Greenfield‑Central spotlight: preschool team shows how play builds learning; parent honors late aide and urges continued investment

A preschool team at the Greenfield‑Central Com Schools board meeting on Dec. 18 described how play‑based centers — blocks, dramatic play, reading, music and science — are used to develop language, early math, fine‑motor skills and social‑emotional learning.

“We'll highlight how purposeful play supports social emotional growth, builds foundational academic skills, and creates joyful developmentally appropriate learning experiences for all children,” a presenter told the board when introducing the Cougar Cubs Preschool team. Presenters listed the preschool special‑education and social‑work staff by name, including Kim Dawson, Erin Day, Casey Garrison, Michelle Harrison, Jane Hale, Leah Springer, Bill Pollan and Hannah Kony.

In examples the presenters shared, a block‑building project grew over a week as children copied a classmate’s ‘race track,’ explored shapes and solved problems together; presenters said those activities teach vocabulary, collaboration and early engineering concepts. On dramatic play, presenters noted children regularly practice real‑world routines — running a grocery store or doctor’s office — which teachers use to teach counting, sentence structure and turn‑taking. The presenters emphasized that play is not a break from learning but a foundation for it.

During public comment, Cassie Bergman, a Cougar Cubs parent, spoke at length about her daughter Addie’s rare genetic diagnosis and the role special‑education staff played in the family’s life. Bergman named Samantha Wilkins, who worked in the preschool, and described Wilkins as “a steady, joyful presence” who supported the family through individualized education plan (IEP) goals and helped integrate an augmentative and alternative communication device into both school and home life.

“She poured care into every IEP goal and helped to integrate Addie's long‑awaited AAC device into school and into our home,” Bergman said. She urged the board to continue investing in staffing, training and long‑term stability for early childhood special education, saying high‑quality early special‑education services “change long‑term outcomes” and provide stability for families.

A board member thanked Bergman for sharing her story and said the board intends to keep funding preschool programs and make investments in early childhood education.

What happens next: the board recorded the spotlight and the public comment in the meeting minutes; board members publicly affirmed ongoing funding intentions but did not take a separate formal action in response to the testimony at this meeting.