One Step Back, Two Steps Forward (I Hope)

Posted on February 1, 2012 by 4cforchildren

I was saddened to learn last week of an incident where a child was restrained by a teacher in a local child care center. The proper authorities are involved and an investigation is underway. 4C has been informed of and involved in various responses to this incident. It is central to 4C’s mission to support child care programs and families always, especially in times of need.

Incidents like these are tragic, not only for the individuals involved, but for the field of child care in general. As I’ve reflected on this over the past few days, and grieved for the individuals involved, I am focusing my energy on prevention of incidents like this in the future.

Kentucky and Ohio have made progress in improving child care, but there is still a ways to go. We must guarantee that essential safety, health and protective practices are present every day and build to high quality from there. Every child is wired to learn right from the start and these settings either promote or inhibit children from learning. Not to mention it should be a basic right for us all to be safe. Until child care is perfect, here are a few things you can do:

  • Be aware. Have a heightened awareness for changes in behavior of children or teachers.
  • Trust your gut. If you are suspicious about something in a child care center, please contact 4C so that we can assist you with your concerns or a report. Sometimes children can’t speak for themselves, so they need their caring adults to do so for them.
  • Support comprehensive background checks of child care staff. In a previous blog, I shared that background checks are less in depth than you might think. You can make a difference right now with one easy click to tell your legislator why this issue matters.
  • Be a champion for quality. Some child care and early learning programs are working hard and making the investment in quality. Whether you are a teacher, a parent or a community member, get interested in what the highest quality programs in our community are up to. For more information about quality in child care, visit our Web site.

None of these are absolute assurances that children will be safe, but they go a long way to keep children out of harm’s way.

Filed under: Advocating for Children, Early Childhood, Step Up To Quality | Tagged: , , , , , | Leave a Comment »

Replacing ‘Fine Whines’ With Something Better

Posted on January 23, 2012 by 4cforchildren

In addition to having worked in a child care program, I am a mother of three and have heard my fair share of whining. My daughter, my youngest and shipped off to college this past year, has yet to let me down. I have heard about college food, roommates, walking in bad weather, professors and everything else! Over the last several months, it made me step back and think about what I can say or do differently that will help her change her ways. Who doesn’t feel like whining once in a while? Adults indulge, too, so why does it drive us wild when our kids do the same thing?

Maybe it’s because whining sounds so much like a veiled accusation. If you hear, “Teacher, can I have a drink?” in a cheerful voice, it comes across as a reasonable request. But if it’s said in a long, drawn-out, pleading whine, it can make you feel like the child thinks you’re the kind of person who wouldn’t give a poor, parched child a sip of water in the middle of a hot desert.

But it doesn’t have to be this way. Children can be helped to state their needs in a straightforward way. In the process, they might even begin to recognize and talk about what’s really on their minds, something they’ll find useful throughout life.

Here are some suggestions to consider:

  • Give the children in your classroom basic information about what whining is. Surprisingly, most young children don’t have a clue. Instead of mimicking the child when her whining is grating on your nerves, explain it at a time when you’re all in a happier mood. Do it without accusations. You might pretend to have a teddy bear talk in a “whiny voice” and then in a “regular voice.” Or play a game of asking questions in different kinds of voices.
  • Whenever  a child whines, remind him briefly that you’ll answer when he uses his regular voice. Of course, you’ll have to use your regular voice when you remind him! The minutes spent ignoring whining always seem much longer than ordinary minutes, so use the time think ahead. Figure out the possible cause of the whining. Is he tired and just doesn’t realize it? Has it been too long between meals? Is he disappointed or worried about something?
  • Once a child talks to you in a non-whiny voice, take the time to answer. If she is asking for something that just isn’t possible, be sure to sympathize about how hard it is to want something that you can’t have. Sometimes just feeling understood helps.
  • Sometimes you can help your child understand why he felt whiny in the first place. For example, you might have a hunch he was angry at you and wasn’t sure if it was okay to come right out and say so. Keep it simple and help him label his feelings. This also lets children know that teacher won’t fall apart if they put those feelings into words!

We often have to take things away from infants and toddlers to protect them, and it’s always easier to do if we replace the object we’ve taken away with a toy or another object that they can safely have. It’s the same way with whining. Don’t just take it away. Give children something to use in its place: the ability to recognize and discuss what’s really bothering them.  It’s a life-long gift.

Filed under: Best Practice, Early Childhood | Tagged: , , , , , , | Leave a Comment »

Respecting Young Children

Posted on January 19, 2012 by 4cforchildren

I’ve always had a passion for working with young children. The longer I am in the early childhood education field and the more I see our culture’s perspective on early education change, the more passionate I am becoming about treating children with respect.

What does respecting a child mean? I think it can mean a multitude of things. Allowing a child choice is respect. “Would you like to play in the blocks or draw?” “Would you like to put your shoes on or would you like me to help you?” Isn’t that simple? When we give children choices, it tells them we respect their opinion and value them as a person.

We can ask them questions. “What do you think we should talk about this week?” “I noticed you brought your bear to school today, would you like to do a project about bears?” Giving children choices during the day and about what activities that will be offered in the classroom shows children that they are contributing members of the group.

We can show children respect also by honoring their feelings. Saying to a child who is crying to “shake it off” is not validating the way that he or she feels. It’s doing exactly the opposite! We should instead try to say to the child, “I see you are crying. What can I do to help you?” “I saw you fall on the floor. Did that scare you? Would you like a hug?” These sentences can help the child feel safe enough to show emotions and will allow the child to express thoughts and feelings in the classroom. When those emotions are squelched or devalued, productive learning may not occur. If a child does not feel safe in the classroom, exploration will not happen.

This may sound silly, but offering developmentally appropriate materials and activities is showing respect to children. Sitting infants in a circle and showing flash cards to them is not developmentally appropriate. Compelling toddlers to watch a lengthy video on sign language is not developmentally appropriate. Telling preschoolers they have to sit and complete a worksheet is not developmentally appropriate. However, giving the children opportunities to work at their own pace, on activities that interest them, is appropriate.

I know all of these ideas sound simple, but during the heat of the day, some of these things can be pushed to the side or completely forgotten. As I work with teachers on a daily basis, I tell them repeatedly that if they don’t remember much of what I say, remember this: You are a vital part of children’s early development. The impact early care and education teachers have on children is huge.

So, what are you going to do to show respect to young children?

Filed under: Advocating for Children, Early Childhood, Family Child Care, Infants and Toddlers, Preschool | Leave a Comment »

Critters in the Classroom

Posted on January 11, 2012 by 4cforchildren

Are you an animal person? I am! When I was teaching second grade, I had two ferrets donated to our class. I was so excited! But before they could be introduced to my students, they got fleas. I kept them at my house until they were flea-free. Unfortunately, during that time they developed some very unsanitary habits and they never made it into the classroom. Does your classroom have a class pet, or are you thinking of getting one? Here are some things to think about when you have a critter in your classroom.

From a Humane Society article, there are three important things for keeping and caring for a class pet: “…you must consistently provide all the care the pet needs, establish a classroom code of humane treatment, and remain vigilant in detecting and preventing students’ overhandling, mistreatment, or theft of the animal.” The children will look to you to know how to treat an animal properly.

There are also several reflective questions in the article to determine whether you and your class are ready for a pet. Some of them include “Why do I want a class pet?” “Am I prepared to include the pet in the school’s emergency evacuation plan?” and “Do any of my current students have asthma, allergies or other conditions that can be aggravated by the presence of animals?”

There are some definite pros and definite cons to having pets in the classroom.

Pros:

  • Teaching responsibility to the children: Of course, this means that the children will need to be participants in the care of the pet. That could mean that the children themselves feed the animal or clean its cage or are present when those things occur and it is used as a teachable moment.
  • Having concrete science experiences: Discovering what the animal eats, what type of housing it needs, using multiple senses to study the animal (touching, smelling, hearing) and understanding how we are different from animals are just some of the great ways a pet can enrich the learning in the classroom.
  • Relieving stress and tension: Whether it’s watching the fish swim in the fish tank, stroking the fur of a guinea pig or feeding treats to a turtle, interacting with the pet can be a way to calm a tense or angry child.

Cons:

  • Cost of care: Many classroom pets must go to the vet for immunization or when they get sick. Also, they may need special food, enclosures or accessories. Who will pay those costs?
  • Health and safety concerns: Some animals can harm the children through transmission of diseases, a bite or a scratch. They could also trigger allergies the child may or may not be aware of.
  • What if the animal dies? The children may have strong emotions or tough questions for days, weeks or months. How will you handle these?

Of course, there are alternatives to having classroom pets. You could bring in a speaker who is trained and knowledgeable with animals to do a demonstration or go on a field trip to a zoo, pet store or wildlife preserve. You could also set up feeders for squirrels or deer and baths for birds outside the classroom window. What have been your experiences? Do you do anything unique with animals in the classroom? Please share in the comments!

Filed under: Early Childhood, School Age | Tagged: , , , , , , , | 4 Comments »

Partnering With Families in the New Year

Posted on January 4, 2012 by 4cforchildren

As I spend time inside of the many child care centers I visit, I see children excited for Christmas. I see teachers being silly with one another having ugly sweater contests during pot luck lunch time meetings. The other thing I notice, the not so fun part of this holiday season, is the level of stress and worry on the faces of the families entering the child care facilities. I hear of families who are losing their homes, families who don’t have enough to eat and children who need the basics like warm clothes.

My challenge to you for 2012 is to reach out to the families you encounter each and every day and let them know you are there to partner with them for the betterment of their children. Help can look different because all families are different. Some families may need help with basic resources like food and housing. Some families may need help with toilet training or getting ready for kindergarten.

Partnering with parents is a skill that all of us in the field of early childhood need to work on. Each day we have an opportunity to build relationships with families to let them know we are one resource they can turn to. There are simply things you can do to let parents know you are available:

  • Greet them each day by name
  • Share positive stories with them about the things their children do while they are with you
  • Notice parents’ strengths they have and take time to compliment them about it
  • Ask parents open ended questions to learn more about who they are

Creating an open door so that families feel that they can turn to us when they need something will help us reach new levels of professionalism. As I look forward to 2012, I feel a renewed spirit because I know the direction I want to take for my professional growth. I hope you join me in supporting families for the coming year!

Filed under: Parents, Professional Development | Tagged: , , , , , | 3 Comments »

Celebrate Good Times, Come On!

Posted on December 19, 2011 by 4cforchildren

There’s a snappy tune by Kool and the Gang called Celebration. It goes like this, “there’s a party going on right here, a celebration to last throughout the years. So bring your good times and your laughter too…” Sound familiar? You may remember busting a move to this tune on the dance floor at a wedding, and maybe now it’s stuck in your head. The messages in this song are clear “celebrate often, have fun, be with friends, everything’s going to be alright.”

It’s this time of year when we often take pause to be thankful, to celebrate and to cherish our loved ones. While the turkeys, festive decorations and family gatherings evoke a feeling of togetherness and celebration, I wonder, how do we make that feeling last all year long?

I recall from my days as the director of a child care center how easy it is to get bogged down in the everyday happenings in the center. I managed my time well enough so that I could fit in payroll, classroom observations, newsletters, meetings, purchasing and all of the other “important” tasks of the director. I realize now, years later, that I didn’t carve out enough time for the most important thing: celebrating with and giving praise to my staff. My staff was hard-working, dedicated and loyal. Sure, we had staff meetings where accolades were given, meals provided, and an annual holiday celebration. But I can honestly say, I don’t think I spent enough time celebrating the everyday small things.

I still have work to do in this area myself. I guess I am issuing a challenge to myself, and maybe to you too. We all have it inside of us to celebrate. We know this because we go wild for birthdays and other holidays. Can we make a commitment to celebrate even the smallest good thing? Imagine the positive effect that could come from creating a culture of care and celebration in your workplace. This may seem like a very “Pollyanna” idea, but positivity only breeds more positivity.

When January rolls around, our stomachs and souls full, will you join me (and Kool and the Gang, of course) in celebrating all year round?

Enjoy the little things, for one day you may look back and realize they were the big things.

-Robert Brault

Filed under: Best Practice, Directors & Administrators | Tagged: , , , | 2 Comments »

Where Did You Learn Those Words?

Posted on December 13, 2011 by 4cforchildren

During the last several weeks, I have been busy hitting the shopping malls and fighting the crowds of happy holiday shoppers. I always wonder how all the parents handle the little ones who can only endure so much and have a few more ounces of patience during this busy time. As I was standing in line to check out, I heard a woman say, “Oh, what a darling little girl you are!”  The woman’s nice smile and thick glasses loomed within inches of this little girl’s face. The two-year old, safe in her mother’s arms, delivered a calm and steady gaze before replying, “You poo-head.” The mother gasped.

It was clearly this mom’s first experience with the Fundamental Law of Preschool Vocabulary which states that every parent imagines that his or her child will never use embarrassing language in public. But they will! It seems to happen overnight. Suddenly your own son or daughter is spouting phrases that would make anyone, except maybe a hardened preschool teacher, blush.

“Tread lightly,” the experts warn. “Losing your cool will only make your child or children in a classroom setting want to repeat the offending words over and over.” Young children do like to make interesting events happen again. And what could be more interesting to a child than making a grown-up gasp in horror, react with shock or even laugh nervously with embarrassment? Not much. So, my advice is to react calmly with perhaps a touch of boredom in your tone.

But does this mean you shouldn’t tell your children when their language offends you? That’s a different matter. Children do need to know what their parents and teachers disapprove of. So, if you don’t want your child/children using inappropriate words in front of you, say so. Use calm but firm tones and words. Still, you can’t control every word that comes out of your child’s mouth. So once in a while the best choice is to just “not hear.” While you’re busy not listening, you may notice that so-called bad language, can sometimes be a help in a preschooler’s social world.

  • You might see a three-year-old who’s learning not to hit when she is angry. She makes progress by striking out with words instead. Adults may wince at hearing insults, but for the time being, angry words are a huge improvement over hitting.
  • Or, you might notice a four-year-old who’s uncertain about how to join in laughing and joking with a group of peers. He finds his solution in that old preschool comedy routine-bathroom talk. Preschoolers aren’t especially known for their love of subtle humor.

No matter how shocked the mothers of the world feel now, they too were once children whose choice of words horrified their parents. They grew out of it. We all did.

Filed under: Early Childhood, Parents | Tagged: , , , , | Leave a Comment »

Rain, Rain, Go Away

Posted on December 8, 2011 by 4cforchildren

Does it feel to you like it’s been raining for 3 months? Are the children in your program ready to climb the walls? Are you ready to climb the walls, too? When it’s a little wet outside or sprinkling, we should go outside anyway, if only for five minutes. But when we can’t, everyone can start to get a little stir crazy! Many programs do not have an indoor space where children can run, jump and slide. So, what do we do when we can’t go outside and the children still have energy to get out?

If you’re stuck indoors because of severe weather, let go of inhibitions. Be silly. Dance with the children. Bend the rules a bit in the classroom. Push the furniture to the walls and give the children space to move freely. Talk to the children about changing the rules for extenuating circumstances.  Yes, you can use the word “extenuating” with young children! Talk to the children about how long it’s been raining and how you still want them to have the opportunity to be active. Play upbeat music. While in a program the other day I heard the children’s version of “Mambo Number Five.” They were so excited to hear upbeat music! They danced all over the room with wrist ribbons their teacher provided.

Bring balls of different sizes, textures and shapes (like knobby) into the classroom. Put some laundry baskets in the room for children to throw the balls in to.  If you do not have balls, take pairs of socks, fold them into a ball and allow the children to toss them in the room.

Allow the children to climb. If there is not a climber in the room, create things for the children to climb. Diaper boxes are great for this. They are a bit more sturdy than regular cardboard boxes. You can also take boxes and either fill them with crumbled newspaper or insert one box into another box to make them sturdier. Children can climb on them or in them. Once the boxes are destroyed, ask parents to bring in some more or take some from the supplies ordered at your program (paper towel boxes work well). One program I visited recently allowed the children to climb inside a shelf!

With all of these activities, a caregiver is honoring the desire for children to be active. A responsive caregiver would understand the children’s need to practice gross motor skills and offer opportunities for children to do so. Hopefully the rain will end soon. In the meantime, I hope the above suggestions are helpful. Have fun and enjoy the time you have with your children!

Filed under: Best Practice, Early Childhood | Tagged: , , , , | Leave a Comment »

Staying in the Moment

Posted on November 30, 2011 by 4cforchildren

This past weekend my 8-month-old granddaughter Josephine and her parents came for a visit. It was a joy to watch her learn and play. She has just started to crawl, so we would lay her on a blanket on the living room floor and surround her with toys. We found that she did not move much and quickly got fussy. So my daughter Jennifer got out some different items that Josephine loved… paper and faces! Namely, laminated photographs of the family. When we placed them off the edge of the blanket, Josephine was on the move. We couldn’t keep her on the blanket.

When she finally got a hold of the photographs, Josephine would coo and “talk” to them. It was easy to encourage her by talking to her about the photos, who was in them, what they were doing, how they were related to her. We focused on what interested her with this activity, and by doing this we were able to keep her engaged and increase her physical and language development.

Staying in the moment with Josephine was a positive experience for us and for her, too. I encourage you to observe and listen to the children in your care in the same way. When we let children explore what they are interested in, we are supporting their development. Take the time to create a rich and stimulating environment that has its foundation in what interests the children in your classroom. But my favorite reason to stay in the moment? It reduces stress! As psychologist Abraham Maslow said, “The ability to be in the present moment is a major component of mental wellness.” This is my wish for you and the young children in your care.

Filed under: Early Childhood, Infants and Toddlers | Tagged: , , , , , , | Leave a Comment »

What is the Mindset of our Young Children?

Posted on November 23, 2011 by 4cforchildren

Every year in August, Beloit College in Wisconsin publishes what they call a “Mindset List” for the incoming freshman class. Its intention is to make the faculty and staff aware of what has (and hasn’t) taken place during the lifetime of the newest group of scholars. The list has gained widespread recognition for its insight. I started thinking—what is the mindset of the young children in our care? So, here is my list for Early Care and Education 2011-2012.

  • At most, they have seen three leap years, but probably only one or two (2008, 2004, 2000).
  • The Euro has existed (non-physical currency introduced 1/1/1999 and physical currency in circulation 1/1/2002) for their entire lives.
  • Y2K means as much to them as dial-up internet.
  • They have always had the ability to pause live TV (DVR and TiVo were rolled out in 1999).
  • None of them remember the events of 9/11, and most had not been born.
  • They don’t know a time when Spongebob Squarepants hasn’t been on the air (it premiered 5/1/1999).
  • Certain gadgets they are familiar with now will be obsolete within the next 10 years, such as DVD players, basic digital cameras and video game consoles (according to Seth Fiegerman in his article, “7 Gadgets That Won’t Be Around In 2020“).
  • They have always been able to “google” (it went live in 1998).
  • Siskel and Ebert never gave “two thumbs up” in their lifetime.
  • Some of them may already have a cell phone. If they don’t, chances are good they will have one within the next 8 years (66% of children 8-18 years old had a cell phone as of 2009, up from 39% in 2004, according to the Kaiser Family Foundation study Generation M2: Media in the Lives of 8-18 Year Olds).
  • They will consider songs like Baby One More Time, Living La Vida Loca, Ironic, Achy Breaky Heart, Genie in a Bottle, and Gangsta’s Paradise “retro.”
  • Quarters commemorating the states are no longer “special” (enacted 12/1/1997, with all 50 represented by the end of 2008).
  • Their parents probably went to see The Princess Bride, Home Alone, The Lion King, or Toy Story at the movie theater as a child.

Do any of these surprise you? What do they reveal to you about the children in your care? I’d love to hear your thoughts in the comments!

Filed under: Early Childhood | Tagged: , | Leave a Comment »

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