Ask family child care (FCC) educator Tredena Trott if she has any advice for FCC colleagues who are thinking about attending DIEEC’s 1st State Family Child Care Conference this year, and her response is simple: “GO!”

Being the only adult in your workplace can be challenging. The conference is an opportunity to meet and connect with people from all over the state. Tredena loves the chance to exchange phone numbers with these colleagues and the supportive relationships that form as a result. Tredena says that in family child care, “you always have to be versatile and multitasking.” Family child care professionals are educators, but they are also small business owners. She appreciates the knowledge she finds in the breakout sessions at the conference: “How to organize, how to keep your books- they bring in people who have those careers who are able to help!”

Some 15 years ago, Tredena was a customer service representative with Aetna. She noticed that many of her colleagues struggled to find care options for their children with hours that worked for them. Tredena, who had previous experience caring for children at her church, saw both a need and an opportunity. She and her husband moved from Sussex county to Felton, Delaware, and when they built their home, they used the space allocated for a garage to instead create an inviting space for Tredena’s family child care program.

As a licensed family child care provider, Tredena currently has 9 children enrolled in her program, ranging in age from 1 year to 12 years. With children of different ages and different personalities, Tredena says you don’t always know what you’re going to get from day to day, but it keeps things interesting! She particularly enjoys time spent working with young children on fundamental skills like ABCs, colors, and numbers. The basics don’t have to be boring, though- Tredena knows that children benefit from varied approaches, and that different learners engage in different ways. In her classroom, they might learn about colors together, then get up and go exploring to find things that are red or blue or green- using their eyes and their bodies to support learning. She also emphasizes the importance of communication with parents and families- open two-way communication about children’s needs is essential to creating an environment where they will thrive.

Self-care helps keep Tredena motivated and engaged. During the week, if Tredena needs extra support, she calls on a substitute teacher. This can help give her a few additional hours to work on important tasks, or even just time to take a walk around her development, allowing her a few minutes to recharge. She says that on “Fridays I go down emotionally, physically, mentally…When I close that door to the garage- I’m getting into my relaxing clothes and reclining.” On Saturdays, Tredena typically reserves quiet time for herself, but at other times she makes a point of seeking out adult company at a church gathering, or a change of scenery by taking a quick weekend trip with her husband. “You have to be creative, you have to make time,” for self-care.

Groups like DIEEC’s Family Child Care Network offer Tredena a source of support, ideas, and new perspectives. She particularly looks forward to the in-person meetings she attends on the first Saturday of the month and the Make Time for Me self-care events. She has also found many FCC connections within her church community, and cherishes those. The connections formed through networks and conferences endure outside of those events: Tredena participates in ongoing group chats and social media groups with other family child care educators where they share information and fill each other in. The connection with other family child care professionals, says Tredena, “gives you the energy to be able to keep going.”

To learn more about the Family Child Care Network, click here.
To register for the 2024 1st State Family Child Care Conference, click here.

Meghan Eudy is the 2024 DIEEC Early Childhood Educator of the Year award in the center-based program category! Meghan has been in the field for 14 years, all of them with the Delaware Technical and Community College Child Development Center (Owens Campus) in Georgetown. In this Provider Spotlight, we share Meghan’s reflections on her role, in her own words.

Share examples of how you engage in professional opportunities, organizations, and/or professional development.
“I feel staying up to date on the latest information pertaining to early childhood is very important to remain successful in this position. To do so, I complete trainings offered and suggested each year. The trainings I prefer are hands-on. I have completed multiple trainings, including PRIDE, with our mental health consultant. I have completed Conscious Discipline. As a center we use Teaching Strategies Gold, in which I complete trainings on the site to stay up to date on the latest resources offered. I serve as a role model/mentor at my center for both new and existing staff to help them become successful educators in this field.”

What excites you most about your role each day?
“The children are what excite me the most about each day. Walking in to the children’s smiling faces each morning, and feeling those little arms wrap around me for a hug, really reminds me of why I do what I do. Young children are constantly learning something new and every day is an adventure. To be a part of that adventure and learning process is such a rewarding feeling. Knowing that I am helping these children, through multiple domains, develop skills that are going to benefit them for the rest of their childhood is what makes my job so special. Some children come in and their family is going through a tough time or the child is having a hard time with development and I can be the support they need, the one who comforts them in the classroom, and gets to work with them each day. To see a child accomplish something new or something they have been trying to do and the big smile they get and sparkle in their eyes, reassures me that I am doing a great job.”

How do you enhance the development and potential of each child in your classroom?
“When focusing on each child individually you really get to know who they are and what needs they have. Each month I complete individualizations for each child and I work with them one on one to meet their goal. At the end of the month, it is okay if the goal is not met and they still need more time- that just means more one-on-one time with them. While whole group activities can be fun, not all children are going to be successful and get the same benefit from the whole group settings.”

Tell us about the most challenging part of your day. How do you meet that challenge?
“I feel the most challenging part of the day comes towards the end of open centers. The children have interacted with each other for most of the morning and been together in the classroom. As a young child understanding your emotions and expressing them are hard, so when they have had enough of an activity they don’t always know how to express that or express themselves. As their teacher, it is my job to look for the clues and help them. It’s in these times that I switch up the environment. Music is a great outlet for children to let loose and be expressive, so this is when music and movement can help, also activities such as yoga, shaking the large parachute, dividing the class in groups and interacting with them in small group settings can also be beneficial.”

What do you most want those outside of the field of early childhood education to know about the importance of the work you do with children?
“For others to understand the importance of the work early childhood educators are doing. It’s our responsibility to work alongside the families to help mold and shape them into the children they are becoming. I feel that as an early childhood educator, I help lay the foundation for what these children are going to base their experiences and knowledge from. I am paving the way for their social and emotional development, as well as academic learning. Everything early childhood educators are doing is valuable, and we are here because we love the children, not just to have a job.”

Congratulations again, Meghan, on your well-deserved recognition!

Meet Mary Waters, winner of the 2024 DIEEC Early Childhood Educator of the Year award in the family child care category! Her program, known as Ms. Mary’s Nature Preschool, is located in Hartly DE. Read on to learn more about how Mary finds inspiration, builds connections with families, and meets challenges on a daily basis in her program.

What excites you about your role each day?
“My preschoolers are anxious to get started when they arrive each morning because each day there are different table-top activities set out. We know children are inquisitive, proven by the many “why?” questions! And I love my job of sparking their interest by setting up materials and activities that are developmentally appropriate, inviting, and engaging. I pick some of the themes that occur at certain times of the year such as seasonal or holiday specific, but I also ask them what they would like to know and learn about for future themes. One recent idea was trucks so we dove into all things transportation! Books and our sensory bin are rotated monthly to go along with the current season and/or a holiday celebrated that month. For the month of February our sensory bin held red, pink, & white soft pom-poms, rough glittery hearts, smooth wooden hearts, heart shakers, scoops, and small tin pails; the sensory bin is always a huge hit with the children!”

How do you enhance the potential and development of each child in your classroom?
“Each day, I engage in conversations with my preschoolers about how their evening was or what they did over the weekend, etc. My interest in their life and their feelings builds trust, security, and respect. Throughout the day, I make sure to touch base or connect with each child individually. Getting to know them offers me the chance to connect with them on a deeper level but I am also able to use that knowledge to inform my lesson plans. This ensures I am considering all my preschoolers when planning activities. I use specific praise (not just “good job”) with each child. Specific praise shows that I see them… I see when they are helping their friend, I see when they are sharing, I see when they are drawing circles.”

How do you keep families connected and informed?
“I include families mostly through a Facebook Private Group page where I post pictures and a summary of our day daily. Parents often “like” pictures and share comments; this helps them to feel connected and a part of their child’s day. Parents have told me how much they appreciate the posts I share; a couple parents love to sit down with their child in the evening and go through the pictures or use the pictures as a conversation starter with their child. In addition, I use the Brightwheel app to update parents throughout the day of meals, toileting, or other incidents that happen.”

How do you meet the challenges that each day brings?
“The most challenging part of my day is that not any day is the same. As a family child care provider, all the responsibilities lie solely on myself. Meal planning, grocery shopping, prepping meals, prepping lesson plans, purchasing supplies, changing out materials, cleaning, and the list goes on. Not only am I doing all of those things but, on top of that, each child comes in the door different than the day before. Because preschoolers’ emotions change so quickly, you never know at what point in the day you’re going to have to handle a melt-down. I handle it by trying to be as prepared ahead of time as possible while anticipating certain children’s emotions/reactions. I also make sure that I take care of myself during off hours; I enjoy doing yoga, getting massages every now and then, and I seek out support from fellow providers whom I am blessed to call friends.”

How does your program incorporate the principles of diversity, equity, and/or inclusion?
“My goal is to make sure that each child and each family feels welcomed in my program.
I strive to provide an environment where my preschoolers feel loved and that they belong to our classroom community. I encourage families to share holidays that they may celebrate or share their special or cultural traditions with the class.”

Ways that diversity, equity, and inclusion are supported in Mary’s program include:

• Reading books that include different cultures, ethnicities, genders, and people of different ages.
• Dress-up clothes that represent a variety of ethnicities
• Cultural foods in the kitchen area
• Dolls of different ethnicities
• Dolls that represent differing abilities

Professional growth
In terms of professional development, Mary has embraced a variety of opportunities for growth and development throughout her career. Early on, she earned a bachelor’s degree with the support of a TEACH grant, along with an Early Childhood Administrator certification.

She has also taken advantage of several opportunities through DIEEC. Here’s what Mary had to say about the impact of these experiences:

Let’s Go Outside
“[The] training inspired me to create my own outdoor classroom and focus more on incorporating nature into our daily routine. I love that in addition to our more “traditional” preschool activities, we also get to have unstructured time to enjoy nature. Oftentimes, you will find us reading books, drawing, painting, moving logs, making food in the mud kitchen, or lounging in hammocks while in our outdoor classroom.”

First State Family Child Care Conference
“In October 2023, I attended the Family Child Care Conference and was excited to network, support, and encourage other family child care providers at the conference. The speaker there was inspiring and helped me find the courage to make some necessary changes to the service I provide.”

Family Child Care Network Meetings
“These meetings are great opportunities to network and support other providers and stay up to date on all things happening in Delaware’s early childhood education field.”

Congratulations again, Mary, on your well-deserved recognition!

Images provided by Mary Waters.

This month, we’re sharing a few more Diversity, Equity, and Inclusion (DEI) activities from programs that participated in DIEEC’s Anti-Bias Education: Diversity professional learning experience (PLE) back in February.

Two programs used a “loose parts faces” activity with children as the basis for discussing emotions and expressions. Valerie Brown, lead Pre-K teacher at Cadence Academy Preschool – Smyrna, shared that the idea to use pool noodle sections for facial features came from a unit on Tubes and Tunnels. The faces shown in the images below inspired children to talk about how the mouths made the expressions different. 

Cari Boehne, lead teacher in a preschool classroom at the little school at Kids Cottage (Dover) shared an idea related to the Windows, Mirrors and Doors component of the PLE. The classroom has a shared photo album: families can send in photos, and staff take photos of children engaging in activities throughout the year. Cari said that the children love to share the photos with each other, and that they also enjoy taking the albums to the cozy area to look at on their own. Many children tell stories of their families and events when they share the photos with each other.  Staff also look at the photos with the children to reflect on the year and comment, “Look how much you have grown!” or “Do you remember this?  We talked about this a long time ago.”  

Elaine Grant and Sandra Bradley, Lead and Assistant Teachers at Brandywine Childcare and Preschool, Inc. (Claymont) shared another idea as part of the Windows, Mirrors and Doors discussion. They had mothers share bios, stories and photos from their lives, with the theme of Moms as Heroes. These were shared with the children to help them understand that superheroes can be people we know!  Elaine said the stories were very inspirational to the children. This idea could be applied to many different family and community members!

We hope these ideas provide some inspiration for your own early childhood education programs!

Resource: Let’s Make Faces book by Hanoch Piven. This book is available through the Delaware public library system.

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.