Parent Education at Risk – Who Will Be Most Impacted

Following the recent announcement regarding changes to state funding for Parent Education, some cooperative preschools are assessing their ability to continue operating independently of college-supported programs.

While a small number may be able to adapt, many will not.

The communities most at risk include:

  • Schools without the financial reserves to sustain operations
  • Spanish-language co-ops serving diverse communities
  • Parent Education programs at Mary’s Place supporting unhoused families
  • Low-income families who rely on access through the PAC scholarship fund
  • Parent educators who may lose stable, middle-income jobs and benefits

The impact of these changes extends far beyond individual schools, affecting access, equity, and the long-standing community infrastructure that has supported families for generations.

How the Community Can Support

Those with capacity to assist are encouraged to contribute in the following ways:

Media connections
Introductions to media outlets can help raise awareness. A connection to The Stranger would be particularly valuable.

Local and state connections
Introductions to local or state officials, including the Mayor’s office or King County representatives, may support ongoing funding conversations.

Funding connections
Connections to donors, foundations, or funding partners are critical. Introductions to organizations such as the Gates Foundation are especially helpful.

Donate
A community fundraising effort is underway with a goal of $2 million. Contributions of any size support program sustainability.

Follow @ParentEdSeattle for updates

Thank you for your continued support of the Woodland Park Cooperative Preschool community.

Kindergarteners playing in the sand

Why are our parents so delighted with our new Kindergarten Class?

Watching our Woodland Park Coop kids learn social-emotional skills in front of our eyes gives us the warm fuzzies and gets us so excited. 

Because this is why we do coop together – so they can grow into fully realized human beings, without learning to repress or suppress their feelings and needs.  

As parenting coach Christel Estrada says: “Children can only regulate the feelings they are allowed to have.” 

To show you what we mean, the following is a story of social-emotional learning in one day of Woodland Park Coop Kindergarten class, written by one of our parents:

I know that the primary goal for our Woodland Park Coop Kindergarten families is to give our kiddos an environment that fosters social-emotional growth, and I saw that all day long!

Dealing with disappointment

The kids used language I loved so much that I grabbed a pen and paper:

“Hold on. I just want to take a moment for this disappointed feeling.

“There are only two saws. Not everyone can start with one. That is disappointing.

<deflated breath>

Thanks.

I know we can handle this. We’ll take turns and trade tools.

<moves forward>

This pivoted the kiddos’ clamor and frustration to disappointment and acceptance and then moved us along calmly SO WELL. I saw examples like this all day that communicated this basic idea:

This matters. You matter. Your friends around us matter. I want to understand and connect on this. Let’s move forward together when you’re ready.

This is the connection to the world and their place in it that I want my kid to graduate from coop with.

Practicing boundaries and consent 

I’m so glad that kiddos and adults are all getting so much boundary and consent practice each day.

Here are some examples of dialogue we’re using and teaching our kiddos:

  • I love playing with you all! Right now I’m not playing. This is my serious voice.
  • Are you both having fun right now?
  • How can I help when you feel sad? What doesn’t help you? Everyone’s different, and I want to know what works and doesn’t work for you!
  • Sure! I can be flexible right now! What’s your idea?

    And also:

  • I’m so glad you tell me what you want. I can’t flex right now on this – I’ll keep looking for moments where I can flex.
  • Oh! I would love to have some hand art! Please don’t draw on my sleeve though – thank you

I also loved Teacher Quinn saying:  “This item can stay in the room if you’re ready to use it safely; if you’re showing me that you’re not ready for it, I can take it home until we’re ready.”

Reminds me of the “when/then” parent education tool, so helpful, clear and kind – and lacking the power struggle.

The Pause

We also used “Pause! …. Thanks for pausing! I see that shovel is close to your friend’s head. Can you adjust your bodies before you keep swinging?” 

Another form of words we’re exploring is: “You all are doing such a great job pausing when a friend is uncomfortable or hurt – that makes me comfortable playing wild games like this with you!”

A cheerfully yelled “Pause!” with some happiness about the group’s pause abilities can go a long way with physical play, we find.

All in all, I’m so grateful for this space and you people. I was a better, more intentional, more grateful and patient parent tonight because of my time with you all.

If you are interested in late enrollment in our Kindergarten class, there is 25% off if you enroll before 10/15/24, find out more here.