Let’s Talk…GOF

November 17th, 2014

Toddler clinging to an adult's legWhat?! Another acronym to add to our early childhood alphabet soup language? Deep breaths….Perhaps you have already heard the expression “goodness of fit.”   Last week we shared about giving thought to a child’s temperament and the function behind their behavior when using support structures to help a child find social success in your program. Now think about your own temperament. Are your temperaments different? Are they similar? When the two temperaments come together is a there a “goodness of fit”?

Check out this handout from the University of Wisconsin Extension on Goodness of Fit to reflect more on GOF. I really like the seven quick scenarios to test your knowledge.

I know of two tools to help you think about “goodness of fit” between you and a child in your program (can also be shared with parents!) :

What are your thoughts? Does GOF matter?

What about not just in terms of caregiver, but in terms of “goodness of fit” of the program? Some programs are louder than others. Some programs are more structured than others. Some programs have more continuity of care than others. Is there a way to help parents think about their child’s temperament related to the program’s temperament BEFORE enrollment?

To share your thoughts on this subject, please visit us at http://blogs.extension.iastate.edu/childcare/temperament2/

Malisa

Environment, Guidance

Let’s Talk…Dr. Detective

November 10th, 2014

imagesTTGNR52UWhen a child has a fever of 102 degrees, a medical professional considers that a symptom of something. The doctor has to figure out if this fever is due to influenza or bacterial meningitis or maybe urinary tract infection in order to know how best to treat the fever. The same is true with behavior.  When  children come into our classroom with challenging behaviors, we MUST take the same individual approach. A medical professional will ask the child and caregiver questions, perhaps run some tests and, of course, complete an exam of the child in order to determine the cause of the fever to best treat it.  We have to think the same way with inappropriate behaviors in our program - a behavior detective of sorts. Once we understand the function of the behavior, then we can appropriately “treat” it – giving that child the supports  he or she needs to find success. If we “treat” each child and challenging behavior the same, then there are going to be times where the behavior continues because we haven’t fully considered what is causing the behavior. Just like acetaminophen might give some relief to the child (& caregiver) with a fever, it is possibly only a temporary fix if the root of the fever has not been addressed.

Children come to our program – each with his or her own unique temperament.  The Center on the Social and Emotional Foundations for Early Learning (CSEFEL) has great information on temperament and why it is our job to adjust with strategies that make for a positive experience for each child in our program.

Share with us how you individualize based upon what you know about a child’s temperament – http://blogs.extension.iastate.edu/childcare/temperament1/

Malisa

Environment, Guidance

Let’s Talk… Screen Sense

November 7th, 2014

Baby with computerWhen it comes to technology in early childhood, the pendulum often swings between a belief that very young children should experience no screen time to a belief that as early as possible children should be exposed to technology. As early educators it is our role to help support children’s overall development and wellbeing, but figuring out what is truly best for our youngest charges can be a daunting task.  This time of year can be especially difficult for both early childhood educators and parents in terms of technology as marketing campaigns try to convince consumers to buy the latest and greatest devices designed for all ages.

Fortunately, one of the great heroes in early childhood – Zero to Three – recently released their research report Screen Sense:  Setting the Record Straight—Research-based Guidelines for Screen Use for Children Under 3 Years Old. The work is a collaborative effort between researchers in BOTH media and early childhood, providing a balance of both perspectives.  Research is clear that young children learn best through close relationships with adults and hands-on experiences, but technology is here to stay so it is important to find meaningful ways to incorporate it into the contexts that young children best develop and thrive.  It is possible to find a balance between all and nothing, and the balance lies with meaningful engagement with technology that enhances hands-on learning and interactions with others.  The full Screen Sense report is available at Zero to Three, as well as user-friendly documents that summarize key points:  Screen Sense:  Setting the Record Straight; Using Screen Media with Young Children; and 5 Myths about Young Children and Screen Time.

Future Let’s Talk… Child Care posts will explore meaningful ways to engage children with technology. What are some specific ways you have found to enhance early learning for children through technology?  Share your ideas at http://blogs.extension.iastate.edu/childcare/screen-sense/.

Cindy

Early Learning ,

Let’s Talk…Sportscasting

October 29th, 2014

microphoneWe love sports at my house and often listen to our local high school team over the radio when they are on the road. A good sportscaster relays the events play-by-play to us so we can visualize exactly what is happening.  So, what does sportscasting have to do with early childhood?

Sportscasting is a term used by Magda Gerber to describe a situation play-by-play to young children.  In its ideal state, sportscasting should be even toned, lacking in accusation or judgement and simply describe the facts. Sounds easy, right? But it is hard to silence the “teacher” in us – the one that wants to instruct and direct learning, the one that wants to “fix” situations in a timely manner.  Take a peek at Janet Lansbury’s blog post The Five Benefits of Sportscasting Your Child’s Struggles.

Give thought to how you can apply this to a group care situation -

  • “Your mom left for work. I can see how sad this makes you.”
  • “Your diaper needs changing. I am going to carry you to the diaper changing table and put a dry diaper on you so you will be comfortable.”
  • “You were working hard at building that tower. It is frustrating when a friend knocks it down.”

Can you TRUST young children and empower them to work through their feelings, rather than make them dependent on adults to redirect, distract or resolve issues?  To share your thoughts, go to http://blogs.extension.iastate.edu/childcare/sportscasting/

Malisa

 

Guidance

Let’s Talk… Soft Comforts

October 22nd, 2014

Soft itemHow many soft toys do you have in your environment? Tools that measure quality in early childhood often outline specifically how many soft toys  should be available, but why are soft toys even important?

New research in the Journal of Experimental Social Psychology found that holding a soft item reduces feelings of uncertainty, even items as simple as a soft cloth or a pen that has a soft grip. Think of all of the times children experience uncertainty throughout the day:  greetings, departures, staff shift changes, different children arriving and departing, the uncertainty of whether or not I’ll be able to play with the red truck versus the blue truck or will it stop raining so we can play outside.  Soft toys and other soft items help us use one of our most basic senses – touch – to help manage and cope with feelings of uncertainty.

In my family child care a little boy who came part-time had “Bruce”, which was a beloved (unused) cloth diaper that helped him transition on the days he came to my program. How have soft items helped the children (or adults) in your program deal with feelings of uncertainty?  Share your stories at http://blogs.extension.iastate.edu/childcare/soft-comforts/.

Cindy

P.S.  While soft toys are crucial in the play environment for all ages, always remember safe sleep practices by removing blankets and other soft items from infant sleep environments.

Environment, Health & Safety, Social Emotional ,

Let’s Talk…Changing Demographics

October 16th, 2014

Diversity“Iowa of 2010 looked considerably different than Iowa of 2000. Despite modest overall growth, a variety of significant population shifts occurred within the state, especially among the state’s youngest residents and communities of color” (Iowa Kids Count Special Report, 2011).

If you have not noticed a change in the demographics of your community or the children you care for, chances are you will.  The report shares  that “all parts of Iowa are becoming more diverse and children are leading the way.  Iowa has fewer white residents than it did in 2000 and significantly fewer white children. Iowa’s communities of color – in particular African-American and Latino – grew fast during the decade, and their child population grew fastest of all.”

Be sure to look at the data for your specific city on the KIDS COUNT data center website.

How welcoming is your program to children and families that might be from a different background than you? Do you have posters, books, materials and props that represent children and families from a variety of backgrounds in typical everyday activities?  Check out this Head Start resource titled Same, Different and Diverse: Understanding Children Who Are Dual Language Learners.  I LOVE, LOVE, LOVE this resource that shares actual video clips Embracing Diversity: Songs and Rhymes in 15 Languages.

As we approach the holiday time of year, I want to give you some food for thought as you think about your program’s approach with children and families -

“Child care professionals must make conscious decisions on how to celebrate holidays, just as they make conscious decisions on what snacks to serve or what physical activities to offer,” notes the National Network for Child Care (NNCC).

If you are an early childhood program administrator and want to think more on this topic, consider joining our DHS- & NAC-approved online class in May -  Diversity in Early Care and Education: How Directors Can Support Staff in Honoring Differences

Share with us your strategies for being welcoming in a time of changing demographics –   http://blogs.extension.iastate.edu/childcare/demographics/

Further reading on this topic:

Bisson, J.  (1997).  Celebrate:  An Anti-Bias Guide to Enjoying Holidays in Early Childhood Programs.  St. Paul MN.  Redleaf Press.

Derman-Sparks, L. & Edwards, J. O. (2010). Anti-Bias Education for Young Children and Ourselves.  Washington, D.C. NAEYC.

Derman-Sparks, L. & Ramsey, P. G. (2011). What If All the Kids Are White: Ant-Bias Multicultural Education with Young Children and Families.  New York, N. Y. Teachers College Press.

Gonzalez-Mena, J. (2008). Diversity in Early Care and Education: Honoring Differences.  Washington, D.C. NAEYC.

Shareef, I. & Gonzalez-Mena, J. (2008). Practice in Building Bridges: A Companion Resource to Diversity in Early Care and Education.  Washington, D.C. NAEYC.

Malisa

Environment, Family Relationships

Let’s Talk…Flu, Enterovirus & Ebola

October 8th, 2014

handwashFrom the American Academy of Pediatrics

Strategies for Child Care, Schools related to Ebola, Enterovirus D68 & Flu:

There are numerous news reports about the epidemic of Enterovirus D68 affecting many children, and now Ebola virus.

To ensure the health of all children in child care and school settings, the American Academy of Pediatrics (AAP) recommends caregivers and teachers continue the current procedures already in place to manage infectious diseases (e.g. immunizations, infection control, and proper exclusion practices).

Children with Enterovirus D68, for example, may have symptoms that look similar to children with the common cold, the flu, or other respiratory viruses. Remember, it is not the job of caregivers and schools to diagnose children.
There are steps that Child Care Providers, Facilities, and Schools can take to prevent the spread of infection and illness, including having policies that encourage:

By following these recommendations, you will be doing your part to maintain a healthy environment for all the children in your care, regardless of illness.
Additional resources for Child Care Providers & Schools:

Health & Safety

Let’s Talk… Pets in the Classroom

October 6th, 2014

Welcome again guest blogger Jamie Smith, ISU Environmental Rating Scale Assessor.

PetsMy friend’s daughter came home from the first day of school overjoyed because her seat is right next to the classroom guinea pig’s cage. Now, as adults, we may not think that that particular arrangement would always be pleasant, but in the eyes of a child, it can be the best seat in the house!

If you are an animal lover, you know the great joy and friendship pets provide. Even if you’re not an animal fan, you know or can imagine the curiosity sparked in children at the sight of animals. Many programs may shy away from pets because along with all the joy and fun they provide, they come with a long list of liabilities.   It is important to be very aware of and follow all recommended rules and precautions when animals and children are together.  Caring for Our Children has two very informative sections about pets and children:

Prohibited Pets: http://cfoc.nrckids.org/StandardView/3.4.2.2

Animals that Might Have Contact with Children and Adults: http://cfoc.nrckids.org/StandardView/3.4.2

While there are many responsibilities that go along with having pets in your program, there are also benefits. Animals can lift our mood and spirits.  They can teach children responsibility and kindness to other creatures.    Pets serve as an excellent learning tool and can turn the program in to a community.

What are some of your experiences with pets in your program-good or bad?  Please share at http://blogs.extension.iastate.edu/childcare/pets-in-the-classroom/.

Jamie

Early Learning, Environment, Health & Safety ,

Let’s Talk… Banned Book Week

September 22nd, 2014

Banned Book 1September 21 – 27 marks Banned Book Week 2014. It is one of my favorite “special weeks” because it draws attention to the importance of books and the place they hold in our lives as well as celebrates our freedom to read.  I’ve read many “banned books” and most are ones that challenge the way I have previously thought of something in a way that changes me forever.

In early childhood, it is our responsibility to meet the needs of all the children in our care, which means we need to be selective of books we have in our collection. Some challenged children’s books that a family might deem appropriate in their home might not be appropriate in group care.  For example, books with images of characters hurting one another.  Other frequently challenged books are ones that present families in many different ways, and these might be very appropriate for early childhood.  As a matter of fact, the September 2014 issue of NAEYC’s Young Children explores the issues surrounding engaging many different types of families.

When I visit with early childhood professionals, they almost always tell me they have a “wide selection” of books, but most often they mean LOTS of books, not necessarily a WIDE selection. To have a wide selection it’s important to have books from the following types of categories for all the ages of children in your care:

  • Race/Culture
  • Ages
  • Abilities
  • Animals
  • Familiar Experiences & Objects
  • Fiction
  • Factual
  • Nature/Science

Books are our windows to many different types of people, places, objects and experiences, and this holds true for children as well. This week, take a critical look at your book collections.  Are there frightening images that might be best removed?  Are there any of the categories above missing?  Let us know what you discover at http://blogs.extension.iastate.edu/childcare/banned-book-week/.

Cindy

Early Learning, Environment ,

Let’s Talk… DAP What…???

September 17th, 2014

difficult 2Many years ago, when I first started hearing about developmentally appropriate practices (A.K.A. DAP), it sounded like a scary and complicated classroom strategy that only after several college courses would I be able to fully understand. Over the years, however, I have come to understand that developmentally appropriate practice simply means meeting children where they are at in this moment in time.  Recently I ran across a NAEYC resource that does a great job of illustrating this idea.  10 Effective DAP Teaching Strategies suggests the following simple approaches to meeting children in this moment and time in support of their overall development:

  1. Acknowledge
  2. Encourage
  3. Give Specific Feedback
  4. Model
  5. Demonstrate
  6. Create or add challenge
  7. Ask Questions
  8. Give Assistance
  9. Provide Information
  10. Give Direction

An infographic of these ten strategies is available to help keep DAP reminders close at hand. In addition to these strategies, you can explore more about DAP via a previous Let’s Talk post as well.

DAP is the best way to ensure the needs of each unique and individual child are met. How do you make development appropriate practice less scary and more meaningful in your work with children?  Let us know at http://blogs.extension.iastate.edu/childcare/dap-what/.

Cindy

Early Learning, Professionalism ,