Cultivating Community in Early Childhood Programs

Community building in childcare is essential because it cultivates connections among people. Experts in well-being name connection and belonging as one of the best ways humans feel healthy and happy. The communities we belong to co-construct our learning and act as a catalyst for our continued growth.

How do we cultivate community in early childhood programs?

In an article titled "Values and Principles of the Reggio Emilia Approach," Lella Gandini described community education. "Education has to focus on each child, not considered in isolation, but seen in relation with the family, with other children, with the teachers, with the environment of the school, with the community, and with the wider society."

In early childhood programs, community building begins with play. While tossing a ball, running on the playground, or building with Lego, children learn other children's names and a little about each other. The connection children cultivate in play grows as we work together in the classroom.  

Looking for a pathway to cultivate community building in my classroom, I created a new invitation based on a previous project. The children painted long flat paint stir sticks to tell a story a few weeks prior. The new invitation asked the children to paint a new stick and share a story that involved another person. To begin our work together, I gathered materials for the project. I did not have any more stir sticks, but I found a large box of oversized tongue depressors, small paintbrushes, and tempera paint. I set up a table with the materials and invited the children to create at least one stick to contribute to the project.

As we started the project, some children hesitated about painting their stories. I invited the children who created a story stick to share their work at our group meeting. Children heard stories from others, which inspired many hesitant children to craft their story sticks. As the project ended, our learning community gathered in a large circle, and the children shared their story sticks. The stories helped children and teachers learn more about each other. We displayed the finished story sticks on our parent table for the learning community and school visitors to enjoy.

Two weeks later, the children proposed creating a new project with the story sticks and removing them from the table. The children started brainstorming what to do next with the story sticks when an old rectangular piece of artboard gave them an idea. The group decided to make a community art piece from the story sticks.

The children created the art installation by taking the painted story sticks and gluing them to the artboard. The process of gluing the story sticks to the artboard was slow and required many children to contribute to the work. When the work was complete, we celebrated and hung our art installation in a special spot where all the parents and visitors to our program could see it.

We created many other projects together during the school year, but none replaced the story stick installation. It remained on the wall for all to enjoy. On many occasions, I wondered if this artwork had a different meaning for the children than our other group work. Two years later, I observed the children looking up and pointing out the story stick they made for the project. I also hear the children sharing stories about how we worked together to create the art installation.

Reflecting on the experience, I believe the children tell stories about the project to relive the joy of being together, creating, and getting to know one another. Our community artwork originated from sticks, paint, and glue. With time, the work transformed into a symbol of our connection with another person, a group, and a friend. We created a symbol of our human connection.

How do you cultivate community in your program?