Roberto Germán [00:00:01]:
Welcome to Our Classroom. In this space, we talk about education, which is inclusive of but not limited to what happens in schools. Education is taking place whenever and wherever we are willing to learn. I am your host, Roberto Germán, and Our Classroom is officially in session.
Lorena Germán [00:00:28]:
Welcome to Suzanne Adinolfi to our classroom. For our listeners, it is just me today, Lorena. I kicked Roberto off of the podcast and I took over because I'm excited and interested in talking to Suzanne and listening to the work that she is doing now, also including all of her expertise of over 30 years, teaching, observing, talking about and learning from young children. Mainly she spent time in the toddler world, in the pre K world, elementary, all the way to university classrooms. So that's really awesome. And she has always been working on high quality early learning experiences for all of the kiddos. You are in Florida just like we are. You're up in the Panhandle, so a little away from us, but we're still here in this great state, fighting our way through.
Suzanne Adinolfi [00:01:26]:
Amen.
Lorena Germán [00:01:27]:
Yes. And so we have got a series of questions that we want to walk through and I can't wait to get into discussion. Are you ready, Ms. Suzanne?
Suzanne Adinolfi [00:01:37]:
I am ready, yes.
Lorena Germán [00:01:39]:
Great, great. So talk to us a little bit about what you do at Learning Beyond Paper. And then when you do that, can you talk to us too about what your process is for taking research and converting that into early learning curriculum?
Suzanne Adinolfi [00:01:57]:
Absolutely. So I am the Director of Research and Content Development at Learning Beyond Paper. We're a cloud based curriculum for birth through pre K. And we are just very proud of the fact that we take that research and we kind of work it into magic to make it applicable to the classroom. So our process always starts with a thorough understanding of the research itself. Rather than skimming or summarizing, we go deep into what we know exists out in, in the field for what children, what young children are supposed to be, are supposed to have in order for them to learn. We look closely at what it says about how the young children learn. And also we put an emphasis on the important things like relationships and development across domains, interactions, vocabulary.
Suzanne Adinolfi [00:03:14]:
Then we ask ourselves, okay, so if we take all of this and we put it into a mix, what does that look like in a typical classroom? What does it look like for a teacher on any given day? And then we ask, what are clear, practical strategies that can put this into play? And that just means that we take the research and we break it down into teacher actions or teacher moves. What do we say? What do we need to notice? How do we Respond in the moment. So it's important to keep our focus on developmentally appropriate practice and learning with joy. And so we're always trying to do that. We prioritize alignment and coherence. We're always looking to see connecting tools like class or early learning standards for the different states. I was, I worked for the state of Florida's Division of Early Learning for a long time. So I understand how very important those early learning standards can be in shaping children's trajectory.
Suzanne Adinolfi [00:04:29]:
Yeah. And we take those and we make sure that that content supports what educators are already doing rather than adding something to their already full plate. Yeah. Ultimately, Lorena, our goal is to bridge the gap between research and practice in a way that respects teachers expertise. We want the educators to walk away not just understanding the why, but also feeling confident in the how.
Lorena Germán [00:04:57]:
Yeah. That's why I am so interested in this work because I find that research in education is often so full of jargon and I understand it right, they are academic publications for people in the academy, you know, in academia. But like it's supposed to impact practice. And there are so many people in the field of education who don't have a PhD who are not working on their dissertation, who don't necessarily use that language or would even understand things explained to them using that type of language. And so I appreciate how, you know that, that work of taking this big idea and turning it into those teacher moves. I also, I'm gonna throw a new question at you. Okay. Suzanne, I, I think that the more that I, you know, spend time in early education, I am learning that or seeing and observing that there are some standards and expectations that at times honestly feel a little bit unrealistic of little people, like they are little babies.
Lorena Germán [00:06:06]:
You know what I mean? And so can you speak to that? What do you think about the current state where they're asking such big tasks of, you know, a pre K student or a kindergartner?
Suzanne Adinolfi [00:06:20]:
I will say that I believe that pre K children or children in general are very capable. But sometimes, and I understand what you're saying, Lorena, we have watered down our expectations and made kindergarten and first grade expectations into three year old and four year old expectations. So I think it's important that we not only keep an eye on the research, but we also remember that learning is a joyful process and that discovery and hands on learning and all of those things. I'm a big proponent of play based learning. Our curriculum is actually a play based curriculum for that very reason. Because we know that play is the work of young children and that that is how they tune in and their brains expand. So we want to make sure that what we're doing is in. In line with how children actually learn rather than how some adults would like them to learn.
Lorena Germán [00:07:28]:
That's a good point, and I definitely agree that, you know, our kids can do a lot. It just seems to me at times that some of the requests that we're putting on them feel developmentally inappropriate. But I do think it's also really, it's like this balance. Right. Because you want to have critical thinking happening, and you want to have high expectations of these babies, and you also want to remember that they're, like, five. Right, Right. So it's this balance. Yeah.
Lorena Germán [00:08:02]:
Yeah. With that being said, can you talk to us just a little bit about what curriculum signals to teachers and children about things like dignity and belonging and whose voices matter? You know, that's so important in that age range. Like, I would say from second. I mean, it's always important, but it's particularly important, I think, third grade and down, all the way to, like, babies. Right. Infant and toddler room. So can you speak to that just a little bit?
Suzanne Adinolfi [00:08:38]:
Sure. It's that time that there. That the children are learning about the importance of their voice. So curriculum does so much more than just outline a bunch of activities, or it should. It quietly communicates powerful messages about who is valued, who's seen what matters in this learning space. At its best, curriculum signals to both teachers and children that every person in this room has dignity and they deserve respect. That shows up in how learning experiences happen throughout the day. Are children invited to share their ideas, or are they mostly expecting to follow directions? Are mistakes treated as opportunities for learning, or are they something that needs to be corrected immediately? When curriculum, I think, builds on space for curiosity and dialogue and reflection for both teachers and children, then I think it communicates that children are capable learners whose contributions are valued and they deserve respect.
Suzanne Adinolfi [00:09:52]:
I also think that curriculum plays an important role in shaping a sense of belonging for the children. They begin to notice at a very, very early age whether their lives and their families and their experiences are reflected in what they do and what they hear every single day. So when materials and stories and examples and conversations and music reflect a wide variety of experiences, then the children notice, and they begin to feel like he, hey, I matter. I belong here. I fit in. And the same is true for teachers. Curriculum that invites flexibility for them also honors the educator's professional judgment, and they become more than somebody who is implementing lesson plans they become co constructors of meaningful learning in the classroom. And that's where, that's where the fun comes in for educators, for sure.
Lorena Germán [00:10:58]:
I think that's so, so important. And then with that, you know, so thinking about the autonomy and respect of teachers, professionalism and their experiences simultaneously, we've got teachers who are sometimes hesitant to doing that type of bold work. What do you think are some of those common fears and hesitations that are unique maybe to teachers working with early education or with, you know, children, little ones.
Suzanne Adinolfi [00:11:33]:
Well, I think a lot has changed in the industry in, in recent years, and there are a lot of expectations that teachers are feeling, and I think that some of that can stifle their creativity and even their joy at times. So one of the most important things that I hear teachers saying out there is, am I doing enough? Am I doing it right? And early learning is complex business. It's not an easy. Being an early education teacher is not an easy task. You're running in real time and having to kind of change and pivot at any given intersection. So without clear and consistent feedback, it's easy for them to second guess themselves. And they, they are looking for a way to be the perfect teacher to respond in the perfect way. And that's kind of, kind of scary for teachers.
Suzanne Adinolfi [00:12:49]:
I also think that there's a frequent fear about being judged, whether it's by administrators or families or standardized assessments or even peers. And teaching is such visible work that it's easy to feel that way. But that pressure can sometimes make educators reticent to be willing to try new strategies or hesitant to take risks that support deeper learning. I think it's important to follow the leads of the children and to take those teachable moments by whenever you can get them. But that is risky in this day and age. And when we have classroom assessments and people coming in and doing observations and, and all of that, it's hard sometimes for a teacher to believe in themselves. But it's so very important that they, that they have a clear path to follow in that.
Lorena Germán [00:14:05]:
Yeah.
Suzanne Adinolfi [00:14:05]:
What's important in the end, Lorena, I think, is that recognizing that hesitation doesn't come from a lack of ability. It comes from a deep sense of respons and care.
Lorena Germán [00:14:18]:
That's really good.
Suzanne Adinolfi [00:14:20]:
They're, they're looking, they. They want to do the best for their children and they want to be sure that, that what they're, what they're doing will produce grapefruits in the end. And so there's more to be able to learn in their or to lean into their strengths. I wish that if we could communicate anything to educators, it would be to do that, to take those thoughtful risks, to engage in kind, in that kind of responsiveness and relationship based teaching that makes a difference in the lives of children.
Lorena Germán [00:15:05]:
That's what I was going to ask you next, Suzanne.
Suzanne Adinolfi [00:15:09]:
Great minds.
Lorena Germán [00:15:10]:
Yes. Yes. Because I, I really agree with you and believe that the hesitations that we have, the self doubt that we have, the questions even that we have that are unanswered shape and, and push us to certain choices, right? They, they shape what risks we take and don't take. They push us to doubt what we can do. Right. And, and then we maybe don't do things that would have been really great, but we were afraid or concerned or even discouraged. Right. For some, for some of these different ideas.
Lorena Germán [00:15:51]:
So I guess I just want to go back to what you said about, you know, it comes sometimes it comes from not just a lack of skill set but. Oh no, no, that we, you, you said something that really, I was like, oh, that's really good. When you talked about the fact that sometimes we doubt and we're concerned because we care so much, because we feel a sense of responsibility and because we believe in the work that we're doing. So can you just talk a little bit more about that? How would you support a teacher whom you can tell, like man, this person is just believes in these kids and is really seriously taking their job as an educator. What would you say to them when they are concerned and afraid to do the wrong thing?
Suzanne Adinolfi [00:16:40]:
I think that is where a little boldness and some great support comes in. Hopefully. There are directors, there are mentors, there are people, maybe even coaches who are coming alongside and helping teachers notice when those teachable moments happen. And to lean into those teachable moments, it's easy to second guess yourself in very real ways. And honestly, I don't think that early childhood teachers have the corner on that market. Should I have let that conversation keep going? Did I waste their time? Was that concept too hard? Was it not challenging enough? Where did it fall on that, on that zone of proximal development? What would, what did I do enough language modeling? So it, it shows up in their practice when they have. And it's hard, it's hard to trust yourself. And I think too that's where not only good support, but a good curriculum comes in.
Suzanne Adinolfi [00:17:55]:
Where the good curriculum allows you to be flexible, it allows you to stop. It tells you ask these open ended questions, let's see where the children are taking this and then follow accordingly. I think the key to remember is to remember that self doubt usually comes again from a good place. Teachers care deeply about their young learners and about what they're doing. And the goal isn't to get rid of that reflection, but the goal is to shift it from.
Lorena Germán [00:18:46]:
Okay, there you are. I lost you for a second.
Suzanne Adinolfi [00:18:48]:
I'm so sorry.
Lorena Germán [00:18:49]:
No, that's okay. We got. We got a really good chunk of it right there. Okay, Suzanne, that is our time.
Suzanne Adinolfi [00:18:57]:
Okay.
Lorena Germán [00:18:58]:
Thank you so much for hanging out with me today and talking through this. This work is so important to help teachers gain that access to research that we need, that we can use, that can inform our practice and help us to both keep serving kids really well, but also grow ourselves. Right. Like, that's so important, that personal and professional development. So thank you so much for the work that you're doing.
Suzanne Adinolfi [00:19:23]:
Thank you for letting me talk about it. It's one of my favorite things. Have a great day.
Lorena Germán [00:19:28]:
All right, you too. Let's see. I think that what I'll do is probably stop recording. And then, like I said, Suzanne, you will get an email with a bunch of things, including links, and then you can share with boss and director and all the people. Sound good?
Suzanne Adinolfi [00:19:46]:
Okay, now tell me one more thing, Lorena, because. Because they're gonna ask, and technology just escapes me completely. That's okay. So if you will post it and when you do, we will be linked or we will be. Okay. Yes, yes.
Lorena Germán [00:20:06]:
And we'll name lpb. I'm sorry, LBP will name it and. And website link will be there so people. People can go visit it. So. Yes.
Suzanne Adinolfi [00:20:15]:
And I'm just gonna say this. Not only are you delightful, but I love where you're coming from. With children, I think we make the world a much harder place for children and the teachers and people who are committed to. To helping them along on their journey. And we. We've had a lot of changes. And I'm not saying the changes are bad. I'm simply saying that I think if we could get back to.
Lorena Germán [00:20:52]:
Yeah.
Suzanne Adinolfi [00:20:53]:
Making learning fun again, that would be wonderful.
Lorena Germán [00:20:57]:
I do. Am I here?
Suzanne Adinolfi [00:21:02]:
You're here now. Yeah.
Lorena Germán [00:21:03]:
Okay. Okay. No, I heard you. I heard you. Yeah. I think that it's. I think it really is a delicate balance. You want to have some good, strong, high expectations, and you want to also, like, cuddle, so.
Lorena Germán [00:21:15]:
Right.
Suzanne Adinolfi [00:21:16]:
Exactly.
Lorena Germán [00:21:17]:
It's like all of that.
Suzanne Adinolfi [00:21:18]:
I love that. Yeah.
Lorena Germán [00:21:19]:
Yeah. Okay, well, thank you so much. And then we'll see. Okay.
Suzanne Adinolfi [00:21:24]:
Okay. Bye. Bye. Have a good day.
Lorena Germán [00:21:26]:
You too.
Roberto Germán [00:21:28]:
As always, your engagement in our classroom is greatly appreciated. Be sure to subscribe, rate the show and write a review. Finally, for resources to help you understand the intersection of race, bias, education and society, go to multiculturalclassroom.com Peace and love from your host, Roberto Germán.
