Professional Organization

I want to share with you information about the National Association of Education of the Young child (NAEYC).  This is the largest professional organization that focuses on early childhood issues, research, and advocacy.  I live in Delaware so I am a member of Delaware Association of Education of the Young Child (DAEYC).

DAEYC is the Delaware affiliate to the NAEYC. DAEYC has access to national leadership resources and knowledge to better serve members and the state.  DAEYC is a non-profit, membership organization of over 300 Early Childhood professional.  After 40+ years DAEYC opened an office in October 2009.  DAEYC is the administrative home for the T.E.A.C.H. Early childhood scholorship program.  DAEYC partners with other agencies like the Department of Education and the DE Institute for Excellence in Early Childhood to provide services to the Early Childhood community.

By joining NAEYC you will become a member of your local chapter in my case it is DAEYC, this entitles you to NAEYC membership opportunities.  DAEYC membership includes the following:

• Discounts on DAEYC conferences and events
• Discounts on DAEYC merchandise
• Small Wonders Newsletter
• Networking opportunities
• Volunteer opportunities
• Advocacy opportunities

Cost for DAEYC membership:

• Students - $40.00     (includes Young Children or Teaching Young Children magazine)
• Regular -  $55.00     (includes Young Children or Teaching Young Children magazine)
• Comprehensive - $90.00 (includes 6 publications)

If you need more information or are interested in joining the web site information is:
www.daeyc.org  or www.NAEYC.ORG

In January of 2012 The Heritage Institute will have two of my classes on-line for enrollment. Please check out www.hol.edu for continued education clock hours.

Child's Play is the key to learning.

During my many years of being a pre-school teaching, parents wanted their children to be challenged above their abilities.  One parent that I will never forget expected me to teach her 3 year old daughter algebra. When did algebra become a developmentally appropriate practice in a 3 year old classroom? Of course that expectation lead to a class newsletter explaining the importance of play and the connection of emergent math skills. 

Emergent mathematical think is defined as thinking logically, solving  problems, and perceiving relationships.  In pre-school classrooms emergent math skills are practiced by:

• Sequencing patterns - strining beads
• Measuring - place measuring cups in the sand & water table
• Sorting and classifying - seperate uncooked noodles by color and/or size
• Graphs - discuss who is wearing a blue, pink, green, shirt and graph leave out on display for farther discussion
• Estimating - jelly beans in a jar.
• Predicting (probability) - ask, "what do you think will happen next?" open-ended questions

During play children are building social and emotional skills. They make choices, solve problems, talk with their peers, and negotiate.  They often "work-out" emotional aspects of difficult experiences. As they take on roles in pretend play, they are growing tin their ability to see situations from another's perspective.

Children are motivated in play situations to regulate their behavior, in order to remain in play situations.  The follow the rules that are developed by the group for the play situation. Children build their self-regulation skills.

Most play is interactive, providing situations where children tend to demostrate higher language levels, greater problem - solving skills, longer attention spans, and greater empathy and cooperation.

Play is an important vehicle for children's social, emotional, and cognitive development, as well as a reflection of their development. It supports their development, as well as offering adults an oppourtinity to observe their development.

1.  Play is supportive of chldren's learning since children's learning happens when they are actively engaged with their environment.
2. Play gives children opportunities to understand the world and interact with others.
3. Play gives adults the opportunity to observe children's development and to plan for supporting that development.
4. Play is a context in which children can practice newly acquired skills, to function on the edge of their developing capabilities, and to solve problems.
5. Sociodramatic play is particulary important for young children.

Programs that use play as the center of their program are more likely to get the best results with young children.

If you looking for on-line continued education course, check out The Heritage Institute at http://www.hol.edu  I teach a course titled Keeping Children Engage.

Building Positive Adult - Child Relationships

Good afternoon All,

We have all worked in a classroom and have had the experience of working extra hard to build a positive relationship with a child in our classroom.  The child may be shy or feisty, but whatever the case you work towards building a positive warm relationship with the child in your classroom. There is nothing more important educators do than interact with young children and build positive relationships. Educators can build positive relationships with young children by:

1. Allow time for fun.
2. Be dependable.
3. Handle children's bodies with respect.
4. Listen and respond to what children tell you.
5. Use caring words to let children know they are respected and understood.
6. Adopt daily routines to meet individual needs.
7. Offer children opportunities to make decisions, whenever possible.
8. Have realistic expectations of children's behavior.

Positive adult - child relationships and interactions have a positive impact on children's development.

• Secure attachment to adults will most likely lead to self - confident, sociable, competent individuals.
• Positive relationships with teachers seem to indicate that children will be better adjusted to school.
• Positive adult - child relationships can improve the course of development for "high risk" young children.
• Positive adult - child relationships have a positive impact on children's peer relations.
• Positive interactions have the greatest influence on social, cognitive, and language development.

Fostering mutual respect is also key to building positive adult - child relationships. Adults must remember that young children are not young adults.  Modeling appropriate behavior will expose children to socially acceptable behavior. It is important to show appreciation for children's uniqueness. Find ways to support children's interests. Give children reasonable control over their lives when possible. Let children see that mistakes can be viewed as feedback, and are not to be feared. Teach children about cooperation. Read children stories that deal with mutual respect. Remember to show respect for themselves.

Final note all relationships, including positive adult - child relationships, involve the following:

• Mutual respect.
• Time for fun.
• Encouragement.
• Communication of caring.

Have a great week everyone!!!!!!!!!

Building Postive Relationships with Families

Have you ever been in a situation that no matter what you do the parent is not satisfied with you? It's not a good situation to be a part of.  In my position of Child Care Licensing Specialist, I spoke with a child care provider of a well known after school program, who found herself in this exact situation. 

 

I asked this provider what is going on and why?

 

The provider stated, "I don't know really why, but the parent will not say hello, she has raised her voice at me and one day she snapped at me because I rubbed her son's back." 

 

Unfortunately, not all parents are going to appreciate the hard work that teachers and child care providers put into their children every day.  It is the responsibility of the professional (early childhood education teacher, caregiver, child care provider, preschool educators and ....) to initiate a positive relationship with each family they serve.  The families and children you serve are your clients.  Customer service is a very import piece of the early childhood profession. As the professional take the first step, greet parents in the morning with a smile, eye contact, or even "good morning."  Second step, don't take it personal. Understand that some mornings the parent may be rushed and can't stop.  Third step, stay positive, supportive, and reframe from judgement. 

 

Involving families in their child's early childhood experience is important and has many benefits. Family/parent involvement refers to activities that enable family members to engage in planning, implementing, and/or participating in program activities.

 

Research has shown that parent involvement is import because:

• Involving parents in children's education has a positive impact on children's achievement. Children do better when parents are involved regardless of parent's education background. (Henderson, A.T. & Berla, N (1994)

•   Programs with high degree of consistent and meaningful parent involvement usually outperform similar programs without parent involvement. (DiNatale, L. 2002)

 

• Involved parents show increased self-confidence in parenting, more knowledge about child development, and a greater understanding of the home as an environment for the child's learning.

 

•  Involved parents show and increased appreciation for a teacher's merits and abilities.

 

• Teachers report a greater understanding of families' cultures, and increased appreciation for parental interest in helping their children, and a deeper respect for parents' time and abilities. (Eldridge, D. 2001)

 

• Involved parents provide the foundation for the family's ongoing involvement in their child's education.  

 

Ideas to get your families/parents/clients involved:

1. Invite parents in for snack (Donuts with Dad, Muffins with Mom or Grandmom, Pop tart with Grandpop).
2. Organize a basketball tournament (father/son).
3. Family fun night - movie, carnival, dance.
4. Ask family member to be a guest speaker in classroom.
5. Send home fun activities that family and child can do together. The child will share the activity with the class the next day.
6. Family may send pictures of themselves to post in classroom.
7. Ask families to provide snack ideas that represent their culture.
8. Invite parents to volunteer in classroom.
9. Parent/Teacher conferences and or home visits.
10. Ask families for feedback.