What's happening NOW?

Moie's Musings

Thoughts from the Executive Director

In the adult world of work, most of us are accustomed to “putting out fires”. We understand the pace and the stress and can usually manage the fire with the tools we have learned over years. Yes, we might get behind in our priorities but more often than not, we are back on track soon enough. In a young child’s world, however, those tools are not developed yet and with a fire blazing around them, teachers need to be patient and make the time to instruct children in the use of the tools. A “Fire Break” is what Neck of the Woods children call that time when they are learning how to put out that fire. What follows is the joyful development of that term.

When Neck of the Woods was the Moretown Education Center for All (M.E.C.A.) located at the Moretown Elementary School, the after-school program staff was often challenged by how best to facilitate the end of the day children’s emotions. They tried as always to maintain a strengths-based philosophy that tapped into children’s natural affinities but guiding children to notice their strengths demanded a great deal of patience and effort at that time of day.

I observed one particularly hard afternoon that left children and adults feeling defeated. The staff were moving from one activity and group of children to another, assisting with big emotions, facilitating arguments, repeating directions and looking as though they were scrambling to find the positive approaches to handle with clarity what was in front of them. I called a meeting for everyone – children and teachers - and we talked about our values, personal challenges, goals and how to reach them. We talked about what it feels like to share afternoons that are hectic and stressful and what we should do to help each other to “grow” in after school, not just “be” in after school.

I explained that I observed teachers running around trying to put out fires for all the children just to see arguments pop up a few minutes later in the same groups – a version of “Bop A Mole”. We wondered why that was happening, why were the fires not staying out? One third grader shared that it was because the kids were just trying to get the teachers to side with them and it kept everyone working against each other. A fifth grader thought that it was because the teachers were trying to “fix everything” and they can’t fix other people’s problems. A kindergartener said that it’s hard to talk about her problems in front of a whole group because it makes her nervous and sometimes other kids gang up on her. A second grader chimed in that he gets so mad sometimes and it’s like he feels that he’s on fire and thinks other kids feel that way too. He said that the teachers come over and it feels like when they try to help it’s like firefighters running around trying to spray everyone down with fire hoses, but it doesn’t work.

That night I compiled all of the information the children shared about how after school conflicts were being handled. Matching this with our philosophy on positive approaches to behavior management and harnessing children’s strengths, I created a list of goals to share at our meeting the next day and went over it with staff so that they were prepared. These goals included: Teachers guiding students with an unbiased viewpoint, not taking sides; children having ownership of their conflict resolution and having private space to have hard conversations but with enough teacher support to feel comfortable.

The next day we sat again as a group and came up with a plan. The children named this plan “fire breaks”. When children had a conflict and came to a teacher, the teacher would ask the children if they needed a fire break. They would either say yes and move to a quiet space with a teacher “guide” or they would say no and attempt to resolve the conflict on their own. If they decided to take a fire break, they would meet with an available teacher. The teacher would ask the children to think about how each other may be feeling and why they may be feeling that way. They then shared their own perspectives, talking out the problem and explaining why they were upset. At this point the guide would step out of the conversation and allow the children to have full ownership of their discussion. The final step was to find a solution. Once agreed upon, the children would share the solution with the teacher describing “what I would do differently if this happened again.” The guide would offer validation and review any other alternative methods that the children could use for future conflict. Once this was done, they would head back to their activities.

After the children developed fire breaks, I noticed a change in the after-school program. Teachers were fully engaged in activities with children and not running around trying to handle one conflict after the next. Children were becoming more and more capable of handling their own conflicts and often without needing to leave the room. Children were more apt to talk to each other with understanding and empathy.

Years later children proudly still use fire breaks at Neck of the Woods. The only difference now is that they are able to facilitate them for each other. Teacher guides have become student guides. Fire breaks have provided a foundation for positive communication skills that will assist in creating healthy and meaningful relationships throughout life.

Why doesn’t the

U.S. value child care?

A historic look.

READ NOW

NOW GREEN UP DAY

Wow has a lot of stuff accumulated on our beautiful 11 acers over the winter!

Please join us for a clean up day Saturday May 1st anytime between 9:00am until Noon when lunched will be served!

New Construction Happening

Beautiful windows were installed by Northland Construction in our first floor classrooms!

HELP WANTED

Looking for fun-loving, compassionate, creative, dedicated & reliable summer camp staff:

You must love the outdoors and working with kids, have a strong understanding of child development, enjoy having fun, hiking, biking, swimming, arts and crafts, and be willing to offer your skills, interests, and hobbies within the activities provided for children. Be willing to dance, be silly, ride bikes, make s'mores, sing songs, play sports & games, take field trips, and work with an incredible group of coworkers and kids.

Neck of the Woods (NOW) is a Mad River Valley-based multi-age organization currently hiring for summer camp staff for their very popular day program. NOW practices a strengths-based approach to learning where children are encouraged to pursue areas of interest that inspire passion and success. NOW also focuses on the child's social-emotional development, with a focus on establishing a positive, resilient base from which to view the world. NOW programming is centered around six values: empowerment, support, empathy, resilience, community, and environmental responsibility.

Currently, we are looking for lead and assistant summer camp staff to work with the Kindergarten - 5th grade programs from June 21 to August 18, 2021. Children will be present from June 28 to August 13, Monday through Friday, from 7:30 am to 5:00 pm.

Applicants should be 20 years of age and older, have experience working with children, and proven group/classroom management and leadership skills. Those with proven experience in summer camp, child care, or schools preferred, and those with lifeguarding certification will be given preference.

Wages for group leaders begin at $17/hr.

Also hiring for substitutes and assistants willing to learn the skills listed above. Wages start at $13/hr.

Please send cover letter, references and resume to our Office Administrator Catrina at

[email protected]

What is Reggio Emilia and Nature-based early childhood education, and why do we use it?

By Erica Gongloff

What is Reggio Emilia and Nature-based early childhood education, and why do we use it?

Reggio Emilia is a philosophy of early childhood education based out of Italy. The term “emergent curriculum” comes from this pedagogy. It follows the questions and ideas of children by creating an environment that supports their learning by providing the materials and time spent to accumulate children’s thoughts and answers to their questions. Fundamental to this approach are a) the rights of the child, b) community engagement, c)emergent curriculum and d) beauty.

At the end of World War II, families in the city of Reggio Emilia built schools for young children using funds they acquired after selling off a German tank, horses and trucks left by retreating forces. As their theory grew and spread, community participation and solidarity in supporting high quality early childhood education became hallmarks of the Reggio Emilia schools. The philosophy leans on the theories of John Dewey, Jean Piaget, Lev Vygotsky, David Hawkins, Jerome Bruner and Howard Gardner as its foundation. It continues to build on new peer-reviewed scientific understanding of how young children grow and learn through time and children and teachers are partners in the learning process.

Reggio believes that children are active, contributing citizens in their local communities, with their own inalienable rights. Parents, guardians, and family members are essential and active members of the education team. In this type of education system, we as teachers see the environment as the third teacher. It is set up to entice a child’s learning and interest, be safe yet challenging, engaging yet calm. The space is meant to foster encounters with peers and teachers and allows them time and space to practice communication and social emotional skills. Every teacher has their own way of designing their space to meet children’s needs. In addition, teachers meet to discuss their observations as well as the challenges they face.

The curriculum is not pre-set. It allows for the flow of children’s ideas to take learning to new and exciting places of exploration. Children’s work is collected in samples, it is shared perhaps in a play or art show, and beauty is pointed out.

Here at Neck of the Woods, we draw inspiration from the Reggio model, and go further to incorporate nature-based learning. Nature-based learning takes many forms, from natural materials in the classroom to lots of outside play, gardening, and walks. Even further than that, nature-based education is a way of knowing and belonging to the place in which we live and work. In Vermont this is defined by the rhythm of the seasons and the things we do in them like garden, swim, ski, tap or play in mud. It may mean noticing the first birds back in the spring, the change of a bird’s winter song, the first buds on trees, the change in the sunlight, wild edible plants, a winter owl or differences in types of snow. It is about knowing how we fit in with all these wonderful wild aspects around us. When combined with Reggio-style programming, this means that natural elements are a consistent part of our teaching and learning, woven throughout projects, state standards, play objects and materials given to children to inspire curiosity and learning.

Together, as a community, with all our local partners, children, teachers and families, we are all using our inspiration to build meaningful memories, strong academic foundations, and a rich world of wonder for the children we serve. We invite you to help us build this vision with your own gifts and talents.

Join us