YWCA Creative Nursery School /
Niloufar Rezai /
Ethnographic Study of a Multi-Age Preschool Environment
Over the last five weeks, I have devoted much time to conducting an informal study of my preschool classroom environment. While over the course of eight years, I have made minor modifications, this study has led me to take a fresh, new, and unbiased look at many aspects of the space and its surroundings. Below, I will share the results of my thorough in-depth analysis of the classroom environment based on observation and significant reflection.
After I describe the method of data collection, the study will begin with an introduction to the program including location and enrollment. This information is relevant as it sets the tone for some of the program decisions we make as I will highlight in turn. Subsequently, I will examine aspects of the environment including ambiance, spatial and social density, and arrangement of learning centers. This information will provide further background knowledge which will be helpful when reviewing the following sections on learning center choices, materials, and schedule in the program. Finally, I will conclude with recommendations as well as commendations based on my findings. Additionally, I have attached anAppendix consisting ofa computer-drawn room diagram as well as pictures with captions to assist the reader furtherinterpret the document.
Data Gathering
In order to conduct an in-depth descriptive study of the classroom environment including physical space, materials, schedule, I relied greatly on observation. However, it must be noted that it was necessary for me to examine every detail of the classroom environment with a fresh point of view as opposed to a teacher accustomed to her classroom of eight years. By making a conscious decision to be an open-minded observer, I had to separate myself from the strong emotional bond to the classroom I helped to set up, maintain, and modify regularly.
As of the first week of September, the start of our school year, I have been paying careful attention to the use and flow of our classroom by students, families, and, teachers. As a new environment to most of the children,it became a wonderful opportunity to examine their comfort and experience within the setting gradually over the first few weeks of school. For example, one of my new students on his second day back, asked where the dinosaurs that he spent time playing with were located. Upon his next visit, he went right to the shelf that I had directed him to the previous day. It was fantastic to observe that he felt a sense of security and empowerment in his ability to locate his favorite item in the classroom independently. This example underscores the importance of a predictable and well-organized environment to children in building confidence and independence. Examples of observations such as the aforementioned anecdote are included as part of the data in the study. In addition, I recorded observations such as traffic flow, ‘popular’ versus ‘unpopular’ areas, and experimenting with slightly changing one aspect of a center and noting any difference in its usage. The findings have culminated into acomprehensivereview of the classroom environment.
Below, the reader will find the results of the ethnographic study based on recent data gathered from observation and reflection. As I address each aspect, I will point out observations I have made, changes, if any, I have made or plan to make. The most important element to keep in mind is that room design is an ongoing process. It is important to maintain a safe, stimulating, and easily accessible environment yet, it is necessary to update and make improvements based on the needs of children which may change from year to year as well as regularly within a year. Continual observation, monitoring, and consideration of children’s input are important components of meeting this goal.
Introduction
The YWCA Creative Nursery School is located in Manchester, Connecticut and has been serving children and families for close to 60 years. The program came into existence as a result of the needs of mothers in the community. In the 1940s, many mothers needed a safe place to care for their children while they took classes, worked, volunteered at church, etc. As a result, the Creative Nursery School came into existence. The program is sponsored by the YWCA, a nonprofit organization, which embraces its mission statement to eliminate racism and empower women. Our community, rich in both ethnic and socioeconomic diversity, is the perfect canvas to carry out this guiding principle. From its conception and into the future, we strive to meet the mission statement to the best of our ability.
Program Information
Location
Our program is located in the historic Community “Y”building on Old Main Street next to the Whiton Memorial Library. We rent our space from the town of Manchester and share the facility with their Parks and Recreation Department. In addition to children and families visiting the building, there is a large senior population who frequent the facility daily to take part in the many recreation classes offered in the fitness center (downstairs) and the gymnasium (across the hall from our classroom). The building also houses a YWCA administrative office which handles billing and enrollment for our preschool as well as our before- and afterschool care programs in the community.
Enrollment
The YWCA Creative Nursery School is a part-day (9:00-11:30 am), multi-age program serving children from ages three to five. Children in our program have represented a multitude of nations, languages, and cultures. In addition to serving families new to our community, we serve families who have a long history in Manchester. Many times, we have had the opportunity to teach children of families who themselves had attended our program many years ago. We also work closely with local agencies by referring children and families who have individual concerns and needs.
Currently, we have fifteen children enrolled in the program: nine boys and six girls. Half of our students either attended last year or have an older sibling who recently attended. As most years, we are serving families from a variety of countries such as India, Bangladesh, Ghana, and the Island of Puerto Rico.
Teachers
I am honored to enter my eighth year as Head Teacher/Director of this program which has been referred to byManchester Life as “a hidden gem.” During my first seven years, I worked with a twenty-five year veteran Teacher’s Assistant. She is a special and rareindividual who recalls details of children and families in the program from her first year and beyond. Making important family connections in loving and caring ways is the first and most important quality I inherited from her as it guides my teaching philosophy. After her retirement, we hired a new teacher right out of college bringing enthusiasm, energy, and a willingness to grow professionally
Ambiance
The components below address the important elements of ambiance including: the entryway, color, décor, lighting, texture, noise, and their contribution to creating an inviting and familiar space where children and their families feel safe, welcome, and valued. Ambiance impacts children’s overall classroom and school experience as we will review in turn.
An important aspect of ambiance which is not visible but in my opinion, is the most important feature is classroom climate. I am not referring to the temperature although it is necessary to be comfortable physically. Instead, I am speaking to the overall warmth and security that children and families deserve upon entering the classroom assuring them they are valued, cared for, safe. Creating a warm classroom climate can take on many forms such as a greeting or other forms of culturally responsive communication. I greet each family member at the door,ask each child how he/she is doing, and address their caregiver and make a connection whether in the form of a simple ‘hello’ or following up on something they may have shared with me earlier. For example, Samantha’s father, a stay-at-home dad, had felt comfortable enough to ask me my thoughts on his newborn’s sleep pattern. On this day, I greeted Samantha and after she ran off to her center, I asked dad, privately, how things were going at home with the new baby. This dialogue illustrated to her father thatI genuinely care about Samantha and her family which will help us continue building stronger partnerships as well as add to a warm climate. It is also crucial to underscore the fact that not all families may welcomedialogue due to cultural differences or personal preference. Taking the time, prior to enrollment, to meet with families individually gives me a great amount of insight into family background and willingness, or unwillingness, to share. The key in creating a warm climate is to learn about individual families and their preferences and respect their choices.
Entryway
The adage “You don’t get a second chance to make a first impression” highlights the importance of a welcoming entrywayas it is the first thing children and families see when they come to school. There are two entrances into our building; the main entrance is in the front of the building with numerous demarcated parking spaces overlooking busy North Main Street. However, most of our families use the more child-friendly entranceat the rear of the building which is much safer due to less traffic. Instead of seeing cars in a parking lot, children are greeted by a beautiful weeping willow tree andour school’s playscape. To the left is the Manchester Whiton Memorial Library; a familiar landmarkwhich can act as a friendly sight to children and families as they enter preschool. When families ask where we are located, I typically begin with “Right next door to the Whiton Library” and most times, they respond “Oh, we go there often. They have story times.” For those who are new to the community or this part of town, it quickly becomes a memorable and joyful place where children typically ask to go. As the reader will note further in the study, we make use of the community and our surroundings, such as the library, within the program. My hope is that the first impression as a family walks into the building is one of comfort and familiarity which carries over as they enter the classroom.
Once they pass the playscape and library, they enter into the Community “Y” building lobbywhere many families with young children in Manchester sign up for town-related activities such as swim classes, Right Start programs such as soccer, T-ball, etc. Again, for the majority of families we serve, the building is a familiar space. For our new families, it is a wonderful opportunity for me to introduce them to the persons running Parks and Recreation. Having a good relationship with the department has served us well i as it allows us to work in conjunction to help families conveniently find and register community activities.
Just to the left of the entrance, families will find a double door entrance, with window panels, into our classroom. The dark wood doors are original to the hundred year-old building. They can be viewed as warm and cozy or dark and dreary based on personal taste. I have decorated the door with a few, both attractive and utilitarian, items such as a picture/word schedule, our Mission Statement, a notice for visitors to sign in at the Main Office, and a reminder that we are Nut Free. Thepicture/word schedule is useful as I have noticed many families reviewing it with their children when they arrive early or on their way inside the classroom. The schedule is serving an important purpose; itreinforces our daily plan for caregivers, preschoolers and younger children(potential preschoolers).. Aside from the comfort of knowing the sequence of events, literacy, through reading and sequencing events happens before they even enter the room. Another fun thing I do with the schedule is I switch out the pictures each year. When I know I will have a sibling or relative of a former student, I will use his/her photo from their attendance year on the schedule. I have noticed children get equally excited, if not more so, when they see a picture of their older sibling, than seeing their own photo. Little details such as this can have a large positive impact on families such as smoother transition into school as well as a sense of connectedness. A few weeks ago, a former student, now in second grade was delighted to notice his picture on the schedule as he dropped off his preschool sister. He remembered exactly what he was doing when that photo was taken and it sparked conversation among himself, his father, his little sister, and me.
Seemingly simply items on an otherwise old door can have a positive impact when chosen carefully and thoughtfully. The entryway, both inside and outside, contributes what I want to communicate; you are welcome here, it is safe, comfortable, and we value you and your family.
Color
Color is a key component to ambiance and overall feel of a room. There is a fine line between wanting the colors to draw children’s attention and too much color whichcan be over stimulating to most children. Thesoft yellow walls with white moldings color is perhaps one of my favorite features of the space. And, when looking up at the ceiling, one will find a soft shade of blue mixed with white clouds and randomly placed birds painted in a very subtle manner by a local artist. This moderate distinction is easy on the eyes and not over stimulating for most. It takes a while for children to notice what is above them but when they do, they are captivated. The first time most children noticed it this year was during a group time movement activity. Since then, I have witnessed several students walking around and counting the birds, skipping with ‘wings’ apart like a bird, and even one student was trying out birdcalls (his father does this as a hobby).
The same local artist also painted a floor to ceiling tree,with a little monkey hanging off a branch, in the corner of our room where we have our Cozy Corner. It is a pure joy to look over and see a child nestled among a pillow, reading, or just gazing at the tree above. I will refer to this center area in greater detail in later sections.
Décor
Décor is an area in which personal preference can impact some of the conscious and subconscious decisions we make as teachers. This is one instance where my minimalist style competes with the desires of families to see art work all over. I know that this is true for most families as I see them come in and scan the room until they find a piece of their child’s artwork hanging up. As a parent, I understand and appreciate that busy walls (sometimes) reflect busy hands. While I agree that a certain amount is acceptable and looks nice, I believe that too much can add to overstimulation just as wall color. Additionally, I do not have much lower wall space to display art at children’s eye level. Much of their work is posted a bit higher against my better judgment, due to lack of space. To address this, I have a system where I ask the children to make a choice: Would you like to take it home? Would you like to hang it up? If they choose to hang it up, they can pick a place. I show them that some spots are higher than others and casually incorporate math and measurement while allowing them to take pride and ownership of their art as they choose a display location. We are at the point in the year where children are able to help themselves to tape and place their art where they like independently. Many times, their three-dimensional structures (in the form of blocks or Legos™, clay) are display readily on a shelf.
Other décor in the classroom is functional in the form of center signs, material signs, and number of people in each area demarcated by multicultural face diecuts. Finally, I have included around the perimeter of the room in the writing center, an alphabet poster as well as the alphabet in sign language. I have observed so many children this year drawn to the sign language cards as they try to replicate the letters. The teacher I team teach with knows American Sign Language and has been using this interest to teach the children some phrases in sign.
Lighting
Thankfully, the mural and wall color detract a little from the industrial fluorescent lighting fixtures we use to light our classroom. The lights take a cozy classroom, which was once someone’s living room, and add an institutional feel to it. State licensing guidelines require us to maintain a minimum lighting wattage in our classroom as determined by a licensor every other year. On her last visit, she determined our lighting needed to be more intense. We have yet to remedy the situation and have proposed she returns on a sunny day when our eight large windows let the sunshine pour into the room. On many sunny days, we turn off one set of lights and the room fills with adequate and natural brightness. I have noticed a calming effect when we are relying on natural lighting exclusively during a portion of the morning. I noted recently that the days when we all have a bit more energy than usual, the natural light from the window (still plenty bright), soft music without lyrics, some additional sensory experiences (such as ‘flubber’, ‘clay’) alleviate some of the frenzy until we go outside. This observation combined with research supporting positive effects of natural light on health and brain activity are worth considering and bringing into programs more regularly. The only caution I would cite is to be mindful of the difference between full natural lighting and dim or almost too dark. Good judgment on the part of a teacher must be used to make the appropriate determination to ensure the right balance.