Sparking New Conversations

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Recent events have sparked conversations among parents and childcare providers on how to talk to young children about race and inequality. How can children be provided an anti-bias education and learning environment where they are free to explore differences and similarities, and be able to discuss the challenges they face because of their differences? Below I have provided resources that include diversity activities, recommendations on how to talk to children about race, exploring your own bias, and steps to create an anti-bias learning environment.

“We may be uncomfortable talking about race, but we can no longer afford to be silent. We have chosen a profession that—like parenting—requires us to put our comforts second to those of children.” -Jamilah Pitts

https://www.teachingforchange.org/teaching-about-race https://www.naeyc.org/resources/pubs/yc/may2018/teaching-learning-race-and-racism https://cecr.ed.psu.edu/resources-pre-k-diversity https://www.embracerace.org/assets/embraceracetipsenglish-(2).pdf https://www.pbs.org/kcts/preciouschildren/diversity/read_activities.html https://www.tolerance.org/professional-development/test-yourself-for-hidden-bias https://www.clasp.org/sites/default/files/publications/2017/12/2017_EquityStartsEarly_0.pdf https://www.tolerance.org/topics/race-ethnicity

Supportive Relationships and Brain Development

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I love brain science. I am fascinated with the research and findings that have been discovered in the past several years regarding the developing brain. One of my favorite sources of information is the Center on the Developing Child at Harvard University. This is one of the online sites I explore as I deepen my understanding of young children’s growth, development and learning. The most valuable knowledge I’ve discovered is the connection between Supportive Relationships and healthy brain development. It informs my work with children, families, and early childhood care teachers.

It all starts with the phrase, “Relationships are the foundations for learning.” It begins in infancy, continues to develop in early childhood and beyond, and is centered around adult interactions with children. As the Center on the Developing Child so eloquently explains, “An ‘environment of relationships’ is crucial for the development of a child’s brain architecture, which lays the foundation for later outcomes such as academic performance, mental health, and interpersonal skills.”

How we interact with and engage the children in our lives is vital to our children’s development in many areas. When we are curious about what a child needs, what they are working on learning, and what they are trying to communicate when they express certain behaviors, we can more effectively support them in their development. I think a good place to start with understanding this is the concept of “SERVE AND RETURN” interactions. It is the back and forth exchange between a child and an adult caregiver, the child serves, the adult returns. Most of us have done this, without even thinking about it, like when a baby finds out that they can make sounds, or spits a raspberry, and we imitate their sound.

The most amazing thing happens when we can get intentional about the serve and return interaction. When we recognize a baby’s cues, see the cues as an invitation to engage them in interaction, and then respond appropriately with eye contact, words, and affection, we are building that child’s brain and supporting the development of communication and social skills. This is the foundation for all other learning. When a child feels safe and valued, they are more likely to try new things and develop the confidence to explore and learn in a more profound way.

As I’ve mentioned, I love brain science, and I get excited about sharing the information that has supported my own growth in the early childhood field. Here are a couple of videos that go deeper into Serve and Return Interactions. I hope you find the subject as fascinating as I do.

Center on the Developing Child at Harvard University: 5 Steps Serve and Return

Parenting Counts: Recognizing Baby Cues

Breathing Through Temper Tantrums

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Temper tantrums can be exhausting and upsetting for both you and your child. You may start to feel hopeless and that you are a “bad parent” because you may have ran out of options for how to handle your child’s meltdown. Parents, your feelings are valid too! You are not a “bad parent”!  Below is a diagram showing and explaining the four techniques. Every week you can introduce a new breathing exercise and find new ways to incorporate it into your parenting style. These techniques will help your child learn how to better regulate their emotions and help calm them when they are in a heightened state.

Four Breathing Strategies: Feel free to cut these cards out and make a book or poster out of them

How do I teach my child these exercises?

1. Teach yourselves calming strategies first and teach your child second. If you can’t understand it then neither will your child

2. Model calming. A young child’s self-regulation system is not developed enough to self-soothe, so if we are calm, they can start to calm.

3. Breathe. Getting enough oxygen permits us to access the higher centers of our brains that house executive skills like impulse control, empathy, and flexibility.

IMPORTANT: Remember to practice these breathing techniques when your child is not in a heightened state. Try to incorporate these strategies into a game so the child is engaged and learning. This will be beneficial for later on when your child becomes upset.

Resources: http://denvercooperativepreschool.org/2011/12/it-takes-two-to-breathe/

Let’s Get Sham-Rocking!: Shamrock Lacing Cards for Fine Motor Practice

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St. Patrick’s Day Facts to Share with Your Preschoolers!

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These St. Patrick’s Day preschool facts are basic, and easy to build a theme around. If you need some background information, or just want to sharpen your knowledge of St. Patrick’s Day, these fun facts will get you started.

 

Why is it that we celebrate St. Patrick’s Day on March 17th, anyway?

It turns out that was the day St. Patrick died. He was born in 385 AD and died on March 17, 460 AD. Born in the Welsh town of Banwen, St. Patrick was actually from Britain. He wasn’t even Irish, believe it or not!

What’s with the parades?

The first St. Patrick’s Day Parade was in Boston, not Ireland, in 1737. Your preschoolers might enjoy having a parade to display their “wearing of the green” on St. Patrick’s Day.

Are there snakes in Ireland?

St. Patrick was said to have driven out all the snakes from Ireland. To this day, there are no snakes on the Emerald Isle, but it turns out that snakes have never been indigenous to Ireland, due to the cold waters that surround the island. Since snakes are cold-blooded creatures, they could never make the swim! Many people say that St. Patrick drove out pagan influences, and therefore, the word “snakes” was symbolic.

What’s a Leprechaun?

Leprechauns are a part of old Irish legend. They are said to be shoemakers. Irish legends say that if you spot a leprechaun, he will have to tell you where his pot of gold can be found. There are many fables surrounding these playful, mythical creatures. Share one with your preschoolers and watch how delighted they become!

Are you wearing green?

People wear green on St. Patrick’s Day. This is because the color green is Ireland’s national color. Ireland is known as the Emerald Isle because of the rich, green landscapes, brought about by frequent rains.