From the Director: The Vital and Varied Role of Teachers at Bing

By Jennifer Winters, Executive Director

At the heart of Bing Nursery School is a unique and essential figure: the teacher. More than classroom practitioners, Bing teachers serve as co-constructors of knowledge, supporting children’s learning through observation, interaction, and play. Their work exemplifies the integrated mission of a laboratory school by: 1) providing a setting for research in child development; 2) teaching undergraduate students through seminars, observation, and hands-on classroom experience; 3) delivering an exemplary program of play-based, child-centered education; and 4) collaborating with parents and educators to promote best practice in early childhood.

Providing a Sound Environment for Young Children

“The first concern of the teaching staff is necessarily to make the nursery school the best possible place for little children, recognizing that unless a nursery school is truly a good place for children it cannot be a good place for student- or parent-learning or for research.” —Edith Dowley, founding director

Bing’s founding principles are to treat children as honored guests, to give them the gift of time, and to offer them freedom of movement. These powerful principles that support our play-based curriculum remain just as relevant today as they were when the school opened 59 years ago.

Ever mindful of these objectives, Bing teachers strive to create a nurturing and intellectually rich environment. They honor children’s ideas, feelings, and play, seeing them as competent individuals. From the moment a child enters the classroom, they are welcomed by teachers who have intentionally designed the environment to invite exploration, discovery, and connection.

Teachers at Bing are guided by a shared mission: to deepen understanding of child development and improve the lives of young children. Their practice is shaped by the influential ideas of John Dewey, Jean Piaget, and Lev Vygotsky, as well as the legacy of Stanford scholars and our founding director, Dr. Edith Dowley. It was Dr. Dowley who believed that children should be treated as honored guests—an ethos that continues to define our approach today.

At Bing, children are encouraged to follow their interests as they explore carefully selected materials, engage with their peers, and build meaningful relationships with attentive, intentional teachers. Each aspect of the environment is carefully designed to ensure that children at various developmental stages can independently access materials and make choices that support their growth, both indoors and outdoors. Teachers recognize that play flourishes when children have ample time, space, and resources, and they structure the day accordingly. A consistent, child-centered schedule—including long periods of uninterrupted play, nourishing snack breaks, music, and shared story time—provides the rhythm and security young children need to thrive.

Teachers understand that every behavior is rooted in a feeling, and they take the time to observe and listen thoughtfully. Whether working with an individual child or a group, they skillfully facilitate discussions that help children make sense of their emotions. When conflict arises, an attentive teacher pauses, listens, and guides children in talking through their feelings, turning challenging moments into meaningful opportunities for emotional growth. Eventually, teachers guide children to find their own solutions, as illustrated in the following reflection from a Stanford student in Psychology 147: Development in Early Childhood, an undergraduate course I co-instruct with Bing’s Program Director, Beth Wise. The course involves a hands-on portion spent in our classrooms.

Over the quarter, I have been so impressed with how communicative and knowledgeable the children are. I recall watching Brendan and James interact with each other. They were nearby as I read a story in the reading area. Brendan seemed very energetic and was pulling on James’ chair. I was just about to step in to help them deal with a potentially explosive situation, but before I could, James kindly said, “Brendan, I don’t like when you pulled my chair, can you please stop?” With that, Brendan listened and stopped. I was impressed with the clear and concise communication, as well as the mutual respect between them. Being able to communicate your needs and feelings to others is an extremely important task that will follow them into adulthood, and they are already practicing these skills and performing them excellently.

It is noteworthy that both children in this story were 4 years old and in their second year at Bing. It requires practice and careful observation by the teacher to know when or if to intervene. The student held back—and it proved to be a growth opportunity for both children.

Teachers and Research

“Bing was just an amazing resource and an essential element of my graduate training. It truly is a researcher’s paradise, a fact that I’ve grown even more aware of after leaving and seeing first-hand the challenges of conducting research in schools. I’m indebted to Bing and the terrific staff there, not just for providing such a welcoming environment for researchers but also for allowing me to spend countless hours chatting with 4-year-olds. Many of my research ideas have been inspired by my conversations with the wonderfully bright children at Bing. It’s hard for me to even imagine what my research would have been like without this formative experience.” —Andrei Cimpian, PhD ’08, Professor of Psychology, New York University

Bing is a laboratory setting at Stanford University, and supporting research is a key part of our four-prong mission. Researchers—professors, postdoctoral scholars, graduate students, and research assistants—are integral members of our learning community, and their work is deeply valued. Our teaching staff plays an essential role in supporting this research. Each day, teachers welcome researchers into the classroom, take time to understand their studies, and consider how best to facilitate their work while maintaining a rich, child-centered environment.

Teachers understand the critical role they play in supporting the research conducted at Bing, and it’s the practices described below that help ensure children feel at ease with researchers and become comfortable participating in the research process.

Teachers introduce researchers to children and help them make connections and establish rapport. For example, they might invite the researcher to join a snack table, read a story, or engage in a meaningful conversation with a group of children. Since the teachers have a good understanding of the project each researcher is involved with, they might comment during snack time, saying things like, “Peter, I heard you have a fun game to play. Can you tell us about it? Do you have some puppets in your game? Can you tell us a little bit about them?”

The teachers and staff are fortunate that researchers present their studies during our quarterly staff development days. Sharing their work offers valuable insights, which greatly helps us assist them with their research in the classrooms.

One question that often arises among parents and educators is: How does the research conducted at Bing influence classroom practice? It’s a thoughtful question, and the answer lies in the nature of scientific research. Much of the research at Bing is part of longer-term studies that may take years to complete and publish. While findings may not immediately translate into day-to-day decisions, they consistently help inform our broader understanding of child development—and that, in itself, is incredibly valuable.

Fostering a Community of Parents and Educators

At Bing, the relationship between parents and educators is a true partnership. Supporting parents as their child’s first teacher is central to our mission. We believe in sharing knowledge both ways—offering insights from our professional experience while learning from the lived experiences and perspectives of families. It’s a dynamic, reciprocal exchange that strengthens our entire community.

One of the most meaningful ways we nurture this connection is through our Coffee Talks, offered throughout the academic year. Held at our Tower House, these informal sessions provide space for thoughtful discussion and connection. Over the course of the year, each team of teachers selects a topic, prepares a brief presentation, and then invites questions, stories, and reflections from parents. The atmosphere is welcoming and intimate, and many parents forge lasting friendships through these gatherings.

Coffee Talk topics vary widely—from “Transitions to School” and “Social Conflict” to “The Importance of Play” and “Choosing Quality Children’s Literature.” Sometimes, parents lead a session, contributing their individual expertise and experiences to the conversation. This past year featured two particularly memorable talks: a moving discussion about autism, led by two Bing mothers, and a session on gut health led by a Bing father who is a gastroenterologist. Both were fascinating and well-attended, standing room only! One of the best things about Coffee Talks is their accessibility—no RSVP required.

“The biggest takeaway for me, having attended every Coffee Talk, has been learning to see my children as individuals—with their own wishes, development, and interests. I grew up in an authoritarian culture where children had little say, so this shift in mindset has been profound. It only happened because of what I’ve learned here at Bing.” —Aidana Jussupova, Bing parent

We are equally mindful of offering programs for teachers to collaborate with colleagues in the field of early childhood education. For educators, we organize quarterly seminars, plus a three-day intensive program each summer. Most recently, the summer program focused on “Elevating Joy: Cultivating Play-Based Cultures Where Teachers and Children Flourish.” (See page 28 for more information.)

“Your workshops make me feel seen and supported in my values as a teacher, and I always walk away having learned so much and with a warm sense of community.” —Educator summer program attendee

Teaching Undergraduate Students About Young Children

As a program within Stanford’s School of Humanities and Sciences, Bing offers courses in child development, providing students with the opportunity to work with or observe young children ages 2–5 years. The teacher’s role will vary depending on whether a student is enrolled in an observation course or a seminar that is combined with classroom participation. In addition to articulating Bing’s history, philosophy, and guiding principles, teachers serve as mentors and valuable resources for students considering careers in counseling, education, law, and medicine.

Every teacher plays a crucial role in creating a warm and welcoming environment for our Stanford undergraduates and modeling how we treat and speak to children with respect and kindness. Teachers are essential in translating child development theories into real-life classroom experiences. In Psychology 147: Development in Early Childhood, students are paired with a liaison teacher who supports them throughout the quarter. This liaison introduces them to the rest of the teaching team, as well as to the parents and children, and collaborates closely with them to foster positive interactions and to guide their learning journey.

“I don’t feel like there are adequate words to describe my experience at Bing. I think among many of my life experiences, this has been perhaps one of the most fulfilling and educational. … A true master at the art of communicating with children, my liaison teacher, Betsy [Koning], revealed to me essential lessons in navigating difficult situations and concepts. … I’ve learned so much from the children and teachers at Bing, and I will use this knowledge as I move forward in my career as a pediatrician and in my personal life as a future mother.” —Morgan Reyes, ’26

Closing Thoughts

Bing is fortunate to have exceptional teachers who are deeply devoted to the children in their care and who work to advance the school’s mission: “to promote an understanding of child development and improve the lives of young children.” Our teachers possess an incredible wealth of wisdom, knowledge, and experience in early childhood—and are expert at transforming pedagogy into practice.

Inspired by the vision of our founding director, Dr. Dowley, and guided by leading theories in child development, Bing teachers create warm, intentional environments where play, inquiry, and relationships flourish. Dr. Dowley believed that we should have faith, hope, and trust in young children—a belief I see demonstrated by our teachers every day.