SI for the Massachusetts Department of Early Education and Care Professional Development Centers
On a beautiful sunny day in August, a group of coaches and staff from the Massachusetts Department of Early Education and Care’s Western and Southeast Professional Development Centers (PDCs) gathered at the awe-inspiring New England Botanic Garden. Members of the Western PDC team had been introduced to Simple Interactions (SI) a year before and knew immediately that they wanted to bring SI to their team. They saw this workshop as the beginning of a journey to integrate SI into everything they did - not only the way that coaches supported early childhood leaders and educators, but even the way the PDC teams worked together to support one another.
Facilitated by Kelly Raudenbush from The Sparrow Fund and me (Emily), the workshop introduced the Simple Interactions Tool—a strengths-based approach that helps us to notice, describe, and nurture developmental interactions. Together, we explored how these small, everyday moments between children and the adults who care for them can have a profound impact on their development.
Seeing the Extraordinary in the Ordinary
Our group, with combined centuries of lived experience as educators, coaches, parents, advocates, leaders, facilitators, and observers, delved deeply into the power of seemingly ordinary, everyday interactions. We watched videos of everyday moments—like a crossing guard’s typical morning on a street corner or feeding time in an orphanage—that sparked discussions about the difference these moments (and the relationships that are built by them) make for children. As the day went on and we dove more deeply into the essential role of relationships in children’s development, our group kept noting, “It all comes back to the crossing guard!”
We could see the sense of community that quickly formed among the participants and made the day so impactful. We weren’t just watching videos—we were sharing our own stories and practices. One participant recalled how her son’s favorite teacher was one he’d never had, but who always greeted him warmly when picking up his brother. This sparked another participant to share his similar experience with students who he may not teach, but makes a point to know. We reflected on the ripple effect of relationships. In these moments, the power of our community of relational practice was made visible.
Facilitated by Kelly Raudenbush from The Sparrow Fund and me (Emily), the workshop introduced the Simple Interactions Tool—a strengths-based approach that helps us to notice, describe, and nurture developmental interactions. Together, we explored how these small, everyday moments between children and the adults who care for them can have a profound impact on their development.
Seeing the Extraordinary in the Ordinary
Our group, with combined centuries of lived experience as educators, coaches, parents, advocates, leaders, facilitators, and observers, delved deeply into the power of seemingly ordinary, everyday interactions. We watched videos of everyday moments—like a crossing guard’s typical morning on a street corner or feeding time in an orphanage—that sparked discussions about the difference these moments (and the relationships that are built by them) make for children. As the day went on and we dove more deeply into the essential role of relationships in children’s development, our group kept noting, “It all comes back to the crossing guard!”
We could see the sense of community that quickly formed among the participants and made the day so impactful. We weren’t just watching videos—we were sharing our own stories and practices. One participant recalled how her son’s favorite teacher was one he’d never had, but who always greeted him warmly when picking up his brother. This sparked another participant to share his similar experience with students who he may not teach, but makes a point to know. We reflected on the ripple effect of relationships. In these moments, the power of our community of relational practice was made visible.
The Active Ingredient of Development
One of the ideas we kept coming back to throughout the day was the distinction between “active” and “inactive” ingredients in fostering development. We borrowed this metaphor from Harvard’s Center on the Developing Child and Simple Interactions partner, Junlei Li, who have both described relationships as the “active ingredient” of human development. Relationships are like fluoride in toothpaste—the “active ingredient” that makes development possible. But just like toothpaste, the flavor (an “inactive ingredient”) matters, too. At their best, the inactive ingredients work in service of the active ingredient. Just like the flavor of the toothpaste might make you more likely to use the toothpaste, little things, like a piece of tissue that turns into a game, might encourage the kinds of interactions and relationships that foster development.
Ultimately, this led us to the essential question of our work: “How can our [practices/programs/policies] help to Encourage, Enrich, and Empower human relationships around children, families, and their helpers?”
What We Took Home
By the end of the day, we could sense that the ideas we had explored together would ripple outward into our work long after we left the gardens. As one participant beautifully summed up the experience, “I learned, thought, wondered, answered, questioned, and confirmed.”
Weeks after the workshop, we heard, “I was reminded of my ‘why’ and have been able to show up for children and my team with a new lens, noticing and appreciating the way we all relate.”
Another participant reflected on the potential impact for the family childcare educators they coach. “Bringing SI to them will not only help them to feel validated in how meaningful their care practices are in the trajectory of child development, but also support them in making intentional decisions about their interactions. This work gives them the words to describe why they do what they do, build upon the interactions that come naturally, and allow them to be confident in sharing their work with peers and parents alike."
And this is just the beginning! The PDCs are continuing to integrate SI into their work this year, with scaffolded support from Kelly and myself, and we are looking forward to seeing all the ways that it will take shape and grow. When we return to the New England Botanic Garden next Spring, the PDC staff will be the ones leading the SI workshop!
One of the ideas we kept coming back to throughout the day was the distinction between “active” and “inactive” ingredients in fostering development. We borrowed this metaphor from Harvard’s Center on the Developing Child and Simple Interactions partner, Junlei Li, who have both described relationships as the “active ingredient” of human development. Relationships are like fluoride in toothpaste—the “active ingredient” that makes development possible. But just like toothpaste, the flavor (an “inactive ingredient”) matters, too. At their best, the inactive ingredients work in service of the active ingredient. Just like the flavor of the toothpaste might make you more likely to use the toothpaste, little things, like a piece of tissue that turns into a game, might encourage the kinds of interactions and relationships that foster development.
Ultimately, this led us to the essential question of our work: “How can our [practices/programs/policies] help to Encourage, Enrich, and Empower human relationships around children, families, and their helpers?”
What We Took Home
By the end of the day, we could sense that the ideas we had explored together would ripple outward into our work long after we left the gardens. As one participant beautifully summed up the experience, “I learned, thought, wondered, answered, questioned, and confirmed.”
Weeks after the workshop, we heard, “I was reminded of my ‘why’ and have been able to show up for children and my team with a new lens, noticing and appreciating the way we all relate.”
Another participant reflected on the potential impact for the family childcare educators they coach. “Bringing SI to them will not only help them to feel validated in how meaningful their care practices are in the trajectory of child development, but also support them in making intentional decisions about their interactions. This work gives them the words to describe why they do what they do, build upon the interactions that come naturally, and allow them to be confident in sharing their work with peers and parents alike."
And this is just the beginning! The PDCs are continuing to integrate SI into their work this year, with scaffolded support from Kelly and myself, and we are looking forward to seeing all the ways that it will take shape and grow. When we return to the New England Botanic Garden next Spring, the PDC staff will be the ones leading the SI workshop!