Reimagining the Disrupted Classroom, by Katie McCormick, Bryn Mawr College, 2013
Introduction and Description of Context
This proposal was inspired by my work this semester at El Centro de la familia. I spent Tuesday mornings working with a group of mothers whose children attend a preschool program at the center. The mothers, all of whom are recent immigrants to the U.S., participate in informal English language classes while their children attend preschool in another part of the building. The reason for this setup is three-fold. First, it helps enrich the educational experience for the preschoolers because it gives parents the tools they need to support their children’s learning and academic success. Second, it benefits parents by helping them develop their English proficiency, addresses parenting and work-related skills, and focuses on computer literacy. Third, it removes the legal barrier of running a preschool without certified teachers by keeping parents onsite during school hours.
