GUEST COLUMNS: KELLENE CARPENTER
Reflecting on early childhood education at the preschool
BY KELLENE CARPENTER
Editor’s Note: Kelli Carpenter wrote this essay for the Beacon just before Helene. The school was hurt badly in the storms but will rebuild.
Over the summer, I had a conversation with a Boca Grande Preschool Board Member about characteristics of quality early-childhood programs. After our conversation, I took some time to reflect on the early childhood programs I have been a part of. I began asking myself what a “high-quality” preschool looks like.
Over the past 37 years, I have worked at eleven preschools in three states. Some programs had beautiful, well-designed classrooms with stateof- the-art furnishings and equipment.
Some had used furniture, well-loved, and worn toys. Some had excellent curriculums with amazing data recording capabilities, and others had no curriculum at all. Some had highly educated staff, and some had staff with no formal education but with amazing natural teaching skills. I realized over the years that I have worked in a wide variety of settings.
As I thought about what high quality looks like to me, I began to compile a list of similarities, qualities that stood out to me, and the benefits from my experience. Of the eleven programs from my career, three stood out in my heart and mind as “high quality.” Boca Grande Preschool is one of three.
In my opinion, school and classroom size have a huge impact on children and families in multiple ways. Smaller schools and classrooms tend to give staff, children, and families a feeling of belonging and community. Being a part of the school family has a positive influence on interactions. Children and families build relationships with staff who work directly with their child, staff in other classrooms, and administrative staff. Trust, respect, and open lines of communication are the foundation of these relationships.
There is a shared mission and philosophy, a sense that everyone is working together as a team to attain the best outcomes for children. There are shared celebrations, pot-luck picnics, and lasting friendships. And the connections last over the years as once preschool-age children graduate from high school, college, or start families of their own.
Classrooms with a lower number of children and low child-to-staff ratios allow teachers to really get to know each child and their family. Knowledge of and respect for each family’s values, cultures, and beliefs increases trust and creates a mutually responsive and supportive climate. In a classroom with a lower teacher-child ratio, the teacher can focus on providing individualized attention to children and can form meaningful relationships with them.
These are key factors in academic and social development. Teachers can use their time to provide more intentional teaching experiences rather than focus energy on behavior management. Children are more relaxed and confident in smaller settings, and they feel safer trying new things and exploring. At parent- teacher conferences, everyone is relaxed; stories are shared, and goals are created through laughter, tears, and mutual support.
Another indicator of quality, for me, is the investment of the teaching staff.
Teachers in quality programs have a passion for working with young children and making connections with families. Exceptional teachers identify the needs of children, meet each child at their level, and take them on their own individual learning voyage. These teachers come to school each day with smiles, excitement, and enthusiasm and can spread that to children through positive interactions. They keep parents informed about progress, challenges, and concerns and help parents feel connected through daily communications.
They work with parents to create consistency between home and school. They share ideas and concerns with families and colleagues and find strategies to reach goals.
When they see a parent or colleague struggling, they offer a helping hand, a suggestion, or just a listening ear.
Invested, high-quality teachers know that each day is full of teachable moments—opportunities for them to guide children’s learning during the unplanned but important lessons.
They can manage a classroom full of high energy. They use strategies from their toolboxes to keep the classroom calm and maintain daily routines and structure, which helps children feel more confident and secure because their daily activities are predictable and familiar. They work with children to develop self-regulation and problem- solving skills in a kind and loving environment. These teachers go home exhausted every day and come back the next day with smiles, excitement, and enthusiasm!
Keeping high-quality teachers and maintaining low turnover is integral to any program. A high-quality program values staff and makes sure they feel appreciated through a combination of things. Pay and benefits are always important, but there are other factors that play a key role in staff retention.
A positive work environment is imperative. Laughter and camaraderie between teachers are crucial. The best programs create a sense of belonging and work to identify each person’s strengths and interests. Staff are encouraged to take leadership roles, and their achievements are acknowledged and celebrated.
Professional development is ongoing and encouraged, and staff share ideas with one another. Teachers are involved in decision-making, and their perspectives are valued.
They also have regular opportunities to sit with their supervisor to reflect and discuss their job satisfaction, successes and concerns. And a high-quality program provides and encourages flexibility and work-life balance to prevent burnout.
Staff are encouraged to take personal days, and they feel safe asking for time off without judgment or guilt.
When you walk through the doors of a high-quality program, you feel a welcoming warmth. Children and teachers are engaged, and you hear voices that represent learning, fun, love, and caring. Quality is not so much about the materials or the curriculum. It is all about relationships and interactions. I am honored to be a part of a high-quality early-childhood program here in Boca Grande.
Kellene (Kelli) Carpenter Director, Boca Grande Preschool
