I sit quietly in a corner, observing Lucy, a
kindergartner with a moderate speech and
language delay. The children experiment with
clay and rocks, water and blocks, and dirt and
seeds. Their teacher, Melissa, moves among
them, using her presence, words, and actions
to direct the children’s attention and help
them stay motivated and engaged. Melissa makes her way
to the water table where 5-year-old Tricia constructs intricate
waterways with plastic blocks. Lucy leans on the table,
watching silently.