CTAE Spotlight
The Early Childhood Education Pathway is back for the first time since 2008! Led by Ms. Desiree Barnes, M.Ed., this program is designed to prepare students for a rewarding career in teaching and early childhood education. ECE students receive a comprehensive education in early childhood education, preparing them for a successful career or further study through three classes that cover topics related to human growth and development (prenatal - age 12) appropriate and optimal care, safety, health and wellness for children, and preparation for classroom teaching through a practicum.
But that’s not all this program is doing! A few weeks ago, everyone noticed students walking around campus with “babies.” Instead of holding on to phones, students were carrying hand-made dolls that were crafted specifically for this project. Some students improvised to make car seats, swings, bottles, and even slings. Students who were not in the class were seen carrying the babies, too. These babysitters tended to the infants by gently supporting their necks and cradling their little heads, the way they were trained by ECE students. The assignment seemed to bring out a tender side of our teens and was taken seriously by these future educators! Some were even overheard imposing self-governing rules: no running in the hall with a baby in hand; no leaving the baby on the floor; and no matter what, the baby was not to be left alone. Students also established a network of caregivers they deemed responsible and entrusted their precious cargo only to those who were the most fit.
In the classroom, ECE students learned about baby math (the total financial responsibility surrounding parenting), how to provide a balanced diet, car seat safety, how to diaper, swaddle, and feed a baby, and how to help the tiny ones get the best start in life – through reading and interaction with their caregivers.
Interview with Ms. Barnes
Ms. Desiree Barnes teaches the Early Childhood Education classes, and was happy to share that, regardless of a student’s gender, this class has revealed that this generation is equally invested in caring for children. Throughout the school, boys and girls talked about the assignment with the same level of engagement and excitement.
Q: What are the learning targets you hope students will understand through this assignment? What part of the assignment have students focused on the most?
A: Through these lessons, students will understand the responsibilities that are required of caring for an infant and keeping a child healthy and safe with activities such as learning diaper changing, placing a child in a car seat properly, feeding, and swaddling. The program teaches students how to become childcare professionals who can properly care for other people's children. There are other aspects I want my students to understand as well:
- Students will also gain the realization of the commitment of time and energy that it takes to have a child and the demands a child makes on a parent.
- By the end of the project, students comprehend the financial costs of having and caring for a newborn.
Q: What are the outcomes you’ve noticed? (For example: Are students taking it more/less seriously than you expected? Have you been surprised by any part of the assignment?)
Almost all students are taking the assignment very seriously. I am surprised at the level my male students are participating in the activity and are keeping up with their babies. I noticed that the students were engaged and excited about the activity. There are other students who aren’t in the ECE Program getting involved with the activity as babysitters. These students have taken care of the babies while ECE students have been in the gym, restroom breaks, etc.
Q: I see that not all of the babies are actually baby dolls. Where did you get them? Did students make them? Are there materials that you need for your classroom?
Students provided their own materials. Babies were made out of eggs, flour bags, stockings, hosiery, pillowcases, and stuffing. Some students purchased their own baby clothes, and a few students purchased a doll to bring for the assignment. I did a demonstration on how to assemble the flour babies, and students took over making them. Then I put a pinhole in the eggs to drain the yoke. After the assembly, students were allowed to be creative in decorating the babies.
Quotes in the hall
In a conversation with one student, he said, “I like that I get to learn how to do this the right way now so that I won’t be afraid of it when I’m ready to have my own kids.”
Another student said, “I don’t get why people think holding a doll is just for girls. Men hold babies, too.” A friend standing next to him offered her insight, “I think it’s cool. He figured out which friends he can trust.”
“People think taking care of babies is easy, but it takes a lot of concentration,” noted one student as she shifted the baby from one arm to another.
“Sometimes, people don’t want to hold your baby when you need to do stuff. It’s hard. One of my friends left my baby on the floor.”
“You can’t be on your phone and have a baby. Babies need you to smile at them and talk to them. You have to read to them if you want them to be smart.”
How you can help
You can help Ms. Barnes establish a fully equipped early childhood education classroom for her students by donating an item from her Amazon Wish List or choosing an item for her classroom through DonorsChoose. Your generous donation will directly impact the learning experience of these future educators and community leaders. If you have questions about how to donate, please email her at desiree.barnes@gscs.org.
Items needed
- Dolls, especially newborn size
- Diapers size newborn and size 1
- Baby bottles
- Baby Blankets, receiving blankets
- Car seats (real or doll size)
- A changing table for the classroom
- Children’s books
- Rocking chair
- Art and crafts