A Teacher's Journey in Universal Pre-Kindergarten
Elizabeth Spaulding has dedicated her career to early childhood education, bringing over two decades of experience to her Universal Pre-Kindergarten (UPK) classroom at DoDEA. Since earning her degrees in elementary and special education from the University of Delaware in 2001, along with an advanced degree in reading and literacy, she has taught a variety of grade levels, including first, second, fourth, special education, and preschool. Spaulding’s diverse experience has led her to focus on early childhood education, which she believes is a critical period for emotional, physical, and cognitive development. Her passion for working with young children is fueled by the joy of helping them build strong foundations in learning and behavior, setting them up for lifelong success.
For Spaulding, the most exciting aspect of teaching UPK is the children themselves. She describes them as filled with joy and enthusiasm, eager to learn and excited to be in school. "If you need a smile," she says, "pop into a UPK classroom." The happiness and energy of her students are infectious, making every day a pleasure.
Preparing for the implementation of UPK at her school required extensive collaboration and communication. Spaulding credits a wide range of school personnel, from cafeteria staff to administrators, for coming together as a team to ensure a smooth rollout. Planning began during the 2023-2024 school year, with the school community learning from the resources provided by DoDEA to ensure everything was in place for a successful launch this fall.
The support Spaulding received was invaluable in setting up her UPK classroom. She and her fellow teachers worked closely with a dedicated Instructional Systems Specialist (ISS) and participated in extensive training prior to the start of the program. One of the most exciting aspects of the rollout was receiving brand-new, hands-on, play-based learning materials, designed to engage young learners in a dynamic and interactive environment.
A typical day in Spaulding’s UPK classroom is fast-paced and full of variety. The day begins with circle time, followed by centers for play-based learning, outdoor play, family-style dining for lunch, rest time, and story time. The structure of the day allows for a seamless blend of cognitive and social-emotional development, with students happily engaged in a range of activities alongside their peers.
Play-based learning is central to the UPK curriculum, and Spaulding is intentional in integrating it into every aspect of the day. She believes that children learn best through purposeful play, and her classroom is designed to encourage exploration and interaction, both with their peers and with their environment.
One of the most memorable moments from Spaulding’s first week of teaching UPK was seeing the new friendships forming on the playground. Watching the children come together, engage with one another, and form bonds was the highlight of her week. "It was heartwarming," she said, "to see their relationships blossom so quickly."
The rollout of UPK wasn’t without its challenges. Spaulding recalls a delay in the delivery of materials as one of the initial hurdles. However, the school community quickly pulled together to ensure classrooms had the resources they needed to start the year on a positive note. Teachers showed flexibility in adapting their learning environments as the materials arrived.
Despite these early challenges, there have already been notable successes in Spaulding’s classroom. One standout is family-style dining, where students serve themselves, pouring their own milk and taking portions of food suited to their appetites. "We’ve only had a couple of small spills," she remarked, pleased with how quickly the children have taken to the routine.
Spaulding is also proud of the strong partnership between teachers, aides, and parents. She noted that 100% of parents participated in family welcome visits at the beginning of the year, highlighting the importance of family engagement in early education. Parents are encouraged to join the school’s online learning community, Ready Rosie, which offers weekly updates and play-based learning activities to reinforce classroom lessons at home.
Looking ahead, Spaulding envisions her role evolving as UPK continues to grow. By the end of the school year, she and her colleagues will be experts in the program, and she is eager to share the knowledge and resources gained throughout the implementation process. With her experience in early childhood education and the Creative Curriculum, she sees herself supporting other educators and communities as they embark on their own UPK journeys.
Spaulding believes that the long-term impact of UPK will be significant, setting the stage for children to become successful learners and positive members of their communities. She views the program as particularly beneficial for military-connected families overseas, offering children a strong foundation for future learning and development.
Being part of the historic rollout of Universal Pre-Kindergarten in DoDEA schools is a source of pride for Spaulding. She is inspired by the opportunity to provide access to early education for 4-year-olds in overseas communities, fulfilling a critical need.
As she reflects on her role in this initiative, Spaulding offers advice for other teachers who will be implementing UPK in the future: "Patience, perseverance, and positivity." She emphasizes that collaboration with the entire school team is essential for a successful implementation, and the rewards—rooms filled with smiling, engaged, and happy children—are well worth the effort.
