The teachers are each on their own professional developmental stage. It is important for the directors/head of schools to recognize the stages and diverse background of their staff in order to support them appropriately.  Throughout maturity, teachers benefit from opportunities to participate in conferences, seminars and trainings. Teachers will also benefit from on-site support, specifically reflecting with an early childhood expert on the cognitive goals and group dynamics of both the teaching pairs and children that work together in classrooms.

On-site training and mentoring offers the staff the experience to implement good-quality projects. In order for children to benefit from the high quality experiences happening in the room teachers must be able to know and see if the child is being intellectually engaged and challenged. Does the experience encourage a child to apply skills in a purposeful and meaningful way? To gain these opportunities the value of inquiry learning and discussion between leaders and staff will foster collaborative learning for both teachers and children.

  • Maria will work with staff in exploring theory put into practice.
  • Maria will lead discussion and design strategies with staff to obtain accurate documentation from the children during their play and meeting times. Once documented work and conversations from the children are taken the information in the hands of the educators is vital in knowing how to move forward.
  • Maria will work with staff to provoke deeper answers from staff and children.
  • Maria will create respectful dialogue and push to reflect more.

The teachers are each on their own professional developmental stage. It is important for the directors/head of schools to recognize the stages and diverse background of their staff in order to support them appropriately.  Throughout maturity, teachers benefit from opportunities to participate in conferences, seminars and trainings. Teachers will also benefit from on-site support, specifically reflecting with an early childhood expert on the cognitive goals and group dynamics of both the teaching pairs and children that work together in classrooms.

  • Maria can offer to work with teachers one on one either on their site or at Young Einsteins.
  • Maria can lead trainings among co-teachers to strengthen their ability for more meaningful dialogue in preparing projects for the children. Strengthening the quality of classroom preparation will offer children perspectives to challenge their thinking.
  • Maria believes in the importance of knowing the children’s dispositions and ensuring they are not ignored. She has strategies to help focus teachers outlook for achieving this dynamic in the classroom.
  • Maria will explore with educators in their role of the Project Approach

The environment surrounding the adults and children sends a message to the group encouraging and engaging everyone to be more productive, more creative and happier. When designing the room materials should have purposeful and functional placement. The teachers and children will learn better in an organized space. The space becomes a representation of the group, reflecting on the learning happening.

  • Maria will lead educators in strategies on how to prepare the environment with materials to stimulate children’s thinking and questions.
  • Maria will assist with physical design of the classroom to meet the needs and interests of the children.
  • Maria will offer suggestions in attention to detail with displaying children’s work, documentation panels, how materials and natural objects are placed in children’s work space.

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