image via reggioaustralia.org.au
A mom asked me this great question which I’m sharing with you today!
First, Oak bases all of our decisions and teaching -- both in style of teaching (modeling) and curriculum -- on science and research backed modalities. A lot of preschools hire people they don't have to pay very much. This means, college degrees are scarce and a deeper understanding of child development may or may not be actually incorporated into the daily interactions the kids have with the caregivers. Most often, they are not.
When you're looking at a Goddard or a Colorado Kids Academy, they are franchises. So, you *might* have a director there who really trains their staff in research based, social emotional intelligence. Maybe not. But even so, when they’re hiring folks who they can pay just above minimum wage, you as the families get what you pay for in terms of quality interaction with your kids. There is a ton of overhead at those places too, so they don't recruit higher educated employees all too often. And that has an effect on everything.
3 out of 4 of our teachers at Oak have masters in various specialties in ECE (early childhood education). All of them have teaching licenses -- meaning, they also have undergrad degrees in an area of either teaching, human development, or family systems. This is evidenced in the quality of teaching instruction, care, and connection each teacher has with each child. Nothing is done without thought and intention because they’ve been trained to do so (and do so in their own homes and with their families, as well!)
image via geteduca.com
Second, parents often want to see some sort of visual progress from the school. Stuff the child is producing. It certainly makes sense from an adult perspective. However, it is unfortunately linked to the belief that just "playing all day" is a waste of time and kids need to be immersed in intensive academics early on. The research proves just how wrong this notion is. And play is precisely HOW children learn and integrate, both academics and social emotional awareness, empathy, etc.
So, these schools comply with pushing the children to do activities they may or may not be ready for, just to show a finished product and appease the parents. What the parents don't see, and what is lost in translation, are the child's rights being violated.
Children are not here to be producers. Childhood, in and of itself, is a time of being, exploring, growing and deepening. But we as a society tend to push them out of their natural way of being in order to satisfy our adult-view of life -- because we as adults are in a space of needing to produce. They are not and need not be. If you can't tell, I'm passionate about this!
Lastly, there is no parent education provided at Goddards or other preschools like them. This is the crux. For me, starting Oak was a way to educate both parents and children. Because children are so affected by their environments and relationships early on -- they are sponges! -- we need to engage as early as possible in the dynamic learning relationship between child and parent or caregiver. Children teach us so much. And in my opinion, if we engage in the child/adult dynamic relationship from a space of openness and curiosity, instead of a tops-down view (which is what the public schools and many preschools still subscribe to, because it's rampant in our society) we are fostering and guiding (and setting up the neural pathways in their brains for) these tiny humans to be compassionate, accepting, and confident adults. And parents are given tools that work, are respectful, and deepen the relationship with their child, instead of domineering them.
When there is continuity between school and home in how we respectfully speak to, understand the development of, and connect with a child, it's truly a wonder to behold.