Typically, children who have been at the CEC since infancy have experienced three annual transitions to new environments and at least one re-combining of peer groups before they join the Eagles or Flying Squirrels. This year, due to two annual transitions occurring during the pandemic, the CEC chose not to mix children between groups at the start of the new program year. Therefore, most of the children of the Flying Squirrel group have been together since they were in the Unicorn group. That is almost five years! The children who joined the group at an older age are also extremely connected to the group.

"These children know each other very well because of how long they have been together. As a result, they have built powerful bonds and relationships with their friends," said Lead Teacher Amy Fiore.

The children are tightly knit, in many ways like siblings in a family. The children share a great closeness, but sometimes disagreements can arise. This is to be expected and provides opportunities for children to gain awareness of the needs and interests of others, how to negotiate, compromise, identify their own emotions, and advocate. In addition, children of this age are growing their social and emotional literacy, which includes appropriately interpreting their actions or feelings, developing vocabulary and language that communicates their feelings and needs, and acting or reacting with empathy and understanding.

Experienced teachers know that greater cooperation and fewer disagreements occur when the children have a common goal. Group play provides a perfect opportunity for teachers to encourage and support the children in developing the skills that help them communicate effectively and work cooperatively while being kind and thoughtful of each other.

In order for teachers to support group play, they must be very knowledgeable and attuned to each child as an individual, but the dynamics of the group as well. What are their interests? What are they curious about? How do they work together most successfully? These are questions that the teachers are constantly asking themselves to develop a compelling curriculum for the children. Appropriately challenging and highly interesting provocations are infused into the environment, and the role of the teachers is to encourage children to explore these to the fullest.

During the first few weeks of the Program year, as children investigated their new spaces, the teachers observed carefully to identify the activities or subjects children gravitated towards. Who likes music? Who spends most of their time in the building area? Who likes the swings or the garden? The teachers use this knowledge of individual and group preferences to develop and scaffold the curriculum and help children navigate relationships with their peers. Who needs more help taking turns? Which children need a teacher's help to offer their ideas to the group? How will we address the differing ideas about what is fair?

A day in the life at the CEC is a rich one. Intermingling with great joy and contentment comes the normal stuff of life for preschool-age children: hurt feelings, misunderstandings, the lackluster reception of your best and most exciting idea - all things that can generate emotional responses. Our goal is to help children navigate these emerging feelings within themselves and with each other by extending kindness, understanding, and friendship.