Category Archives: Families

ECE Positivity Challenge

Families, Personal Growth, Teaching and Learning, Uncategorized

 

I recently had a consulting contract with an early childhood program that had been going through a tumultuous time.  The result was stress and burnout within the staff.   It was also creating an overall negative climate in the buildings.  After several weeks of observation and conversations I reflected back on how I would have addressed the negative climate when I was an early childhood director. 

During my tenure as an early childhood director I began to present quarterly challenges to my staff.  They ranged anywhere from curriculum based projects to self-care and back again.  I would present the challenge at a staff meeting and as a team we would focus on it for the next 3 months.  At the end of the challenge we would celebrate successes and discuss opportunities for more growth in a safe collegial environment.  These challenges became something I looked forward to developing and watching as the staff thought deeply about one aspect of their practice over a period of time.  I also loved seeing how we all supported and learned from each other, creating an even stronger bond as a teaching team while strengthening our practice with children.  As I reflected back on my successes using focused challenges with my staff, I decided to try it with my new client. 

Using my observations and some recommendations from another involved consultant, I developed the Let’s Get Positive Challenge.  I presented it to my client’s staff as a fun way to grow as a program and work as a team.  Over the course of the month long challenge I presented several different aspects of positivity in an early learning environment on which to focus.  The following are excerpts from my weekly communications with the staff designed to center their thinking.

Week 1 – Using Positive Feedback with the Children

Research shows that children who hear 5 positive comments to every 1 negative comment feel a sense of belonging, connectedness, and safety in their learning environment. It also contributes to a more positive atmosphere, which leads to improved behavior and greater child engagement.  When children feel connected and have a sense of belonging with their teachers and learning environment, they are naturally more motivated to take risks and participate in activities that promote learning.

So the objective of the Let’s Get Positive Challenge is to turn your classrooms and buildings into Positive Feedback Zones.  This does not mean giving out more compliments or using the over used term “good job”.  It simply means using more positive phrasing when talking to the children.

One way to increase your use of positive comments in the classroom is to tell children what they should do rather then what not to do.  As teachers and caregivers we want children to follow our routines and directions, however if you think about it, most of the time that is not how we phrase it.  Telling children what you want them to do is not only easier for them to process; it also falls into the Positive Feedback Zone.  It is astonishing how it works. 

Some examples of this are:

  • Rather then asking a child to get off the table, ask a child to put their feet on the floor.        
  • Rather then asking a child to be quiet, say that is a great voice for outside can you use a voice like mine now
  • Rather then asking a child to stopping poking another child, consider why they are trying to get that child’s attention, and help them negotiate the social interaction in a more positive manner.  You can say something like, I see you want to play with Mary, can I help you talk to her about that?
  • Rather then saying stop wiggling in line, say everyone tap your toes while you wait.
  • Rather then saying stop that, say I can see you are feeling frustrated  (sad, silly, shy, grumpy, tired), how can I help you?

Simply recognizing or noticing a child for doing what they are doing is also a great way to connect and be positive.

Some examples: 

  • WOW you have really been focusing on the structure you are working on.
  • You picked the creation station again today you must really enjoy the work you are doing there. 
  • I am glad you and John are having so much fun together.
  • I am so glad I get to spend time with you today. 
  • Look how hard you are working.

Week 2 – Keeping it Positive with Your Colleagues

As part of a positive classroom climate, teaching teams must have a respectful professional working relationship.  This includes communicating in a positive manner, working with, not just along side each other and being kind.  This is an especially important piece because children learn more by watching our example as they do from what we tell them.  It is important to model the type of respectful behavior and relationships we would like to see the children have in our program.

The following are some questions to ask yourself as you reflect on the relationship you have with your teaching partner and how that might be affecting the climate in the classroom.

  • How are you building relationshipswith your fellow teachers?
  • Do students often see you supporting each other in the classroom?
  • How are you displaying positive affectin your interactions with other teachers?
  • Do classroom interactions between teachers regularly demonstrate enjoyment or warmth?
  • Are communicationsbetween teachers positive?
  • Do teachers express kindness or affection to each other when appropriate?
  • 
Do interactionsbetween teachers convey respect?
  • Do teachers make eye contact, speak calmly and respectfully, and cooperate with each other when the need arises?

(Danner, 2017)

 Week 3– Positive Interactions with Families

Have you ever considered how the relationships you have with families affects your classroom?  Research shows that children have better outcomes when there are strong family/teacher relationships.  Here are just a few reasons why.

Teachers and families who participate in respectful two-way relationships serve as models for the children to create positive relationships with other people.

Families and teachers each have unique knowledge about a child.  Teachers and families can only see the “whole child” if they hear the unique perspective that only the other can provide.

Families can help resolve the mysteries of behavior by sharing insight into a child’s home life with teachers.

Positive relationships between teachers and families have been shown to support higher levels of pro-social behaviors in the child.

Use the following questions to reflect on the relationships you have with the families of the children you serve.

  • Have you taken the time to get to know each family? 
  • Do you know what hopes and dreams they have for their children while they are in your care? 
  • Is there two-way communication where you share more positive moments then negative? 
  • Do you provide one-way communication in multiple forms? 
  • Do you touch base everyday with a child’s family at drop-off or pickup?

Week 4 – The Negative Affects of Gossip

Gossip brings negativity to the work environment.  

One definition of gossip is “a conversation or reports about a person or people that haven’t been confirmed as true. Gossip is generally negative and can be embarrassing for the person or people that are the subject of the conversation”. 

People often gossip because it can create a sense of intimacy with our co-workers.  It can make us feel better about ourselves when we focus on someone else’s misfortune.  And is gives us a false sense of power.  

Gossiping causes a negative vibe in the culture of the work place because negative energy breeds negative energy.  Gossip erodes trust, distracts us from what we are supposed to be doing, isolates individuals or groups, is harmful to our health, and is just plain mean. (Aivana, S)

Here are a few questions to reflect on to create a no gossip zone in your work environment.  

  • Can you refrain from entering into conversations that include gossip? 
  • Can  you request that others stop gossiping?
  • Can you shift conversations away from negative gossiping to something positive and fulfilling?

In Conclusion and the Celebration

During the my visits and in my conversations with staff after introducing the Let’s Get Positive Challenge I could see a shift in thinking and behavior.  Staff would email me with related questions and ideas.  Children were being communicated with in a more positive way.  Teams were working together more functionally. 

Last week I visited the program during their staff meeting to recognize and celebrate their work and success.  We had snacks and applauded each other’s work.  I could feel a more positive climate in the room! 

Resources

Aiyana, S  http://www.youngandraw.com/how-to-deal-with-negative-people-gossip-in-a-positive-way/ 

Danner, A, 2017  http://info.teachstone.com/blog/how-positive-negative-climate-among-teachers-affect-children

Celebrating the Bridge Between Home and School

Families

 

building-bridges-aspire-siraj-gregory-penn

On Friday, May 6, 2016 as I prepared to close my computer and meet my daughter at the bus, I sent an email to her teachers, recognizing the tremendous work they do to facilitate her learning.   I did not just randomly send the email, I wrote it because Friday May 6, 2016 was the conclusion of this year’s National Teacher Appreciation week and I wanted to make sure these two amazing teachers headed into their weekend knowing how much our family appreciated what they do everyday.

Two days later on May 8, 2016, families all over the United States, including mine, celebrated Mother’s Day, which according to Wikipedia is a “modern celebration honoring one’s own mother, as well as motherhood, maternal bonds, and the influence of mothers in society”.  In June there will be a similar celebration honoring Fathers and in September another celebration honoring Grandparents.

Each of these celebrations separately recognizes the role and influence of an important adult in the life of a child. They honor and celebrate the individual contributions of adults in the home and at school, the environments known to be the most influential in a child’s life. Supportive adult-child relationships in both these settings deserve celebration as they can set a course for the future success of a child.   However, research tells us that the potential for success is elevated when the celebrated adults at home and in school build relationships that bridge the two environments. Relationships between home and school have been “linked to greater academic motivation, grade promotion, and socio-emotional skills across all young children, including those from diverse ethnic and socioeconomic backgrounds” (Halgunseth, Peterson, Stark, & Moodie, 2009).

Families and teachers each hold unique knowledge about a child. They each hold pieces of information and perspective that contribute to the “whole child”. They have insight into a child’s strengths and challenges based on observation in their unique environment. They hold unique hopes and dreams for a child based on various influences and experiences including family culture and school curriculum. Respectful relationships and 2-way communication between the important adults in the home and at school allow for sharing of the unique knowledge each holds. It creates a place to identify and discuss similar as well as opposing ideas, to build shared understanding, and to set common goals that everyone can support.

Building strong trusting relationships between home and school is not easy. It takes commitment, time, and dedication. As a place to start, schools needs to create a culture that is welcoming and respectful, where each family is seen and treated as a partner and ally in a child’s learning process.   Teachers need to work together with families to identify paths of clear 2-way communication that best fits their distinctive relationship. And strategies need to be developed so consistent opportunities for families and teachers to share information, perspectives and decision-making are regularly available.

To me it seems more than serendipitous that a week of teacher appreciation is directly followed by a celebration of Mothers (or any important adult in our homes).   It seems that someone (perhaps a Hallmark executive) in their infinite wisdom recognized the shared responsibility these adults have for the future success of our children. I know from now on I will consider this week of celebration a symbol of what is possible when the important adults at home and at school build a bridge to support and elevate the potential of the children they love and teach…. How about you?

Resources

Halgunseth, L., Peterson, A., Stark, D., & Moodie, S. (2009). Family engagement,

diverse families, and early childhood education programs: An integrated review of the literature. Retrieved from http://www.naeyc.org/files/naeyc/file/research/FamEngage.pdf

 

Steps to Finding the Right Early Childhood Program

Families

Finding the right early childhood program for young children is one of the most important and stressful decisions families face. Looking for a quality early childhood program while recognizing the reality of a family budget can be a balancing act. Research shows young children develop to their full potential when they have positive experiences in safe environments supported by adults they trust both in and out of their homes. These markers of quality exist in many early childhood programs, but the programs can be expensive, often costing more then a year at a state university. By going into the search process prepared with questions and knowing what to look for, families can find a great early childhood program that meets everyone’s needs.

It is important to begin to search for an early childhood program well before it is needed, especially for infants, as many of the best options will have waiting lists. As a first step, families must consider what type of child care environment would best fit their needs, a nanny, a family child care home or an early childhood center. Each option has benefits and challenges that should be taken into consideration. The next step is to identify providers and programs to be interviewed and visited. A list of licensed family child care homes and early childhood centers can be obtained by contacting the local childcare resource and referral agency for the area which can be identified using the ChildCare Aware website http://www.childcareaware.org/parents-and-guardians/resources . Finally, schedule visits to each program to observe and interview the director or owner. This visit can be as short as 15 minutes or as long as an hour, but it is important it is long enough to ask the right questions and get a feel for the environment.

To help families with this process, the following is a list of recommended questions that go beyond hours of operation and cost to help with the decision making process. They can be adjusted to use in nanny candidate interviews.

1 – Is the program licensed or accredited? If not why and how are you regulated?

When family child care homes and early childhood centers hold a current State Child Care License they have met basic health and safety standards including, background checks, health and fire inspections, current CPR and First-aide certification, basic ongoing professional development, and annual monitoring by local government agencies. There are also required teacher to child ratios and regulations such as supervision of children by sight and sound at all times including while they sleep.

Typically nannies are not licensed or regulated so it is up to the individual family to require basic health and safety qualifications such as background checks and CPR.

2 – How long has the program been in operation and do they have a policy manual for you to review?

Strong candidates have been in business for a while and have solid, up-to-date credentials, clear rules and regulations, and firm policies on operating hours, pickup and drop-off times, safety, hygiene, nutrition, naptime practices, toileting and when children are too sick to attend. References should be available upon request.

3 – What type of credentials does the staff have?

All staff including directors and owners should have had a thorough background check. All staff working directly with children should be educated in an area specific to early childhood development and education and hold a minimum of a CDA. They should have current CPR and First-aide at all times and be expected to participate in ongoing professional development. Staff should be able to talk about the activities they prepare and do with the children and how these activities support positive development.

4 – What methods does this program use to guide children’s positive behavior?

Strong candidates should have clear behavior management policies and procedures that are not punitive, but are respectful, focusing on positive behavior and encouraging children to learn how to express themselves appropriately.

5 – How big are your group sizes?

Strong candidates should maintain small group sizes. The National Association for the Education of Young Children recommends child care center’s have one caregiver for every three to four babies, and no more than eight babies in a group; one caregiver for every four to six children between the ages of 2 and 3; and a staff-to-child ratio of 1:8 to 1:10 for 4- and 5-year-olds.

6 – How will my child spend her day?

Strong candidates have a set routine with a well-thought-out daily schedule including a variety of activities. The topics and equipment should rotate regularly so children have a chance to learn new skills and don’t get bored. There should be regular outdoor times for fresh air and large movements. Television and other forms of screen time should play little or no part in the day’s routine.

7 – How do you engage with families?

Strong candidates encourage visits from families, maintaining regular two-way communication in many forms (phone calls, newsletters, conferences, daily check-ins), and understand the importance of working as a team to support a child’s positive development. You should always feel welcome and respected.

As important as the answers to these questions are, the feel of the program when touring and observing is just as important. Do the children and staff seem happy and engaged? Are the babies being held? Are the adults talking with the children? Is the equipment clean and well maintained? Are the bathrooms and sleeping areas pleasant? Does it feel safe?
Keeping in mind a child care provider will never do everything exactly as the family does it at home and it is always hard dropping off on the first day, it is imperative to pay attention to intuition. Families should only choose a child care program in which they feel at ease knowing their child will be in that setting without them. When families take the time to do a thorough investigation ahead of time and pay attention throughout their relationship with the program, their child should be off to a great start.

Families Thrive with Routines and Sail Through Transitions

Families

Here is a piece I recently wrote for submission to our local newspaper.  

During my almost 30 year career as an early childhood teacher and administrator some of the most common advice families ask from me is how to get their child to eat or to get dressed or go to bed on time without tears and tantrums. My answer always starts with a question, “can you tell me about your routine?” As a creature-of-habit myself, I know that I depend on my rhythm and routine each day to keep me moving forward and happy. Having a basic routine helps me manage my time, move from one activity to another and reach my goals. I have a sense of how my day or week might go and it keeps stress at bay.

For young children daily routines are especially important. Without them their lives can seem chaotic and out of control. Young children do not have the ability to tell time or understand minutes and hours so they use predictable events and routines in their day to understand what comes next and keep track of their progress. Having this ability allows them to feel secure and to become confident in themselves and the world around them. They can trust their needs are going to be met, allowing them to focus on growing and developing.

When routines are predictable for young children it makes transitions to and from activities such as meals, chores and bedtime easier. They know what to expect, how they are going to get there and that their participation is not optional. When the daily rhythm remains consistent there is less room for arguments and pushback.  The following are some strategies I have found to help make routine events predictable and easier to manage.

Meals and eating can be a problematic time for young children and families. It has been well established that children need fuel in the form of healthy food to develop and learn. We also know children can be picky, choosing to eat little at meals and holding out for unhealthy snacks when they are hungry. This can be quite frustrating and worrisome for families. To help children become healthy eaters, responsible for taking care of their bodies, mealtime expectations must remain consistent. To do this the important adults in a child’s life should set meal and snack time routines that include when meals take place, where meals take place and what food is being offered. The children then become responsible for if and how much they choose to eat.   By making mealtimes predictable and eliminating on demand snacking, children learn to eat when food is served, to try new things and if they choose not to eat, they know when the next meal or snack will be served reducing the potential for argument.

Enforceable statements are an excellent tool to help children move from one activity to another, especially when the appeal of one exceeds the other. For example, when it is time to get dressed for the day, but the child would rather play with a favorite toy, an enforceable statement would be, “when you have your cloths on then you can play with the toy”. Or when it is time to clean up before going outside the enforceable statement would be “when your toys are put away then we will head outside”. The key to enforceable statements is not just saying them, but to mean what you say by following through while remaining calm. When children experience adults using enforceable statements routinely, they quickly learn to take the adult at their word and know what is expected of them.

Bedtime can be another challenging time of the day for families. The best way to eliminate much of the bedtime challenge is to develop rituals and routines that occur in the same order each night. Include activities such as taking a warm bath or reading bedtime stories to create a sense of calm and comfort. (Avoid using television or other electronics as a calming technique as they have been found to stimulate the brain). Use each step of the routine to cue the next, for example you can say “after we get your PJs on what happens next”? A great item to include as part of the bedtime routine is talking together about the day; what happened, what they enjoyed, and any frustrations they may have had. It is also a great time to discuss the events of the next day setting up expectations and preparing for any changes in routine.

Children thrive and are able to become more independent when they have the consistency and limits that are available through a predictable routine, but we all know that life happens and unexpected changes are also important for growth. Occasional unpredictability helps children learn to be flexible and resilient, especially when they know they can count on an adult to support them.  These changes help them learn to face and work through life’s problems as they occur.

In today’s world we are all juggling many things that make a consistent routine daunting, however it can also make life run a little easier. Start small, adding predictability where it may already be and don’t give in to pushback. Who knows by adding some rhythm and routine you may find everyone has a little more time for fun!