New Beginnings Preschool: Putting identity into community Publications
Publication Details
New Beginnings Preschool was one of six New Zealand early childhood centres participating in the first round of the Ministry of Education’s Centres of Innovation three-year research project. The hallmark of this research programme was action research led by participant teacher researchers. In this report, New Beginnings Preschool explored the ways in which visual arts and project work in the curriculum contributed to building a community of learners in this early childhood environment. Significant outcomes of the research include new understandings of the construction of identity, both individual and collective, within the Preschool community.
Author(s): Jocelyn Wright, Debbie Ryder and Elaine Mayo, Christchurch College of Education and New Beginnings Preschool Inc.
Date Published: June 2006
Executive Summary
New Beginnings Preschool is one of six New Zealand early childhood centres that participated in the first round of the Ministry of Education's Centres of Innovation three-year research project. The hallmark of this research programme is action research led by participant teacher researchers. Throughout the project the teaching team at New Beginnings Preschool worked in partnership with a research associate to explore the ways in which visual arts and project work in the curriculum contributed to building a community of learners in this early childhood environment.
The research question that guided the project at New Beginnings Preschool was:
'In what ways can visual art and a project approach to curriculum contribute towards building a community of learners in New Beginnings Preschool?'
The research project involved New Beginnings Preschool teachers and community in developing and strengthening understandings of Rogoff's (1994) concept of a community of learners, one in which learning is positioned as a transformation of participation. The innovative practices of visual art and project work formed the focus lenses for the research; these curriculum practices are not reported on separately in the main body of this report. The overall intent of the research was to develop understandings of how these two areas of curriculum contribute to building community involvement and participation, and to children's learning. The teacher researcher team identified four key areas that they need to nurture in order to build a community of learning: individual identity, relationships, community of practice identity, and empowerment. The ways in which visual art and project work practices changed and were enhanced to build the learning community are described throughout the report. In essence the teacher researcher team became involved in learning how to do its work better.
Development of the curriculum areas - visual art and project work
The head teacher had introduced the innovations of visual art and project work to the centre in the two years prior to commencement of this research project. Project work practices had been firmly embedded in the programme by the teaching team and visual art practices were beginning to take shape. Through involvement in the research project the teaching team strengthened theoretical understandings and teaching practices in relation to each of these curriculum areas. Investigations focused on these curriculum areas enabled the teacher researcher team to develop a view of participants in the learning community as co-learners; capable, confident teachers and learners.
Visual art
Investigations into visual art practices began with the teaching team questioning existing practices following the employment of their second visual art teacher. The research exploration involved teachers critiquing knowledge, understandings and practice both personally and collectively as their understanding of practice underwent a significant shift. Visual art practices shifted from being viewed as a separate component of the programme, influenced by a concept of what was developmentally appropriate in practice along with creative self-expression, to a paradigm where the art programme was inclusive of all age groups in the centre, integrated into the curriculum, implemented by all teachers (not solely by the art teacher), and based on sound relationships among the art teacher, parents, teachers and children. This paradigm was interpreted as:
Co-learning by children and adults: underpinned by the belief that engaging in art experiences is a cognitive "activity of the mind, of relationships, as well as feelings" (Visser, 2003, p.1)
Visual art became integrated in the centre programme as teacher confidence to participate in this learning domain increased. The value of having a teacher with visual art expertise contributed to teachers' learning as much as it did to children's learning.
Teacher learning through developing visual art
- Differences in teaching styles directly influence children's participation. A directive teacher style restricts children as co-learners.
- Teachers gained a more positive view of themselves as teachers and learners in visual art through gaining understandings of their past and present influences, who they are and how they came to be.
- Teachers increased individual confidence in working with children in visual art; they became more interested and willing to participate.
- Participating in art with children is a valuable source of learning.
- Individuals need not strive to be the same. Visual art encourages individuality where individual approach and expression is valued.
- Participating in a 'considered' way is more valuable than seeking a 'right' way to teaching in visual art. A considered approach to teaching involves practices embedded in respectful relationships. The factors teachers identified as necessary to consider are: promoting a positive self image, sense of satisfaction and achievement, value of and respect for others' work, appreciation of aesthetics and beauty, and promoting a sense of self as competent and capable.
- The key for teachers is to really 'listen' to the child and follow their agenda, not impose their own.
- Visual art is a social activity during which adults and children can engage in reciprocal relationships.
Visual art development in the programme
Three areas of the programme were enhanced; time, space and relationships.
- Adult child relationships became underpinned by:
- acceptance of difference and diversity
- an awareness of how valuing individual knowledge and expertise contributes to a person's self-esteem and in turn encourages participation in the community
- an understanding of how individuals enter social relationships with unique interests, strengths and abilities. Through social interaction expertise is shared
- a belief that individual contribution enriches learning opportunities for the social group and nurtures community learning.
- Teachers made environmental changes to provide more unrestricted access to art space and resources, and provision for continued experiences.
- Kai routine changed to become a rolling time, allowing children uninterrupted time for their art work.
Shifts in teacher participation
All teachers increased participation in teaching and learning in the area of visual art. Teachers moved their practice from an intuitive level to one that is informed and thought about as evidenced by:
- Teachers working collectively and sharing enthusiasm to work with children.
- All teachers participating in art experiences with children. Visual art in the programme is not the sole responsibility of an art teacher.
- The art teacher's expertise and support began to be utilized more as other teachers actively sought her guidance.
- Teachers thought more deeply about what art experiences they wanted to offer children, both inside and outside the centre, and why they want to offer these.
- The level of respect for children's work increased by ensuring up-to-date work was displayed and individual children's art folders were introduced.
Children's visual art learning
Five key components of visual art in the programme became visible during the research project: natural resources, textiles, paint and drawing, print-making, and collage.
- As children's confidence and competence in these components increased, complexity was added to their art experiences by combining different media and techniques so they could learn to use their skills in different ways to achieve different effects or purposes.
- Real and authentic tools and resources were used competently by children of all ages. Adults displayed their respect for children as capable and competent visual art learners by ensuring children had access to quality resources.
- Visual art is more than being creative or having an experience. It is a tool that children use to persevere with projects, convey ideas and to work in collaboration with others.
- Copying, or observing and using the ideas of others, is a central strategy to co-learning. It involves sharing ideas and ways of doing things in a manner that all children can participate in. Children don't need to rely on language to be able to engage in co-constructing knowledge and abilities.
- Art provides a means for children to communicate ideas, be curious, make connections, to challenge one's self, test and explore ideas.
- Children developed an attitude of ' I know I can do it.' This became evident as children used their knowledge and competence to pursue their own ideas. For example, a child would come with an idea of what they wanted to make and through discussion with a teacher could select the resources needed, develop a plan and set about creating.
- Children's art projects would often continue over days as the child added to and worked on their task until they were completely satisfied with their end result.
Visual art attracts community participation
- Visual art created interest and curiosity within the community and as a result, participants gained knowledge of and capabilities in the use of different media, techniques and ways to express ideas.
- Parents frequently commented on how their creativity was rekindled, and that they were doing similar art activities at home for themselves and with their children.
- Parental appreciation for their children's art was visible as they displayed pride in their child's work. Comments about how they intended to display the work at home or give as gifts to family and friends were often heard.
A common identity: Adults and children as teachers and learners
A key outcome in the area of visual art learning has been the construction of the identity of visual art teachers and learners, one in which children and adults display similar characteristics. The research team present these findings as a set of learning dispositions directly connected to Te Whāriki, the early childhood curriculum: Dreamer and Player (Well-being), Achiever (Belonging), Explorer (Exploration), Communicator (Communication), Participator, Facilitator, Contributor (Contribution). Through visual art children have access to all areas of learning outlined in Te Whāriki, the early childhood curriculum. Once art was seen as a way to incorporate other curriculum areas to make learning fun and to present on a table for an activity - but no longer.
Project work
The vision of members of this community (parents/whanau, children and teachers) engaging together in children's learning had been established through the implementation of a project approach to curriculum prior to this research project. During the course of the three-year project the centre experienced a number of staff changes. These changes threw into relief the need for teachers to develop collective understandings of project work practices and perspectives about the value of this approach. Inheriting practices that had previously been established was insufficient in supporting new teachers to implement projects with children. They needed to understand and have ownership of the practices. Children, parents and whanau on the other hand had experienced shared participation in project work and retained the expectation that this would continue. It became the responsibility of the changing teaching team to find pathways to re-ignite the project work vision for their community.
Strengthened teacher understandings
- Projects are about focused and sustained areas of learning. They involve the joint participation of children, parents and teachers who investigate and make discoveries about the processes and content of learning.
- Projects originate with the child. They are based on areas of learning or interest of the child/ren so as to engage children in purposeful and meaningful learning.
- Teachers cannot predetermine a project journey direction.
- Participants can be experts as well as learners, as knowledge and learning occurs as a shared venture within a social context.
- Project work is supported by documentation that engages community participants in discussing and revisiting experiences.
Understanding the teacher role
In project work, teachers:
- Attend to children's thinking.
- Respond to children's interests and enquiries by adding ideas to extend experiences.
- Facilitate children's connections with prior experience and learning.
- Enrich the experience with the provision of resources, including resource people.
- Engage in learning with the children and parents, and model an enjoyment of learning.
- Facilitate shared meaning-making by unravelling the known and unknown.
- Develop their own content knowledge through researching for and with the children.
Practices that nurture community participation in projects
Project work practices establish a culture in the community, one in which parents, children and teachers hold expectations for engaging together in explorations and learning.
- Children, parents and teachers play an active part in projects as they are empowered as teachers and learners.
- Communication practices, including visual and documented, between preschool and home make participation visible to the community and contribute to the expectation that parents and whānau will be kept informed and invited to participate.
- Children's learning is encouraged, supported and celebrated as connecting links between home and centre cohere.
- Engaging in dialogue with children is an essential component of project implementation.
- Group meetings with children establish a culture for participation by using familiar artifacts and resources such as a regular space and time of day, a routine that establishes expectations to participate, e.g. turns to talk, drawing ideas, bringing things from home.
- Participation in group meetings is child driven as interest in the project inquiry determines whether or not children wish to participate.
A recent shift in teacher understanding and practice
A recent change in project work practices came about through the influence of teachers attending a workshop presented by Alise Shaffer alongside teacher investigation into how to do their work better. Acknowledgement of the shift in understanding came about as the teacher researcher team reflected on their research data (recent stories about centre projects) and noticed that they were using a different word to describe a project. The term 'inquiry' was visible in documentation; it hadn't been before. The shift from using the term project to the term inquiry reflected a difference in what teachers identified as the basis for the children's learning experiences. The key area of difference is that projects are finding out about a topic or theme whereas inquiries are more about exploring thinking and finding answers or solutions. Teachers acknowledge that in an inquiry, power is given over to the children, teachers follow their lead.
Nurturing a learning community
The learning and teaching community described in this report is one that did not just naturally form when a group of people came together. It is not the physical environment in which members of a community come together that contributes to building a learning community; rather this is grounded in the people, how they relate and what they do. The curriculum areas of project work and visual art provided the research team with focus lenses through which to view the community in action as they arrived at understandings of how a learning community can be developed and nurtured. It was discovered that it is what teachers do in these areas of curriculum that differentiates between a regular early childhood place of learning from an early childhood learning community. This learning community became characterised by active participation and dialogue. Teachers achieved this through valuing individual difference and diversity, developing respectful and trusting relationships, sharing excitement for children's learning and encouraging participation, and sharing responsibility within the community for curriculum experiences.
The image of New Beginnings Preschool as a learning community evolved during the course of the three-year research project. This is diagrammatically presented in the following three images:
Figure 1: | Figure 2: | Figure 3: |
- Three main groups of participants in the learning community were identified at the beginning of the research; parents/whanau, children and teachers. The research focus was to gain understanding of how a project approach in tandem with a strong focus on visual art strengthens the weaving, or fabric, of the community. The central whāriki in the diagram is woven from three strands of harakeke, the participants in the community. The way they are woven together represented how project work and visual art in the centre were viewed as providing the space for joint participation to occur, that is parents, children and teachers participating and learning together.
- The original visual representation developed from two-dimensional to a three-dimensional diagram. The woven harakeke putiputi (flower) became a significant metaphor for representing the developing understandings of New Beginnings Preschool's community of learners. The three layers of weaving representing the flower became significant as the research team adopted the use of and strengthened their understandings of Rogoff's (2003) three lenses of analysis of sociocultural activity. The background layer represents the environment (home and centre as explained above) as the whāriki (or culture) where the Principles of Te Whāriki are woven together. The middle layer represents the communication practices that nurture relationships and a culture of dialogue among participants. The layer in the front represents the ways in which individuals become visible through participation in community practices at different times and in different ways. The lenses enabled the interrelationship between individuals, and relationships amongst community participants and the centre context to come into view. This second image acknowledged participants in a way that the first did not, as individuals within the group of participants.
- The image of the harakeke flower further evolved as the teacher researcher team strengthened understandings of the Preschool community as a learning community. Teachers redefined their view of teachers, parents and children as separate groups of participants (as positioned in the first two diagrams) to one that has little differentiation between the groups. The image of children and adults as co-learners, who share similar responsibilities and characteristics as teachers and learners, was formed.
A 'community of learners' for this teaching team means a community where everyone is respected and valued as partners in the learning process, with each member bringing a wealth of experience and knowledge to the relationship. Through social participation each person gains not only knowledge and capabilities, but also an understanding of the purpose that knowledge serves and confidence in themselves as participants.
We found that the four key areas that need to be nurtured in order to build a community of learning are: individual identity that nourishes co-learning, transforming relationships through dialogue, nurturing a community of practice identity, and empowering the community.
Individual identity nourishes co-learning
The teacher researcher team shifted their perspective of the identity of participants as group members, to identity as an individual within a group, and finally individual identity as a capable and competent member of the community, a co-learner.
- Identity relates to who we are, defined through our lived experiences and interactions - how we live from day-to-day.
- The perception teachers hold of themselves, and the people in the community, influences practice and in turn how people participate in the community.
- Parental participation is not always evident in the centre, it can occur beyond the walls of the centre and looks different for different people at different times.
- Parents have an interdependent relationship with the centre, the two sets of adults (parents and teachers) are complementary.
- Rogoff's three foci of analysis was a useful tool for teachers to use to focus on individuals while retaining the complete picture of the teaching and learning experience. Teaching and learning documentation recognised how individuals contribute to learning as well as how an individual's changing participation is illustrative of learning.
- Documentation of children's learning both informs and invites parental participation.
- Parents are major contributors to their child's learning.
- Teaching styles can directly influence children's participation. When the teacher role is more directive, children take a passive role.
- As special interests and strengths are nurtured; the child gains confidence, enjoyment and a sense of identity within his/her relationships.
- Teachers strengthened their individual identity as visual art learners, and as one who guides learning through interactions.
- Personal relationships with colleagues contributed to improvements in the way the team worked together, evidenced by increased respect for and tolerance of difference and diversity, and recognition of and valuing others expertise.
- Adults and children share a co-learner identity. Children and adults display common behaviours and characteristics when engaged in visual art.
- Co-construction involves a shift from the teacher supporting, identifying learning and responding to it, to becoming an active participant, and contributor - a co-learner.
- Individual identity came to mean acceptance of self and others as both a learner and teacher regardless of the role one has in the community.
- As co-learners the identity of individuals is honoured, valued and respected.
Transforming relationships through dialogue
Relationships are the cornerstone of our community of learners. Developing respectful and trusting relationships among parents, children and teachers is at the very heart of teacher practice in an early childhood learning community.
- Parents, teachers and children are all participants in the centre's community of learning.
- Relationships are a catalyst for participation, learning occurs in the process of participation.
- Building relationships with all parents is hard work - it doesn't just happen.
- Teacher communication practices became based on acknowledgement that all parents are interested and willing to support their child, in their own way and time.
- Children's on-going learning experiences became richer and more meaningful as teachers developed practices to promote closer relationships with parents. As these relationships developed, dialogue became easier and more prevalent in the centre.
- Participation takes on different forms in different contexts at different times. Within transforming relationships, collaborative partnerships are encouraged to occur, and family members are invited to play an extensive part in their child's learning process.
- Transforming relationships develop within a culture of dialogue in the centre. Teachers cultivated a culture of dialogue through documentation, visual representations and personal communication.
- The ways in which dialogue fosters developing relationships, parental participation and children's learning is presented as a five level framework that demonstrates how, through dialogue, teachers can 'hear' the multiple voices of the community and work collaboratively in support of children's learning. "When we don't hear, our sense of community is lost."
- Rogoff's (2003) three lenses for analysis of socio cultural activity aided the teaching team to uncover multiple layers of child, teacher and parent participation or learning occurring within the centre.
Nurturing a community of practice identity
Community identity forms as adults and children participate, relate, make decisions and learn together within an environment that recognises an inter-connectedness between the Preschool and children's homes. Engaging together in learning is the practice this community has in common.
The key findings that emerged in relation to the community of practice identity include....
- Project work is supported by documentation that engages community participants in discussing and revisiting experiences.
- Learning together is the magic (practice) that drives the learning community.
- The enthusiasm and passion for learning modelled by teachers becomes infectious to other participants of the community.
- Participation in the community needs to be nurtured. Teachers have the important role of nurturing the participation of others through sharing excitement for children's learning and making pathways for participation accessible.
- The identity of the community is underpinned by an understanding that the community consists of a collective group of people who use collaborative processes to make decisions about the community's activity.
- The community values multiple perspectives, meanings and viewpoints. In a collective group of people, each person can act differently.
- Collaborative decision-making influences the actions of individuals.
- Individuals within the community are shaped by and in turn shape the identity of the learning community.
- Teacher participation is centrally important in shaping community identity. Teacher beliefs and practices create a culture or way of doing things for the community. The ways in which community members respond to the culture contributes to the identity of the community.
- The identity of the learning community is one in which home and Preschool come together in an interdependent way in support of children's learning.
- Community identity undergoes constant evolution, rather than abrupt or radical change: practices of the past continue in some form.
"The temporal dimension of identity is critical. Not only do we keep negotiating our identities, but they place our engagement in practice in this temporal context. We are always simultaneously dealing with specific situations, participating in the histories of certain practices, and involved in becoming certain persons. As trajectories, our identities incorporate the past and the future in the very process of negotiating the present. (Wenger, 1998. p. 155)"
- In times of change historical and cultural practices remain influential on current practice in the centre.
- A learning community takes time and opens itself to taking risks while building community.
Empowering the community
Empowerment is a 'way of being' in a learning community; it is a part of the culture of the community. Empowerment is grounded in the people of the community, how they relate and what they do. The concept of empowerment is understood as a spirit that permeates the centre.
- Empowerment as the spirit of the community leads to people engaging together in shared responsibilities while also having freedom to act and grow individually.
- Teachers empower the community by providing space for others to adopt different roles and responsibilities, including leadership.
- Through empowering parental participation, children's learning is supported and nurtured beyond the walls of the centre.
- The traditional role of 'teachers as experts' is given over to one of 'teachers as co-learners', as expertise within the community is recognized, valued and utilized.
- Empowerment is evident in the things teachers do; in the things they say; and in who they are.
- During periods of change the needs of one group of participants in the community can overshadow that of other participants. The community can be disempowered as avenues for community participation disappear.
- Continuity in children's learning across settings is a valuable outcome of an empowered community.
Life long learning as a valued outcome
This research project has nurtured life long learning through the interactions of teachers, parents, and children within a learning community. Teacher practice is guided by the principles of Te Whāriki and therefore experienced as the community participates in the life of the centre.
- New Beginnings Preschool exists and lives as a community of learners as the Principles of Te Whāriki are enacted for all members of the community.
- All members of the community are ready, willing and able learners.
- Community members enrich their learning through participation in this early childhood environment. Their learning equips them with knowledge, skills and dispositions that enable them to continue learning in other contexts. Continuity of learning is evident when children and parents display confidence to participate competently in other settings.
Building a community of practice through participation in research
Pedagogical documentation as data including teaching and learning stories
The use of regular centre pedagogical documentation as research data proved to be an effective tool for the purposes of this research. Rather than gathering data as an extra task, the use of teaching and learning stories ensured that research activity remained embedded in teacher practice. This data supported teachers to engage in reflective discussions based on what they actually do and what occurs in the centre as a result. Discrepancies within the data could not be disputed as the data researchers generated was about their own practice.
Because learning stories and teacher reflection were constantly the focus of analysis these documentation practices were further developed. Changes were made to the ways in which teaching and learning is documented in the centre as a result of teacher learning about the needs of the community as well as their strengthened understanding of socio-cultural theory.
Teaching and learning stories provided ready access to view centre practice from an historical position. Acknowledgement of historical influences contributed to teacher learning as they came to recognise how differences in theoretical perspectives influence practice. The stories offered researchers the opportunity to look back as well as to look forward as they strove to form a collective view of the learning community.
Collective praxis - collaborative action research as professional development
Teacher learning and resulting changes made to pedagogical practice are significant outcomes of the teacher researcher team's participation in this action research project. Teachers themselves viewed the three-year project as valuable professional development for the centre. They examined their own practices and learnt how to do their work better. The collaborative action research methodology described in this report was instrumental in creating a learning community culture within the teaching team. This culture became established as, through participatory action research, the teacher researcher team was nurtured in the four key areas of individual identity, relationships, community of practice identity, and empowerment. These features contribute to an understanding of what constitutes effective professional development for early childhood teachers.
Individual identity
Each teacher's knowledge, skills and understandings were valued and respected. Research processes built knowledge by challenging assumptions and exposing discrepancies within a climate of trust. Processes and research tools supported the voice of individuals to be heard and allowed space for individual investigation and learning. Teachers developed an awareness of and gained strength in their personal and professional beliefs, values and understandings. Difference and diversity within the team became viewed as a valued quality of the team. Differences nourished co-learning. Likewise, centre practices were inclusive of and nourished by diversity within the community.
Relationships
Relationships between members of the research team, built on trust and respect, developed and strengthened over time through dialogue. New members to the teaching team were given time to talk to build collegial relationships as well as time to become familiar with the research project. The complementary practices of pedagogical documentation and teacher discussion used in research processes drew in new teacher's participation. Collaborative participation in critical reflective discussions about their work supported the development of both personal and professional relationships.
The research associate and teaching staff had developed relationships prior to beginning this research project. The research associate had previously facilitated professional development in the centre through a Ministry of Education early childhood professional development contract. Respectful and trusting relationships between the research associate and teacher researchers strengthened through involvement in research. The research associate's role developed as that of a critical friend; one who questions, challenges discrepancies and assumptions, introduces new perspectives, and encourages new ideas and ongoing investigations. Through intensive involvement with the teaching team the research associate became an 'insider' while being able to retain an 'outsider' perspective.
Community of practice identity
Teacher researchers shared a common purpose integrated throughout their research investigations; they were motivated to learn about their practice to benefit teaching and learning for their community. Research tools and processes retained a focus on community participation. Data generated was grounded in 'real' centre life. The collaborative nature of the investigations exposed the views of others and contributed to a stronger appreciation of the interplay between teacher practice and community (children, parents/whanau) participation. Access to relevant literature contributed another layer of views and perspectives that both influenced and gave confidence to emerging knowledge and understandings about this learning community. Teacher researchers' engaged together in an area of shared interest as they socially constructed changed understandings and practice both individually and collaboratively.
Dissemination of this research project was an expectation of the Centre of Innovation research responsibilities. Teachers and the management board had numerous opportunities to share and discuss their experiences in differing contexts; from visitors to the centre to presentations at national and international conferences. While initially the thought of presenting created anxiety for the presenters the experience itself contributed to participant confidence in and understandings about their research journey. The stories contained within this report were written for the purpose of dissemination at various points along the research journey. The process of writing assisted teacher researchers to clarify their thinking and, as a result, made new learning explicit. Writing became a process of making teacher learning visible for individuals as well as the collective group.
Dissemination responsibilities assisted to consolidate researcher learning through a process of what Wenger (1998) describes as reification.
"Reification refers to the process of giving form to our experience by producing objects that congeal this experience into 'thingness'. In so doing we create points of focus around which the negotiation of meaning becomes organised." (Wenger, 1998. p.58).
Empowerment
The research design, investigations and processes were teacher driven. Areas of investigation were relevant and meaningful for the context of the centre. The research team was able to participate in the project through access to resources such as time for meetings, technology and literature, along with the constant support of an outside facilitator, the research associate funded by the Ministry of Education. The research associate engaged in learning with the team and contributed as a critical friend. The teaching team retained ownership of research outcomes and celebrated developments within their community.
- New Beginnings Preschool - Contents [PDF 473KB]
- New Beginnings Preschool - Executive Summary [PDF 241KB]
- New Beginnings Preschool - Preface [PDF 221KB]
- New Beginnings Preschool - Chapter 1 [PDF 363KB]
- New Beginnings Preschool - Chapter 2 [PDF 1.5MB]
- New Beginnings Preschool - Chapter 3 [PDF 1.09MB]
- New Beginnings Preschool - Chapter 4 [PDF 423KB]
- New Beginnings Preschool - Chapter 5 [PDF 388KB]
- New Beginnings Preschool - Chapter 6 [PDF 232KB]
- New Beginnings Preschool - Appendices [PDF 194KB]
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