In 1995, Stacy Morgan left her banking career to start her family child care program to spend more time with her one-year-old son. More than 25 years later, she’s helped launch generations of children in Townsend, Delaware, with her investment in creating an environment that facilitates learning and character development.

“At my program, Little Bit of Sunshine Daycare & Preschool, it is important for me to provide not only a safe environment but a loving, nurturing, and play-based/nature-based program,” said Stacy. “A learning environment that is not just learning ABCs and the 123s but is also teaching values such as honesty, courage, self-reliance, potential, self-discipline, and moderation.”

To accomplish these goals, Stacy spends much of the day in the outdoor classroom, where activities are more child-led than teacher-led. Stacy has participated in DIEEC’s “Let’s Go Outside” professional learning experiences, developing her skills to facilitate outdoor learning. The nine children in her care, infants through school age, learn through play and weekly lessons from the “Mother Goose” curriculum, which Stacy uses as a guide to ensure she is touching on each developmental skill daily.

For example, there is a creative corner activity set up outside, and when possible, she adds nature items to use as art tools. Small group literacy and tabletop math are on large wire spools in the outdoor classroom. The children also can practice writing the monthly letters in dirt and/or sand or on the sidewalk with chalk. The curriculum also has STEAM ideas which she sets up in the outdoor classroom for the children to explore all month long. These centers include blocks, sensory, science and nature, outside discovery, and dramatic play.

A fundamental of Stacy’s philosophy includes teaching social and emotional skills. She believes a mixed-age group increases the opportunity to build secure, attached relationships and supports children’s social and emotional development.

According to Stacy, a family child care setting also helps build these skills and facilitates close relationships. “It provides a small, secure environment for children during the most critical development time. Family child care offers a home away from home that provides children with ‘siblings’ of all ages, races, religions, or abilities. It allows them a safe place to play, socialize and learn with friends.

“In my program, I work daily with the children to develop these strong social and emotional skills. I believe it is highly important for them to learn how to manage their emotions, empathize with others, establish healthy relationships, set positive goals, and make responsible decisions,” said Stacy. “My goal is to prepare them to succeed in school and live their best life.” And she is doing all she can to live her best professional life. Stacy is a part of the DIEEC CDA cohort and is working on getting her credential. Additionally, she participates in a Community of Practice to share strategies and insights with her family child care colleagues. And finally, she takes many of the DIEEC professional learning experiences, with “Shining the Light on You,” a health and wellness initiative, being one of her favorites.

Molly White’s passion is providing families with a child care experience that fits the learning needs of each child while supporting the family, ultimately building community. To fulfill her vision, Molly opened her center in Milford during the pandemic’s beginning in the spring of 2020.

But according to Molly, the opening was “just in time” because this crisis provided her center with a more significant opportunity to serve her community.

“Even in times of uncertainty, there are opportunities for innovation, creativity, and personal growth,” said Molly.

Her partnership with the Delaware Institute for Excellence in Early Childhood helps Molly explore these possibilities.

First, Molly participates in DIEEC’s Community of Practice, a regularly scheduled meeting facilitated by a Technical Assistant where leaders share ideas and support each other.

“Molly is the definition of a leader,” said Nancy Hoffman, DIEEC technical assistant. “She is a risk-taker who consistently shows up with the same energy that spreads throughout her program.”

Together, Molly and Nancy put together a quality improvement plan (QIP) that included the program’s strengths and identified growth areas. 

“A QIP helps you anticipate and solve problems in the future,” says Molly. “Additionally, I love working alongside another professional to enhance the quality of our program, learning ways and/or strategies to improve, and gaining knowledge and insight into how to be more effective.

“Also, my technical assistant helps us be ‘aware’ of strengths and weaknesses as a group and individually. The QIP is a guide to enhance/sharpen the quality of our program.”

Molly’s involvement with DIEEC doesn’t stop there. She recently participated in the “Let’s Go Outside” professional learning experience.

“Outdoor learning fits with my vision,” says Molly. “Learning occurs naturally outdoors. Nature is the best teacher.

“It also helps children with their emotional and social skills. The same children that argue over a toy in the classroom are more willing to dig together and get along.”

Market Street is a hub for Wilmington’s cultural assets, with The Grand, The Queen, and the Playhouse on Rodney Square all located on five city blocks. Anchoring this lineup is the Christina Cultural Arts Center (CCAC), an integrated arts and academic program that uses the power of art to promote school success for Wilmington’s youth, the most crucial asset for the city’s future.

A part of CCAC’s work is teaching and caring for the community’s youngest members through the Early Childhood Education Arts Academy. The program serves three-year-olds through five-year-olds and employs the fine arts to teach educational concepts.

“Art is another teaching tool,” said Shysheika Edwards, the program’s educational director. “We know the brain is developing quickly during the early years. Drama, dance, music, and art help us better address and connect with a child’s potential.”

This integration plays out in a lot of different ways. For example, educators use rhythm sticks to teach math, counting, and music concepts/notes. They utilize songs to teach social and emotional skills by acting out scenarios. When singing the “Going on a Bear Hunt” song, children express curiosity and fear while exploring movement and learning sequences.

In addition to the activities throughout the day, students participate in dedicated music and art classes during the week, culminating in three performances to celebrate Kwanza, Black History Month, and graduation.

“These performances teach children to work in larger groups, build confidence, and follow directions,” said Shysheika. “The shyest students find their voice.”

Equally as important, the celebrations bring together the community. The academy provides its students a quality education with family engagement at the heart of their work. Their enrollment includes ECAP slots which provide state funding to programs, helping families living in poverty.

ECAP funding requires the program to work toward Head Start standards. These standards, in part, focus on family engagement. Shysheika partners with Daphne Edwards, family services coordinator, who supports families though home visits.

“We empower parents through many initiatives,” said Daphne. “Parents participate in the policy council, so they are invested in the program. We want them to know that their presence matters in children’s lives.”

To this end, the academy builds partnerships with the families that often extend to many generations of the same family.

“We serve as a resource when a family has a need,” said Daphne. “We are who they call.” Shysheika’s echoes her thoughts. “We build a bond with a purpose. They know we are here to build community founded on respect.”

About nine months ago, more than 90 early childhood education professionals began a journey to receive their CDA credentials by participating in a cohort facilitated by DIEEC professional development coordinators. The Child Development Associate (CDA) credential represents a pathway to learning best practices for early childhood educators.

More than 40 completed their portfolios after participating in the CDA cohorts, and we are thrilled to share that 16 educators have received their credential. In this issue, we will showcase and celebrate four of them but congratulate all who participated in the cohorts.

Did you know that the average child spends up to 44 hours a week on a screen and less than ten minutes a day playing outdoors?!

DIEEC’s Learning Environments team and the University of Delaware Lab School are partnering with early childhood programs through the “Let’s Go Outside” initiative. Together, they are determined to reverse this trend.

The initiative is underway with 22 program leaders and educators engaging in professional learning experiences to power and promote nature-based outdoor play and learning. And when asked about their experience, participants responded with one word. These included: “exploratory,” “adventurous,” “curious,” and “stoked!”

“We are passionate about outdoor learning because of the documented mental health benefits of spending time outdoors and connecting with nature,” said Christine Skrobot, DIEEC associate director of early childhood: learning environments. “Mentally healthy children are ready to tackle whatever life throws at them and have a more positive quality of life.”

“We are spreading the health, wellness, and cognitive benefits of outdoor learning environments to approximately 2,000 children (and the educators they work with) across the state!”

DIEEC has received applications for round two of the Let’s Go Outside initiative and is currently in the middle of randomly selecting the next group of ECE professionals who will participate in these professional learning experiences and receive grants for materials and supplies for outdoor classrooms.

Penny Whitehouse, founder of Mother Natured, said it best: “Restore balance. Most children have the technology, school, and extracurriculars covered. It’s time to add a pinch of adventure, a sprinkle of sunshine, and a big handful of outdoor play.”

Lil’ Red Hen Nursery and Pre-School in Delmar, Del., has the special distinction of serving both Maryland and Delaware. Located on the border of these states, this center has created one big community through its work in providing quality care to generations of these neighboring areas.

This community is what motivates Anne Atkinson, owner/administrator, to continue to pursue quality improvements for the more than 125 young children – infants to school age – in her program.

“We have parents who came to Lil’ Red Hen as children,” said Anne. “Now their kids are here because of the quality education. They keep coming back, and they give back.”

“The Delmar community helped support us during COVID. Families provided lunches and dinners and looked for every opportunity to accommodate our staff.”

And in return, Anne and her staff are steadfast in delivering an educational experience rooted in a philosophy that focuses on creating learners versus performers.

“Our educational philosophy is for our children to be excited about the world and willing to try new things – a learner,” Anne explains. “Versus a performer who is afraid to fail.”

To help cultivate this philosophy, Lil’ Red Hen utilized funding from the DIEEC “Let’s Go Outside” outdoor learning initiative to build an outdoor classroom. Additionally, Anne is a “Let’s Go Outside” ambassador and is excited to spread the word to other early childhood education programs about the benefits of outdoor learning.

Anne’s involvement with DIEEC doesn’t end there. She participates in Communities of Practice (CoPs). CoPs are regularly scheduled meetings facilitated by a DIEEC technical assistant (TA) where early childhood professionals can support and share ideas with others in the field.

“Our CoP most definitely helps support me,” said Anne. “It has been a sounding board where directors can share their successes and failures and give advice.”

Support has also come from Anne’s relationship with her DIEEC TA, Holly Griest. According to Anne, Holly “really understands” their goals and provides timely support with emails and counsel to help them make quality improvements.

“Our role has been to be a source of support and resources as the program makes efforts in improving their quality of care,” said Holly. “They expanded their learning with additional support and coaching.”

“They have developed a relationship and continue to consistently collaborate with me in working with the QRIS/CQI protocol to keep their momentum of wanting to do more and do better, constantly moving forward.”

“Finally, they are a staple in the Delmar community, and they take pride in that! Their efforts to provide the best care in the area are endless, and they are always striving to do better.”