Co-regulation. Modeling how you want a child to respond when they are feeling angry or tense. Teach them the steps to self-calm and recognize where there emotions are felt on their body. Describing this to the child may help them to learn how to recognize it.

I go to counseling every week to talk through the stressors in my life and build coping mechanisms. I talk about my stress at work and in relationships, and work with my counselor to build resiliency and self-confidence.

Redirection, giving choices so kids have a sense of control, serve and return, rephrasing negative commands (“Don’t run”) as positive reminders (“use your walking feet!”)

I talk with a counselor weekly about stressors in my life and I talk to the director and lead teacher as needed for help with managing frustrations that come up about working in childcare.

Use active listening skills, serve and return, redirection as necessary, and encouraging safety and kindness in the classroom.

I think it is important to refer to written guidelines even when you think you know how to handle an incident, just to be sure. This will clarify and avoid any confusion about the appropriate actions and ways to communicate.

A clean warm crib with a single firm, flat mattress.

First of all, implementing physical activity as part of the routine helps a lot. Providing the space and time for kids to be active both indoors and outdoors. Indoor activities could include running in place and dancing to music. Outdoor activities could include riding bikes, climbing, playing tag or even doing jumping jacks to warm up their bodies.

Create songs to help them remember, have them practice with pretend toothbrush or by showing kids how to help a baby doll with their healthy habits.

Security cameras, cleaning supplies stored away from a child’s reach, regularly checking the classroom for any potential hazards, etc.

As a teacher, I am a mandatory reporter and therefore should report suspected abuse to the CPS, without informing the parents or interviewing the child myself.

My biggest worry is kids getting hurt by accident or by other children.

If teachers are aware of resources and have some quick info about them, such as contact information and services provided, it can make families feel more at ease about accessing resources.

Emotional support and understanding, intentional modeling, and encouragement for growth. Being too harsh with my child, not understanding why my kid might be acting out or withdrawn, or not intentionally being accepting or nurturing.

The first thing to try is asking questions that are open-ended. This will give you an idea of where the child’s comprehension level is and how you can meet them and engage them more. For example, if you ask “why do leaves fall off trees?”, a child may say “because it’s cold” or “because the wind is blowing”. This is much more engaging than… Read more

I think having the same schedule every day with added variety is the key to a successful routine. For example, meal and snack times can be the same time every day, but a variety of foods from day to day and week to week keeps the kids healthy and interested. Also, having set times for activities and clear transitions from each activity to the… Read more

I think it is important to consider how the classroom looks to the children. Are there enough variety and amount of materials for them to stay stimulated and engaged? Is the flow of traffic confusing, or are there clear areas for reading, play, dining, etc?

Discuss it with a coworker first, and approach the conversation with confidentiality and the child’s development and growth in mind. Refer to local resources for additional help, and make sure to share your observations objectively, not with any bias or personal opinion.

Each child has their own unique timing of growth. It is important to intentionally observe this and adapt the learning environment to fit a variety of needs, including activities/support for children with special needs.

I think that although screen time is “fun” and a way to distract kids when you need a break, it is not helpful for their brain development. Even as an adult, I struggle to put down my phone and make real connections with people. I think it can help to build stronger relationships with your kids or students if no screen time is involved.

When a child “serves” cueing interest, being done with an activity, or pointing, an adult or caregiver can “return” with sharing the interest, keeping focus, and recognizing when a child is ready to move on to another activity. This helps to build the child’s brain and establish a better relationship.

Start with curiosity instead of getting impatient. Communicate the policy, but try to be understanding about the reason they are late. (Although this is easier said than done, I have found it to be much more effective than getting frustrated).

110-300-085 talks about how to build family partnerships and communication with families. 110-300-0150 says “a provider must supply a variety of materials that satisfy individual, developmental, and cultural needs”110-300-300 says “An early learning provider must develop an individual care plan for each child with special needs and must notify… Read more