Calm

When school is virtual, many families are struggling to provide the type of support their children received in school while also managing a work/life balance. It's enough to make child and parent want to pull their hair out.  In this PreK Teach and Play podcast episode, autism expert Barb Avila and I explore how we can help children stay regulated and engaged during this pandemic.  During our conversation, we examine...  How to "calm a storm" by getting children safe, being visually non-threatening, observing children's body language, and making a bid for connection  Factors that cause the body to become dysregulated  Why it's important to shift the mindset from behavior compliance to co-regulation How boundaries make children feel more secure  

When school is virtual, many families are struggling to provide the type of support their children received in school while also managing a work/life balance. It's enough to make child and parent want to pull their hair out.  In this PreK Teach and Play podcast episode, autism expert Barb Avila and I explore how we can help children stay regulated and engaged during this pandemic.  During our conversation, we examine... <ul> <li>How to "calm a storm" by getting children safe, being visually non-threatening, observing children's body language, and making a bid for connection </li> <li>Factors that cause the body to become dysregulated </li> <li>Why it's important to shift the mindset from behavior compliance to co-regulation</li> <li>How boundaries make children feel more secure </li> </ul>

How to Stay Calm in the Chaos

Anyone else confused about when to praise a child...if ever? When to reinforce something? What about punishment? Wow...supporting children who are experiencing big emotions is not for the faint of heart that's for sure. And it seems everyone (including me) has an option on how to "weather the storm". In this PreK Teach and Play podcast episode, Alyssa Blask Campbell, Laura Fish, Dr. Shauna Tominey and I dig deep into what we mean when we use phrases like praise, rewards, and punishment. We also work really hard to share practical ideas to help teachers and parents support young children's development and to weather the storm of big emotions. During our conversation, we examine...  How to avoid teaching compliance over connection Why our own emotional responses to undesired behaviors can result in both children and ourselves becoming dysregulated How traditional views on praise, rewards, and punishment need a makeover...where our aim is to help the child develop, not manage their behavior.  Key take aways... And while we share many tips and suggestions...we all agree on the need to hone our own awareness of what is going on (for ourselves and our children) and for co-regulating when supporting children's emerging ability to self-regulate. This episode also includes access to a collection of annotated resources to help you think beyond Applied Behavior Analysis and the use of behavior charts.

Anyone else confused about when to praise a child...if ever? When to reinforce something? What about punishment? Wow...supporting children who are experiencing big emotions is not for the faint of heart that's for sure. And it seems everyone (including me) has an option on how to "weather the storm". In this PreK Teach and Play podcast episode, Alyssa Blask Campbell, Laura Fish, Dr. Shauna Tominey and I dig deep into what we mean when we use phrases like praise, rewards, and punishment. We also work really hard to share practical ideas to help teachers and parents support young children's development and to weather the storm of big emotions. During our conversation, we examine... <ul> <li>How to avoid teaching compliance over connection</li> <li>Why our own emotional responses to undesired behaviors can result in both children and ourselves becoming dysregulated</li> <li>How traditional views on praise, rewards, and punishment need a makeover...where our aim is to help the child develop, not manage their behavior.</li> </ul> Key take aways... And while we share many tips and suggestions...we all agree on the need to hone our own awareness of what is going on (for ourselves and our children) and for co-regulating when supporting children's emerging ability to self-regulate. This episode also includes access to a collection of annotated resources to help you think beyond Applied Behavior Analysis and the use of behavior charts.

The Good, the Bad, and the Ugly When it Comes to Praise, Rewards, and Punishment

What does inclusion mean to you?  For me, it is a fundamental human right...NOT just a rite-of-passage. It is when we experience a true sense of belonging. ​​ In this PreK Teach and Play podcast episode, I talk with Ijumaa Jordan and Isela Garcia about what inclusion means and explore our top tips for early educators. This conversation was originally recorded for the 2020 Summer Leadership Institute sponsored by Inclusive Schooling and hosted by Dr. Julie Causton and me. The recordings from over 30 hours of expert conversations about inclusion from Pre-K to post secondary is available NOW on-demand! During my conversation with Ijumaa and Isela, we explored:  How to shift our mindsets (regardless of where instruction takes place) to see our work as being with children vs. doing to children Barriers to inclusion and how leaders can work to remove them Tips about what makes inclusion a true possibility 

What does inclusion mean to you? For me, it is a fundamental human right...NOT just a rite-of-passage. It is when we experience a true sense of belonging. ​​ In this PreK Teach and Play podcast episode, I talk with Ijumaa Jordan and Isela Garcia about what inclusion means and explore our top tips for early educators. This conversation was originally recorded for the 2020 Summer Leadership Institute sponsored by <a href="https://www.inclusiveschooling.com/" rel="noopener noreferrer nofollow" target="_blank">Inclusive Schooling</a> and hosted by Dr. Julie Causton and me. The recordings from over 30 hours of expert conversations about inclusion from Pre-K to post secondary is <a href="https://www.inclusiveschooling.com/sli2020ondemand/" rel="nofollow" target="_blank">available NOW on-demand</a>! During my conversation with Ijumaa and Isela, we explored: <ul> <li>How to shift our mindsets (regardless of where instruction takes place) to see our work as being with children vs. doing to children</li> <li>Barriers to inclusion and how leaders can work to remove them</li> <li>Tips about what makes inclusion a true possibility</li> </ul>

Inclusive Tips and Solutions for Early Educators with Ijumma Jordan and Dr. Isela Garcia

Stuart Shanker

When I talked with Dr. Susan Hopkins for Episode 46 of the Pre-K Teach and Play podcast, we explored what the term "self-regulation" really means. In this bonus episode with the incredible Dr. Stuart Shanker, we go even deeper. For example, did you know that at one time there were 447 different definitions of self-regulation in education....446 of which were all about self-control? Yeah, I didn't either!  In this Pre-K Teach and Play bonus podcast episode, Dr. Stuart Shanker explains how his fascination with the American Revolution as a young school boy in Canada resulted in a passion for understanding how children (and humans in general) develop. In this bonus episode, Dr. Shanker discusses:   What he discovered about the difference between the educational, neuroscientific, and physiological understandings in terms of what it means to self-regulate The science of stress and why we need to reframe labeling reactions as stress-behavior...not misbehavior How our brains have grown and evolved over time What it really means to be a stress detective 

When I talked with Dr. Susan Hopkins for Episode 46 of the Pre-K Teach and Play podcast, we explored what the term "self-regulation" really means. In this bonus episode with the incredible Dr. Stuart Shanker, we go even deeper. For example, did you know that at one time there were 447 different definitions of self-regulation in education....446 of which were all about self-control? Yeah, I didn't either!  In this Pre-K Teach and Play bonus podcast episode, Dr. Stuart Shanker explains how his fascination with the American Revolution as a young school boy in Canada resulted in a passion for understanding how children (and humans in general) develop. In this bonus episode, Dr. Shanker discusses:  <ul> <li>What he discovered about the difference between the educational, neuroscientific, and physiological understandings in terms of what it means to self-regulate</li> <li>The science of stress and why we need to reframe labeling reactions as stress-behavior...not misbehavior</li> <li>How our brains have grown and evolved over time</li> <li>What it really means to be a stress detective</li> </ul>

Evolution of the Brain and the Science of Stress with Dr. Stuart Shanker

Susan Hopkins

 We've all heard the word "self-regulation", but do you really understand what it means?  For many years I thought I did, but I was wrong.  There's so much more depth and meaning behind the concept than just dealing with your emotions. It's also not just about thinking. It's about things that are happening automatically beneath the threshold of conscious awareness. In this episode, we explore:  What's below the threshold of our awareness What we need to do to co-regulate What's going on in this thing called the interbrain How humility helps us learn The genuine need for children to play.  So not only do we talk about what's going on in the brain and what is meant by self regulation, but we also begin to scratch the surface of our shared love around the necessity of children and play.

We've all heard the word "self-regulation", but do you really understand what it means? For many years I thought I did, but I was wrong. There's so much more depth and meaning behind the concept than just dealing with your emotions. It's also not just about thinking. It's about things that are happening automatically beneath the threshold of conscious awareness. In this episode, we explore: <ul> <li>What's below the threshold of our awareness</li> <li>What we need to do to co-regulate</li> <li>What's going on in this thing called the interbrain</li> <li>How humility helps us learn</li> <li>The genuine need for children to play.</li> </ul> So not only do we talk about what's going on in the brain and what is meant by self regulation, but we also begin to scratch the surface of our shared love around the necessity of children and play.

Below the Threshold of Your Awareness with Dr. Susan Hopkins

Lisa Pepper-Satkin

While I can't recall all the details, from the first time I met Lisa Pepper-Satkin, to the time we recorded this podcast (which was actually back in February of 2020), I remember how she made me feel during each encounter. In a word: inspired!  Lisa has really helped me to grow in my thinking about what it means to lead...how we show up in the world, as well as how we can transform the culture in which we are working, living, and being.  While our discussion happened pre-pandemic, its incredible to look back now and see how even then we were in awe of the way our world is always changing, forever in flux, with new and different opportunities for positive change. Take a listen and explore what it means to dare to be yourself!

While I can't recall all the details, from the first time I met Lisa Pepper-Satkin, to the time we recorded this podcast (which was actually back in February of 2020), I remember how she made me feel during each encounter. In a word: inspired!  Lisa has really helped me to grow in my thinking about what it means to lead...how we show up in the world, as well as how we can transform the culture in which we are working, living, and being.  While our discussion happened pre-pandemic, its incredible to look back now and see how even then we were in awe of the way our world is always changing, forever in flux, with new and different opportunities for positive change. Take a listen and explore what it means to dare to be yourself!

Daring to be Yourself with Lisa Pepper-Satkin

LEAD

This episode is actually a repeat...meaning I lost the first recording and had to go back and ask Isela to sit and chat with me again. I'm so glad she said yes because I remember the 1st recording brought me to tears (in a good way) and so did this one. Whether you are a leader by title or not, this episode if for you! In it, we dig into what it means to show up and be open-hearted. Not just with our staff, but with families, with children, with one another. We also dig into what it means to be a leader and explore practical tips for how to be a better leader, and to be honest, a better human being. Be sure to grab this episode's freebie too...it's a leadership bundle from Dr. Garcia, which includes her:  Barriers to Effective Communication Leadership Skills Infographic Communication Connection Sandwich  Learn more about Dr. Garcia's work at https://www.alesigroup.com/

This episode is actually a repeat...meaning I lost the first recording and had to go back and ask Isela to sit and chat with me again. I'm so glad she said yes because I remember the 1st recording brought me to tears (in a good way) and so did this one. Whether you are a leader by title or not, this episode if for you! In it, we dig into what it means to show up and be open-hearted. Not just with our staff, but with families, with children, with one another. We also dig into what it means to be a leader and explore practical tips for how to be a better leader, and to be honest, a better human being. Be sure to grab this episode's freebie too...it's a leadership bundle from Dr. Garcia, which includes her: <ul> <li>Barriers to Effective Communication</li> <li>Leadership Skills Infographic</li> <li>Communication Connection Sandwich</li> </ul> Learn more about Dr. Garcia's work at <a href="https://www.alesigroup.com/" rel="nofollow" target="_blank">https://www.alesigroup.com/</a>

Dr. Isela Garcia And How to Lead With An Open Heart

For me...this quote from Ijumaa Jordan says it all! I'll allow your initial shock, but we're still going to move forward. It's not going to stop us. We still had to talk about...we still have to move forward, because right now children are being harmed-" Ijumaa Jordan Here are just a few of the topics we dive into:  Developing humility Classroom rules Characteristics of the White dominant culture Referring to others as our "friends" Implications for prioritizing the individual over the collective Where White Supremacy "shows up" in professional development And so much more!  And so, we can grow together, because that gives me hope. It's not necessary that we actually have to know the same thing or do the same work, but that we're willing to do the work together to make those, the changes that we want, to move to that world where all needs are met, where there's no lack. ~ Ijumaa Jordan, ECE Consultant ijumaajordan.com

For me...this quote from Ijumaa Jordan says it all! I'll allow your initial shock, but we're still going to move forward. It's not going to stop us. We still had to talk about...we still have to move forward, because right now children are being harmed-" Ijumaa Jordan Here are just a few of the topics we dive into: <ol> <li>Developing humility</li> <li>Classroom rules</li> <li>Characteristics of the White dominant culture</li> <li>Referring to others as our "friends"</li> <li>Implications for prioritizing the individual over the collective</li> <li>Where White Supremacy "shows up" in professional development</li> <li>And so much more!</li> </ol> And so, we can grow together, because that gives me hope. It's not necessary that we actually have to know the same thing or do the same work, but that we're willing to do the work together to make those, the changes that we want, to move to that world where all needs are met, where there's no lack. ~ Ijumaa Jordan, ECE Consultant <a href="https://ijumaajordan.com/" rel="nofollow" target="_blank">ijumaajordan.com</a>

A Lesson In Humility

This is such a powerful episode! In it we talk about many of the issues that we're facing... living through a pandemic, and we aim to provide hope, specific strategies, and practical ideas of how we might transition to and reimagine what education will look like in the future. I learned so much, I have pages of notes and in fact, within an hour of recording this episode, I was already sharing what I've learned. Here's a quick example... Right at the start of our conversation Lori shared three things the brain just can't take, meaning things that will impact across any age our ability to learn, our ability to thrive:  chronic unpredictability isolation emotional or physical restraint  Sound familiar? Listen now and learn what you can do!

This is such a powerful episode! In it we talk about many of the issues that we're facing... living through a pandemic, and we aim to provide hope, specific strategies, and practical ideas of how we might transition to and reimagine what education will look like in the future. I learned so much, I have pages of notes and in fact, within an hour of recording this episode, I was already sharing what I've learned. Here's a quick example... Right at the start of our conversation Lori shared three things the brain just can't take, meaning things that will impact across any age our ability to learn, our ability to thrive: <ol> <li>chronic unpredictability</li> <li>isolation</li> <li>emotional or physical restraint</li> </ol> Sound familiar? Listen now and learn what you can do!

Connections Over Compliance

Do you all know Dr. Barb O'Neill? Host of the Transform Challenging Behaviors Online Conference.  Well in this episode you get to hear how the conference came to be, what Barb has learned over the years (aka her top tips for addressing behaviors that are challenging), and what to expect during the 3rd annual conference. We also talk a bit about how she came to love puppets and how to use them with young children to promote their social-emotional health and well-being.  The download for this episode includes a FREE e-Book with over 60 practical strategies you and use immediately to help with behaviors that are challenging.

Do you all know Dr. Barb O'Neill? Host of the Transform Challenging Behaviors Online Conference.  Well in this episode you get to hear how the conference came to be, what Barb has learned over the years (aka her top tips for addressing behaviors that are challenging), and what to expect during the 3rd annual conference. We also talk a bit about how she came to love puppets and how to use them with young children to promote their social-emotional health and well-being.  The download for this episode includes a FREE e-Book with over 60 practical strategies you and use immediately to help with behaviors that are challenging.

Transforming Challenging Behavior: It’s Mindset Before Methods!

How do you help all children thrive? Get in-depth discussions and insider tips with Dr. Kristie Pretti-Frontczak. Each episode gives access to real-world strategies and tools for dealing with behaviors that are challenging, pressures to “ready” children for Kindergarten, and the goal to build kinder, more inclusive, and more creative classrooms, which address the whole child. The host, Dr. Kristie Pretti-Frontczak, has 30 ears of experience in teaching and supporting early educators. You, too can become an ECE {R}evolutionary and reclaim children's right to learn through play, reimagine inclusive classrooms, and revolutionize early care and education.

PreKTeachandPlay.com Podcast

We all wish it were easier right? Helping children during the middle of a meltdown! What we wouldn't give for a magic wand or on-demand wizard who could help prevent outbursts and help children control their impulses.  Well, it's not as easy as waiving a magic wand, but it's also not as hard as it might feel. In fact, our every day actions, questions, and comments can help children become more self-regulated, and to regain a more neutral emotional state after they've had a meltdown. In today’s podcast I explore a simple, but effective way to intentionally teach a “soft skill” like self-regulation, using what we call, Power Packs™.

We all wish it were easier right? Helping children during the middle of a meltdown! What we wouldn't give for a magic wand or on-demand wizard who could help prevent outbursts and help children control their impulses. Well, it's not as easy as waiving a magic wand, but it's also not as hard as it might feel. In fact, our every day actions, questions, and comments can help children become more self-regulated, and to regain a more neutral emotional state after they've had a meltdown. In today’s podcast I explore a simple, but effective way to intentionally teach a “soft skill” like self-regulation, using what we call, Power Packs™.

Teaching Self-Regulation Old School Style

Circle

Do you share my love/hate relationship with circle time? I know the benefits of gathering all members of a community...but I also struggle with "group starts" and "group starts." In this episode, we explore how circle time can be a choice, and where everyone wins!

Do you share my love/hate relationship with circle time? I know the benefits of gathering all members of a community...but I also struggle with "group starts" and "group starts." In this episode, we explore how circle time can be a choice, and where everyone wins!

Circle Time Can Be A Choice

In this podcast episode, Laura Fish and I share how early educators can broaden their perspective around the "causes" for challenging behavior. You will learn how to discover the “why" behind a child's behavior. This episode is for you if you are interested in:  Helping children remain the Green Zone (how to respond instead of react) Strengthening your understanding of what may contribute to challenging behaviors Understanding the concept of prevention and promotion vs. intervention Aligning teaching practices with children's basic needs and drives 

In this podcast episode, Laura Fish and I share how early educators can broaden their perspective around the "causes" for challenging behavior. You will learn how to discover the “why" behind a child's behavior. This episode is for you if you are interested in: <ol> <li>Helping children remain the Green Zone (how to respond instead of react)</li> <li>Strengthening your understanding of what may contribute to challenging behaviors</li> <li>Understanding the concept of prevention and promotion vs. intervention</li> <li>Aligning teaching practices with children's basic needs and drives</li> </ol>

Seeing The Child Behind The Behavior

Does the following scenario sound familiar? You're playing with a child who has been coming to preschool for the last two years, and when you ask, "How many are there?"...the child always says...2, 3, 5, 8!

Does the following scenario sound familiar? You're playing with a child who has been coming to preschool for the last two years, and when you ask, "How many are there?"...the child always says...2, 3, 5, 8!

Discovering What Comes Before Counting

This Pre-K Teach &amp; Play episode is for you if you are interested in learning more about the importance of self-regulation, about common myths or misperceptions about self-regulation, and why our job is critical in ensuring children’s success in school and of course in life. Your take away is that the brain areas associated with self-regulation are malleable, and self-regulation can be practiced and strengthened! As a bonus to this episode, you’ll learn more about how important it is to address development and learning from a whole child perspective, how to use Dr. Megan McClelland and Dr. Shauna Tominey's book, Stop, Think, Act to create embedded learning opportunities with evidenced-based interventions, and about a self-paced course they offer through Oregon State University called Red Light, Purple Light: A Self-Regulation Intervention Program.

This Pre-K Teach &amp; Play episode is for you if you are interested in learning more about the importance of self-regulation, about common myths or misperceptions about self-regulation, and why our job is critical in ensuring children’s success in school and of course in life. Your take away is that the brain areas associated with self-regulation are malleable, and self-regulation can be practiced and strengthened! As a bonus to this episode, you’ll learn more about how important it is to address development and learning from a whole child perspective, how to use Dr. Megan McClelland and Dr. Shauna Tominey's book, Stop, Think, Act to create embedded learning opportunities with evidenced-based interventions, and about a self-paced course they offer through Oregon State University called Red Light, Purple Light: A Self-Regulation Intervention Program.

Stop, Think, Act: Promoting Self-regulation In Young Children

We all know that learning centers, and center time for that matter, play a key role in the delivery of early experiences for children. So what's the downside and how can they be improved to support wholeness and integrated brains? This episode is for you if:  You'd like to take a more intentional look at how to best design learning centers You want to ensure a "YES Brain" approach to early learning You're supporting other educators and want to know "What makes a good learning center?"  Episode includes a free download with seven strategies to ensure learning centers are engaging, designed in ways that build upon children's interest and different abilities, and incorporate a "healthy mind platter".

We all know that learning centers, and center time for that matter, play a key role in the delivery of early experiences for children. So what's the downside and how can they be improved to support wholeness and integrated brains? This episode is for you if: <ol> <li>You'd like to take a more intentional look at how to best design learning centers</li> <li>You want to ensure a "YES Brain" approach to early learning</li> <li>You're supporting other educators and want to know "What makes a good learning center?"</li> </ol> Episode includes a free download with seven strategies to ensure learning centers are engaging, designed in ways that build upon children's interest and different abilities, and incorporate a "healthy mind platter".

A Fresh Look At Learning Centers

If your behavior "management system" is public (verbal or visual), if it is whole group, or if it is highly symbolic, it's a practice that we can no longer engage in. Meaning...it's three strikes and you're out, behavior charts. In this episode, I unpack the top three reasons (ok five reasons) that behavior charts aren't effective in helping children learn to self-regulate. I also talk about why we have used them, and how our good intentions shouldn't be criticized...just adjusted. This episode if for you if you want to know:  The top five reasons for bagging behavior charts The top four reasons people use behavior charts Solutions for what to do instead  After listening to this episode, you'll understand what all I'm categorizing as behavior charts and why they are ineffective with young children.

If your behavior "management system" is public (verbal or visual), if it is whole group, or if it is highly symbolic, it's a practice that we can no longer engage in. Meaning...it's three strikes and you're out, behavior charts. In this episode, I unpack the top three reasons (ok five reasons) that behavior charts aren't effective in helping children learn to self-regulate. I also talk about why we have used them, and how our good intentions shouldn't be criticized...just adjusted. This episode if for you if you want to know: <ol> <li>The top five reasons for bagging behavior charts</li> <li>The top four reasons people use behavior charts</li> <li>Solutions for what to do instead</li> </ol> After listening to this episode, you'll understand what all I'm categorizing as behavior charts and why they are ineffective with young children.

Three Strikes And You’re Out: Why We Don’t Use Behavior Charts With Children

Have you ever wondered "what comes before being able play with friends at recess" or what skills children need to pass the "3rd grade reading guarantee"? In this episode, I explore how we can better understand how children...get from here to there...in terms of early development and learning. This episode is for you if you've ever wondered...  Is this something all children should be learning right now? What comes before or earlier in development? How do we scaffold and support a child who is struggling to make progress?  Lastly, this episode is also for you if you are interested in learning how to use an authentic curriculum-based assessment, the Assessment, Evaluation, and Programming, System (AEPS), to help you tackle these complex questions. Episode includes a free download, which is an an infographic depicting the three types of sequences: developmental, pedagogical, and logical. You can request the free download at https://prekteachandplay.com/podcast26

Have you ever wondered "what comes before being able play with friends at recess" or what skills children need to pass the "3rd grade reading guarantee"? In this episode, I explore how we can better understand how children...get from here to there...in terms of early development and learning. This episode is for you if you've ever wondered... <ol> <li>Is this something all children should be learning right now?</li> <li>What comes before or earlier in development?</li> <li>How do we scaffold and support a child who is struggling to make progress?</li> </ol> Lastly, this episode is also for you if you are interested in learning how to use an authentic curriculum-based assessment, the Assessment, Evaluation, and Programming, System (AEPS), to help you tackle these complex questions. Episode includes a free download, which is an an infographic depicting the three types of sequences: developmental, pedagogical, and logical. You can request the free download at <a href="https://prekteachand" rel="nofollow" target="_blank">https://prekteachandplay.com/podcast26</a>

Three Sequences for Designing and Delivering Meaningful Experiences

Dan Siegel

Barb Avila

In this episode I chat with my longtime friend, colleague, and autism expert Barb Avila, and Dr. Dan Siegel, a New York Times bestselling author and clinical professor of psychiatry. We dive into some really amazing stuff. Like how interpersonal neurobiology intersects with autism and the challenges of forming secure attachments with 24 children at the same time! We end with a brief conversation that left me knowing just how necessary the ECE {r}evolution is...and a few words of hope from both of my guests.

In this episode I chat with my longtime friend, colleague, and autism expert Barb Avila, and Dr. Dan Siegel, a New York Times bestselling author and clinical professor of psychiatry. We dive into some really amazing stuff. Like how interpersonal neurobiology intersects with autism and the challenges of forming secure attachments with 24 children at the same time! We end with a brief conversation that left me knowing just how necessary the ECE {r}evolution is...and a few words of hope from both of my guests.

The Power of Showing Up with Dr. Dan Siegel and Autism Expert Barb Avila

In this Pre-K Teach &amp; Play podcast episode I share where this mantra originated and how planning, delivering, and revising instruction can be strengthened when we realized that every child is a triangle.

In this Pre-K Teach &amp; Play podcast episode I share where this mantra originated and how planning, delivering, and revising instruction can be strengthened when we realized that every child is a triangle.

Did You Know Every Child Is A Triangle?

Today's episode is for those who are, or those who have not yet realize they are perfectionist. Today, we'll explore the consequences of our efforts to be perfect as it relates particularly to children's learning and development. Let's dive in and explore the hidden traps of being an early educator who's also a perfectionist.

Today's episode is for those who are, or those who have not yet realize they are perfectionist. Today, we'll explore the consequences of our efforts to be perfect as it relates particularly to children's learning and development. Let's dive in and explore the hidden traps of being an early educator who's also a perfectionist.

3 Ways Perfectionism Negatively Impacts Children's' Development

This podcast is divided into two parts. Part 1: The first, clarifies why our primary job is to extend the green zone for optimal learning, even when it comes to placement decisions for children who qualify for early childhood special education. It will be a bit of an eye opener/conversation starter for those who think we're soothing the nervous system by placing a child in a more restrictive environment. In other words, while a "self-contained" classroom might "look better" or to us might even feel a little bit better (or safer might be the word), we're actually promoting rigidity, which is also outside the zone of optimal learning. Part 2: In the second part of the podcast I explore the two jobs teachers have...the one when children are in the green zone and then one when they aren't. If they're in the Green Zone, our job is really to keep them there and to notice, recognize, and identify when they might be leaving that Green Zone. Our job is to also help children learn how to stop, think, and then act...to become self-aware of their emotions and how to help keep themselves in the green zone.  When children are in the red or blue zone. Our job shifts to offering a lifeline to a child. Helping them to be curious about us and allowing for processing of big emotions.  Key Take Away Message: "I have two different jobs. I'm either in the Green Zone with the child and I'm helping them learn self-regulation skills, how to problem solve, how to have an appropriate response when things don't go their way, and how to keep themselves in the Green Zone. But the moment a child moves into or rather their body moves them into the red or the blue, my job also moves or changes. And now my job is to help process, co-regulate, offer a lifeline."

This podcast is divided into two parts. Part 1: The first, clarifies why our primary job is to extend the green zone for optimal learning, even when it comes to placement decisions for children who qualify for early childhood special education. It will be a bit of an eye opener/conversation starter for those who think we're soothing the nervous system by placing a child in a more restrictive environment. In other words, while a "self-contained" classroom might "look better" or to us might even feel a little bit better (or safer might be the word), we're actually promoting rigidity, which is also outside the zone of optimal learning. Part 2: In the second part of the podcast I explore the two jobs teachers have...the one when children are in the green zone and then one when they aren't. If they're in the Green Zone, our job is really to keep them there and to notice, recognize, and identify when they might be leaving that Green Zone. Our job is to also help children learn how to stop, think, and then act...to become self-aware of their emotions and how to help keep themselves in the green zone.  When children are in the red or blue zone. Our job shifts to offering a lifeline to a child. Helping them to be curious about us and allowing for processing of big emotions.  Key Take Away Message: "I have two different jobs. I'm either in the Green Zone with the child and I'm helping them learn self-regulation skills, how to problem solve, how to have an appropriate response when things don't go their way, and how to keep themselves in the Green Zone. But the moment a child moves into or rather their body moves them into the red or the blue, my job also moves or changes. And now my job is to help process, co-regulate, offer a lifeline."

Wait for Green Before You Go

No one wants to think about delivering PD to students, staff, or colleagues, who are rolling their eyes, shaking their heads, and sighing heavily.... No one wants to offer PD with the knowledge that it will have little to no impact... BUT, what if it could be different?

No one wants to think about delivering PD to students, staff, or colleagues, who are rolling their eyes, shaking their heads, and sighing heavily.... No one wants to offer PD with the knowledge that it will have little to no impact... BUT, what if it could be different?

How to save time, energy, and money using this proven professional development strategy

In this episode, I clarify the difference between when a child needs something and when they want something. Clarifying the difference between a need and a want leads to stronger relationships with children and fosters growth and learning.

In this episode, I clarify the difference between when a child needs something and when they want something. Clarifying the difference between a need and a want leads to stronger relationships with children and fosters growth and learning.

What Children Really Need

In this episode, several key themes regarding what to do when children struggle or when development and learning have stalled related to counting are discussed. Issues of children’s expose to stressors and the impact stressors have on their ability to count are also shared.

In this episode, several key themes regarding what to do when children struggle or when development and learning have stalled related to counting are discussed. Issues of children’s expose to stressors and the impact stressors have on their ability to count are also shared.

What Would Sherlock Do In “The Case of the Child Who Couldn’t Count”?

In this episode, Laura Fish and I continue the conversation about teaching with the brain in mind by going deeper into mindfulness…a word we hear tossed around with a great deal of regularity these days. It is our hope that through this conversation, early educators will see the complexity and the simplicity of mindfulness concepts and practices. Meaning…we hope to help show how mindfulness in EC isn’t a fad, or something we “just add to part of our routine”….and how mindfulness is more than a spiritual concept …it is in truth…a set of practices, which closely align to many quality care and educational practices that have a rich tradition in our field. We also dig into how mindfulness is a key part of building children’s brains and how we can create and embed opportunities throughout our daily routine. This is an episode you aren’t going to want to miss.

In this episode, Laura Fish and I continue the conversation about teaching with the brain in mind by going deeper into mindfulness…a word we hear tossed around with a great deal of regularity these days. It is our hope that through this conversation, early educators will see the complexity and the simplicity of mindfulness concepts and practices. Meaning…we hope to help show how mindfulness in EC isn’t a fad, or something we “just add to part of our routine”….and how mindfulness is more than a spiritual concept …it is in truth…a set of practices, which closely align to many quality care and educational practices that have a rich tradition in our field. We also dig into how mindfulness is a key part of building children’s brains and how we can create and embed opportunities throughout our daily routine. This is an episode you aren’t going to want to miss.

Cultivating Mindfulness: Brain Reasons and Mind Methods for Early Educators

Why do we see calendar time as a key part of many preschool routines? My colleague Dr. Jennifer Grisham-Brown argues, it's a habit. A habit that we should break. In this episode fellow #ECE {r}evolutionaries Jen Davis, Jolene Chavez, and Alicia Frost explore the "timely" topic of calendar time.

Why do we see calendar time as a key part of many preschool routines? My colleague Dr. Jennifer Grisham-Brown argues, it's a habit. A habit that we should break. In this episode fellow #ECE {r}evolutionaries Jen Davis, Jolene Chavez, and Alicia Frost explore the "timely" topic of calendar time.

How To Free Up 60 Minutes of Circle Time Every Day

In this episode, I talk to Alyssa Blask Campbell about supporting and intentionally teaching self-regulation. Or as Alyssa would say, “Helping tiny humans process big emotions”.   In this episode, we delve into the difference between coping mechanisms and coping strategies, what self-regulation is (and isn’t), and myths about how children learn to become increasingly self-regulated. What You Will Learn  The difference between coping mechanisms and coping strategies and how to use them to help children (and even yourself) process big emotions How the way self-regulation is “marketed” often misses the point by focusing on children learning self-control vs. expressing emotions, and why its important to let children express how they feel even when it is inconvenient to you How to set or maintain boundaries with children while also giving them the opportunity to process their emotions Why we should stop using the word “reinforcement" How sensory integration plays a major role in emotional regulation What the collaborative emotion processing (CEP) method is and how to implement it to respond to children’s emotions in a way that builds their emotional intelligence 

In this episode, I talk to Alyssa Blask Campbell about supporting and intentionally teaching self-regulation. Or as Alyssa would say, “Helping tiny humans process big emotions”. In this episode, we delve into the difference between coping mechanisms and coping strategies, what self-regulation is (and isn’t), and myths about how children learn to become increasingly self-regulated. What You Will Learn <ol> <li>The difference between coping mechanisms and coping strategies and how to use them to help children (and even yourself) process big emotions</li> <li>How the way self-regulation is “marketed” often misses the point by focusing on children learning self-control vs. expressing emotions, and why its important to let children express how they feel even when it is inconvenient to you</li> <li>How to set or maintain boundaries with children while also giving them the opportunity to process their emotions</li> <li>Why we should stop using the word “reinforcement"</li> <li>How sensory integration plays a major role in emotional regulation</li> <li>What the collaborative emotion processing (CEP) method is and how to implement it to respond to children’s emotions in a way that builds their emotional intelligence</li> </ol>

Are You Teaching Coping Mechanisms or Strategies?

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Best Episodes: Personal Stories & Great Interviews

What is this?
1 quote, 3 ideas & 1 question from a carefully curated podcast episode.
Every Monday & Wednesday.

Want a 3rd insight and episode every week? Email me at curation@owltail.com.