On March 20th, the Careers in Education classes visited Caltech Preschool to observe children’s behaviors in real-time. The class first went on a tour and then proceeded to blend in and study the activities of the kids, who ranged in age from 6 months to 5 years old, each with their classrooms. With the kids going on about their day, Hoover students could see how the kids acted and learned at their second home. The activities were placed out for the kids, and the rooms were neutral; most furniture was made of wood instead of colorful plastics. It is a common misconception that colorful rooms are better for children, because neutral colors may seem dull and unappealing to children. However, colorful rooms can overstimulate kids.
Another environmental difference compared to other preschools was their genuine porcelain and glass cups and utensils. Many don’t believe in letting children near such objects since if broken, they can cause harm. However, Caltech thinks that if they see the teachers treating the cups with care, they will do the same thing, resulting in fewer accidents.
Caltech’s teaching strategy involves having the kids learn through play, so there was a big outdoor space with a playground, sandboxes, and an area for visual science. As an activity for science, kids are able to go on nature walks through the park that is conveniently next to the school. During these walks, the class takes their notepads to document what they see so they can analyze when they return. They did a similar thing when they were learning about bridges; the class went on a trip to a bridge they have on campus, and the children each drew what they thought the bridge looked like.
The teachers behaved differently compared to other preschool teachers as well. They were calm with the children but did not treat them like kids who didn’t understand anything.
The teachers talked appropriately and respectfully instead of babying everything down. Part of Caltech’s developing technique is having the children learn to be independent and try things for themselves. They are taught how to use the bathroom and wash their hands afterward. In addition to being tidy, the children, whenever they hear the cleanup bell, stop what they are doing and begin cleaning up their toys or whatever they are doing. If a teacher notices that they are not stopping, they will gently encourage cleanup and explain what the kids will do after cleanup so they feel motivated. Teachers communicate with the children with open-ended questions to promote problem-solving; for example, they ask: what do you think will happen if we mix these colors? How can we make this tower stand taller?
Observing and adapting to each child’s needs is not a form of magic; it is observing how children play and interact and then adjusting activities to match their interests. If a child prefers quiet activities, they gently introduce group play to build social skills. When using a gentle and warm tone, a teacher makes a child feel safe and respected, so they are more likely to listen to encouragements and questions from the staff.
Overall, Hoover students had a great time and learned a lot on their trip to Caltech!
