We have talked about temperament and “goodness of fit.” The ECMHC’s Infant Toddler Temperament Tool (IT3) shares with you (or a parent!) an array of simple strategies that can be used to best support the unique temperament of each child within your care when completed. And I love this article by Karen Stephens on Strategies for Parenting Children with Difficult Temperament as well as The Temperament Trap: Recognizing and Accommodating Children’s Personalities by Susan Culpepper.
So what about pretzels vs. rubber bands? As early childhood professionals and parents, we have heard that we as the adults need to be the one to adjust once we have the understanding of temperament. Right? But, this has led many of us to twist and contort ourselves to the breaking point – hard & brittle like a pretzel. We need to think about this with a more balanced approach – more like a rubber band. Allowing ourselves time to stretch and grow to meet the child’s needs. If we adjust too much too quickly, then the rubber band will snap. But if we move at a steady pace to meet the child’s unique “shape” we will find our rubber band encircling that child with the support he or she needs and more easily adaptable in different situations.
So, are you like a pretzel or a rubber band when it comes to adjusting to children’s unique temperament? Share with us your thoughts at http://blogs.extension.iastate.edu/childcare/temperament3/
For further reading on the subject of temperament, check out the following books (perhaps add them to your parent library!):
What?! 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/
When 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/
We 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/
August brings with it lots of talk about the back-to-school transition: clothes, supplies, bus and carpool arrangements, and child care arrangements. There is a lot of information and many resources available online for parents on helping a child transition to a new child care environment or preschool, but not a lot of information available for the early care professional on how to help children with the transition from your side of the equation. School agers going back to school, regulars returning after a summer at home, and/or welcoming new children, along with many new routines, is worth some thoughtful planning to ensure everyone, including you, the professional, has a smooth transition to fall.
So… what are your ideas for transitioning from summer break to fall schedules? Let us know at http://blogs.extension.iastate.edu/childcare/summerfalltransitions/.
Early Learning, Guidance
Love this Friendship Kit idea from the Head Start Center for Inclusion! What a super way to promote pro-social behavior among children in your group. Find this and more teacher tools & classroom visual supports for building social skills at http://depts.washington.edu/hscenter/teacher-tools#visual Be sure to check out the visuals that go along with the Friendship Kit!
Creating a classroom Friendship Kit is a great way to promote the idea of children helping each other. The Friendship Kit is an accessible container that holds all of the necessary items for providing support to a sad or lonely classmate. When children notice a classmate is feeling sad, they can be encouraged to go to the Friendship Kit for ideas to comfort their friend. Teachers may demonstrate how to use the kit at a large or small group time and keep the kit in a visible, easy to access location so children are able to comfort a friend at a moment’s notice! Provide specific examples of when children might use the kit (when a child is sad because he didn’t want his mom to leave, when a child scrapes her knee on the playground, when a child doesn’t have anyone to play with, etc.).
Below are some ideas for items to include in your classroom Friendship Kit:
- A small package of tissues: to give to a friend to wipe away tears
- A small stuffed animal: to give to a friend to cuddle
- A box of Band-Aids: to give to a friend with an owie
- A couple of sheets of stickers: to put on the shirt of a friend who needs some cheer
- A pair of silly glasses with moustaches, a funny finger puppet, or other funny prop: to give a sad friend a smile
- A set of sticky notes and a pencil or crayons: to write a friend in need a happy note for her cubby, table place, etc.
- Blank, cheerful greeting cards: to write and deliver to a friend
- A visual reminder for the following actions
- Ask a friend if he wants a hug
- Ask a friend if he wants a high five
- Ask a friend if she is OK
- Ask a friend if he wants me to get a teacher for help
- Ask a friend if she wants to play with me
What other resources like this one from Head Start Center for Inclusion do you use to promote pro-social behavior among children? Malisa
Early Learning, Environment, Guidance, Inclusion
I am excited to introduce a guest blogger this week – Kris Corrigan, ISU Extension & Outreach Environment Rating Scale Assessor. Malisa
The time we spend transitioning children between daily routines can be a very busy time for us, but, too often, it is just “unnecessary” wait time for the children in our care. As an Environment Rating Scale Assessor, I often see these wait times occur when children have to wait in line to go outside, wash hands, or sit idly at a table as they wait for others to sit down for meals. Since young children have not developed the self-control to be able to stand or still for long periods, they will often fidget and “invent” their own activity. Sometimes this is activity that can lead to behavior problems that require intervention from already busy teachers. For these reasons, the Early Childhood Environment Rating Scales require that there is no long waiting period between transitions during daily routines. They define a long waiting period as more than three minutes. There are many strategies that teachers can implement to avoid “unnecessary” wait time, and these require no additional preparation for teachers. Consider giving children something to do so that transition times can be productive time for them too.
Reducing children’s “wait” time can reduce behavior problems in your program. Check out these resources for transition activity ideas -
What are your favorite transition activities? Share with us at http://blogs.extension.iastate.edu/childcare/transition/
New tools to add to your teacher toolbox! I learned last week about Head Start’s Center for Inclusion teacher tools thanks to Early Childhood Iowa PBIS. At Head Start’s Center for Inclusion teacher tools, you will find visual support templates for classroom expectations, schedules, emotional regulation, transitions and problem-solving. They also share a scripted story for initiating play with a friend.
Visual strategies can be very helpful with all children in knowing (and following) the structure that is beneficial to children in group care.
Here are some other “tools” you will find helpful in your work with young children if you haven’t discovered them already:
Why reinvent the wheel when wheels are available for your use? What other online tools do you use to support children with challenging behavior? Share with us at http://blogs.extension.iastate.edu/childcare/teacher-tools/
“In a reward-oriented classroom, including one that is characterized by praise, kids are led to ask, ‘What do they want me to do, and what will I get for doing it?‘ fundamentally different from ‘What kind of person do I want to be?’ or ‘What kind of classroom do we want to have?‘”
So many of us have been trained that to motivate children we need to be rewarding them – either with tangible items like stickers or with verbal praise. I hope you will take a brief moment to read the article Punished by Rewards: A Conversation with Alfie Kohn. It will cause you to pause and consider how we manipulate children even with our well-intended praise. One of the things that I found most interesting is that research shows when we reward children for tasks that they are intrinsically motivated to accomplish, they lose interest in that activity and we place the emphasis on pleasing us as the adult. Ouch.
Who among us hasn’t used the words, “I like the way Tommy is sitting with his hands in lap waiting for my story”? Kohn gives four reasons why he is opposed to this type of manipulation. Take a peek at the article to learn what those are. A few other quotes I hope you will give thought to -
- What these kids need is unconditional support and encouragement and love. Praise is not just different from that; it’s the opposite of that. Praise is, “Jump through my hoops, and only then will I tell you what a great job you did and how proud I am of you.”
- Kohn advocates providing an engaging curriculum and a caring atmosphere “so kids can act on their natural desire to find out.”
- You show me a school that really has those three Cs in place (content, community, choice)—where students are working with one another in a caring environment to engage with interesting tasks that they have some say in choosing—and I’ll show you a place where you don’t need to use punishments or rewards.
Hope you give the research-based information he shares some thought! I will not deny that for the short term, rewards work to get the results we are seeking, but are we doing more damage than good in the long run? Do we need to be giving more attention to the natural interests of our children and less attention on how to please us? Share with us your thoughts at http://blogs.extension.iastate.edu/childcare/rewards
Do you ever have kids that don’t want to leave what they are doing to use the restroom? Heard the best idea the other day at a child care training – try using a Potty Bear. The stuffed animal becomes a “placeholder” at that activity helping that child leave that area and providing a visual cue for friends that someone is there.
What other “tools” do you use to support children while learning to use the toilet? To share, visit http://blogs.extension.iastate.edu/childcare/potty-bear/
Early Learning, Environment, Guidance