Play Based Education: two stories, one classroom

In the fall of 2019, I started working at Trellis Services as a 1:1 ABA therapist. ABA is an intensive early intervention service offered typically to children on the autism spectrum. The child I supported attended a daily preschool program in addition to attending Trellis daily for targeted services. I would go to the preschool environment with this child in order to provide ABA services within a natural school environment. At first I was skeptical and wondered, "How am I going to be able to support this child that needs to meet social/emotional, language and communication, as well as fine motor goals, all while being immersed in a classroom with typically developing children?". Within moments of entering this child's classroom, my mind was put at ease. The child and I were both greeted with a kind and gentle smile from Mrs. Becca Roberts. I quickly learned that this child, and any child typically developing or with special needs, would undoubtedly be successful in this program.

Mrs. Roberts uses a play-based approach in her classroom that involves child-initiated and teacher-supported learning. For example, while children are playing with blocks, Mrs. Roberts would pose questions that encourage problem solving, prediction,hypothesizing, and real world connections. "How tall can this get? How many blocks do you need? Can you BLOW the house down? Who else does that?". Through play like this, children develop social and cognitive skills, mature emotionally, and gain the self-confidence required to engage in new experiences and environments. Teaching with this approach allowed the child I supported to play in a natural setting with peers their age. Through observation of play and interactions, the interests and strengths of this child came to light. Through identifying these interests and strengths, Mrs. Roberts built on his specific needs and created individualized learning through play. Each day I spent in this classroom and program, I connected play-based education to the work I had done in the past working with special needs children. I saw first-hand the impact play-based education had in an early childhood environment. I saw that goals typically designed for special needs children were also applicable and achievable for all children in a play-based environment. I understood that this type of environment stood to be the most inclusive and least restrictive environment for all. This has now become something I am deeply passionate about and use in my own classroom at Embark Education.

By: Mandy Vogel

It has taken me many false starts to write this post. My first iteration sounded too formal and put too much emphasis on my background. The second sounded too much like a college lecture hall. I’m hoping that, like Goldilocks, this iteration is just right. 

I picked this post back up after seeing my Mom’s ”proud mom” post, announcing Embark’s opening. One of the commenters was the widow of my Dad’s late colleague and best friend, Peter. Sally simply wrote, “way to go Becca.” Such a simple sentence, why did this spur me to write? Peter and my Dad were professors of Early Childhood Education. They jointly engaged in research to see just how much impact a play-based education could have on children. They also dreamed of one day opening a preschool. One that was play-based, used best practices, was there for families, and always had the best interest of the children at heart. When I told my Dad that we were opening Embark, he shared this dream with me. I didn’t know about it when we started, but I now get to live out a shared dream, one that I carry with the amazing women I opened this school with and one from the men and women I stand on the shoulders of. 

My parents and Peter set an excellent example of what play-based learning should look like based on their research from the 70s, 80s, and 90s, but as I am constantly reminded, if Marty McFly went back in time this year, it would be 1991. The 90s are definitely now the oldies. While I stand on the shoulders of some giants in the Early Education world, I am also forging my own path, learning and growing with new research and new best practices to create the best environment for today’s children. 

So, what does that look like in my classroom? For starters, I don’t always subscribe to one specific educational philosophy. There are visual aspects of my classroom that are heavily borrowed from Maria Montessori while others are borrowed from Reggio Emilia. My classroom is flexible. The way it is set up at the beginning of the year is most certainly not how it will be set up at the end of the year. The layout, the toys, the art work on the wall, it all changes and shifts with the children’s interests, their growth, and their needs. I love using vertical wall space as learning opportunities. Hanging contact paper sticky side out and pairing it with lightweight foam blocks provides an opportunity for children to build out, not just up. Once they get the hang of this skill, I would add “blue prints” where I would photo copy foam blocks in a design and the children would then have to mimic the design or pattern on the wall. To build further onto this engineering and math skill, children then have the opportunity to make their own blue prints from themselves or for their peers. Once the children have fully engaged in this play, they have learned and gained so much engineering, math, spatial awareness, and short/long term planning skills. All of these skills were gained through reimagining block play and the blocks center.

But play-based education is not just about the physical classroom space, but also the teacher-student and peer-peer interactions. When engaging with a student, I always make observations and then ask them open ended questions, “I noticed your tower fell down. How do you think that we could build it taller next time?” Often other children will chime in “I think that you need to use different blocks on the bottom.” or “Try balancing your blocks better.” That’s when the best learning happens. As the teacher, I don’t tell children how to do something, I facilitate a conversation about how the child or children think they should do something. The children make their own observations, learn to listen to each other, act on advice or constructive criticism, and then make a conclusion on whether or not the adjustment worked. Additionally, the children are gaining critical thinking and important social skills, just by playing. 

This method can be applied throughout the classroom and with all children, regardless of abilities. I often tell children that parents go to their job to work and that coming to school and playing is their work, because play is truly the work of the child.

By: Becca Roberts

Toilet Training 101

How do you know when it is time to begin toilet training? Is it when your mother says it’s time? “They need to start using the potty. I had you in underpants by now”. Is it when your friend says it’s time? “It was so easy for my child. I can’t believe you haven’t started yet.” Is it when preschool enrollment demands it? “Children must be toilet trained before entering the program.” Everyone has an opinion, but no one really knows what is right for your child, except YOU!

All children begin the process of toilet training at a different time and in a different way. There is no one way that is more successful than the other. It may difficult to resist the pressures that others are placing on you to train your child, and let’s face it, no one enjoys changing diapers, but if you listen to your gut and the cues from your child, you will know when the time is right.

The key to toilet training is to move at your child’s pace. They will let you know when they are ready. Here are some of the ways your child will let you know it is time:

• Your child will express interest in the toilet, or in wearing underpants instead of diapers

• Your child will have the ability to understand and follow basic instructions

• Your child will be able to walk

• Your child will be able to keep their diaper dry for at least two hours

• Your child is capable of pulling his/her pants up and down or has interest in learning how

• Your child signals when they need to go to the bathroom either verbally or with facial cues

• Your child informs you when their diaper is wet or dirty or shows displeasure in a soiled diaper

So now that your child is ready, how do you start?

One easy way to begin is to take advantage of natural times in their routine for toileting. When your child is getting ready for a bath, have them sit and “try”. When you are changing their clothing, again have them “try.” When they wake up, or are getting ready for bed time, have them sit on the toilet. The more that you build the expectation of using the toilet into their routine, the more willing they will be to follow through. As your child becomes more successful in these routines, their independence in using the toilet will increase as well.

Another way to introduce toilet training is through the “bootcamp” process. This is when a parent takes a set amount of dedicated time (usually a week) to enforce the use of the toilet without the aid of pull ups or diapers. During this time, a parent may choose for their child to go straight into underwear, or “pants-less” as they attend to a strict regiment of toileting every 30 to 45 minutes. The idea behind this process is that your child will feel the discomfort of being wet or soiled as they have accidents if they do not use the toilet.

No matter what your thoughts are on how to toilet train, it is equally as important to begin an open dialog with any adults/caregivers in your child’s life. Not only is consistency between environments key to successful toilet training, everyone must be on the lookout for any changes in behavior or stress your child may feel through the process. It is not uncommon for a child to begin training, and then regress. It is also not unusual for your child to become fully trained in one environment but not another. When all parties are in unison, success is more easily obtainable. It is imperative to be able to discuss these pitfalls and how to recover.

No matter when or how you and your child experience toilet training, please remember that you are not alone. It may be frustrating at times, but you will have a community with you to help.

Finally, here are some popular misconceptions for you to consider:

“PUT YOUR CHILD ON THE POTTY EARLY AND THEY WILL LEARN HOW IT WORKS” - Some parents believe that if they place their child on the potty, the child will “figure it out” OR if they run and put them on the potty whenever they start to pee or poop, that the child will form an association with those functions and the use of the toilet. Generally though, children need to understand their urges and have a desire to eliminate somewhere other than their pants before these strategies will work. In addition to that understanding and desire, children need explicit training, support, choice, and a sense of autonomy and competence to toilet train.

“YOUR CHILD SHOULD BE TOILET TRAINED BY AGE X” - Toilet training is like walking, speaking, reading, or any other skill our children need to learn. They all develop at a different rate, time, and ways. Some children will pick it up fast while others will take a bit longer.

“ONCE YOU BEGIN TOILET TRAINING, THERE IS NO GOING BACK!” - This myth is perpetuated because of the importance of consistency in toilet training. However, sometimes a child doesn’t get it and lacks the motivation to figure things out. If you try to toilet train your child and they have issues or seem distressed, TAKE A BREAK! It is perfectly OK to wait a few months and try again. Just remember not to make it a big deal. If you are able to minimize the issue, and not make a big deal about it, your child will be more inclined to try again in time.

“IT’S JUST A MATTER OF DISCIPLINE” - Toilet training should never become a struggle between you and your child for power and control. While it is tempting to tell mistruths, create discipline, or withhold privileges to get a child to comply with training, these power struggles can lead to ongoing anxiety, fear, and push back from your child. It is important to create an atmosphere for training which is free of stress, and judgement. This should be a positive experience for both you and your child.

“CHILDREN NEED US TO “MODEL” HOW TO USE THE TOILET” - While it doesn’t hurt for children to see what their parents are doing in the bathroom, there is no urgent need for them to observe and copy. They will figure it out with simple guidance from the adults in their world.

“WHEN THEY ARE READY, THEY WON’T WANT TO BE IN A DIRTY DIAPER” - While some children will not like the feel of a soiled or wet diaper and will begin asking to be changed, most are not bothered by it. Even when actively toilet training, most children will not find discomfort from their soiled diaper and may be reluctant to stop what they are doing to use the toilet.

Our Story

Our story began at a different school, actually several different schools, where we all worked together, some of us for almost 10 years. We are not just a group of women who decided to open a preschool, we are a group of professional educators, brought together by fate, that chose each other as co-teachers, business partners, mentors, and most importantly friends.

Upon receiving the news that our former school was closing, devastation does not begin to scratch the surface of our feelings. Not only were we grieving the loss of employment, we were also grieving the loss of our community, our home, our family. The future we thought we were helping to build was torn away and our path looked less certain. Personally speaking, I could not imagine working with any other group of educators. When I began at our former school, I was a long term sub and former parent. Yet, the faculty welcomed me with open arms. What made our faculty so strong, was that we all knew our weaknesses. We sought advice from colleagues with different methods and philosophies and learned from each other. We helped each other, laughed together, leaned on each other, and became better educators together. This community, this relationship, this is what we stood to loose.

But it wasn’t just the community of educators we would loose, it was the community of families we had grown apart of. When a child entered our classroom, they became one of ours. We hugged them when they were sad, celebrated their milestones, kissed their booboos, potty trained them, loved them as our own. Saying good bye to them and their parents was just so hard, for all of us. We just didn’t feel ready to let our babies go. Commiserating together, one person said, “Why don’t we start our own school?” and thus Embark was created. Embark is not only the new journey that we start together, it is also the majority of our founders’ initials (the others can be found in the logo). It is something we formed together starting our work family on a new path. Our goal is simple: to create a welcoming, inclusive, family oriented community in order to provide children their best start on their educational journey.

Through the summer we met, nailing down our shared values and mission, creating vision boards and solidifying our educational philosophy. We met with industry professionals to help us with marketing, bookkeeping, and business. We worked hard, waiting to find the perfect property. Along the way we had some major disappointments, but with the help of our amazing relator, we found the spot: 120 Sparks Valley Rd in Hunt Valley. We are proud to finally make our dream a reality. We will be opening our doors September 2021 and we cannot wait to welcome you to our new home. We hope that you will embark on this journey with us.

Working together to form our collective vision

Kindergarten Readiness

“Kindergarten is the new first grade.” “Is your child reading yet?”  “If you want your child to start Kindergarten before they turn five, they have to take a really hard test.”  “If your child waits and they’re almost six, they’ll be the oldest child in their class!” “On the first day of Kindergarten, all the children have to write their first and last name on the chalkboard.”  “Is your child ready for Kindergarten?”

These are just some of the things I heard when my children were young.  What, exactly, does that mean? Simply put, there are measures, guidelines, checklists, and telling signs that your young child either is, or isn’t, ready for Kindergarten.  And just like everything else about raising children, answering this question sometimes requires research, testing, and advice from other parents that you may or may not follow….plus good old-fashioned parent intuition!

How can you tell if your child is ready for Kindergarten?  Academically, most experts will agree….most children who start Kindergarten can recite the alphabet, count to ten, hold a pencil properly, and identify colors and common shapes. You might be thinking, “Wait. That’s it? My child has known the alphabet since they were three!  They can count to 20!” Well, no. That’s not it.

Kindergarten readiness is so much more than the ABCs and it can be difficult to define.  Additionally, a child’s development in one area may not translate into development in another.  Across the board, though, your child should show some readiness in the following areas:

Separating from a parent for a period of time

Paying attention

Taking turns and cooperating

Following two-step directions

Communicating how they are feeling

Controlling their impulses and limiting disruptive behavior

Dressing and tending to their bathroom needs independently

Empathizing with other children’s feelings

“Wow,” you may be thinking. “That’s a lot.  My child can do two…or three of those things.” Don’t panic.  All of these things develop over time. Your child should show some readiness in the areas listed above.  In other words, if they use descriptive language to explain why they are upset or frustrated and they are happy to share toys with a sibling or playmate, but still can’t zip their own coat, don’t panic.  If they are completely independent when it comes to personal needs, and are kind and patient with a younger sibling, but can’t seem to stop fidgeting long enough to listen to a short book, that’s okay, too.  Children learn a lot in Kindergarten.  They learn from their teachers, obviously, but they also learn from watching, observing, and playing with their peers.  Where their development in one specific area might seem a little behind, while their ability in another, such as being able to write their name and handle scissors, might appear advanced, the development of all these readiness indicators is a process. And that process takes time.

Once you have made the best decision for your child, and you are confident they are “ready”, what can you do to pave the way to a successful start to Kindergarten? Here’s a few things that may seem small but can go a long way.

Promote independence: Allow your child to serve themselves at meals, pick out their own clothes for the day, hang up their own coat, and put on their own shoes.  Be sure they don’t need help in the bathroom….but also that they know it is okay to ask for help when they need it.

Give them more responsibilities: Let them feed the family pet, clear their own dishes, and put away their own clean clothes.  It might be faster for you to do these things yourself, but having small tasks that are theirs alone are great confidence booster to your child.                 

Follow a routine:  Get up at the same time each day, even on the weekends!  Be sure your child eats meals and goes to bed at the same time each day.

Read, read, read:  The importance of reading to your child every day cannot be stressed enough…even if it is not a book.  Read ingredients in a recipe out loud, street signs, junk mail, your grocery list…anything!

Listen:  Your child might be nervous about starting Kindergarten.  Talk about their new school, listen to their concerns, visit the school if you’re able to, and find books about starting school that you can read together.

Remember: To take a deep breath, and ask for advice! This is one of a million decisions you will make for your child, so don’t hesitate to seek help in making an informed one!