BUILDING COMMUNITY 49

SEPTEMBER/OCTOBER 2008 EXCHANGE

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Beginnings
Workshop
a classroom community:
where everybody knows your name
by Joni Levine
Joni Levine,
[Link]. has
“Belonging to a group can provide the child with a academic skills as well as in building relationships. In been working
variety of resources that an individual friendship early childhood, we often strive to meet all of the with young
children and
often cannot — a sense of collective participation, needs of young children. These include the following
their families since
experience with organizational roles, and group emotional needs: acceptance, belonging, affirmation, 1981. She has shared
support in the enterprise of growing up. Groups also achievement, recognition, and respect. A classroom her experience with
pose for the child some of the most acute problems of can be a community, a special place where all many parent and
social life — of inclusion and exclusion, conformity and children feel safe and accepted. A community is a provider organizations
independence.” place where everyone is valued, everyone contributes, as a consultant and
trainer. She now
Zick Rubin (20th century), U.S. social psychologist and everyone belongs.
manages a web site at
[Link].
Five year-old Andrea is starting a new early learning The teacher’s role She is a part-time faculty
program today. Although this will not be Andrea’s first member at Community
early care experience, she is anxious. Andrea’s family There are many ways that teachers can promote a College of Allegheny
moves often and she has attended other programs, so County where she teaches
sense of community, inclusion, and belonging in the
classes in child develop-
she thinks she knows what to expect. Like the pro- classroom. It is the teacher’s role to establish an ment and care. She also
grams she has attended before, she anticipates the environment of acceptance and camaraderie. She can serves as an expert
new classroom will seem large and overwhelming. set the tone for positive, warm, and caring inter- witness in child care
With little guidance she will be expected to learn her actions. When she takes the time to listen and show litigation.
way around, pick up on classroom routines, and respect for each child, she becomes a model for this
quickly fit into the existing peer groups. She is familiar behavior. She should establish ground rules on what
with both the feelings of confusion and alienation of is and what is not acceptable social behavior. Some
being the new kid on the block. sample rules may include: no teasing, take turns,
listen to others, etc. Foremost, the teacher must
Fortunately for Andrea, this time will be different. Even prevent any form of discrimination or exclusion among
before she has entered the room, she is already an the children. There are many resources and books
important part of her new classroom. She has a cubby available that address an anti-bias approach and help
already labeled with her name. A photo of her is teachers to promote multicultural awareness and an
already a part of the classroom bulletin board display. appreciation for diversity.
Both teachers and children are ready and eager to
actively welcome her and help her feel like she You are welcome here
belongs!
When a new child joins a classroom community, there
More than four walls and a door is a great opportunity — not only to welcome the new
child, but also to strengthen a sense of cohesion
A classroom can be more than an incidental place among all of the children in the group. Here are some
where a group of children gather to learn each day. A concrete ways to welcome a new member of the
classroom can be a place where children form bonds community.
and friendships, and where they learn how to interact
within a group and to develop social skills of sharing ■ Prepare the class. Share with them some basic
and cooperation. These skills help a child with future information about the new child. What are some of
 50 BUILDING COMMUNITY
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■ Provide time for an open-ended discussion. Give

PHOTOGRAPH BY BONNIE NEUGEBAUER

this child’s hobbies or interests? Draw attention to
commonalities. Perhaps you can tell Shawna that Kyle the children the opportunity and encouragement to
Beginnings
Workshop
also has a pet dog! share news of interest, observations, or concerns.

■ Explain the goal of welcoming a new child. Ask the ■ Lead the children in a group decision-making
group to brainstorm ways they can help the new child exercise. Do not be afraid to relinquish some of your
to feel comfortable and welcome. Maybe they would power to the group. Children are more enthusiastic
like to make a welcome banner or sign. about activities that they have chosen or helped to
plan.
■ Pair up the new child. Assign a buddy. This child
can help the newcomer feel welcome and connected Sample Decisions
A community is as well as serve as a guide by touring the classroom
and explaining routines. Pick a child you know would
a place where — “Where in the classroom should we hang this
be willing and enthusiastic for this task. An outgoing, poster?”
everyone is highly verbal child is a good choice. Additionally, — “What songs would you like to sing today?”
pairing up children who know each other is an — “Let’s decide where to go on our next field trip.”
valued,
effective way to promote collaboration and teamwork.
everyone You may find it worthwhile to present hypothetical
■ Break the ice. Take the time to revisit “getting to situations for discussion. Select scenarios that
contributes, know you” games and activities. Have all of the promote prosocial skills and group cohesiveness.
and everyone children wear nametags again. Play games that focus
on names and identity (e.g., “My name is Tony and I Sample Scenarios
belongs. like tangerines”).
— “Bonnie and Tony both want to ride the wagon at
Let’s get together the same time, but it is too small for two children.
What could they do?”
— “What are some ways that we can help Andrea feel
Many early childhood programs already have some
better when she is missing her mom?”
type of group, circle, or meeting time. These
scheduled times are ideal for group discussion and
activities and provide daily opportunities to focus on Skills needed to be
social skills such as turn taking, listening, cooperating, a community member
and sharing.
There are skills that will help a child become a caring
You may wish to set aside a specific time for group member of your classroom community. Each child
discussions. When you begin, keep these discussions assumes an equally important role. They each take on
brief. Match the attention span of the children. At first, personal responsibility for both prosocial interactions
five minutes may be plenty. Additionally, two short and conflict resolution. Keep this list in mind as you
sessions can be better than one long one. interact and guide young children. These skills will
affect their social interactions and relationships in
There are many ways to guide a group discussion. your classroom and beyond.
Allow flexibility to respond to the children’s needs and
interests. Here are a few ideas to get you started: ■ Empathy — the ability to understand someone
else’s feelings with compassion.
■ Make this a safe place and time for children to ■ Emotional expression — the ability to use words to
participate and share. Be sure to recognize each appropriately communicate feelings or desires.
child’s contribution as valuable. Reinforce the idea ■ Listening — taking the time to attend to someone
that it is important to listen when someone else is else’s message without being judgmental.
sharing. If, at the start, turn taking is a challenge for ■ Conflict resolution — the ability to compromise and
your group, try using a prop. Construct a pretend negotiate.
microphone that can be used to signify the current ■ Teamwork — the ability to work both cooperatively
speaker. and collaboratively.
 BUILDING COMMUNITY 51
SEPTEMBER/OCTOBER 2008 EXCHANGE

■ Sharks in the Water: A

large square is taped off on

Beginnings
Workshop
the floor. As music plays,
children swim around it. The
music stops, sharks have
arrived, and all must find
safety on the taped off area
— the island. Each time,
reduce the size of the island
area. Encourage children to
help each other fit into the
square. It is the
teacher’s role to
■ The Blob: This is a varia-
tion of tag. As each person is
establish an
caught, they join hands to environment of
form a ‘Blob.’ Only the
people on the ends of the acceptance and
Blob may tag others and camaraderie.
hands must stay clasped.

■ Sardines: This is the

opposite of hide-n-seek. In
this version, the group covers
their eyes as one child hides.
(It is best if they choose a
spot that is large.) When a
Activities that promote prosocial skills child finds them, they join the hider. Each child
and a sense of community squeezes into the hiding place until everyone is
reunited.
Activities that encourage young children to work
■ Fickle Feather: Children form a circle and hold a
together and collaborate can be woven into your daily
bed sheet by wedging it under their chins. A
schedule and curriculum. Art projects are a good
feather is placed on the sheet. The participants try
place to start. Consider a large group project that
to blow the feather from one side of the bed sheet
everyone can contribute to, such as a mural or large
to the other without dropping the sheet or losing
sculpture. Set up a project that could not be done by
the feather off the side.
just one person. Large floor puzzles are a lot of fun
for groups, too. Consider involving the children in a
■ Hoopla: Simply place a number of children inside
community charity project such as a food drive or
a Hula-Hoop and challenge them to move in vari-
cards for hospitalized children.
ous directions as a group.

Games are a fun way to involve children and to help ■ People Shapes: Divide the class into small groups
them develop prosocial skills. The games described of 3-5 children. Ask them to work together to form
here emphasize cooperation and teamwork over letters, numbers, or shapes with their bodies.
competition.

Conclusion
■ Musical Chairs: This game is played like the
traditional version, except after each chair is The effort that you put into building a classroom
removed, participants must help each other find community will pay great dividends. You will eliminate
room on the remaining chairs. many behavioral management issues. A peaceful
 52 BUILDING COMMUNITY
EXCHANGE SEPTEMBER/OCTOBER 2008

prosocial environment is a supportive learning Children. Washington, DC: National Association for the
environment. Children who feel safe and accepted in Education of Young Children (NAEYC).
Beginnings
Workshop
your classroom will be more likely to participate and
try new things. They will develop a positive attitude Gonzalez-Mena, J. (2004). Foundations of Early
about attending your program and gain skills that will Childhood Education: Teaching Children in a Diverse
guide them in the future. Society. Columbus, OH: McGraw-Hill Companies.

Gussin Paley, V. (1992). You Can’t Say You Can’t Play.

For further reading
Cambridge, MA: Harvard University Press.

Burrill, R. (1994). Towards togetherness: The coopera-

Jacobson, T. (2003). Confronting Our Discomfort:
tive games, songs & activities handbook. Chester, CA:
Allow flexibility Clearing the Way for Anti-Bias in Early Childhood.
Anthro Company.
Portsmouth, NH: Heinemann.
to respond to
Frank, L. (2004). Journey toward the caring classroom:
the children’s Using adventure to create community in the class- National Association for Multicultural Education
[Link]
needs and room & beyond. Oklahoma City, OK: Wood N Barnes.

interests. Halaby, M. (2000). Belonging: Creating community in Ramsey, P. G. (1998). Teaching and Learning in a
the classroom. Cambridge, MA: Brookline Books. Diverse World: Multicultural Education for Young
Children. New York: Teachers College Press,
Stone, J. (2001). Building classroom community: Early Childhood Education Series.
The early childhood teacher’s role. Washington, DC:
NAEYC. Teaching Tolerance
[Link]/center/tt/[Link]
Resources
York, S. (2003). Roots and Wings: Affirming Culture
Derman-Sparks, L., & The ABC Task Force. (1989). in Early Childhood Programs (revised edition).
Anti-Bias Curriculum: Tools for Empowering Young St. Paul, MN: Redleaf Press.

Using Beginnings
Workshop Welcome!: We all felt for Andrea in the opening vignette — and ached that she was dreading
starting at her new school. Then Levine walked us through making sure she felt differently as she
to Train Teachers
joined the new classroom. Convene teachers to brainstorm ways to welcome each child. Come up
by Kay Albrecht
with a road map and a long list of ways to help new children feel welcomed to your program.
Then, implement your ideas as your teachers get back to school.

Prepare the class: Wonderful ideas for anticipating new children are included in this article.
Add them to your welcoming plan so both sides of the equation, the new child and his or her
new group of friends, are both prepared for getting to know one another.

Group discussions: The ideas presented by Levine for providing for and supporting children’s
thinking about community and community building are worth practicing. Divide teachers into
small groups and let them plan, and then practice facilitating group discussions that lead to
community building.

It’s curriculum!: The skills of community members listed in the article on p. 50 are just itching
to become meaningful curriculum. Using the list of skills and the ideas listed as a springboard,
help teachers develop curriculum ideas to support learning and practicing skills that lead to
being a good community member. It will help all children, not just new ones.