Category: A journey with The Marigold School of Early Learning

A journey with The Marigold School of Early Learning

A Journey Through Dialogue

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I would like to introduce you to “S and A”, two little girls who go to The Marigold School of Early Learning. Below is a conversation that took place in October between two children, ages four years and two months, and four years and four months, engaged in their daily rhythm of play.

Animal play is common among young children as they explore different perspectives and experiences. It also serves as a way for children to continue their learning journey, communicating in a variety of ways. The socialization process is complex, and the dialogue below showcases a brief moment in time when two young children engaged in their favorite dramatic play, portraying a cat and a dog.

After the dialogue, I will take us on a brief journey for you to see the deeper meanings behind what these two young minds are truly engaged in during their dramatic play. Please enjoy this brief Marigold moment.

S-Cat sounds, crawls on all fours. “Meow.”

A – “Barky”.

Both are engaged in animal play. S takes on the role of a cat, while A takes on the role of a dog.

S, “Are you nice to cats or no?”

A, “I’m a nice doggy.”

S, “Cats eat fish.”

A, “Okay.”

S dumps toy food, and A gives her a fish.

A, “Messy kitty, help me clean this up”

A, “This doggy is a fishy cooker! Bark, bark!”

S, “These are only cat friends.” The stuffies.

A, “I’m cooking.”

S, “I’m meow at cut fish finds. Now, can you cook me one?” (Not too sure what S was trying to say here.)

A, “Ah, oh-uh. Candy.”

S, “Cats don’t eat candy.”

A, “This is for cat food.”

S, “I need it in bowls so cats can eat it.”

A, “Yeah, but I am recipe.”

S, “This cat eats cheese and bananas. So I’m putting it in there to make it really yummy. A, Is that okay?”

A, “Yeah,” Ms. H asked A a question to clarify for S.

A, “It’s for hard days.”

S and A interact with each other, come together, separate for a while engaging in their own projects, then return together.

S wags her tail and meows.

A, “I’m still busy making food.”

S tries to explain, but doesn’t make sense due to using kitty vocabulary.

A, “This for so many guests. I’m still making it.”

S, “Yeah, but I want you to make fish food for all my babies and me.”

A, “I’m making fish food for you and the babies.”

S appeared to not listen or understand A’s words and started to argue, but it fizzled. Ms. H explained A’s previous words to help S understand that A is making cat food for her babies and her.

S wants Ms. H to notice her cat dance.

A, “Hey, you designed these toys so they don’t break. I think you glued them on. Something like that.” She holds a soup ladle. A is directing her thought to me, Ms. H.

A, “Your soup is done, kitty!”

S, “Meow.” A hands her a large sink full of soup. (The toy kitchen sink!)

A, “There you go, kitty, for your kittens. Here, let me help you move it. It’s for your babies.”

S, “Cats don’t like cats.”

They meow-hiss and bark at an ant crawling on the floor. (A & S)

A, “Well, my dog Bubba stepped on an ant. And he got really mad at his owner and scared E, because his paw got wet when they washed it.” (A recounting of a memory with her dog and her dad.)

S sings, “Meow-Woof!”

A and S look at the baby ant on the floor!

S, “Ant friend! Then we were in an ant family!”

A,”Let’s do a race!” Ms. H suggests sitting on pillows so they slide better.

A, “Hey, S! Wait for me!”

S, “Meow’s” ten times.

A, “Woofs” ten times.

Let’s explore the complexities of the scenario from above. The first aspect of this dialogue happens when S initiates play with A. The second aspect arises when S and A assume animal roles, such as S playing the role of a cat and A playing the role of a dog. S takes on an extra role, being a cat mother with kittens, while A takes on the role of a cook, making food for the momma cat and her kittens.

As both S and A figure out how to create this story together while staying in character, they each carve out the specific responsibilities they want to take on for their story. S wants to be a mother cat with kittens, and A wants to cook for the cat. While figuring out these separate yet interwoven roles, there is a bit of confusion on feeding and when, but with continued communication between meowing and barking sounds, S and A figure it out.

An interesting second aspect is that S asks A if she is a nice doggy. This is a good question to establish at the beginning of this dramatic story, because it determines the proceeding storyline. Asking this question also clarifies each child’s role a bit more at the start.

The dialogue shows their thinking in progress! While S and A are engaged in developing this dramatic story together, they are still maintaining some form of control and separate responsibilities. S is responsible for being a mother cat and taking care of her babies, while A is responsible for cooking food for them to eat. These separate responsibilities enable both S and A to divert their attention from one another to focus on interests they choose while still keeping their storyline in the background. When A discusses how she thinks I have made the toys non-breakable with glue, she is clearly taking some time to voice a divergence from the main story. (I have not glued any of the toys A is using.) When S starts meowing and not talking, she is clearly taking a break from communicating and acting out her joy of being a cat. These are moments that are brief but allow for each child to continue processing ideas for their co-storyline. When they returned their attention to the story, some confusion came into play, and I chose to assist.

A’s mind once again takes a divergence when she recalls a family dog memory and relates it to both her and S finding an ant crawling on the floor. Like all people, young children see things that spark memories, and they voice them. A was still focused on the dramatic story, yet she wanted to share her memory, and it related to both the ant she was watching and the dog role she was acting out.

Is this a form of complex play, and does this prove meta-cognition? Yes, the above dramatic play story is a form of complex play, specifically cooperative play. Both A and S have equal roles and equal responsibilities as they contribute to the storyline.

I would say, yes, this is an example of metacognition happening in the early years, at age four to be precise. The reason I say this is that both children actively engage in communication while acting like animals and taking on extra roles within that framework. S is a cat, yet she is a momma cat with lots of kittens to take care of. She is actively seeking a place for them to be safe, and what and how to feed them. A is in the role of a dog, yet she is also a chef making food. The extra responsibility she took on as a chef is making food for the momma cat and her kittens. Through the communication and role play process, both A and S have listened, compromised, negotiated, come up with solutions, and most importantly, modified their communication technique and accommodated the other child. Both A and S were aware of what they were communicating and only had trouble one time with listening to each other. When both were actively listening and expressing their ideas and opinions, they demonstrated their ability to rethink and reexplain their intentions for the dramatic story many times. The children were aware of their own thinking and modified how they interacted with each other, not just based on what the other child wanted, but how they believed they could best achieve their goals for the story. A and S also gravitate towards what they enjoy best and what they know how to do. Being aware of the things they each do well is part of metacognition, understanding their weaknesses and strengths. In this case, both children rely on their strengths, and that makes this cooperative venture so successful.

Now,is this a perfect example of metacognition? No, it is not, but preschool children are capable of cognitive abilities normally only given credit to children seven and up. Please keep in mind that I am their teacher, and I also know my students well, and may see things that someone reading about this encounter for the first time, and knowing nothing of the children, may not agree with my perspective. I am at an advantage, yet I hope I am conveying how complex and important young children’s play is to their learning and development. And that “play” is not just a word; it is a term that encompasses many aspects of complex learning.

When to assist? This is not always an easy decision. Yet, while observing, listening to S and A, and asking questions to understand their dramatic story, I was able to determine when my assistance, and the key word here is ‘may,’ help with some minor misunderstandings. After clarifying by repeating what A said, S was able to move forward in the story, feeling as though her story idea was being respected.

Should I interrupt their story to prevent a conflict? Preventing a conflict also interrupts social and emotional learning. In this scenario, my preventing a misunderstanding from turning into a conflict was simply to keep their story moving. If both S and A persisted with more dialogue similar to arguing, it would mean that both children have strong opinions, want to be heard, and equally want to figure out how to accommodate each other. This is complex learning, which I have no right to interrupt. Yet, I am there to make sure both S and A are being respectful to each other through not just words, but physically. In no way do I want to allow this deeper learning to turn violent and defeat the purpose of all they have accomplished together.

Is this cooperative or group play? Can these two forms of play exist for two children? And what are the similarities and differences between the two forms?

Before I answer the first part of this question, I want to address the third part: the similarities and differences between cooperative and group play. Cooperative play is when young children work together by discussing, listening, sharing diverse ideas, working through disagreements, problem-solving, negotiating, and finally compromising. This type of socialization promotes deeper learning, respects each child’s autonomy, their right to learn, and recognizes the complexity in working with others.

Moving on to Group play. Group play is where children are working on the same project or dramatic story, yet they are not necessarily contributing equally. There can be a chosen leader of the group, and all other members have varying degrees of ownership and responsibilities in the group. This form of play is important for children just as cooperative play, yet it focuses on the differing roles children will take, with there being, normally, a chosen and agreed-upon leader of the group directing play. And each child’s participation in the group ranges from minor to major contributions.

To answer the second and then first part of the question above, yes, these two forms of social play can happen with just two children present in class, or two children who have separated themselves from the larger group. The essence of group play happens frequently with A and S. It will start out with S and A playing near each other, yet separately. Both children are interested in what the other is engaged in, so they keep their ears perked to what each is doing. Then S and A will quickly move to group play, where S or A interacts with each other on the same storyline, yet with different roles and responsibilities. Generally, the one with the dramatic play idea will take the lead, but not always. If this form of play is cooperative play, both children will have equal say in each aspect of their dramatic story. If this is group play, each child will have a different role and level of responsibility in contributing to the dramatic story.

Stay tuned for more blog posts that take a closer look at children’s dialogue and the meaning behind it. Please let me know your thoughts. And, thank you for stopping by! :) Ms. Heidi

Preschools The Marigold School of Early Learning (Marigold)

September Nature Blog! 2025

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Nature Through Artistic Expression

Scribble form is the first form of drawing/ writing in young children. The first markings from small grasping hands will bring a child on a lifetime journey of writing and reading. Bringing nature indoors and using aspects of it as either a visual representation that sparks an artistic idea, or using parts of the plant itself to create the art piece, are two important examples of how children will transfer what they know to different art mediums.

What is the purpose of using nature in art?

In the pictures above and below, you see us utilizing flower seeds and dried flower petals. We are incorporating another possible art medium to figure out how to use while expressing our creative side.

For young children, the more they can explore different textures, colors, shapes, and sizes, the more opportunities they have to broaden their understanding of our physical world. Marigold dried flowers and seeds offer three different textures and colors in one flower. The children can see the earth tone colors with the muted green and golden yellow/ brown of the dry leaves, and then contrast that with white and black stick-like seeds. Adding googly eyes and colored glue gives children another open pathway for creating an artistic expression of their own.

Exploring the parts of a flower and observing how that flower grows and changes during its lifetime is something large to ponder. When the children see freshly blooming marigolds and then scrutinize dried marigold flowers with seeds, they are noticing a drastic change in that plant’s lifetime.

Heidi Scott, BA & MIT

A journey with The Marigold School of Early Learning

September 2025 Blog! #4

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Part #4 “Fine motor skills/ development in the early years” series.

Supporting children in the early years who show a consistent interest in printing objects they find fascinating, their name, and their family’s names, etc., should be supported in their desire to learn. This does not mean forced skill-based exercises in tracing letters, numbers, and words. Really, who is happiest to see these tracings? Adults, not so much children. Adults teach children to value those tracings. There is an array of early learning educational theories and practices in our society, and you must choose the one(s) you want to expose your child to as they mature. Supporting young children’s desires to print/ write comes from giving them the time they choose to practice. Here are some ways you can support your young child who wants to learn how to print/ write early. You will notice I encourage parents to join their child and engage in these experiences together. You are not engaging in direct instruction, but rather engaging in these meaningful experiences, bonding and learning how your child learns through the process of each, rather than seeing a finished product or being told about it.

  • Engage in putting puzzles together as a team or treat it as family fun. Choose low-count puzzles at first and increase the number of puzzle pieces as the interest and ability increase.
  • Draw together
  • Paint together
  • Model how to draw the first letter of their name, and move on to other letters as they show interest
  • Engage in scissor use together
  • Provide playdough and clay for your child, along with tools for carving and cutting. (I do not support the use of cookie cutters at this time. Let your child build and exercise their fine motor muscles. And allow them to build confidence in their own ability to sculpt. Playdough and clay have their own period of scribble to symbolic form. Respect your child’s fine motor developmental journey.)
  • Provide the space and accessibility for your child to engage in all the above independently.
  • Pay close attention to how your child reacts to their first, second, third, and so on, attempts to form abstract letters and numbers. Do not praise or over-praise when your child is disappointed, but point out what you liked about their work, validate how they feel about their attempt, and encourage them to try again.
  • Provide more opportunities for your child to practice printing/ writing with you and idenpendently.
  • Accept whatever they have created without judgment. Young children have a journey to go through to learn how to print/write successfully, so as long as they are happy with the results of their hard work, that is good enough.
  • Pay attention to the process and not the end result. Your child is learning through the process. The end result is not where the learning is taking place.
  • If your young child communicates that they know they are not printing/ writing “correctly”, ask them if they want help, and support them if they do, but step back if they do not want help. Your child may take time away from printing/ writing to engage in other interests, and this is perfectly fine and aligns well with their individual developmental journey. They may not show interest in printing/ writing for months, and that is okay. There is no rush to learning the printed word in the early years of three to five.
  • When your child is clearly printing/ writing, you will see all that lovely work, and you will understand and appreciate the journey they took to get to that point.
  • And most importantly, THERE IS NO RUSH! Slow down, and allow your child to go at the pace they are demonstrating to you. Support your child, but do not demand or push them. Allow your child to show you what they want and are capable of doing. Respect the human you are raising.

The above list does not cover every aspect of this topic. I am only adding a small portion to this posting. There are books and articles in large quantities that are written on this topic. I just wanted to put out there some of the basics I want to share.

Please share some of how you are supporting your child’s fine motor muscle development and interest in printing/ writing. I would love to hear what you are doing and what your child is enjoying!

Learning is supposed to be fun, enjoyable, practical, and creative! Let’s push back against people who want regimented, boring, and abusive ways of learning, and embrace and promote open-ended and creative ways to learn! :)

See parts 1,2 & 3

Heidi Scott, BA & MIT

A journey with The Marigold School of Early Learning

September 2025 Blog! #3

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Part #3 “Fine motor skills/ development in the early years” series.

Lacing cards (see part #1) no doubt help young children support the healthy growth and development of fine motor muscles. It is also a good way to see where a child is on that developmental pathway. When young children lack advancement in their fine motor muscles, they lack the ability to control the needle and thread to twist, turn, lengthen, and shorten the thread to complete the picture as is. The intent for where the thread is aimed, the length of the thread before entering another hole, and how the string is crossed show how much growth and experience are needed in this area, or what is not needed. Wherever a child is on their fine motor skills developmental pathway is a positive thing. I love seeing early stages of sewing, because it gives me, as a teacher, information I need to know about what my students can do in this moment, and it reminds me to pay attention and document these expressions of ability so I can see and support the growth with appropriate challenges as the year progresses.

Building blocks have developmental stages to them because a child can simply pile all the blocks up, similar in appearance to a mountain seen from a distance, and call it a house. It’s once children start making deliberate decisions about which type of blocks to use, the size, shape, and color, that we see real advancement that also utilizes their fine motor muscles. The size, shape, and weight play a part in how children’s building and construction take on more advanced characteristics. As they continue to advance in their ability to construct, they add other materials such as dolls, dinosaurs, and loose parts, to name a few, making many more advances to their building constructions. When children develop to the stage of examining and discussing where to place certain blocks on a structure, they have entered higher-level thinking and more complex play. With block play, there are many things children learn, but we are sticking to the fine motor aspects, and every grab, turning, stacking, catching, and careful execution of placement is an example of fine motor skills in use. Yes, building/ constructing supports children’s future ability to print and write.

The pictures above are a small example of how fine motor muscle development and growth can be supported through a few different interest areas. Every step a child takes on the road of learning is a journey filled with reaching milestones. Development is growth, the physical growth all humans go through to engage in the tasks we do as we become adults, and for the remainder of our lives. Children need these early years to freely engage in tasks, projects, and creative expressions they are interested in, so they can be supported and appropriately challenged in the many areas of growth and development they go through. Fine motor muscles are just one area, and as we see with just small examples, there are many things children engage in that support the growth and development of skills they will need when they learn to print/ write abstract symbols. I am a firm believer that the anatomy of the hand, fingers, and wrist should be ready for printing and writing, and young children should not be forced to print and write before they are physically and cognitively ready. The process should be enjoyable from the start onwards.

See parts 1,2 & 4

A journey with The Marigold School of Early Learning

September 2025 Blog! #2

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Part #2 of “Fine motor skills/ development in the early years” series.

The pictures above (See part #1) show some examples of how the children have used their “loose parts”. One child had an idea that the spools, marbles, and beads were injured creatures and needed bandages, so they used tape to wrap as many as they could. If you are thinking this took some time, yes, it did! When children are interested and committed to their ideas/ projects, they will spend the time they have working to complete as much as they want. We also see some small bags that are filled with “loose parts”. Gathering as many as the tray offered was the priority of one child, and once the bags were filled, this child called the others to come and help unload and set up the dramatic story being created. Fine motor skills are being used without even a second thought, all while engaging in planning, collecting, and managing space and materials. Reaching out and inviting others to join is utilizing their social and communication skills, as well as allowing them to take on a role as “leader” and then a “character” in the dramatic play story. So many decisions go into play, and these are all life skills. Life skills that support fine motor development and growth.

In the above pictures, we also see two examples of transitional symbolic drawing, utilizing fine motor muscles in the hands, fingers, and wrists. The drawing on the far left is a clear and nice example of a child transitioning from scribble to symbolic form. We see the round features of a face, followed by facial characteristics such as eyes, nose, mouth, and hair. The second drawing is done by another child, and the drawing is more advanced, with many details representing the outdoor appearance of a home, complete with background and foreground scenery. This is clearly a symbolic drawing, yet it is also a nice example of a child in transition because, though symbolic, the drawing is still a bit shaky. Shaky or light-pressure drawings are examples of growing confidence. With more time, this child’s shaking light-pressure drawings transformed into strong lines with deep pressure, showing confidence in their work. Wonderful examples of where two children are on their journey of fine motor muscle development. Importantly, it is not just the time these children take to engage in drawing that strengthens their fine motor muscles; it is the many interest areas and things they engage in utilizing their hands, fingers, and wrists that support the healthy growth and development of their fine motor muscles. These experiences are the building blocks young children need for them to be able to eventually print and write, yet they must have these many years of experience building up to that point, and I believe firmly that it should not be rushed or forced.

Magnetic dolls, lacing cards, and block construction all have many things in common, but for this posting, we will focus on the fine motor skills. Magentic dolls may not seem like something that would support young children’s journey to printing/ writing, but this is another useful fine motor form of play that serves many purposes. Magnet dolls seem pretty easy to engage with. Still, when you have witnessed many a young child at various stages of fine motor development trying to dress the dolls, it really is another aspect of how development has stages, and it takes time to get to each one. When children are first navigating magnets, the force of the push and pull is both off-putting and attractive to the child. It is something they want to master, yet in the early stages of fine motor muscle growth, they lack the strength and precision to position the pieces in the correct space and evenly on the doll. As the children grow accustomed to magnets and gain more experience using them, their ability to clothe the dolls with these magnetic pieces becomes smooth and precise. As with all materials in a classroom geared towards open-ended play, the ability to dress magnetic dolls tells me a lot about what the child is interpreting when engaged in this provocation. (Many children dressed the dolls in wild and cheerful preschool fashion!) In regard to fine motor development, the positioning of each magnetic clothing piece demonstrates what the child understands about dressing, what level of control they have over the magnets, and what they are visually representing. When children place the magnet clothes in the correct places on the doll, matching the clothes and including socks and shoes, they are demonstrating their progress in developing their fine motor muscles. They are gaining much-needed skills and interest in printing or writing as they continue with materials like these.

See parts 1,3 & 4

A journey with The Marigold School of Early Learning

September 2025 Blog: Fine Motor Development! Part #1

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Part #1-4 “Fine motor skills/ development in the early years” series.

Young children naturally have small hands, fingers, and wrists. Within a relatively short period of time, five years, humans develop from infants, babies, toddlers, to young children. The early childhood time in a human’s life ranges from infancy to age eight. And, as we all know, this time in a child’s life is packed with a large amount of growth and development.

The focus of this blog is on fine motor development/ skills. The fine motor muscles in children’s hands, fingers, and wrists determine how they demonstrate their understandings, inquiries, and abilities. Children naturally engage in a variety of contexts, allowing them to utilize their fine motor muscles, but that doesn’t mean that we, as adults, parents, teachers, and caregivers, do not intentionally set up fine motor muscle experiences and opportunities. We still take the time to follow a child’s interests and needs, and set up useful items that they would naturally be attracted to. That is why the term “play” has such a major role in children’s growth and development during the early years. Through “play,” children use their fine motor muscles to pick up things, sort, transport, construct, and create. They use their hands to help them with putting on their sweaters, jackets, socks, shoes, and other items. They utilize their fine motor skills to learn daily life tasks suitable for their age and level of ability.

In my classroom, I have purposefully set out materials for fine motor development experiences and support. One item in particular that I add every school year is a Loose Parts Tray. This is a tray I put together with the intent of it being an open-ended tool that could be used in a variety of ways and positioned anywhere it needs to be in the classroom throughout the school year. However, we have found one place in particular that is preferred, and that is on top of one of our shelves. I chose staple items and seasonal small items to fill the tray throughout the school year.

Items I have collected for the Loos Parts Tray are of different textures and colors. Here are some examples of what I put in my tray for the students to use as their imaginations allow. (This list is just a short example.)

  • rocks
  • beads of various shapes, sizes, and colors (still small)
  • tiny animals
  • marbles
  • plastic autumn leaves and acorns (seasonal)

The children utilize these small items for a variety of things, but mainly in the kitchen area. They love taking on the role of a cook, chef, restaurant owner, etc. Filling pots, pans, and various dishes with the loose parts from the tray serves a great purpose for them. First, the children are naturally accessing their growing fine motor muscles, assigning new roles to small objects, and figuring out what and how much of these items will fit into the various-sized dishes and containers we have. The children, while engaged in dramatic play, are using their imaginations to act out a story, communicate and socialize with each other, utilize and assign new roles to “loose parts”, and, without realizing it, gain experience in science, math, and language, to name a few content areas. Using their fine motor muscles happens naturally through their play and dramatic stories, and this is in part due to using the classroom as a teaching/ education tool. The classroom is a “third teacher” when used in ways that support, appropriately challenge, and stimulate interest for each child.

See parts 2-4

The Marigold School of Early Learning: Specifically Designed for Children Ages Three to Five
A journey with The Marigold School of Early Learning

Transitioning your little one to Preschool

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Check out my Instagram Page! :)

The new school year brings some big life changes for many families who have young children. Deciding to enroll your child in a preschool program is most likely their first formal experience with other children. This is no light topic and not always an easy decision. With so many options to choose from when it comes to early learning programs, it can be a confusing and frustrating time. On the flip side, it can be an exciting and joyous time getting your child ready for this new life experience. When families have older children the younger ones have somewhat of an idea of what to expect and that evolves around new school clothes, shoes, backpacks, etc. When your child is the only one their fear of the unknown may be a bit greater. They have no real idea what new adventure they will be embarking on, so butterflies are fluttering in their tummies.

I am so happy with our group this year! The beginning of the school year is always a mix of excitement and joy for the new school season, but it is also wrapped with anxieties about the unknown! Transitioning from home life to school life is not always an easy journey for some little people, and they express their emotions readily. For others, it is an easier transition. Children are people with their own unique personalities and a jar full of complex emotions they are tapping into every day. For your child to understand their emotions they have to experience all those feelings and be allowed to work through them. As they work through their emotions they will learn how to manage them and take a giant step in their developmental journey to becoming more and more independent. This independence can be a wonderful and expected thing for many parents, yet it can also signal that your precious child is not an infant, baby, or toddler anymore. Those first and deeply special years have gone and your child is now a little person ready to find out what friends are all about. They are ready to practice their social skills and learn about the world away from home.

Supporting your child’s early learning journey communicates that you trust your child to be away from home and interacting on their own with new people. The support you give your child lets them know you trust them and you believe in them. Reassuring your child that this transition to school life is okay and you know they can do it is the cheerleading they need to take those first and hesitant big steps. Parents, you will always be the center of your child’s universe. You will always be that sturdy floor beneath their feet. Having consistent and positive goodbye routines helps your child feel loved, respected, and assured that you know what is best for them. It takes time for some children to acclimate to a new environment. We must not forget that the young children in preschool now are children who have been isolated far more than any other group due to COVID-19. These new life experiences are a bit harder for some because they have not had the natural and multiple social interactions that normally occur when not in a pandemic.

My goal is for your child to feel comfortable, safe, and happy at Marigold. I also want them to feel free to express their deep and complex emotions. When they are sad, frustrated, or angry, they should be able to express those feelings and know that it is okay to have them. We praise happiness and all its forms, so we must be okay with sadness as well. None of us, I would say, wants to see a child sad and frustrated with this transition from home life to school life, but it is okay and healthy for your child to express how they are feeling with this big life change. I have confidence in each of your children. I know the children having some separation anxiety now, will work through those feelings and find that the friends looking at them are kind, giving, and empathetic people. I love watching your child go from tears of hesitation to huge giggles of joy. Your child is a person and I respect they all have feelings that must be expressed in their own way and time. I just encourage those of you going through this difficult transition to please not give up on your child. Please keep supporting them and helping them with this developmental milestone.

The Marigold School of Early Learning will always be a school that loves and respects your child. If at any time I observe and come to the conclusion your child really does not enjoy being here and is not adjusting well, I will communicate that to you. We can continue to give your child time or we can decide that your child may need to wait another year before entering preschool. And of course, your child may just need a more structured learning environment rather than a Reggio Emilia-inspired school where your child has far more autonomy. I would like to think we could wait a year and try again because I am biased about my school. I feel my school has much more to offer your child with this approach to early education. Just know that I am here for you and want to work with all of you to make sure your child’s learning experiences here at Marigold are happy, magical, supportive, and empathetic. You all are a part of this community and every child adds their unique special qualities that we just cannot do without. So, If your child is struggling right now, please do not give up on them. They will get through this life transition. If you feel we need to meet in person, or email, or whatever way you feel most comfortable talking about your child’s difficulties with starting school please know I am available to offer as much support and educational and developmental advice as I can. Ms. Heidi

A journey with The Marigold School of Early Learning

Respect and Kindness Comes First: The Culture of A Private Early Learning School

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The thought of private schools brings to mind elite schools that serve children and families starting from preschool and going through eighth grade. However, private schools are not always elite, they can be down to earth like The Marigold School of Early Learning. Hello, my name is Heidi and I run a small early-learning program inspired by Reggio Emilia. My school is a private school and I teach children ages three to five. Families looking for a small home-like atmosphere, and want their children to learn naturally through play are welcome.

The culture of an early learning program is different across the board when it comes to schools. That is why it is a good idea to do a little research before joining any early learning program. Visit the school, talk to the teacher/ teachers, talk to families you know who have attended, and get the feel of the school before you jump on board. Most importantly, take time to think about what you want for your child and choose the school that best fits the needs of your child and the learning goals you have. Children create the majority of the school culture, yet parents and the teacher create the rest. Being open, honest, kind, and respectful to the teacher and other families is a must, I would say, for any school, but in our current society, I feel the need to put this out there.

A school culture of kindness is not just about being smiley and happy all the time, it means being thoughtful of others, your children first, and their classmates. Take some time to see the world as a new place to explore and not one that you are familiar with. When looking at things through the lens of a child their sensitivities come to the surface. Respect the time it takes for your child to accommodate to school life, meeting children their age in a group setting without Mom and Dad present for the first time. Respect the community your child is now forming with their classmates and the teacher. When your child enrolls in an early learning program, they are part of a community. A small community is just as important if not more so than a large community because children get to know each other better than if they were in a larger classroom. The teachers work hard to help your child adapt to the school culture which is powered by empathy, kindness, understanding, and communication. Once your child is part of a school community so are you. Please consider taking time to meet and get to know your child’s friends and their parents. Show your child you value the newly discovered independence they have been experiencing, and that you respect and care about the friendships they are building every time they go to class.

If the school culture doesn’t feel right to you, take the time to talk to the teacher about how you are feeling, and if a solution cannot be reached take the time to give your child closure. Respecting and understanding your child has made deep friendship connections and giving them time to say goodbye will help your child learn that ending a social/ educational relationship does not have to be traumatic. The school culture may be too intense for some families and they may want to be in a larger school setting so they do not feel the pressures of having to be a part of school events. As a teacher/ educator, I am acutely aware of how my mood can set the tone for my students, so I have to be mindful of how I am around your children at all times. Being mindful that as parents your mood influences a tone or message when you bring your child to school or pick them up at the end of class. Your child feels your mood and so does the rest of the class. Young children are people, and very perceptive people at that, they can sense if you are angry, sad, frustrated, happy, etc., so please keep that in mind when interacting with your child at school. Being kind, empathetic, and aware of the moment you are living in is a strong way to communicate with those around you, and is part of the school culture.

I have mentioned this many times and I will continue to, please know that the teacher is not one to pry into your personal lives or criticize how you are raising your child. The only factors involved in having open communication with your child’s teacher involve talking to the teacher about anything that has changed in your home environment either physically or emotionally that could be affecting your child in a negative way. The loss of a job, a separation or divorce, family or friends staying over for an extended period of time, moving house, anyone ill in the home, and the list goes on. Only communicate what you feel comfortable with the teacher. As a teacher, I can say, I am not a licensed therapist, and I am only concerned with what is directly affecting your child and inhibiting their learning emotionally, cognitively, socially, and sometimes physically at school. If your child is not able to participate in play, group meetings, or large motor exercises, I need to know what may be causing or contributing to these behaviors or issues. If I know more about what could be negatively impacting your child I can understand the situation and make informed decisions for how to help/ support your child. Open and two-way communication is vital so your child gets the most benefits out of being in school. Remember, that you are part of the school culture and community. Your ability to discuss issues you are facing with the teacher enables the teacher to provide support or suggest resources that may be helpful to you. Your willingness to be open, and honest and keep the door open for communication models to your child how you deal with life difficulties and how you find ways to work through them and solve them. Sometimes we can rely on ourselves alone, yet other times we need more people on board to help make life difficulties less daunting.

Young children are sensitive human beings who are still developing their complex emotions and social skills. Our combined empathy, understanding, and consistency with listening to them and keeping to routines will model to your child they are respected, valued, and cared for. Kindness comes first at The Marigold School of Early Learning. Families are valued and respected as a whole and if any member of a family does not feel comfortable about the school culture talking to the teacher is the first and best solution. If we can work together as partners in education we can accomplish just about anything. If we find that we cannot, then it is okay to move on to another early learning community. There is no shame, no ill will, and no reason to cause friction in one early learning environment when seeking a new one that could be a better fit. You and your child’s happiness and feelings of understanding and acceptance in a school culture/ community are important and I want anyone who wants to be at The Marigold School of Early Learning to join, stay, work together, and contribute to this wonderfully diverse and early learning culture. Remember, that you, the parents, and the child matter. You have a voice and I want to hear your voice. Respect and value this special time in your child’s life, for they are only these young ages once.

Sometimes, the school culture is more calm and quiet. If your child is high energy with more of an extrovert personality you may want to explore larger schools with bigger class sizes. The reason I mention this is because in smaller class sizes the children feel that energy radiating off your child, and every child reacts to this energy differently. Some children will thrive off of it, others will hide, and others will feel they are being assaulted. A trial period at any early learning school is a must for some children because you want to make sure your high-energy, happy child is able to thrive being themselves in the program you have chosen. Your child should not feel as if they did something wrong just because the environment was too small or not the right fit. The school culture is not just about the moods we as adults project and set for the children, it is about how children influence each other’s moods. A school culture that respects, values, and wants your child to fully be themselves is the right one, whether that be a small community or a large community. A trial period allows you to have more control over the early learning program you have chosen and gives you a judgment-free way to figure out if the school you choose for your child is the right fit. Smaller class sizes generally are the best option, but not all children thrive in smaller classes, they need larger ones to meet their needs. Just as there are different learning philosophies and approaches to education, there are different school cultures that will fit your child’s needs better. As the teacher of The Marigold School of Early Learning, I want children and families to join my community only if they truly want to be here and if their educational and developmental needs can be reached here. I will talk to you if I feel my school does not fit your goals for your child. Remember that you and your child can help create a positive school culture wherever you choose to enroll. You have a voice and so does your child, so don’t be afraid to communicate your ideas and goals. If it works out that my school is the right fit for you and your child, then I welcome you all with open arms! :)

Give your child time! Give your child time to adjust to school. Respect your child and show patience so your child can take the time they need to adjust to a huge life change. Early learning is usually a child’s first formal group experience and they need to be allowed to go through a gambit of emotions and social adjustments when adapting to a new environment, particularly one away from Mom and Dad. As a teacher, it is my job to communicate to you if I feel your child is not adjusting well and to figure out some solutions. If we as a team have not come up with good solutions then by all means a change in early learning communities may be the solution. I want to emphasize that your child is a small human being new to this world and it is important to give your child the necessary time they need to adjust to a big and positive change in their lives. Let us work together to make the transition to school a positive and peaceful experience.

A journey with The Marigold School of Early Learning

Finding The Right Early Learning Community

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Finding the right early learning community can be a challenge depending on the area you live in. What I am referring to takes into consideration the miles from your home or place of work and school, and your work schedules. Most early learning schools are half-day, with full-day schools being either childcare or a mix of childcare and preschool. The miles and time it takes you to leave one place and go to another is a big consideration. The school you choose welcomes you no matter where you are traveling from, as long as it is a place you want your child to learn and grow.

Another factor in choosing the right early learning community is the school’s educational philosophy. There are different types of early learning programs, all promoting various educational theories and methods. Today, more than ever before, families can easily look up what they wish to know online and find out the information they are looking for at their fingertips. It still takes time to research the information you want, but it is worth the time you put in. For example, Montessori is not Constructivism. Boxed curriculum programs are not the same as emergent, so really explore the type of early learning you want for your child. Whether it is the right program for you and your child is entirely up to you, and what learning goals you have in mind for your child.

Consider the size of the right early learning community. Some families want their child to be in a school that is large so they feel a part of a bigger community. Other families want smaller learning environments so their child is not as intimidated and gets more one-on-one attention from the teacher/ teachers. The size of the program matters, and it matters most to your child. For children who have zero experience interacting in a group setting with other children, a small learning environment may be ideal. If your child has been to things like play parks where you are with them, yet they can explore on their own with other children, your child may be ready for a larger first school experience. Your child’s emotional development is also something to consider alongside their personality type. Children who lean towards an extroverted personality may enjoy a larger school environment because they need more stimulation in all areas of learning. Children with an introverted personality type may need a smaller learning environment so they can thrive, feeling safe and free to be curious with confidence.

When looking for the right early learning community, remember that your young child is still new to the world. Sensitivity to their emerging emotional and social skills is vital to their success. Take things slowly, be patient, and respect that your child needs time to adjust to large life changes. Not every child assimilates into school life quickly during the early years. Respect your child’s age and developmental level. Understand that you are their center, and they are still emerging from within themselves. The world evolves around you for your child, and being away from you is a large part of the school experience. Your child is taking in complex information and needs your steady reassurance that you will let them take their time to adjust to big life changes. And something else to keep in mind, every child is different in how they adjust to school life, so work together with your child’s teacher to find ways that will best help your child through this exciting yet scary process.

The right fit is not always your first choice of early learning schools. There could be issues with the size of the school being too big, too small, or not in an ideal space. Working with the teacher may be a two-way problem and you may not feel comfortable being a partner in your child’s early educational experiences with the teacher. Keep in mind, in that case, the feeling is most likely mutual. Both parents and teachers must feel comfortable working with each other as partners in education. Even if your child likes their teacher and the students they attend school with, feeling comfortable with the teacher is huge for parents too. It is perfectly fine to take your child out of a school and enroll them in another school where you feel more comfortable with the teacher/ teachers. Children feel your stress, and they are resilient to a certain extent. If your child had a best friend in the school you left, keep in touch with that child’s family so your child can continue building their friendship with that child, which can support your child’s feelings about making new friends.

The right fit has a lot to do with open communication and honesty. Parents who want to be partners in education know that talking to the teacher about any school or learning-related issues is vital to their child’s success. Take the time to talk, listen, and make a plan of action if need be for your child, but always talk to the teacher. Stay on the same page with school issues, so you don’t go down the ugly path of assumptions, misunderstandings, and misinformation. Teachers and parents are role models for young children, and if they choose not to talk to each other, they are role-modeling poor communication skills and disrespect to the child. Your child feels your stress no matter how hard you may try to hide it; they are in tune with you, so please remember that if any school-related issues come up that bother you, and you want to know more about it, take time to talk to the teacher. Always respond to school communications so you are in the loop and not left out.

Leaving an early learning community may mean it is simply not the right fit for you or your child. There is no shame or idea of failure in this development. Sometimes, an environment chosen for a child just is not the right atmosphere for your child’s unique and individual needs. Keep in mind, there are other schools, and there are different personalities that you and your child may connect better with in other programs. Leaving one school and choosing another is a way of taking care of you and your child’s emotional and social needs. Be kind to yourself, your child, and the school you are leaving. Although the class and teacher will miss your family if you have to leave, know that everyone will support your decision because what is best for you and your child comes first. Drama is not part of leaving and never should be. As parents, you are the first and strongest role model for your child, so be mindful of how you treat the teacher and the community you are leaving. There is no need to “burn bridges”. Look at change as a new road or pathway your child is taking on their learning journey, and you are along for the ride.

The Marigold School of Early Learning welcomes families who believe in the power of play and children’s unending curiosity and wonder. If you would like to join this happy, kind, and small community, I look forward to meeting you. :)