Cathy Lopez-Cooling, administrator of the Children’s House Montessori program in Wilmington Del., participated in DIEEC’s Anti-Bias Education: Diversity professional learning experience (PLE) in February of this year. Following the first sessions of this PLE, participants are challenged to put what they’ve been learning into action, and supported as they explore new options and opportunities.

The staff at Children’s House Montessori knew they wanted to incorporate an adult component into their Diversity, Equity and Inclusion (DEI) activities, because they already had parents who volunteered to share around cultural celebrations like Diwali, Lunar New Year, and Black History Month. This dovetailed with the focus of the Anti-Bias Education PLE. Children’s House Montessori discussed options with their families and carried out a variety of activities that focused on recognizing and valuing diversity. One particular activity, built around quilts, was incorporated in a variety of ways.

The families had the opportunity to read several stories about quilts, including The Kindness Quilt by Nancy Elizabeth Wallace, a story about a child whose quilt squares document acts of kindness and grows into a school-wide effort; and The Keeping Quilt by Patricia Polacco and The Patchwork Quilt by Valerie Flournoy, both of which feature families whose quilts tell their stories across generations. This led to discussion of how messages and histories were often embedded in quilts. Families then created their own quilt squares, which were combined and displayed at the school.  (Note: all three of the books mentioned above are available through Delaware’s public library system!)

In addition to the quilt activity, families were also offered the chance to read various children’s books used in the classrooms, and share their feelings about the text and the illustrations as they related to representation of diversity and any concerns about bias. According to Ms. Lopez-Cooling, this led to some wonderful discussions about culture.

Other activities provide families an opportunity to share their own cultural traditions with the Children’s House Montessori community.  Darius Davis, a drummer, brought African drums to share with the children, who got to try out all of the different drums. For the Lunar New Year, families came in and shared the history and culture of the dragon dance, what the children’s birth animals were by year, and calligraphy.

Both staff and families are  pleased with the results of Children’s House Montessori’s efforts to date. The center’s business director, Katie Leibel-Marin, shared that “Parents are really excited. It’s good for parents to realize that we want to do this!”  Her advice to other programs that would like to do more to promote diversity and inclusion is to “communicate with your parent population. We had more resources built in than we realized.” Ms. Lopez-Cooling noted that once they got started and families began contributing their own ideas as well, it created a cascade effect of sharing.

Keep an eye on DIEEC’s PLE calendar for this and other future PLEs that focus on diversity, equity and inclusion. We hope you’ll join us at one of them!

Incorporating diversity in early childhood educators’ planning and interactions allows for deeper, caring relationships with children and families. Delaware Institute for Excellence in Early Childhood (DIEEC) staff recently had the opportunity to learn about how one program is approaching this important topic.

Lisa E. Ratliff, co-owner/co-director of the little school at Kids Cottage in Dover, has utilized a consultant so they could embed diversity, equity, and inclusion (DEI) throughout the culture of their program, truly living what is in their mission & vision statements.  Lisa shared, “We are committed to having courageous conversations with each other and we want parents/families to be able to have courageous conversations with us.” At this program, DEI is a part of onboarding staff and welcoming families right from the start. 

The children in Cat Powell’s Little Lions (Young Fours) classroom, at the little school at Kids Cottage, represent a diverse population in a variety of ways.  As part of the Assessing the Classroom Sociocultural Equity Scale (ACSES) observation and coaching with Linda Farmer, (DIEEC Professional Development Coordinator), Cat developed a goal of getting to know her families better. In December, she sent a snowman activity home for the family to create together and asked families to share something their child and his/her family do together as a tradition. Cat shared, “It builds a better connection with families and children…I can incorporate it into plans and build better relationships with the family and child year-round.” Linda shared that it was noticeable during the second observation that Cat was having more conversations with the children, incorporating information about the children’s backgrounds and holidays when she was talking with them.

Lisa humbly shared, “We are by no means perfect, but we are trying to make it sustainable and just a part of who we are.”

If your early childhood education program is considering a more intentional approach to diversity, equity, and inclusion, perhaps start with a focus on how you’d like to incorporate holidays and celebrations. Take a first step by reading this NAEYC article. Want to learn more about ACSES? ACSES examines teacher-student interactions with a focus on racial equity, providing an overall view of what the learning environment is like for racially and ethnically diverse children. Learn more and request a classroom observation on DIEEC’s website.

Click here for a printable copy of this spotlight.

Lindsey Mulvena – Center-based setting winner (St. David’s Episcopal Day School)

Lindsey is known for being the most patient and kind teacher who strives to create fun experiences for her students while teaching and keeping them safe. Her director referred to her as “an extraordinary teacher who is loving with the children and a strong communicator with their families.” Lindsey started in the two-year-old classroom and is currently teaching pre-kindergarten. She has her master’s degree and teaches courses at Wilmington University.

Kirsten Swift – Home-based setting winner

Playful learning is one of many things that describes Kirsten’s approach to teaching. With twenty-nine years of experience, she is known for her varied innovations and ability to balance child-led and teacher-led learning experiences that result in a meaningful play-based environment. Her level of dedication, kindness, respect, and love for the children in her care, while celebrating their unique differences, shines through in the videos she shares monthly with her families. She is also growing an outdoor learning space which adds to the thriving growth of her students. Kirsten has her bachelor’s degree.

We asked Kirsten and Lindsey to share a little bit about themselves. 

DIEEC: How did you choose early childhood education as your profession? Who is someone who inspired or influenced you?

Lindsey Mulvena: “I began my teaching career as an elementary school teacher. Once I had my own children, I stayed at home with them. When my youngest child was two, I registered her for the two’s program at St. David’s and was notified that a position was open there. I was fortunate enough to get that position as a Pre-K teacher. I enjoyed my own children so much while they were preschoolers that I knew preschool would be a great fit for me as an educator. So many of my colleagues at St. David’s have inspired me throughout the years—from my director (and her dedication to our staff through COVID), my assistant teachers (who are so patient and compassionate with the children), and my fellow teachers (who work so hard every day to make St. David’s a welcoming environment). I also learned so much from Bev Igo, a seasoned three’s teacher, who retired during COVID. She inspired me to make connections with each child and provide activities and books that were developmentally appropriate for our students.”

Kirsten Swift: “I knew from a young age that I wanted to not only be a teacher but to also one day have my own preschool. This dream was inspired in me by my preschool teacher, Mrs. Kelly. I fondly remember being a little girl in her home-based preschool. From singing and crafting in the classroom to rolling down the hill and climbing the big stone wall outside, I remember feeling happy and free. I hope to provide this same happy and carefree feeling to my little sprouts as they come to school each day.”

DIEEC: What do you see as your philosophy on teaching young children?

LM: “My philosophy for teaching young children is to treat them as my own children. It is also important to show them respect first, valuing their thoughts and feelings. Once that is established, they will naturally mirror my respect.”

KS: “This is the philosophy I have shared on my website: ‘Teachers who love teaching, teach children to love learning.’ – Robert John Meehan

When a teacher is passionate about learning, she sparks a thirst for knowledge in the children she teaches. Teaching is an opportunity for me to nurture the curiosity of my students. As a teacher, it is my goal to love the children I teach, while instilling in them a love of learning. I hope that each day when my students walk through our classroom door that they feel loved and valued. When my students feel treasured as individuals, that they, in turn, feel safe to be risk-takers in their learning. As a teacher of young children, I strive to foster an environment where my students celebrate their own personal accomplishments and achievements and those of their classmates. Through both shared and personal exploration and experiences, my students will begin to understand that it is through their discoveries with trial and error that their authentic learning begins. Through my twenty-nine years as an educator, I have come to understand and believe that by fostering a sense of wonder and collaboration within my indoor and outdoor classrooms, my students will learn, and more importantly, they will love to learn!”

DIEEC: What is a piece of advice you would share with a fellow early childhood educator? 

LM: “How important it is at the end of the school year to reflect on successes and areas for improvement. It is also extremely important to focus on one or two elements for the following year, so it is not too overwhelming.”

KS: “Step back and let the children lead. When I let go of my expectations, authentic learning experiences unfold naturally through the eyes and hands of the child. This can be a truly magical experience for all members of the classroom. Another good one is to expect the unexpected and be ready to pivot at any moment. Life in the classroom with three and four-year-olds throws any teacher its fair share of curve balls. Seeing this and adjusting is key to meeting the needs of the children I teach.”

DIEEC: Can you tell us about a recent accomplishment you experienced as an early childhood educator that you’re proud of? 

LM: “One recent accomplishment I am proud of was, last year, I was lucky enough to have a student who had a severe communication delay. Although we had challenges, he made me a better teacher and person—I cared for him as my child.”

KS: “I am proud of my ongoing effort to enhance the outdoor classroom of Little Sprouts School. As I opened my preschool last June, I took my foundation in outdoor education and applied what I had gleaned from previous experiences to develop our outdoor learning space. Recently, I was fortunate to be selected as a recipient of the Let’s Go Outside initiative this spring, which was just awesome! I am very excited about the improvements and enhancements underway…and all the ways they will help foster and encourage collaborative and joyful learning in and for my students.”

Tune in this fall to learn more about Lindsey and Kirsten on the DIEEC podcast, X Why Z: Reflections from Early Childhood Professionals, where they will share more about their journey in early childhood education. 

In 1995, Stacy Morgan left her banking career to start her family child care program to spend more time with her one-year-old son. More than 25 years later, she’s helped launch generations of children in Townsend, Delaware, with her investment in creating an environment that facilitates learning and character development.

“At my program, Little Bit of Sunshine Daycare & Preschool, it is important for me to provide not only a safe environment but a loving, nurturing, and play-based/nature-based program,” said Stacy. “A learning environment that is not just learning ABCs and the 123s but is also teaching values such as honesty, courage, self-reliance, potential, self-discipline, and moderation.”

To accomplish these goals, Stacy spends much of the day in the outdoor classroom, where activities are more child-led than teacher-led. Stacy has participated in DIEEC’s “Let’s Go Outside” professional learning experiences, developing her skills to facilitate outdoor learning. The nine children in her care, infants through school age, learn through play and weekly lessons from the “Mother Goose” curriculum, which Stacy uses as a guide to ensure she is touching on each developmental skill daily.

For example, there is a creative corner activity set up outside, and when possible, she adds nature items to use as art tools. Small group literacy and tabletop math are on large wire spools in the outdoor classroom. The children also can practice writing the monthly letters in dirt and/or sand or on the sidewalk with chalk. The curriculum also has STEAM ideas which she sets up in the outdoor classroom for the children to explore all month long. These centers include blocks, sensory, science and nature, outside discovery, and dramatic play.

A fundamental of Stacy’s philosophy includes teaching social and emotional skills. She believes a mixed-age group increases the opportunity to build secure, attached relationships and supports children’s social and emotional development.

According to Stacy, a family child care setting also helps build these skills and facilitates close relationships. “It provides a small, secure environment for children during the most critical development time. Family child care offers a home away from home that provides children with ‘siblings’ of all ages, races, religions, or abilities. It allows them a safe place to play, socialize and learn with friends.

“In my program, I work daily with the children to develop these strong social and emotional skills. I believe it is highly important for them to learn how to manage their emotions, empathize with others, establish healthy relationships, set positive goals, and make responsible decisions,” said Stacy. “My goal is to prepare them to succeed in school and live their best life.” And she is doing all she can to live her best professional life. Stacy is a part of the DIEEC CDA cohort and is working on getting her credential. Additionally, she participates in a Community of Practice to share strategies and insights with her family child care colleagues. And finally, she takes many of the DIEEC professional learning experiences, with “Shining the Light on You,” a health and wellness initiative, being one of her favorites.

Molly White’s passion is providing families with a child care experience that fits the learning needs of each child while supporting the family, ultimately building community. To fulfill her vision, Molly opened her center in Milford during the pandemic’s beginning in the spring of 2020.

But according to Molly, the opening was “just in time” because this crisis provided her center with a more significant opportunity to serve her community.

“Even in times of uncertainty, there are opportunities for innovation, creativity, and personal growth,” said Molly.

Her partnership with the Delaware Institute for Excellence in Early Childhood helps Molly explore these possibilities.

First, Molly participates in DIEEC’s Community of Practice, a regularly scheduled meeting facilitated by a Technical Assistant where leaders share ideas and support each other.

“Molly is the definition of a leader,” said Nancy Hoffman, DIEEC technical assistant. “She is a risk-taker who consistently shows up with the same energy that spreads throughout her program.”

Together, Molly and Nancy put together a quality improvement plan (QIP) that included the program’s strengths and identified growth areas. 

“A QIP helps you anticipate and solve problems in the future,” says Molly. “Additionally, I love working alongside another professional to enhance the quality of our program, learning ways and/or strategies to improve, and gaining knowledge and insight into how to be more effective.

“Also, my technical assistant helps us be ‘aware’ of strengths and weaknesses as a group and individually. The QIP is a guide to enhance/sharpen the quality of our program.”

Molly’s involvement with DIEEC doesn’t stop there. She recently participated in the “Let’s Go Outside” professional learning experience.

“Outdoor learning fits with my vision,” says Molly. “Learning occurs naturally outdoors. Nature is the best teacher.

“It also helps children with their emotional and social skills. The same children that argue over a toy in the classroom are more willing to dig together and get along.”

Market Street is a hub for Wilmington’s cultural assets, with The Grand, The Queen, and the Playhouse on Rodney Square all located on five city blocks. Anchoring this lineup is the Christina Cultural Arts Center (CCAC), an integrated arts and academic program that uses the power of art to promote school success for Wilmington’s youth, the most crucial asset for the city’s future.

A part of CCAC’s work is teaching and caring for the community’s youngest members through the Early Childhood Education Arts Academy. The program serves three-year-olds through five-year-olds and employs the fine arts to teach educational concepts.

“Art is another teaching tool,” said Shysheika Edwards, the program’s educational director. “We know the brain is developing quickly during the early years. Drama, dance, music, and art help us better address and connect with a child’s potential.”

This integration plays out in a lot of different ways. For example, educators use rhythm sticks to teach math, counting, and music concepts/notes. They utilize songs to teach social and emotional skills by acting out scenarios. When singing the “Going on a Bear Hunt” song, children express curiosity and fear while exploring movement and learning sequences.

In addition to the activities throughout the day, students participate in dedicated music and art classes during the week, culminating in three performances to celebrate Kwanza, Black History Month, and graduation.

“These performances teach children to work in larger groups, build confidence, and follow directions,” said Shysheika. “The shyest students find their voice.”

Equally as important, the celebrations bring together the community. The academy provides its students a quality education with family engagement at the heart of their work. Their enrollment includes ECAP slots which provide state funding to programs, helping families living in poverty.

ECAP funding requires the program to work toward Head Start standards. These standards, in part, focus on family engagement. Shysheika partners with Daphne Edwards, family services coordinator, who supports families though home visits.

“We empower parents through many initiatives,” said Daphne. “Parents participate in the policy council, so they are invested in the program. We want them to know that their presence matters in children’s lives.”

To this end, the academy builds partnerships with the families that often extend to many generations of the same family.

“We serve as a resource when a family has a need,” said Daphne. “We are who they call.” Shysheika’s echoes her thoughts. “We build a bond with a purpose. They know we are here to build community founded on respect.”

About nine months ago, more than 90 early childhood education professionals began a journey to receive their CDA credentials by participating in a cohort facilitated by DIEEC professional development coordinators. The Child Development Associate (CDA) credential represents a pathway to learning best practices for early childhood educators.

More than 40 completed their portfolios after participating in the CDA cohorts, and we are thrilled to share that 16 educators have received their credential. In this issue, we will showcase and celebrate four of them but congratulate all who participated in the cohorts.