Healthy Families in Early Childhood Education

"If kids come to educators and teachers from strong, healthy functioning families, it makes our job easier. If they do not come to us from strong, healthy, functioning families, it makes our job more important." 
~Barbara Colrose  

Child Development Theorists That Help Us Teach

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Bowlby, Skinner, and Dr. Spock all have major contributions to child development theories we use today. We found a great cheat sheet video we can use when parent conferencing or simply providing a great scientific foundation for why we teach the way we do in our classrooms.

Dr. Spock has the #2 Best selling book globally!

We like to always be ready to have an answer next time anyone make the comment that all we do is play all day.

We know, if anyone really knew how hard teachers actually worked they wouldn't call it play at all.

For all you hard working teachers out there...

We understand.

The Slug Sandwich

Some things go down easier than others.

 Confronting parents about unpleasant situations with their child has never been at the top of my list. I usually bounce off of coworker or a good friend some of the best ways to approach a parent. I don't know what it is, somehow...they always know. No matter how cheery and delightful I try to be in suggesting a little chat.
Defenses are up immediately.
Then I heard about The Slug Sandwich.

Some things are unpleasant.

S= Sweetness mingled with
L=Love
U=The Unpleasant Parts doused with Understanding
G=Gentleness (Keep it on hand, no matter what reaction you receive)

I learned that a slug sandwich can be administered over a long period, not just within a conversation. I consider myself a pretty good cook but slug sandwiches can only be mastered with a few hard knocks.
I think the sweetness makes anything do down a bit easier.

Have you ever made a slug sandwich?

Young Children and Insecurities

Some fears are imagined. But no matter how small,
a little reassurance can go a long way!

Young children can have fears or insecurities that are real or imagined. No matter how small it may seem to us, worries like these can really weigh on our little ones. So how do we put their fears and insecurities at ease? Here are some tried and true tips from teachers and families that work!

Tried and True Tips That Help Young Children Manage Their Insecurities and Fears:
1. There are many books you can read to kids or older children can read that help kids cope. Ask a librarian for kids books on a specific topic or check them out online.

Celebrate kids unique talents and skills!

2. Do you remember a time when you felt afraid or insecure when you were the child's age? What did you do? Sometimes talking about real life experiences with kids puts them at ease.
3. Helping a child begin to feel secure in their own abilities really empowers them. Everyone has talents, skills and intelligences that are unique to them. Talk about them and celebrate them.
4. Not all kids that have insecurities are insecure. Life happens and can get a bit overwhelming at times. Spending regular family time or special group time where everyone can simply talk about what we're thinking often gets a friendly conversation going.
5. With persistent insecurities it may be best to limit kids exposure to television/movies with dramatic or violent content. Going out on picnic or to the park are relaxing casual events that help ease every one's nerves.

What do you do to help our little ones manage their fears?

Testing, Testing, 123...

"No matter how one may think himself accomplished, when he sets out to learn a new language, science, or the bicycle, he has entered a new realm as truly as if he were a child newly born into the world." ~Frances Willard, How I Learned to Ride the Bicycle

I took a lot of classes in early childhood education. I read lots of books on children, too. But nothing could prepare me for the feeling I had when I was given my first group of five-year-olds. I wish I could have said I radiated confidence, but quite frankly it really believe kids can smell fear.
"The kids are going to test you." My college professor warned. I had not clue what she actually meant by that until I saw certain behaviors in the kids.
I remember in the movie Kindergarten Cop where the fed up Kindergarten Teacher  (Arnold Schwarzenegger) said, "There is no bathroom!"
What is it about going to the bathroom anyway?
The class and I eventually knew what to expect of each other until the next batch of children entered my classroom. Here we go again...
Testing. I suppose we all test one another to a certain degree, don't we? To see where one anothers limits, boundaries and integrity lie. I find out so much about myself and the children during these times.

What are some areas you have found the kids like to test in? How do you or the kids tend to react during testing?

How did you test adults as a child?

The Look

You know the look. If your a parent or a teacher that has this down you can stop certain behaviors in kids before it gets out of hand. I think it takes a bit of experience to acquire this.
I remember many years back it all began for me. I was tested and tried by the kids and eventually earned this honor. It was like putting little ones on pause, or something. I had wondered what I looked like so I gave my "look" in the mirror back at myself. Quite frankly I didn't see what the big deal about it was, but I began to worry if my newly acquired skills were frightening kids into submission. I did at least, until one day I was chatting with a co worker at lunch who coincidentally brought it up.
"Hey, Barb, remember when your mom or dad gave you that 'look' and you immediately stopped what your did?" Sharon said unwrapping her chicken salad.
"Boy, do I." I laughed.
"The 'look' never really worked for my mom but it sure did for my dad." She smiled.
"Wait, what do you mean? Why only for your dad?"
"Hmmm. Well, I suppose because my mom and I had a different relationship. My dad I just couldn't handle...um, well.."
"What? What?" I pressed.
"Well...." She began pouring dressing on each lettuce leaf, "I just never wanted to disappoint him."

Try checking out your "Look". We would love to hear what your "Look" looks like...

Great Quiet Activities for Kids

 "There are some things you learn best in calm, and some in storm."

~Willa Cather

Kids are so full of energy and laughter. I grew up with two other sisters and I remember how I used to scream when something was funny. Unfortunately the rest of my family didn't find it so funny when the sound traveled up their spinal columns. The fun would quickly end after that. I suppose that is around the time my mom started figuring out quiet activities for us kids to do. Most activities us teachers do with kids to keep them engaged tend to be exciting.....okay, so now that they are all excited how do we get them to wind down? It's always good to have a bag of tricks you will need to get kids calm and quiet for the next activity. Here are some quiet-quick-tricks we use that are especially helpful.

Quiet Activities for Kids That Really Work:

Read a Story: Okay, this can be a bit tricky depending on the story, but classics like, Good Night Moon and The Napping House really appeal to kids.
Finger puppets: Yes, finger puppets! The small individual ones that fit on one finger. Believe it or not simply passing them out on a table with small books to read really helps kids focus and wind down.
Cards: We all have stacks of cards somewhere. Kids can make card houses or play simple matching games.
Marbles: Kids love marbles! A simple game of marbles is quite easy to teach while gently bouncing them off of wood blocks makes a pleasant sound.
Lotion: I have been known to have kids stop after washing up from outside play to apply lotion to their own hands, face or legs. Lotion tends to immediately have a calming effect and has a lovely scent.
Socks: Okay, it doesn't have to be a sock, per say, but here at school we always have stray clean socks around. The guessing game, "What's in the Sock?" means simply putting a few small items inside and gather a group. We give clues to the kids as to what may be inside.
Small pom poms: We have a bunch of these for crafts but a quick quiet activity could mean giving them to the kids as a sorting, or math activity.
Guess the Drawing: If you are fairly good at drawing gather a group and slowly begin to draw on a large chalk or dry erase board. The slower you go the more time they have to think. Keeping it simple like only drawing items withing the learning environment really gets them thinking. We always give clues!
Water Play: Get a few small plastic bins and fill them with a few inches of warm water. Place a few very small cups, droppers and toys inside. Small plastic animals are a hit, too. One or two children per bin works best.

Being a Social Teacher

Caring, sensitive adults are ideal social teachers. Unlike preschool peers, parents and teachers draw on extensive emotional resources when they interact with children.

Being a social teacher means we:
* Help describe emotions verbally
* Understand the causes and effects of emotions and help regulate them
* See things from a child’s perspective
*  Assist in interpreting the emotions of others
* Match social interactions to a child’s developmental level
* Regulate their own emotions and understand teachable opportunities
* Appreciate the long-term consequences of social acts

No wonder the core preschool social skills such as empathy, emotional self-control, and communication are best nurtured by parents and families. As teachers we support the development of each child by making sure we connect with parents. For more ways to foster preschool social skills visit us at, ALL TOGETHER WE'RE BETTER.

How to Make Homemade Ice Cream

Translation: Dear Mom and Dad, I am very very angry. I would really like to ask you both for help but I don't know how. I feel stuck. Do you think you could come talk to me tonight before you go to sleep? I think that would make me feel much better.

We suggest talking it over with a nice bowl of homemade ice cream!

How to Make Homemade Ice Cream With Kids:

•2 coffee cans with resealable lids, one large can and one small.
•5 cups ice
•1 cup rock salt
•1 pint half and half
•½ cup sugar
•2 tsp vanilla
•Instant pudding mix or frozen fruit (optional)
Kids can then stir the mixture until the sugar dissolves and close the can. You will probably want to seal the lid with duct tape for added security.

Now, kids can place the small can inside the larger can and surround it with ice and rock salt. Once adults seal the lid on the larger can, kids are ready to make some ice-cream.
Kids will need to keep that can moving, but with all their energy, this shouldn’t be a problem. They can sit roll the can back and forth to eachother, kick, or shake their ice-cream maker to keep the recipe swirling.
You can set a timer for 15-20 minutes. When the timer goes off, kids can open the cans to check the ice-cream’s texture.
Adults or kids will need to stir the coldest ice cream on the sides together with that in the middle. If the concoction needs a little more firming up, kids can add a new batch of ice and salt and try ten minutes more.

It's a great way to bring a smile to anyone's face!

Creating an Environment for Kindness with Kids

"No one has yet realized the wealth of sympathy, the kindness and generosity hidden in the soul of a child. The effort of every true education should be to unlock that treasure."
~Emma Goldman

I had once began to get a bit overwhelmed with teaching when I first started. There was a lot to do with little or no time to do it. But as I began working with the kids I realized they we capable of much more than I was giving them credit for. As I began to show them how to do simple tasks and give them responsibilities as a group or as individuals I noticed the children began to take initiative on their own. They gained confidence in solving their own problems, cleaning up messes, and seeking out help from their peers. I encouraged it, commended them for it, and cheered them on. It almost was like I wasn't necessary at times until I realized that wasn't really it. Creating an environment for preschoolers to work in such ways was part of my job. I believe whenever kids are given the opportunity to work together they will rise to the task. The patience, encouragement, and good examples I give them are always up to me....well, perhaps up to all of us.

Understanding Preschoolers and Sharing

"The greatest oak was once a

little nut who held its ground."

I love to have The Toddlers Creed poem up on the preschool room door. A sense of humor and go a long way when a parent is concerned about a child not sharing right away in preschool. The words, developmentally approprate and milestone in development just don't have the same effect when a parent simply wants their child to be everyone's friend and pal.  I actually do like the fact that the preschoolers begin to assert themselves. After all, it is a critical time in their development while they experiment with language. The key for me is to be available to them through the process.
I always tell families, "It's all just fine. Besides, we are all highly trained professionals here."

The Toddlers Creed

If I want it,

it's mine.

If I give it to you and change my mind later,

it's mine

If I can take it away from you,

it's mine.

If I had it a little while ago,

it's mine.

If it's mine,

it will never belong to anybody else,

no matter what.

If we are building something together,

all the pieces are mine.

If it looks just like mine,

it is mine.

Time Outs in Early Childhood Education

Okay, I don't understand this time out thing. Maybe because I'm not very good at it. You see, I have been guilty of sending a child to the time out chair forgetting what the child did all together. 
Sigh.....
Since then I have changed the way I do things. I'll never forget the conversation I had with a child the day I realized time outs simply weren't for me. Here's how it went....

"Do you know why you have been sitting here in a time out, Tony?" I asked Tony as he squirmed in his.
"No, I forget."
(Uh-oh, now what was it....what was it....oh yes, I remember!)
"You hit Shannon." I reminded myself.
"No I didn't."
"Tony, we all saw you."
"I didn't hit him, he hitted me back."
"I see, so now that you've been sitting here for five minutes, did you think of something you could have done?"
"Yes."
"Tell me, please."
"If I hitted him sooner I would be out of time out by now."
(Okay, I clearly left this child waa-a-aay too long-sigh)

So, What works for you-please let us know...

Early Learning and the Brain

 The University of Washington Institute for Learning and Brain Sciences is an interdisciplinary center conducting innovative research on lifelong learning and the brain.

They test mimicking behaviors in children as forms of learning and actually measure signature brain waves in babies. They are finding that kids learn faster in the first few years life than they time. This decade is proving to be the year of brain research.

Excellence

 "Excellence is not a skill. It is an attitude." 

~Ralph Marston

I can really appreciate how young children love repetition so much. While I spend most of my day trying to manage my time to get all my errands and tasks done as quickly as possible, they spend their time mastering skills by taking time to do them over and over again.

A built in attitude for mastery and excellence.

Some parts of my childhood I hope I never lose....

Soft Skills in Early Childhood Education

 Soft Skills such as perseverance, attention, motivation, and self-confidence contribute greatly to "success in society at large. Professor James Heckman has confirmed skills such as these are not only predictive in academic success scores but for successful adults as well. Needful life skills such as these have a foundation in quality early childhood programs and healthy families.
"Fixing people" before potholes and other American concerns. We're listening....

Sibling Rivalry In Early Childhood Education Environments

Adam and Eve had many advantages, but the 
principal one was that they escaped teething. 
~Mark Twain, Pudd'nhead Wilson, 1894
 

I have often worked with siblings in the preschool classroom. Twins, Triplets, on one occasion quadruples. I was so glad the mother chose not to dress them alike. What I have noticed is many parent usually have strong feelings about keeping the children either apart or together during the day in an early childhood setting. Everyone having small group times together, napping near each other and so on…I have found this interesting but not always in the child’s best interest-not every child is pleased as punch about that arrangement.
I was a middle child and doted heavily on my little sister who was about two years younger than me. Okay…I drove her up the wall. She has gorgeous children of her own and is a fabulous wife and mother and I still can’t see her past the age of 12.

My parents had me draw pictures of her while she was in her highchair just so I would keep my little sticky fingers off of her for a few seconds….my dad has told me that’s how I became an artist.
I look at the children and siblings playing within the early childhood setting. We often deal with conflict resolution, sibling rivalry, taking turns, sharing and tantrums.
Then I consider the skills the children build through the tears and laughter and hugs.
Even a plant needs a certain amount of stress to grow strong deep roots.
Future artists, doctors, lawyers,writers, engineers, ah-yes....teachers.....sigh. 
Isn’t that lovely…..

Helping Young Children Learn From Their Mistakes in Early Childhood Education

 

"The only real mistake is the one from 

which we learn nothing."

~John Powell

Teachable moments are everywhere. I know that as an Early Childhood Educator, I am usually alert and on guard for them. I noticed the preschoolers are quick to do the same as will-especially if someone winds up being an object lesson.
This is no time to laugh or poke fun at others-this is not in our classroom culture and I am quick to squelch any giggling or snickering….after all, I have been an object lesson, myself…….sigh.
Learning from our mistakes is so crucial, especially with young children. In many ways I feel its just as important as making mistakes.
Don’t big mistakes in life start out with the small silly ones?
I have gone on nature hikes with the children and we never trip on the big boulders….it’s always the small stones.

How do you help preschoolers work through problems or mistakes?
Do you recall how you dealt with them as a child vs. now?

Working with Parents as Partners in Early Childhood Education

“It's so hard when I have to, and so easy when I want to.”

~Annie Gottlier

Creating a sense of community takes time in a preschool environment. I think of it much like building a small city. Everyone has a place and a task….and of course, a temperament.

I really have to spend lots of time getting to know each child as much as I can. Talking with children, doing activities along with the children; math, science and clean up times...everyday routines really do count. One on one bonding can be a difficult task when there are so many little ones at first- but when I spend time investing in the parents and families it makes it much smoother.
This is how I stay connected to families and children:
*I’ll write personal notes on colorful stationary.
*Send home updated questionnaires on changes to foods, allergies, likes and dislikes, usually every 3-6 months (depending on the child)
*Send home humorous anecdotes their child says.
*Thank you notes for having their child come play with us and the wonderful skills I am seeing developing.

I have often seeing that children look to their parents for how to react to school or new situations. Sometimes I spend more time consoling a parent over a situation than a child….and this is necessary for everyone involved, in the end.
I remember one conversation I had with a preschooler while I was working with her mother during her child's preschool transition.
“Ms. Barbra?”
“Yes?”
“I think my mom like for me to go to school now. Yeah.”
“You think so, huh?’
“Yeah-huh, a-cause she didn’t cry in the car today.”
“That sounds sad. Do you like school, though?”
“Yeah-huh, but she really needs to stop crying forever.”
In what ways do you stay connected to young children and families?

Managing Tantrums in Early Childhood Education

He who angers you conquers you.

Elizabeth Kenny

Tempers can flare even in the most pleasant atmospheres…from the most pleasant of children. A teacher is always on duty…I know my reaction to a situation when all eyes are on me is also a teachable moment.

When I began teaching I never really thought about how much I would be managing children’s emotions…and more importantly, my own.
I focused on learning the art, science and math curriculum. Preschool is going to be easy piecy lemon squeesy and the kids will have so much fun! I came into my career armed with crayons and curriculum up to my eyeballs…then, there was discontent. Discontent in the form of a screaming kicking angry tantrum.
Crayons didn’t help.
This was over twenty years ago.
Managing the emotions of others to me now means I first know how to manage my own. Am I perfect? Goodness gravy-no, but I’m willing to keep going until I get it right.
I never knew that touching the lives of so many little ones meant first starting with my own...
How many jobs can we really say that about?

Quiet Areas in Preschool Environments in Early Childhood Education

“Never miss an opportunity to make 

others happy, even if you have to leave 

them alone in order to do it.”

~Anonymous

I am not the sunshine in everyone’s life….Shocker, right?
There is an art to leaving kids alone to recover their dignity from humiliation, anger, fear, resentment….and such like. And WOE unto you if you mess-ith with them.
I mean yikes to the power of yikes.

Well…..a temper is another separate issue.
When I was upset, I preferred not to be alone-I was just that type of child. I preferred someone to pick on….at the very least……
I knew a little boy named Sean that used too hide under the table when there was trouble. There was a rule at the preschool that no one was to be under the table. He would quietly duck under and “gather” himself together…I could almost see it happening. The teachers would begin to pull him out until I brought the situation to their attention. The solution was to have one “Quiet Tent” in the classroom that kids could all sit under. It was enough for him and he used it less and less.
Hmmmm….Do we have a restful retreat for our kids their environment?
How do I take time to 'recover' from situations?