Editor’s Note: This piece by our after-school kindergarten teacher, Rebekah Shactel, shows
how we can discuss subjects like race and identity, even with five-year-olds.

At the beginning of each school year, there are two books I read to my kindergarteners: “Colors
of Us,” by Karen Katz, and “Shades of People” by Shelli Rotner and Sheila M. Kelly. Both
books talk about all the different colors that people can be.

One of the books makes an interesting distinction; we are not really different colors, but different
shades of the same color. One of the books said something that this year’s class loved, “Our skin
is just our covering like wrapping paper. And, you can’t tell what someone is like from the color
of their skin.”

After we read the books, the kids work on a project: their “little people.” Each child gets a plain
person-shaped handout, and then we look through all of our skin-toned pencils to see which one
matches each child. There were some very interesting discussions while we were coloring. “Why
don’t the pencils match us exactly?” “Why are we different colors?”

Once their little people are all colored in, the kids get their little people dressed, and create their
faces and hair. Between bow ties, pink hair, suspenders and sparkly noses, our little people are
looking good! They will hang up in our classrooms, and remain there until our last day of school
– our first project together, and the final piece of artwork sent home.

The following studies show that children in integrated classrooms are less likely to drop out,
more likely to enroll in college, and earn higher test scores:

• R. A. Mickelson, “Twenty-first Century Social Science Research on School Diversity
  and Educational Outcomes,” Ohio State Law Journal 69, (2008): 1173–228.
•  G. J. Palardy, “High school socioeconomic segregation and student
  attainment,” American Educational Research Journal, 50, no. 4 (2013): 714.
• G. J. Palardy, “Differential school effects among low, middle, and high social class
  schools,” School Effectiveness and School Improvement 19, 1 (2008): 37.
• NAEP Data Explorer, National Assessment for Educational Progress,
  2017, http://nces.ed.gov/nationsreportcard/naepdata/; C. Lubienski and S. T.
  Lubienski, “Charter, private, public schools and academic achievement: New
  evidence from NAEP mathematics data,” National Center for Study of
  Privatization in Education, Teachers College, Columbia University, January 2006.

by Claudia Tillis Berk, Assistant Executive Director

Ossining Children’s Center

As a mother, grandmother, and child care teacher/administrator for 43 years, I have tremendous empathy for parents who are leaving their infant in our care for the first time. Your desire to protect your baby is strong and intense. And rightfully so. Anxiety about leaving your baby in someone else’s care is normal.

At the Ossining Children’s Center, we understand that the adjustment to day care is a challenge for both parent and baby. And we support you through that process. After an initial meeting and tour of the program with me, parents will meet with their child’s prospective teacher/caregiver. If the parent finds that OCC is a good fit for their family, we work with the parent on a plan for transitioning the baby to our care. 

A Gradual Transition to Day Care

Ideally – for the baby’s first week at OCC – we suggest that the baby come for a few hours each day, gradually lengthening the time that the child is with us each day. Sometimes – due to parents’ work schedules – a full week of transition isn’t possible. We can adjust the transition time to two or three days, if necessary. If you wish, you can leave an item of clothing with mom’s smell (we never leave such items in a crib with the baby!). 

You might be surprised to know that most babies make this adjustment more easily than the parents do. Babies are able to transfer – to a nurturing adult – the trust and attachment that they have for their parents. However, you needn’t fear that your baby will form a closer bond to their teacher/caregiver than to you, their parent. You will always be number one in your baby’s affection. That being said, you do want your child to form an attachment with their teacher/caregivers – that way you know your child will be happy when you are away from them at work.

We also know that it is impossible to concentrate at your job if you are worried about your baby. We want you to call us if you have a concern. If you’re still concerned after speaking to your child’s teacher, I can pop into the infant classroom and take a photo of your child playing happily, and text the photo to you.

We Never Let a Child Cry Inconsolably

When a baby is upset, we can almost always comfort them. If our cuddles, lullabies, and gentle rocking fail to calm a baby (a very rare occurrence), we will call the parent. The child may be coming down with an illness, or just having a bad day.

You will find that, once your child is here with us for a few months, you will feel a part of our OCC family. 

By Terry Becker, LMSW

Director of Family and Children’s Services, Ossining Children’s Center*

Separation anxiety in a young child is a healthy response to being apart from the people and places he or she is attached to and facing the unknown. This reaction should not be confused with mental health issues, particularly for preschoolers. However, there are a number of things one can do both in the weeks before he or she enters a program and during the first few days after enrollment that will support your child’s adjustment.

Prior to the child’s entrance into preschool:

• Be sure to make arrangements for childcare that you feel confident about. Your anxiety about childcare arrangements or guilt about leaving may add to your child’s distress.
• For a three- or four-year-old, begin telling him about his program about two weeks in advance.
• Before leaving him at the preschool or day care, visit the school and meet the teacher with your child.
• Read books with your child about going to preschool. Role-play the event with him.
• Take your child shopping for items for school, e.g. backpack, school clothes, etc.
• Find out if there is a child in the class with whom you can schedule a play date in advance.

Once “school” starts:

• Allow your child to bring a beloved stuffed animal or blanket to class.
• When leaving, give a quick kiss and hug and cheerfully say good-bye. Tell your child when you will be back, linking it to something concrete like “after nap” or “after snack.” Be sure to return at this time. Never sneak out, as this undermines your child’s sense of trust.
• Don’t prolong your departure or come back several times, even if your child seems upset. If you are concerned that he/she may be struggling, give a call to the teacher during the day to get an update. Know that some tears in the beginning are normal and expected; in most cases, this reaction will diminish within the first week or two as your child adjusts.

If your child is experiencing intense separation anxiety –

• Tell him or her that you understand that it can be hard at first to be away from those that he loves. Provide empathy and acceptance, but not excessive sympathy.
• Never make fun of or reprimand a child for his struggles with separation.
• Recall with your child previous challenges that he has dealt with by being brave.
• Provide a photo of Mom and/or Dad for your child to keep with him.
• Only if your child does not begin to adapt by the second or third week (i.e., he continues to cry throughout the day), should you re-consider the appropriateness of the setting or your child’s readiness to be in group care.

*The Ossining Children’s Center provides high quality, educational care for children ages 8 weeks through 12 years. Its programs are housed in a brand new, award-winning facility at 32 State Street in Ossining. A tuition assistance program aims to keep its programs affordable for all working families. For more information visit www.OssiningChildrensCenter.org.