Wait for Green Before You Go
Release Date: 11/12/2019
In this episode here's what you'll learn:info_outline Wait for Green Before You Go
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...info_outline Three Strikes And You’re Out: Why We Don’t Use Behavior Charts With 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: The top five reasons for bagging behavior charts The top four...info_outline The Slippery Slope of Screen Time: It's a balancing act for young children
In Episode 35, we dive into more of the practical stuff...and what to do with conflicting messages around screen time and young children. For example, what do we do when we want to limit screen time and we also want children to have technology literacy skills? There's an ancient parable about a farmer who lost his horse, and as As Heather Lanier say in her Ted Talk, "The parable has been my warning that by gripping tightly to the story of good or bad, I close down my ability to truly see a situation. I learn more when I proceed and loosen my grip and proceed openly with curiosity and...info_outline All Screens Aren't Created Equal
You've seen the posts right? The ones that talk about the dangers of screen time and children's brains. How caregivers are more interested in texting than connecting with their children. And how secondhand screen time is the new smoking epidemic. But what can you believe when it comes to children and screens? What about district policies that promote the use of screens with young children? In this episode, which was so good (and so long) I had to divide it into two parts, my guests and I raise the fact that there is not a common definition of "screen time". This has huge implications for all...info_outline Are You Teaching Coping Mechanisms or Strategies?
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...info_outline Creating Compassionate Kids
In this episode, I talk to Dr. Shauna Tominey about her book, . The main purpose of her book is to support adults to build compassion and understanding through the conversations we have with children. What You Will Learn How to model compassion by letting children know they are loved no matter who they are or what they experience How to support children in becoming self-aware, while also understanding differences among people and families How to build resilience in children by discussing how stress or tragedy can make us stronger How to help children use their recognition of being...info_outline 6 reasons why pacing guides (and other ploys to undermine teachers) won't improve student outcomes
In this episode you'll learn about my six reasons that pacing guides, and other means to standardized curriculum, won't help young children thrive in school or in life. This episode is for you if… You’ve ever asked, “Why do we use pacing guides in Pre-K?” You’ve helped create a pacing guide and were left feeling less than satisfied. You want to ensure all children in your program have the same opportunities but don't want undermine your teachers or standardize the process of early learning. This episode's freebie is a handout that contains links to several...info_outline How to select and implement the "best" curriculum for inclusive Pre-K classrooms
In this episode, I take on the topic of quality curriculum for inclusive Pre-K programs. And for those who think it comes in a "box" or is delivered to your door...it's not! This episode is for you if... you've ever asked, "What is the best curriculum to be using with young children?” you're currently in search of a curriculum, particularly for use in a blended pre-K program you've been wondering, beyond licensing stars and steps, "Is this program of high quality?” you're a policy maker or a leader aiming to align early-childhood-recommended practices with other...info_outline Stop, Think, Act: Promoting Self-regulation In Young Children
This Pre-K Teach & 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...info_outline
This podcast is divided into two parts.
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.
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."