for her approval. She moved back and away from ZC, allowing LR to embrace her.

“And me! I am helping too!” said SM, looking to MS again, hoping for her acceptance. MS smiled and made room for SM to hold ZC close.

“We are helping her.” MS said beaming up at me.

“You are,” I said softly, “you noticed ZC needed help, and so you took care of her. Your friends saw you, and then they wanted to help too. Now everyone is helping ZC because you showed us how. Thank you for showing us how to take care of people.”

I thought again of Mage’s challenge. In the periphery, I had found tenderness and compassion. I had found love and a quiet leader. I had found a person who inspired others with her actions and her heart. And I found other tender hearts just waiting for a spark of light to guide them.

In lieu of Mage’s challenge, I invite you to accept MS’s challenge. I invite you to find ways to be a quiet leader, ways to inspire others just by being tenderly present. When in doubt, as always, follow your children. They will show you the way. <3


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Wise Julia’s Magic Plants https://tuliptreepreschool.com/tuliptree/20630/ https://tuliptreepreschool.com/tuliptree/20630/#comments Wed, 07 Nov 2018 22:17:06 +0000 https://tuliptreepreschool.com/?p=20630 Read More]]> by Alisha

As you might have noticed, we haven’t been updating the blog very much lately. We have been very busy preparing for conferences but we will be back to blogging after this week! While we haven’t been blogging much, we have still had just as much going on in the classroom each and every day so I wanted to show you a glimpse of one thing we have been exploring– medicinal plants!

We have been working with plants for about a month now. We have been cutting, grinding and tearing pieces off dried plants and flowers to turn into “potions”. The plants that we have used for the past month haven’t necessarily been medicinal plants, we have just used whatever we have had on  hand– bouquets from families, dried leaves and clippings from our yard.  The children have had a big interest in the song, “Who Were the Witches?” and we also just had Halloween, where the image of the old grouchy and green witch is everywhere. We love to think about pretend Halloween witches because we all like to be a bit scared sometimes, but we also wanted to make the distinction between pretend witches and real witches. The song “Who Were the Witches?” tells us that real witches knew/know how use plants to help people feel better. We decided to go into more detail about what different plants actually can do to help people feel better. Katee introduced this using little figurines to tell a story about “Wise Julia” who helped people in her town fix different problems they were having.

So far we have learned that eucalyptus can help with chest colds, chamomile can help with sleep, rosemary can help with headaches, lavender can help with relaxation, calendula can help with rashes and ginger can help with tummy aches.  We learned that there are many different ways to use the plants- in oils, creams, teas and more. With each new plant introduced, children had a chance to explore them using their senses of sight, smell and touch. We have been adding these plants to the potion table . The children also made a plan with Katee to make ginger tea tomorrow in case anyone has a tummy ache. Because taking care of each other and babies has been a major play theme this year, we have also discussed the idea of creating an apothecary in the classroom for the children to use plants to help care for each other in a new way. If anyone knows an experts in this field, we would love to see if they would want to come visit our classroom! Also- if any family has plants with medicinal properties (dried or fresh), we love for you to bring some to share with the classroom next week!

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Halloween! https://tuliptreepreschool.com/tuliptree/halloween/ https://tuliptreepreschool.com/tuliptree/halloween/#respond Wed, 31 Oct 2018 21:06:04 +0000 https://tuliptreepreschool.com/?p=20566 This morning has been SO MUCH FUN. Children showed up in costumes, we had multiple dance parties, tried on each other’s costumes, told spooky stories, had a parade and had a Halloween music circle with Heidi!

Click below to see video of the kids singing on our parade.

Who Were The Witches?


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1, 2, 3 For You & Me! https://tuliptreepreschool.com/elm-house-blog/1-2-3-for-you-me/ https://tuliptreepreschool.com/elm-house-blog/1-2-3-for-you-me/#comments Mon, 29 Oct 2018 23:06:55 +0000 https://tuliptreepreschool.com/?p=20536 Read More]]> As new staff at Elm House, we are asked to read a wonderful book entitled “1, 2, 3… The Toddlers Years: A Practical Guide for Parents & Caregivers” by Irene Van der Zande with Santa Cruz Toddler Care Center staff.  I have read a few texts on development, first while obtaining my bachelor’s psychology degree and then as a nanny when parents have asked me to peruse the books they’ve studied to inform their parenting tactics. Never have I found a book so thorough yet light — “The Toddler Years” contains concise chapters chock full of lively descriptions of children’s behaviors and adults’ responses as examples for what to do and what not to do.  At our weekly staff meetings, new staff are asked to share one thing we’ve learned, one thing we’re wondering, and one goal the book has inspired. I’d like to share with you all a few of my takeaways while reading this lovely text.


I’ve learned quite a few things that I did not know before, or had forgotten since graduating college: One of the bigger surprises to me was that rewarding a child greatly for positive potty behavior can be just as detrimental as punishing them for “failing” (i.e., having an accident) because it can cause performance anxiety (they may be worried that they will not get the reward if they can’t “go”, and this anxiety could prevent them from relieving themself).  I always thought that great praise while toilet training would be a celebratory experience, but clearly I was thinking from an adult perspective.

I enjoy how often the authors attempt to translate the thoughts and rationalizations of the toddler mind — there is one section in which it describes the cause-and-effect discovery process through toddler “thought”: “How interesting.” JoJo seems to think, “Mommy gets mad if I spit on the table! . . . Was that just at breakfast or also at lunch? . . . What about diner? . . . Just yesterday, or also today? . . . It seems okay to spit in the bathtub . . . She made me spit out a bug . . . what if I spit on these papers on her desk?” Sound familiar?  I found myself wondering if these caregivers in Santa Cruz have a secret Californian mind reading machine… but, seriously, I appreciate the way this book invites you to see things from a toddler’s perspective, a perspective that can be easy to forget when wrapped up in the moment.  It is a personal goal of mine to remember daily, as best as I can from moment to moment, that my perspective is not more powerful that anyone else’s, and it is my responsibility to help guide the perspective of toddlers when they are lost, but only until they find their way again. I aim to foster independence in the young, growing minds and bodies of Elm House children.

One thing I wondered while reading the book was whether “baby talk” from adults has a positive, negative, or neutral effect on verbal development.  I learned in my development class in college that “baby talk” is actually quite validating for babies and toddlers, because it encourages babbling, which is an important step in the process of verbalizing thought (though the opposite was popular thought about babbling in mid 1900s).  The book says that toddlers learn more if we speak in simple words and short sentences, and while that is true, speaking in baby talk is also helpful for them. They will lose their baby talk voice when they are ready, like many developmental milestones. Some short research online confirmed what I learned — that baby talk is beneficial for baby!


I highly recommend this wonderful text, even for experienced and educated caregivers.  The narration style is personable and I’ve found it a simply wonderful read. You’ll have to find your own copy, though, because we have this one available to staff at all times!  


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Balance https://tuliptreepreschool.com/elm-house-blog/balance-2/ https://tuliptreepreschool.com/elm-house-blog/balance-2/#comments Fri, 26 Oct 2018 21:27:08 +0000 https://tuliptreepreschool.com/?p=20554 Read More]]> By: I(ternity)

Balance is one of the themes we’re exploring this year after noticing many childrens interest in physical balance practice. We have been observing balance in both a physical and emotional capacity. Observing the children physically cross a balance beam with chairs and stools balanced atop the beam makes me extremely nervous! To cope with that feeling and to ensure the childrens safety while still allowing them to work I often like to ask the children “does your body feel safe right now?” or “does that stool feel stable to you?” In deeper thought I realized that a child can also feel “unsafe” or “unstable” emotionally as well, and that they perhaps coincide to some degree. We’ve been investigating this connection between mind and body with the children.

As I look at JL feeling her weight on the beam and feeling where her body could move to feel balanced or safe, I can see her body is tense. She’s hunched over, and her body language is reading uncertainty. Her face is grimaced. Once she feels safe or balanced she is happy and her smile is exuding confidence.

JL trying to find her balance versus JL feeling balanced.



We can also see this juxtaposition when children who are unfamiliar with a teacher or new to this school and are hesitant or resistant at morning drop off. Often when a child is feeling unsure or nervous (again not feeling that emotional balance about drop off) their bodies tend to express those feelings as well. The child’s body will either be hunched over, looking down or face to the ceiling, back completely contorted. So, not standing balanced could mean not feeling balanced.

Equilibrium is something to strive for both physically and mentally. With that, I ask you try to challenge yourself and your children with new language when your child’s body is manifesting their emotional feelings, and see how they respond.

A parent might ask: “Are you feeling a bit unstable today?” instead of upset, anxious, scared or nervous.

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Help us pick up leaves? https://tuliptreepreschool.com/tuliptree/help-us-pick-up-leaves/ https://tuliptreepreschool.com/tuliptree/help-us-pick-up-leaves/#comments Fri, 26 Oct 2018 19:47:10 +0000 https://tuliptreepreschool.com/?p=20538 Read More]]> by Mage

On Thursday morning, the backyard was covered in the fallen leaves of October. Recalling that a sandbox full of leaves will quickly smell of rot, we set about raking the leaves into piles. I used our adult-sized rake, while the children used child-sized hand rakes, shovels, and their hands to create piles of leaves.

After the sandbox, we piled leaves in the grass, and then the next logical step was to bag the leaves. Megan brought out a large paper compost bag. With screams of delight, dashing bodies, jumps up and down, and many slam dunks, the bag began to fill up, handful by handful.The children worked together as a team to clean our yard.

During our staff meeting the evening before, the teachers chatted about the emotions curriculum unfolding at our school. We brainstormed ways to support positive peer influence– an interest of Joey’s–and to encourage a spirit of curiosity toward one another’s unique abilities. An idea we discussed was that teachers might facilitate activities where peer feedback is necessary. Megan suggested that constructive criticism could be explored through provocations, where teachers facilitate turn taking and coach the children on language.

On that morning in the backyard, I noticed that nearly all of the children were participating in gathering leaves, and that one child was watching from a distance. I wondered if she might like to join us, and how we could welcome her to make that choice (while respecting that observation is important, too).

Mage: I see that OC came out to the yard after our activity started, and so she doesn’t know what we are doing. I wonder if someone could invite her to join us?
No response from the children. They continue to fill the paper bag.
Megan: Hey, ZS, could you tell OC what we are doing over here? And invite her to join us? Megan points out to ZS where OC is standing.
ZS, from a distance, directed nowhere in particular: OC we are putting leaves in a bag!
Megan kindly: ZS, she couldn’t hear you. Go over to OC and then tell her what we are doing, and invite her over.
ZS runs over to OC.
ZS: OC, we are picking up leaves and putting them in a bag. Do you want to help us? Help us pick up leaves?
OC: Right now I’m just watching what is happening. I will come over in two minutes!

Photo credit to Megan Milligan.

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Video Projection https://tuliptreepreschool.com/tuliptree/video-projection/ https://tuliptreepreschool.com/tuliptree/video-projection/#respond Tue, 23 Oct 2018 20:21:38 +0000 https://tuliptreepreschool.com/?p=20523 Read More]]> So far this year our studio has seen lots of projection and light work. We have used the overhead projector, flashlights, our light table, some different colored light bulbs that create rainbow shadows and slide projectors. This week we introduced something new! Our studio has been completely transformed by the power of our digital video projector! Yesterday, our studio was a fall landscape with leaves to toss and roll in. Today our studio became an underwater water world where we got to swim with the jellyfish.  We also transformed our studio into a theater at circle time to watch a video of our friend LG’s cast being removed!









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Playing with Simple Machines https://tuliptreepreschool.com/tuliptree/playing-with-simple-machines/ https://tuliptreepreschool.com/tuliptree/playing-with-simple-machines/#comments Fri, 19 Oct 2018 21:19:42 +0000 https://tuliptreepreschool.com/?p=20486 Read More]]> By Kerry

We began talking informally about simple machines when the children were using an assortment of levers to remove some golf tees stuck in a cardboard box.

Lately, simple machines are showing up in play more and more often!

LG and SM built a lever and tried to launch some balls across the yard then started using it to lift each other off the ground. It took four children to lift me off the ground, a humbling experiment.


We found some clamps in the shed. STr and EP used the screws on the clamps to hold together pieces of wood when tape and string just wouldn’t cut it.


The kids use tongs, scissors, stairs and bikes everyday without even realizing their ingenuity.


What is a machine anyway? We discussed the question and decided that a machine is anything that makes hard work easier. The children do hard work all day and invent machines to help them constantly.

I want to get the bucket full of water to the playhouse but it’s heavy and spilling when I carry it… why don’t I put it in the dump truck and roll it!

I want to knock down all those blocks with this car but it won’t go fast enough… I’ll build a ramp!

I wonder what other machines we use everyday without realizing and if there are more ways we can think to make all the work we do a little easier.

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Child’s Eye View https://tuliptreepreschool.com/tuliptree/childs-eye-view/ https://tuliptreepreschool.com/tuliptree/childs-eye-view/#comments Thu, 18 Oct 2018 20:21:49 +0000 https://tuliptreepreschool.com/?p=20460 Read More]]> Today ZP said to Katee, “I want to take a picture of my beautiful self and everyone else.” We used to have digital cameras reserved for children to take photos, but the batteries died and we don’t have the specific chargers needed for them! So Katee told ZP that if she was able to use lots of care and gentleness, that she could use the teacher camera. With extra gentle care, she held the big camera with two hands and walked slowly around the commons. She made sure to ask each person before taking a photo of them. She asked, “Do you want a picture of yourself??” or “Can I take a picture of you right here?”. Once in a while she let out a giggle and said, “I just love this soooo much!” Here is what she captured this morning (click to enlarge)-


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Anti Bias At This Age https://tuliptreepreschool.com/elm-house-blog/anti-bias-at-this-age/ https://tuliptreepreschool.com/elm-house-blog/anti-bias-at-this-age/#comments Wed, 17 Oct 2018 22:07:19 +0000 https://tuliptreepreschool.com/?p=20446 Read More]]> By Bee

We sat cross legged, gathered around the lap top. Mage asked if anyone had any questions. A voice spoke out into our collective silence.

“How do you weave in Anti-Bias teaching? What does that look like for this age?”

What a profound wondering for Laura to share with us. I haven’t stopped thinking about it since. My gut reaction is that everything we do is colored with Anti-Bias learning. How can that be??? To be perfectly frank it is because bias abounds. It flourishes. Its seeds were planted during the founding of our nation and American soil is fertile. Bias is so deeply rooted in each one of us that we often aren’t even aware of it. Because of this we take steps during each and every interaction at Elm House to try to dismantle systemic bias. 

This is huge work because our society is incredibly ageist. Ageism is everywhere and comes across in innumerable ways. If you have children and you have tried to eat brunch at a hip place in SE you KNOW this in your core. You must list whether your party has children in it, and if it does, you will not be seated until one of a very few select tables next to their play space becomes available. 20 other parties may be seated before you if those parties don’t have children, because every empty table is available to them. It doesn’t matter that you and your children are hungry and have waited longer than your fair share. People don’t want to see or hear children, so you must wait to eat with other people who also have children and will therefore be less offended by their presence. If you are out and about you might hear parents apologizing to other people for the behavior of their children (running, laughing, crying). Deeply rooted ageism makes parents feel shameful for the very normal behavior and feelings of their children. If an adult at the table next to ours burst into tears, how would we respond? Would we glare? Would we loudly huff our displeasure? Would we raise eyebrows to others at our table? Would we look to their companions to quiet their grief? No! We would feel concerned. We might express worry to the others we are with. We may lower our voices out of respect for that person’s suffering. We might even pick up their tab because we want to help somehow, some way. You do not need to apologize that your children are human beings with ideas, needs, and feelings. You do not need to apologize that your children are human. You do not need to apologize.

Our society is also full of ableism. We actively discriminate against people who are less physically capable than us CHILDREN INCLUDED! Unlike wildebeest we are not born ready to run within an hour. It is contrary to human development, and literally impossible, however adults spend a lot of time communicating to children how incapable/slow/small they are. We don’t do this to be rude or critical, in fact oftentimes we think we are being kind or considerate.  That’s how deeply rooted our bias is. “Oh, I’ll just carry you! We are going a long way and you’ll get tired.” We don’t tell other (adult) people what their bodies are capable of. We don’t force them to take accommodations. We don’t say, “My plans are more important than you trying. You can try on your own time.” All of those things would be considered incredibly rude if we said them to adults, but we are perfectly comfortable expressing them to children. At Elm House we try to be conscientious about the entirety of what we are expressing to the children. “You really want to walk. I thought I might carry you since we are traveling a far distance. You do not want to be carried. You have made that very clear. Will you let me know if you don’t feel like walking anymore? I brought the stroller with us just in case. We may not have time to read a book before nap because our walk will take longer than I was anticipating. That’s okay, things change. Thanks for letting me know you wanted to walk!”

If that seems like a mouthful, it’s because it is! Children are constantly learning and wondering, yet we keep an incredible wealth of information from them all the time. I am surprised by how little information people choose to share with children. When questioned people often respond with statements like, “Well, he can’t really understand me.” “It doesn’t matter to her what errands we are running.” “It’s not like he is going to respond.” Let’s take a closer look at these.

“Well, he can’t really understand me.”

Your child has incredible receptive language skills. They DO understand you. They may not be aware of certain vocabulary words, but that is due to lack of exposure, not lack of ability. When speaking with adults who use other languages, we don’t refuse to communicate with them when we are interacting closely with them. We look for any means to get our message across. We share similar words we may both know. We gesture. We use signs. We point to pictures. We ask people nearby to help aid us in communicating with that person. Children deserve the same consideration.

“It doesn’t matter to her what errands we are running.”

Why? Why do we think that? Of course she has opinions about how and where she will spend her day. If we ask an adult to join us for the afternoon, it is polite to check in with them about what activities we will do. “Before we go to lunch do you mind if we run by the post office so I can drop off the mail? On the way home I may need to stop by the store for some almond milk as well.” This gives the other person the option to let us know their limits and their needs. “You know I am actually incredibly hungry. Bordering on hangry over here. Can we grab lunch first? I’m happy to run any errands after that.” Children deserve the same consideration. Clearly we don’t need their permission before taking them places, but that doesn’t change the fact that we should let them know the plan and wait for a response. If your child starts expressing strong feelings they are trying to remind you of a need they have that they are afraid isn’t going to be met. You can assure them you know what they need, and you will make sure they get it. You can honor that they have opinions, while still doing the things that need to get done.

“It’s not like they are going to respond.”

Pre verbal children cannot respond to us the way other people might. People who are mute also fall into this category. We do not treat people who are mute as if they are mentally lacking, because they aren’t. The inability to speak does not negate the right to information. Children respond in many ways, in 100 languages if you will, and verbal speech is only one of those. I wouldn’t dream of making decisions for the body of a mute elder without letting them know what was happening. That would be disrespectful, scary, and awkward. Children deserve the same consideration. WS, our youngest child at Elm House, is pre-verbal. We always check in with him before interacting with his body. “Hey, WS. It is time for your diaper change. I am going to pick you up and lay you on the changing table. Are you ready?” Then, and this is crucial, we wait. We wait for a sign from WS. With very young children this often looks like a tensing of the body. They are literally bracing themselves to be carried and moved. Without that warning, they aren’t able to brace themselves and it’s startling! I would feel very uncomfortable if I was laying down looking at a book, and someone much larger than myself picked me up around the middle and hoisted my body aloft. I might yelp, flail, and kick. We often see these behaviors in children who are touched without warning. Communicating your intentions with another’s body is considerate, respectful, and the key stone of all our consent work here at Elm House.


To try and further dismantle ageism and ableism we encourage the children to look to one another for assistance before asking an adult. This is the opposite of what we hear in everyday conversations. “If you need help you can find a grown up!” Children are capable. Children deserve to have their abilities reflected back at them. FD was struggling with her sweater the other day and needed a hand. She came up to me and asked for my help. “Thank you for letting me know what you need FD, I would be happy to help, but I am helping WS with his jacket, I wonder who else could help you?”

“Who? Who?” FD echoed like a little owl.

OC had been observing from the corner and knew her moment had come. “I can help.” she stated firmly as she walked over. FD nodded her consent, which OC seemed to be waiting for. OC grabbed FD’s wrist and intentionally thrust her arm through the sleeve. She repeated this on the other  side and then got started on the zipper. At that moment OC realized she was the only one left without shoes on. FD said, “Here! Your shoe. I will help.” FD had anticipated OC’s need and KNEW she could help. She already had OC’s shoe in her hand! Both of them were people who needed help, but they were also people capable of helping others.



Personally, feeling like my skill set is a perfect match for someone else’s need gives me a HUGE boost of confidence and self worth. I imagine it is similar for the children. If someone falls down in the backyard and asks for help, as teachers we echo their call instead of fulfilling it. “I hear that SM needs help standing up? Who can help!?!” Inevitably multiple children come rushing over. They know they can help, and whats more is that they want to. We dont want to take that sense of purpose and care away from the children. We invite you to consider this when your child is trying to puzzle things out on their own. Wait. Watch. Offer the least amount of help as is required. Communicate through your actions that you know your child is capable of caring for their body and others.

These are just a couple of the ways that we weave anti-bias practices into our work. It is something that is always on our minds and that we are always looking for new ideas on. I share this information with you humbly, as a person who needs to do much work herself. Please leave any questions, ideas, wonderings, or comments in the section below.

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