Baby Study
Throughout the school year, we’ve noticed that the children have developed a delightful and meaningful interest in “baby” play, which reflects their ideas of what it means to be part of a family. During playtime, when the children care for dolls, teachers might pretend a doll is crying and ask the children, “Why do you think the baby is crying? What does the baby need?” These questions spark discussions about what the children understand about babies and allow them to share their own experiences with younger siblings and the roles that caregivers, such as parents, grandparents, and extended family members, play in their lives. Following these insightful conversations, we created a running list of words associated with babies and families, helping to expand our vocabulary.
Using the list generated from student input and classroom observations, the teachers transformed our dramatic play area into a fully-equipped baby nursery, complete with everything needed for optimal baby care! Thankfully, we have four classroom dolls who could benefit from this setup. However, we faced a small challenge: we had too many babies and only one crib. The children expressed that each doll needed its own individual crib. To address this issue, we came up with a solution and made four baby cribs.
Using pictures of cribs from some of the children's younger siblings, we explored different parts of the cribs and their functions: slats, headboards, mattress supports, and mattresses. This reference made some children proud to contribute and share information from home with the class. To create the cribs, we used cardboard shoe boxes, cut cardboard for headboards, foam for the mattresses, jumbo popsicle sticks for the slats, and fabric for the crib sheets.
This multi-step art project offered numerous benefits for the children. The children learned about cribs to help them imagine a sleeping place for their dolls. They also learned the names and functions of crib parts, practiced cutting with scissors to strengthen their fine motor skills, and counted slats to develop their math skills. Most importantly, they created something special for their dolls. The children showed empathy by wanting to provide the classroom dolls with a resting place, just like they have at home. In the end, both the children and the dolls were happy with the results of this art project.
A child's baby doll often becomes a beloved source of comfort and companionship. Through their daily experiences at home, children mimic their parents' nurturing behaviors, leading to realistic play scenarios with their dolls. After enhancing our dramatic play area, teachers noticed that children began to take ownership of the space, engaging in play with purpose. In addition to more dramatic play engagement, some children who tended to gravitate toward block building started to show more interest in the baby dolls. As a result, their play has significantly expanded and diversified. As the children cared for their baby dolls, they formed unique connections, even naming them Ruth, Jacob, Didi (Dododada), and Kala. Observing their play reveals countless moments of learning and development as the children explore their creativity and build various skills.
During dramatic play in the classroom, children naturally connect with specific dolls, creating personal relationships that enhance their play experiences. For instance, one child often cares for Didi, whom he named, and uses he/him pronouns for Didi. In contrast, when another plays with Didi, she adopts she/her pronouns. This choice empowers the children by allowing them to define the relationship with their doll, making the play feel more authentic and meaningful.
These connections can sometimes lead to classroom disagreements, as seen when one child claimed baby Jacob as her own, stating, “that’s my baby, he is black like me, I’m the mommy, only I can take care of him.” We’re thrilled to provide dolls that reflect the diversity of our children’s lives and families. It’s wonderful that this child sees herself represented in Jacob, and we use these moments to discuss various family dynamics and celebrate our differences. We remind the children that as a classroom family, everyone shares the responsibility of caring for all the dolls, reinforcing the idea that it takes a community to nurture others. Didi, Kala, Jacob, and Ruth are fortunate to have fourteen such caring and enthusiastic caregivers!
These interactions have fostered trust among the children. It's common to see a child asking a friend to “watch” their baby while they step away, or seeking assistance in caring for a doll; for instance, many look to particular children for help putting a diaper on.
Through playing with dolls, children develop essential social skills during their early years. As they engage in imaginative play, they learn to communicate kindly and cooperate with each other. Caring for a doll not only teaches responsibility but can also help them understand how to care for pets or younger siblings. Additionally, playing with dolls allows children to process emotions such as empathy and compassion. While learning to take care of their dolls, they also learn to empathize with those around them, setting the foundation for them to grow into caring individuals.
Through our baby study, we prioritized engaging families in their children's daily learning experiences. By involving parents in various educational aspects, teachers were able to build strong connections with families, which provided students with deeper support both inside and outside the classroom. To connect school experiences to home life, teachers asked the children if they would be interested in caring for the babies at their home. As part of the “Baby Take Home” project, children had the chance to do just that—take a baby home.
The project involves three families and one teacher volunteering to take a baby home for the weekend. On Fridays, the children select which baby they would like to care for. Each family receives a diaper bag tailored to their doll, containing diapers, wipes, toys, a baby bottle, a book, and a change of clothes. For example, one child’s diaper bag included a picture book written in Spanish to personalize the experience. It was also important for the children to see teachers caring for the babies over the weekend to reinforce the idea of community.
In addition to the diaper bag, each family received a journal entry sheet to document their experiences with the baby doll. After the babies returned from their weekend, we shared the journals and some pictures with the class. The child who presented their journal was thrilled to show their friends what they did with the baby. Some babies participated in everyday activities like grocery shopping or gardening, while others enjoyed family vacations at the beach or a birthday party at a friend's house. Each weekend experience was special to the respective family.
By fostering consistent collaborations with our families, we have helped create an environment for learning both at home and at school. These partnerships also enable families to better understand the learning taking place. An additional benefit is the sense of community and belonging that children will feel as they witness the commitment and collaboration between their parents and teachers.