How 12 Schools are Fostering Character in Early Childhood
Editor
Heather Cazad
Acknowledgments
Design Team
Paige Jefferson
John Kabashinski
Reviewers
Beverly
Boals
Gilbert
Julia Brady
Tamra Nast
About Character.org
Our mission is to cultivate the importance of character throughout society. Founded in 1993, Character.org is widely known for our 11 Principles Framework for Schools: A Guide to Cultivating a Culture of Character. During the past 20 years, more than 1,200 schools have been recognized by Character.org as a National School of Character. Our vision is a future where people everywhere –in our classrooms, board rooms, and living rooms – are more ethical, civic-minded, and caring.
Character.org
Published in 2024 by Character.org. All rights reserved.
To request permission to reproduce or transmit any part of this publication, please contact us at info@character.org.
Introduction
I am honored to share with you our newest publication, Growing Goodness: How 12 Schools are Fostering Character in Early Childhood. Early childhood educators have always cared about teaching and modeling for their students a wide range of core values and character strengths. More recently, however, PreK-K teachers and early childhood centers have become far more intentional about embedding character into all aspects of school life. We thought it was time to feature a number of these groundbreaking schools.
Early on, we decided to organize Growing Goodness into what we believe are the four domains of character:
• Strengths of moral character (“ethical” self)
• Strengths of performance character (“best-effort” self)
• Strengths of intellectual character (“critical thinking” self)
• Strengths of civic character (“common-good” self)
We’re immensely proud of each school’s comprehensive character initiative. However, for this publication, we talked to the principal at each school and asked them to suggest only one classroom or school-wide program that represents their school’s commitment to character development. We soon realized that each of their examples fit one of the four domains.1
We’ve also included a “Tips and Resources” section after each school’s narrative to help you learn more about a particular character strength or some other feature of the practice that we thought might interest you.
Finally, we asked educators from each of the 12 schools a simple question: What is one thing they want our readers to know about fostering character during early childhood? We put together their responses in a section we’ve titled “10 Things Early Childhood Educators Want You to Know.”
I want to thank Heather Cazad for editing this publication and The School for Ethical Education for their grant that has made this publication possible. Finally, I am grateful to the principals and team leaders from each of the 12 schools for taking the time to help us craft their stories.
We hope Growing Goodness inspires you and your school. It’s never too late (or too early) to get started on your school’s character journey…or to take a deeper dive.
Dr. Arthur Schwartz President,
Character.org arthur@character.org
1. For readers new to Character.org and our work in schools, the four domains of character are also integrated into our 11 Principles Framework for Schools: A Guide to Cultivating a Culture of Character.
10 Things Early Childhood Educators Want You to Know
We asked educators from each of the 12 schools featured in this publication what they wanted our readers to know about fostering character during early childhood. Here’s what they told us:
1 – Four-year-olds aren’t too young to learn about character
Character words and concepts don’t go “over the heads” of our young ones. Just the opposite. Our students are always making everyday connections when we read a story about kindness or discuss why everyone should practice The Golden Rule.
2 – Creating a partnership with parents is critical
We know parents appreciate our efforts to reinforce the core values they want their children to practice and care about. That’s why we want our parents to know about the character-inspired books we’re reading or how they can help us with an upcoming service-learning project.
3 – We have to model what we say
Our little ones are always watching and listening. They’re looking to see if we respond calmly when something goes wrong. Or whether we take responsibility for our mistakes. As teachers, we know our students are absorbing everything we say and do (or don’t do).
4 – Character is more than just teaching kids how to manage their emotions
Helping our students understand and manage their emotions is important. But we believe that character gives SEL its WHY. In other words, the five skills of SEL help each of our students become a person of character: someone who is honest, dependable, curious, and caring.
5 - Character-inspired curriculum and resources help
While we are always on the lookout for those “teachable moments” to reinforce the importance of a particular core value or character strength, we also know that fostering character works best when it’s connected to the curriculum and specific learning outcomes.
6 – Faculty and staff engagement is critical
We believe that fostering character is a team effort. Every adult at our school has a responsibility to practice and uphold our school’s mission and core values.
7 – Finding the “time” for character lessons and experiences is not easy
Lesson plans. State standards. Staff meetings. An urgent email from a parent. A student in tears. Awash in these moments, we might struggle to find the time to plan the next character lesson or experience. But we have to step back and recognize that “you are where your attention is.”
8 – It helps to get buy-in from our district
We are at our best and most confident to try something new when our school district sends a strong and consistent signal that character development is an essential part of the district’s mission.
9 – Our little ones can make a difference in the world
The reality is that kids do understand what it means to contribute to the “common good.” Our challenge is to help our students find opportunities to put into action the compassion that’s in their hearts.
10 – It’s our honor and privilege to foster character
Ever see a new house being built? The builder’s first step is to put in place a sturdy foundation. That’s what we do as early childhood educators. We have the awesome responsibility to help put in place the building blocks of character that will enable our students to thrive wherever they go and whatever they do in life.
Ethical Self
Donald Stewart Center for Early Childhood
Elizabeth, NJ • PreK
“Friends care, friends share” is the expression at the root of Donald Stewart Center for Early Childhood’s nurturing environment. The Center, a 2021 National School of Character, strives to guide all students to become compassionate and responsible individuals.
Creating Compassionate Superheroes
The Donald Stewart School takes a proactive approach to character development. The students and staff are especially proud of their annual Character Superhero Day in March.
Students first reflect on their individual character strengths before choosing one trait they want to develop as their “superpower” to help others. Every student then designs and draws their own personal symbol as a visual representation of their goal. The purpose of Superhero Day is for every student to explain how they will use their superpower to serve others and help create a positive school community where everyone feels they belong.
“Seeing students embrace their chosen superpowers and actively engage in discussions about how to apply them in their daily lives is incredibly inspiring.”
-Carla Kokoszka, teacher
“It’s empowering to see our children take ownership of their character strengths and find ways to utilize them within our family and community.”
-Yahari Rosales, parent
Engaging parents is also a critical component of Character Superhero Day. The Center encourages all parents and caregivers to collaborate with their child to create a poster about their chosen superpower and how they will use it to help others at home and in the community. The Center staff also offer ongoing parent workshops and a support network through the school’s Home-School Connection Project.
Character Superhero Day celebrates the individual strengths and contributions of every student. It is heartwarming to see the kiddos proudly wear their capes, set personal goals, and learn how to soar with their strengths.
Tips and Resources
• Research shows that it’s vital for early childhood centers to engage parents and families.
• Want to know what your own superpower is? Visit viacharacter.org, and take their free survey to discover your signature strength.
• Learn how to help early childhood students set goals for themselves.
Imagine East Mesa School
Mesa, AZ • PreK-8
One future leader at a time. That’s Imagine East Mesa’s inspiring mission. A 2023 State School of Character, IEM uses a house system to foster honesty, respect, perseverance, responsibility, and kindness.
Fostering Honesty through Story and Games
To learn about the importance of honesty, all Imagine East Mesa PreK and kindergarten teachers read to their scholars The Empty Pot, by Demi. The story is about a Chinese emperor who must choose a successor.
Mesa teachers selected The Empty Pot because the book always ignites a great discussion about honesty. After the classroom discussion, teachers ask each student to talk about the story with their “conversation partner.” Each child is also asked to identify examples of the main character being honest in the story.
“We should be kind to people because it makes people feel better.”
-Aubrey, PreK student
The scholars then play an honesty game where they take turns to determine whether the action in a hypothetical situation was honest or dishonest. By incorporating play and developmentally-appropriate questions, the kids have the opportunity to reflect on the importance of honesty in a fun-filled environment.
Imagine East Mesa teachers strive to incorporate honesty into all classroom lessons, and they find opportunities to recognize scholars for being honest, especially when they could have made a different choice.
“My daughter has become so much more of a leader while in PreK. She has become more patient, more of a helper to others, and more aware that different kids need different types of help.”
-Emily Mark, parent
Tips and Resources
• You will be hard pressed to find a more powerful article on how to teach honesty to young people.
• Want to learn more about The Empty Pot? Check out this short review written for teachers.
• Making Caring Common has written a great article for teachers on different ways to recognize students when they are honest.
James A. McDivitt Elementary School
Old Bridge, NJ • K-5
James A. McDivitt Elementary, a 2024 National School of Character, is dedicated to embedding integrity, respect, and kindness into their culture and climate. The school also emphasizes opportunities for all their students to serve others.
Encouraging Empathy with Reflection
From Day 1 of kindergarten, McDivitt Elementary students learn about empathy and how important it is to make everyone feel like they belong. McDivitt teachers embed character lessons about empathy throughout the curriculum. The kindergarten teachers also have Morning Meetings to encourage students to talk about the behaviors that do (or do not) help create a positive school culture. During these Morning Meeting discussions, kindergarten students learn why teasing and calling people names are not examples of empathy. They also learn why welcoming new students to school and listening to others are examples of empathy.
Teachers and staff encourage kindergarteners who sometimes have difficulty practicing empathy to reflect on their actions with a teacher or family member by completing a “Stop and Think” reflection form. The prompts invite the student to reflect on making a different choice the next time they are in a similar situation, a choice that embodies the spirit of empathy and caring.
“Students at McDivitt show the six pillars by respecting their friends and classmates and caring for one another. They treat one another with kindness and make our school a better place.”
-James, 5th grade student
Over the course of the year, the kindergarteners at McDivitt develop the skills to think about how another person feels. They also learn why it is important to apologize as well as to forgive others. These students learn a common language that expresses the beating heart and expectations of the McDivitt school culture. By the time the children return to school as first graders, they are ready to widen their scope of empathy to those outside the school.
“As a McDivitt parent and volunteer for the past 8 years, I have seen firsthand how our children are positively affected by the character education they receive at school. Our children are being taught the same strong morals at school as they are at home. As a parent, you want consistent messages coming from all areas of your child’s life.”
-Christine Rue, PTA President
“Staff, students, and parents are included in the schoolwide character education efforts. They are given a voice in decisions and an opportunity to give feedback and suggestions.”
-Phyllis Bloom, counselor
Tips and Resources
• Did you know that there are nine skills that students of all ages need to develop to practice empathy?
• Red Nose Day is a free program to foster empathy and celebrate the acts of kindness by teaching young students the impact of poverty on children.
• Here’s a great article for parents to read when their child is having difficulty practicing empathy.
Best-Effort Self
Don Earl Early Childhood Center
Arnold, MO • PreK
Achieving Character Excellence. That’s the mission of the Don Earl Early Childhood Center, a 2021 National School of Character. The staff is proud to emphasize service-learning to equip and inspire students to live the Center’s touchstone of responsibility, respect, cooperation, and caring.
Making “Thumbs Up” Choices
The staff at Don Earl Early Childhood Center use the expression “thumbs up choices” to help their students understand what it means to make responsible decisions. Over the years, the Don Earl staff have worked hard to embed the expression into all aspects of school life.
Teachers remind their students to make “thumbs up choices” when a class reviews the expectations for circle time or the rules for walking the hallways. Each month, there is a Birdie Bash assembly, and all the preschoolers come together to discuss some of the school rules (such as the rules for being outside on the playground or the rules to ensure safety while on the bus). After reviewing the expectations, the staff then gets up on stage and role plays different scenarios. The students demonstrate their understanding of the expectation by giving a “thumbs up” or “thumbs down” response to each scenario. The Birdie Bash assemblies at Don Earl really work to help students understand how to make responsible decisions.
Each classroom uses the Second Steps Social Skills curriculum to reinforce the importance of making responsible choices. Teachers take the time to explain to their students that even when they are feeling mad, angry, sad, upset, or frustrated, they still need to make “thumbs up choices.”
The staff at Don Earl teach their students how to use calming techniques when they are experiencing strong feelings. Whenever teachers see that a student is trying to use the calming technique, they give their student a “thumbs up” without saying a word. Sometimes the students respond by giving them the “thumbs up” sign in return. The Don Earl team also encourage parents to use the “thumbs up” at home.
Inspiring students to make “thumbs up choices” is a hallmark practice at the Don Earl Early Childhood Center. It’s an expression, and a characterforming skill, that most students will never forget.
“My child told me I was making thumbs up choices.”
-Haleigh
Lillard, parent
Tips and Resources
• Want to find out how one preschool teacher thinks about the rules of her classroom?
• Second Step is a program that focuses on Social-Emotional Learning.
• Here’s a great article on why using different hand signals with preschoolers is such an effective teaching tool.
Beloit Elementary School
Beloit, KS • PreK-6
A 2022 National School of Character, Beloit Elementary believes that teaching and modeling the school’s touchstone of respect, kindness, fairness, trustworthiness, responsible, and perseverance, is a collaborative partnership between all staff, parents, and the community.
Conscious Discipline and Self-Regulation
Beloit Elementary fosters a caring community by embedding the language and practices of Conscious Discipline throughout the school culture. Based on neuroscience, Conscious Discipline is an adult-first program that empowers staff and parents to recognize that they have a critical role to play in helping their students and children become more conscious of their emotions. The Conscious Discipline approach encourages schools and parents to focus more on connection and problem-solving instead of “reward and punishment” methods of discipline.
At the beginning of the year, Beloit teachers establish consistent routines and classroom structures. Every classroom prominently features visual reminders for students to self-regulate by taking deep, calming breaths. At Beloit Elementary, all staff reinforce the benefits of students practicing calming breathing and positive self-talk, especially during those high-energy transition times.
“Through consistent modeling and guided practice, my children learned strategies such as deep breathing and positive self-talk to navigate their daily challenges and regulate their emotions effectively.”
-Stephanie Porter, parent
Students also enjoy participating in a ritual that the Beloit staff call the “Wish Well.” The children can “wish others well” by practicing these four steps: (1) Putting their hands over their heart; (2) Taking a deep breath; (3) Picturing in their mind something positive about a friend, family, or staff member; and 4) Breathing out while opening their arms and sending loving thoughts to the person they are wishing well. When children are absent for more than a day, or someone needs everyone’s support, students are encouraged to draw a picture inside a heart and place their picture on the “Wish Well” board.
The Beloit Elementary community – students, staff, and parents – are learning together the power of attention, acceptance, and love. We know from the research that these are skills and dispositions to help all of us be our best selves.
“Conscious Discipline has helped me become aware of the importance of keeping my composure in all situations within the preschool classroom. If I am not able to stay calm, my students will not be calm.”
-Charle Green, preschool teacher
Tips and Resources
• Want to learn more about Conscious Discipline? Check out this Character.org interview with founder Dr. Becky Bailey.
• Feel Your Best Self is a nonprofit organization that has created a free toolkit for early childhood educators and parents.
Manor Elementary School
Levittown, PA • K-5
Responsibility. Respect. Safety. These are the three character strengths at the heart of 2021 National School of Character Manor Elementary’s comprehensive character initiative. “Let’s Be Manor Strong!” is an expression that unites the entire school community.
Responsibility, Accountability, and Positive Self-Talk
Social-emotional learning is important at Manor. Inspired by activities the school has used from the Second Step program as well as implementing the district’s current Climate and Culture curriculum, teachers incorporate classroom lessons on responsibility for all PreK and kindergartners. The scenario-based lessons are designed to empower students to take responsibility for their actions. Students learn to use a repertoire of strategies when facing everyday challenges, whether in the classroom, playground, or after school. Each lesson reinforces how students can be both proactive and responsible for their choices and actions. Students at Manor Elementary learn to practice grit and perseverance – whether during a classroom assignment or while learning something new.
The PreK and kindergartner students learn how to use positive self-talk. The lessons include expressions to practice patience (instead of calling out of turn or getting frustrated when waiting in line). The students also learn how to use positive self-talk when they’re experiencing a range of negative emotions. By teaching their students how to practice positive self-talk, the Manor teachers and staff are equipping every student with a life skill they can use during the storms of life.
PreK and kindergarten teachers use the book Me First to teach and model the importance of responsibility. The book follows the tale of a character who is constantly eager to be at the front of the line, without considering the needs or feelings of others. Students learn not only how to manage their impulses but how to practice empathy and work together with others to achieve a common goal.
Manor holds a monthly Booster Assembly, where the staff recognize a group of students at all grade levels for going “above and beyond.” Students receive a CIA award (Character in Action) for modeling and exemplifying the school’s core values of responsibility, respect, and safety.
Responsibility is center stage at Manor, as students learn the importance of accountability, teamwork, and how the smallest gestures can contribute to the common good.
“It is vital to teach the importance of character to our youngest learners because it lays a foundation. We are teaching children how to accept others, have empathy, and be responsible.”
-Catherine Payne, preschool teacher
“Our little ones exemplify how the seeds of character are sown and nurtured through encouragement and praise, fostering growth that extends far beyond their early years.”
-Terri Salvucci, principal
Tips and Resources
• Want to learn how to introduce students to positive self-talk?
• Here’s a set of useful tips to ensure that your school assembly is reinforcing and elevating your school’s core values.
• This article is filled with wisdom and insight on helping preschoolers and kindergarteners understand why responsibility is so important.
Critical Thinking Self
Pine Cobble School
Williamstown, MA • PreK-8
Pine Cobble School, a 2023 Emerging School of Character, is devoted to cultivating passionate, lifelong learners. The school’s grounding pillars are responsibility, awareness, gratitude, compassion, respect, honesty, cooperation, courage, and perseverance.
Mindfulness in Nature
Pine Cobble School is situated on more than 18 acres of countryside, offering students a unique opportunity to learn in nature. Once a week, the Mindfulness Coordinator leads her early childhood students on a hike to a familiar habitat in the woods. All the students refer to the location as “Base Camp,” and it’s here that students –throughout the year and during all kinds of weather – are encouraged to explore and be curious about the beauty of nature. During their Base Camp hikes students practice their breathing exercises, mindfulness skills, and yogic postures.
“Mindfulness impacts our students by making them aware of what they are able to do, especially when they’re exploring the outdoors.”
-Meghan Randall, PreK assistant teacher
As they practice being still and focusing on their breathing, their teacher encourages the preschoolers to listen to the sounds of nature. Birds chirping. The swirling wind. The Pine Cobble staff have noticed how the different Base Camp experiences help their students slow down, tap into their five senses, and most importantly, release their natural curiosity, wonder, and awe.
Pine Cobble School values mindfulness as a tool for students to practice empathy and self-care, especially in an outdoor environment where they feel connected to the natural world.
“During their hikes and outdoor play, our students are learning about their own emotions and the emotions of others. They are also learning how to work as a team and developing the confidence to help each other.”
-Gretchen Wells, PreK teacher and parent
Tips and Resources
• Want to learn more about the benefits of mindfulness practices for young children?
• Here’s a great article on how to integrate nature and outdoor experiences into your preschool.
Muskogee Early Childhood Center
Muskogee, OK • PreK
Muskogee Early Childhood Center, a 2021 National School of Character, has a rigorous curriculum grounded in playbased learning and developmentally-appropriate practices to encourage their students to be thinkers, risk-takers, caring, open-minded, and principled.
Curiosity through Learning Labs
Muskogee Early Childhood Center encourages their preschoolers to be curious and develop an inquiring mindset. The staff provide their students with hands-on learning through the Center’s learning labs.
Although each lab serves a different purpose, the idea is that every lab will foster critical thinking, curiosity, and experimentation. The Action-Based Learning Lab blends physical activity with academic skills, such as reciting the alphabet while walking on alphabet stones and jumping off a step and onto numbered carpet squares. The STEM Lab encourages students to build with natural materials; a magnetic wall for experimenting; science tools, such as binoculars near the window, to explore the outdoors; and sensory tubs to scoop and measure sand, beans, rice, and other dry materials.
“I remember when I made those shadows!”
-Winston, PreK student (about the Light Lab)
The Music Room lab is where teachers lead their students in songs and rhythmic activities. The Atelier (art lab) is where students look forward to painting, cooking snacks, and making playdough for their classroom.
The Light Lab is probably the favorite lab for Muskogee students. As the students rotate through the areas of the lab you can see their faces light up with curiosity and wonder as they explore light using mirrors and light tables, projection, and learning about shadows as they stand next to a light that shines on a white sheet.
At Muskogee Early Childhood Center, students learn that character is much more than just good behavior. The staff is dedicated to also equipping their students with the “habits of mind” to ask great questions and learn new things. The Center staff believe that “intellectual character” – the dispositions of critical thinking, curiosity, and open-mindedness – will help their students thrive no matter where they go or what they do in life.
“The activities and experiences at Muskogee Early Childhood Center have helped my children to become thinkers at home as well as at school.”
-Karla Martinez, parent
Tips and Resources
• Here’s a great article on fostering intellectual curiosity during the preschool years.
• Want to learn more about STEM and early childhood education? Check out JASON Learning.
• Here’s why integrating the arts into the curriculum during early childhood is so important.
J. Harvey Rodgers School
Glassboro, NJ • PreK-K
As a 2023 Honorable Mention School of Character, the J. Harvey Rodgers School strives to build a strong foundation of character for all students through modeling and reinforcing the school’s pillars of integrity, respect, responsibility, perseverance, and compassion.
Practical Wisdom and Cross-Age Mentoring
The kindergarteners at J. Harvey Rodgers benefit from a special mentoring relationship with students from Glassboro High School. Throughout the year, the high school students work with the kindergarten teacher to plan and facilitate a series of interactive character lessons that align with the school’s monthly virtue. This unique mentoring initiative is widely known throughout the district as the “Full Circle for Character Education” program.
The participating high school students are all taking a class on early child development. In addition, students in the class arrange for different sport teams and clubs at their school to work with the kindergarteners on a project that the little ones choose.
When the high schoolers and kindergarteners come together each month, the staff at J. Harvey Rodgers notice right away how much their students look up to their high school mentors and how eager they are to learn from them.
Of course, the high school students are also learning a lot about how to be a good mentor.
The “Full Circle” program provides an opportunity for the Glassboro School District to celebrate their K-12 commitment to character education. The community gets to see how their high school seniors, before graduating and starting the next chapter of their life, are eager to teach, model, and emphasize to the kindergarteners the character strengths and virtues that we all need to be honest, caring, and civic-minded.
“I had fun playing with the big kids, and they taught us to not brag when we are good at something or we won’t learn to be better.”
-Nylah, kindergarten student
“I love how my students are so excited for the high school students to come and how much they enjoy the activities the high schoolers have put together that reinforce our monthly virtue.”
-Victoria Toczylowski,
teacher
Tips and Resources
• Want to learn why cross-age mentoring works, especially for students of color from low-income, urban communities?
• Check out this short clip of high school students talking about what they learned from mentoring younger students.
Common-Good Self
Harmony School of Science Elementary
El Paso, TX • PreK-7
Harmony School of Science Elementary equips and empowers all students to become critical thinkers who actively contribute to the school community. A 2023 National School of Character, the school’s touchstone is FIERCE: friendly, integrity, empathy, respect, collaborative, and engaged.
A House Built on Respect
Harmony School of Science Elementary operates on a house system based on each of their FIERCE character strengths. Under the gentle guidance of teachers and staff members, the students in the Respect House discuss with each other during circle time how they can help build schoolwide activities that promote and reinforce the importance of respect.
The kindergarten students are not just encouraged to participate in the conversations but to help lead the discussion. Drawing on their own experience, they provide examples – such as sharing toys and listening to each other – to share what respect looks like and sounds like to them. The students also write about respect as well as draw a picture that shows respect in action.
The kindergarteners discuss with their Harmony “housemates” why respect is one of the school’s FIERCE character strengths. For example, through role plays, the students explore what school would be like if no one at Harmony practiced respect.
The house system format also helps the kindergarteners learn from older students about respect, through both word and deed. The peer-mentoring approach empowers kindergarteners to discover for themselves, with the support of the older students, that everyone has the power to make a difference in the lives of those around them. The kindergarteners begin to internalize ways to practice respect that becomes part of who they are and who they want to be.
“We are delighted to see our children not just being told to do good and be respectful, but actively reflecting on these core values within the house system. This process prepares them to become better citizens as they navigate life beyond school.”
-Patricia Gastelo, parent
Tips and Resources
• The organization Honorable Character has developed a number of resources for teachers on the core value of respect.
• Want to involve parents in your effort to teach their children about respect? Here is a great video about respect, made for parents.
• The Responsive Counselor has ample resources on respect, including the steps to take when a student is being disrespectful.
Parkway Early Childhood Center
Ballwin,
MO • PreK
Parkway Early Childhood Center, a 2023 National School of Character, believes in designing project-based nature and outdoor learning activities to develop confident, capable, and caring students. The Center’s touchstone is taking care of self, taking care of others, and taking care of our world.
Connecting Service-Learning to the Community
The Parkway Early Childhood staff recognizes that during the preschool years, children are discovering who they are and who they are in relation to others. Parkway educators also help and support each student as they explore their natural curiosity.
The Parkway team is proud of their student-centered approach to service-learning. The staff works with their preschoolers to research a community need that the students would like to address. Then, the students exchange ideas on how they can work together to meet that need, including how they can get others involved. The Center students also present their ideas to community members, meet with administrators to secure support for their project, and make posters to publicize the importance of their project.
“We could give these flowers to people to make them smile! That’s a good way to take care of others!”
-Sienna, 4-year-old student
Students recently wanted to learn more about rescuing animals. Not only did they learn about how to take care of a pet, but they also got permission to turn their classroom into a temporary pet shelter. They designed and assembled pet supplies, including toys for dogs and cats. The culminating event of their service-learning experience was when the preschoolers and their families visited the local ASPCA, delivered the supplies, and played with some of the pets that received their donation.
The students also wanted to learn more about how plants grow, so they decided to take one existing plant and grow baby plants. Their service project involved handing out the baby plants to people who make deliveries to the school on a regular basis. The children handed each person a plant along with a handwritten thank you note.
The Parkway Early Childhood staff are committed to connecting service-learning to their comprehensive character initiative. No matter what topic the students explore, the students at Parkway are encouraged to connect their learning to the school’s core values, especially the belief that everyone should take care of themselves, each other, and the world.
“It’s truly rewarding to watch our team help shape little hearts that are already authentically giving back to their community at such a young age.”
-Elena Amirault, Director of Parkway Early Learning
Tips and Resources
• We Are Teachers has put together a great article on 30 Meaningful Service-Learning Projects for Kids.
• Want to know what two pediatricians say about the benefits of preschoolers befriending animals?
• Want to learn how preschoolers can learn about the natural world through plants?
Vestavia Hills Elementary School East
Vestavia Hills, AL • PreK-5
Vestavia Hills Elementary East is a 2022 National School of Character. The school staff teach and model the touchstone EAGLE: empathy, acceptance, grit, love, and excellence.
Strengthening Relationships with the Golden Rule
The school motto at Vestavia Hills Elementary East is the Golden Rule: treat others the way you want to be treated. During the first few weeks of the school year, the principal and assistant principal visit each classroom to talk to the students about the meaning of the Golden Rule. They also share different situations students may encounter while at school and ask the students to discuss how they would use and practice the Golden Rule when in that situation. Teachers have in their classroom a variety of resources and support material to help their students learn how everyone can practice the Golden Rule while at home and at school.
“My friend Lola Hazel helped me when I dropped my bracelet. She was showing me the Golden Rule.”
-Kaia, kindergarten student
Vestavia Hills uses the house system to strengthen camaraderie and empathy among students. Preschool students read the book A Little Spot of Feelings, by Diane Alber, and learn how to name emotions by color: green for calm, yellow for happy, red for mad, and so on. The preschoolers “check-in” each day by labeling their emotion/color. They also learn to recognize the emotions that other students are experiencing.
Vestavia kindergarteners learn about the Golden Rule by understanding the difference between being a “bucket filler” and a “bucket dipper.” Through an interactive school counseling lesson, students learn that everyone in the world has an imaginary bucket inside of their heart. A “bucket filler” is someone who makes kind, loving, and helpful choices that make others feel special and important. On the other hand, a “bucket dipper” is someone who makes unkind, unhelpful, and selfish choices that hurt others’ feelings and their friendships. Students quickly learn how being a “bucket filler” is a great way to practice the Golden Rule.
“Our character houses have been an awesome way to teach our kindergarteners about our core values and how we follow the Golden Rule. When students feel loved and supported by their teachers and peers, they are able to thrive as learners!”
-Carrie Cearlock, Kindergarten teacher
Tips and Resources
• Here’s how one educator created a classroom lesson on the Golden Rule.
• Want to learn more about the benefits of a house system at school? Check out this short article, written by a teacher.
• Interested in teaching your little ones about being a bucket filler?
This publication was made possible by a grant from The School for Ethical Education.
John Winthrop Wright founded The School for Ethical Education (SEE) in 1995 with the vision to increase ethical decision-making and positive character in children. His goal was to provide resources and professional development for teachers to learn how “ethics in action” creates character. This phrase, which quickly became the organization’s motto, highlights the power of positive ethics in the formation of character. The core ethical concepts Mr. Wright desired to promote include fairness, respect, responsibility, caring, justice, honesty, courtesy, citizenship, and the principles of the Golden Rule. The School for Ethical Education is pleased to support this publication that’s designed to help students recognize and apply ethical values when making choices and decisions.
The 11 Principles Framework for Schools serves as a guidepost for schools to plan, implement, assess, and sustain their comprehensive character initiative. We offer a range of options to get started. LEARN MORE.
At the center of each School of Character is a set of shared core values that serve as the “beating heart” that guides every aspect of the school culture, including everyone’s choices, actions, and behaviors. LEARN MORE.
A Promising Practice is often the first step to cultivating a culture of character at your school. LEARN MORE.
Inspired by the 12 schools featured in our Growing Goodness publication? Ready to cultivate a culture of character at your school? Check out our Getting Started page.