Winnetka Preschool and Kindergarten Teachers Find Common Ground

Winnetka Preschool and Kindergarten Teachers Find Common Ground
By Merle Scharmann, M.Ed.

It was one of those perfect, sunny, crisp winter days. One of those days that fills you with anticipation and puts a smile on your face. I had the opportunity on that day to attend a gathering, along with about 30 colleagues who serve the youngest members of the Winnetka educational community. Those present included teachers and directors at nearby preschools and day care centers and District 36 kindergarten teachers. The sound of friendly conversation indicative of both old colleagues being reunited and new relationships being formed welcomed each one of us into the warmth of the Community Room at Skokie School.

As I moved through the group, I was struck by the extraordinary heritage and history of the Winnetka Schools that surrounded us. Soon it became time to begin our discussion—a discussion we had all looked forward to—about our children, our practice, and our philosophy. As we moved into a circle for our conversation, I couldn’t help but think that somewhere Carleton Washburne, educational scholar and visionary of the Winnetka Public Schools, was smiling.

As each individual made a contribution, whether representing a preschool or public school setting, it became apparent that we were all experiencing the same rapid changes in our society. It seemed that everything in the experience that we thoughtfully provide for our children matters. It matters that the family dynamic has shifted, putting children into a different role within the family context. It matters that children are spending increased time in alternative care. It matters that parents, no longer having the luxury of time, require different and extended forms of communication and support from our schools. It matters that play has taken the form of structured classes, diminishing exploration and reducing opportunities for personal interaction. It matters that knowledge about biological implications and multiple intelligences and learning styles is serving to widen our vision.

What emerged from this conversation was the realization of our shared vision. Anecdotes about how children naturally learn about their world and themselves were shared. It became clear that our environments are created in response to the young child, including:

The child who is very kinesthetic, wanting to explore his world with all of his senses.

The child who lives in the minute, experience is everything, and let’s talk about it later.

The child who begins to use mathematical thinking to make sense of the physical world.

The child who is drawn to exploration of nature and demonstrates the highest moral sense in this arena.

And, most importantly, the child who uses play to create deeper and deeper understanding of her/his world around her.

The knowledge of our collective vision spread throughout the group as each individual shared his or her teaching/learning experiences. There was comfort in knowing that, as we all welcome and then send on our students, we are doing this with a shared philosophy of putting the child at the center of our thinking. We all left that gathering pleased to be part of an educational community that respects and protects the integrity of childhood. And, yes, somewhere Carleton Washburne is smiling.