Sense of Belonging

Belonging is a path for inclusion. UNESCO has a new publication entitled, “Inclusive early childhood care and education: From commitment to action.” Fostering a sense of belonging is critical when we design and implement inclusive environments for all children. We can foster belonging by using asset-based language. Lewis (2017) says that we can help people feel welcome by: (a) showing recognition for their accomplishments, (b) encouraging expression of their opinions freely, and (c) valuing their contributions. These three basics can work for children and adults. Check in and support inclusion for all. Everyone benefits when we ALL belong where we are.

Sources:

Lewis, G. (2017, November 2). Why Creating a Sense of Belonging Is a Gateway to Diversity and Inclusion. LinkedIn. Retrieved from https://business.linkedin.com/talent-solutions/blog/diversity/2017/why-creating-a-sense-of-belonging-is-a-gateway-to-diversity-and-inclusion   

UNESCO (2021). Inclusive early childhood care and education: From commitment to action. https://unesdoc.unesco.org/ark:/48223/pf0000378076

Motivation

Is there a sense of community and commitment to accomplish goal(s) for the organization? Workplace engagement is worthy of examination. Knowing ourselves is a building block for guiding and supporting organizational purpose.  In the movie “Stand and Deliver,” real life educator Mr. Jaime Escalante tells his students that in order to succeed we all need GANAS.

What is “ganas?” Motivation. Ganas is translated from Spanish to mean a desire to succeed. We need to stay motivated and be intentional in our commitment and purpose.

Questions we can ask ourselves are: do I know my organization’s purpose as well as my own, do I believe the work I do makes a difference, and can I grow and continue to learn new things (Jenkins & Quinn). When we know ourselves we can better connect with our purpose.

Reference:  Jenkins, J., & Quinn, T. (n.d.). Connecting people + purpose. Steelcase. Retrieved from https://www.steelcase.com/research/articles/topics/brand-culture/connecting-people-purpose/

Shaping Norms by Creating an Adaptive Culture

We can shape norms by creating an adaptive culture. Shared leadership can transform and promote advances in our practices (Fitzsimmons, 2016). Explicit or implicit norms exist in early childhood education settings.

Take curriculum for example. An explicit norm may exist where early childhood professionals may be required to follow a specific curriculum that was chosen by someone else. An implicit norm may exist where early childhood professionals are freely using their resources, activities, and materials to enhance the curriculum as they meet external guidelines and standards.

The curriculum example is a form of normalizing risk-taking as early childhood professionals adapt to shaping professional norms. Medvic (2017) states that we want organizations that encourage, “innovation and empowers its people to make decisions.” How we support people to take risks is by creating a culture that fosters exploration and experimentation (Derler, 2017; Gibbs & Irons, 2011). Transformation starts now! Now get out there and go be amazing!

Transformational Practices

Adapting to Change

Change is inevitable. How we manage changes can set a course for success (Kislick, 2018). An adaptive challenge that may occur in an early childhood setting is learning that the organization will be adopting a new assessment. “UGGHHH” might be the first emotion we are feeling as we think about all the new and different things we will be required to take on because of this new mandate.

This challenge has adaptive elements, because how we choose to react is up to us.

For example, adaptive components to the challenge may be to: gather information, use a growth mindset, remain calm, be positive, work with team to support one another (Bryan, Matson, & Weiss, 2007), and jump into professional development moving forward to implement new assessment with fidelity and confidence.

It is important to address the challenge because change will occur whether we accept it or not (Goodwin, 2015). Accept the challenge and it will turn into an opportunity not a problem (Duncan, 2012). If interested, below are further readings on adapting to change in the workplace.

References

Bryan, L. L., Matson, E., &  Weiss, L. M. (2007). Harnessing the power of informal employee networks. McKinsey Quarterly. Retrieved https://www.mckinsey.com/business-functions/organization/our-insights/harnessing-the-power-of-informal-employee-networks 

 Duncan, R. D. (2012). In times of change, “What’s in it for me?” Is the question you need to answer. Fast Company. Retrieved from: https://www.fastcompany.com/3001250/times-change-whats-it-me-question-you-need-answer 

 Goodwin, B. (2015). Getting unstuck. Educational Leadership, 72. Retrieved from www.ascd.org/publications/educational-leadership/jun15/vol72/num09/Getting-Unstuck.aspx

 Kislik, Liz (2018). How to tell your team that organizational change is coming. Harvard Business Review. Retrieved from https://hbr.org/2018/08/how-to-tell-your-team-that-organizational-change-is-coming

Me during big changes in my life.

Stress

Tonight. I went for a run on my usual route that takes me by an early care and education center in my neighborhood. I watched tired parents picking up their tired children. Stress can occur anytime, but especially at the end of a long day. Stress is a powerful force (Macy, 2018). Research has shown that too much stress can change a child’s brain (Center on Developing Child, 2014; Evans & English, 2002; Murgia, 2015).

Transitions can be stressful for children, parents, and professionals.

Adults who are responsive to children’s needs pay attention to their cues, emotional states, basic needs, and more to support a bond. Responsive caregiving where the child has an adult give them individualized attention can reduce stress for children, as well as give them strategies for coping (Center on the Developing Child, 2017; Jones & Kahn, 2017; Scudellari, 2017). Now more than ever with stressful situations occurring as a result of the changing dynamics of the global pandemic, let us pay careful attention to stress children are experiencing, and support children as they change routines or adapt to new schedules.

References

Center on the Developing Child (2014). Excessive stress disrupts the architecture of the developing brain. National Scientific Council on the Developing Child.

Center on the Developing Child (2017). Three principles to improve outcomes for children and families. Science to Policy and Practice.

Evans, G. W. & English, K. (2002). The environment of poverty: Multiple stressor exposure, psychophysiological stress, and socioemotional adjustment. Child Development, 73, 1238–1248. doi:10.1111/1467-8624.00469

Jones, S. & Kahn, J. (2017). The evidence base for how we learn: Supporting students’ social emotional and academic development. The Aspen Institute.

Macy, M. (2018). Stranger danger. Buttercup Blog.

Murgia, M. (2015). How Stress Affects Your Brain. YouTube video.

Scudellari, M. (2017). Preschoolers could have less stress if they get positive one-on-one time with teachers. The Boston Globe.

Psychological Safety

Early childhood educators are leaders. Learning leadership skills takes time and experience. We can leverage our experiences to continually grow in our professional practices. Effective design and implementation involve an iterative process where we observe, interpret, develop meaning and knowledge, make a plan, and try the plan (Lesaux, 2021). The “TRY” is the implementation part of the plan where we experiment. This Zaentz 5-part learning cycle (Lesaux, 2021) could be used in many ways. I will focus on using this cycle for performance evaluation.

Professionals often engage in evaluations of their performance and benefit from predictable interactions with their supervisors that are built on mutual respect and a caring environment. However, a basic need we have as professionals on a journey toward continuous learning and improvement is psychological safety.

Fran, the site director at You Are My Sunshine Center, was on her way to observe her staff member with little warning or predictable routine. She sprung the observation on her staff member at the last minute. Fran says to her staff words like, “I have to get these observations/paperwork done” and “don’t worry…no pressure.” These statements to her staff member show lack of awareness that this performance evaluation could be causing her staff stress, anxiety, and/or negative feelings.

Psychological safety can be created when we are in tune and responsive to the needs of others. Fran would benefit by observing how her actions and statements are creating a culture of warmth and care that bring out the best in her staff. These interpretations can lead to better understanding and goal setting.

One possible goal for Fran might be to establish a predictable procedure around performance evaluations. For example, she could use a preconference meeting with her staff that happens before the formal observation where staff share the lesson or activity plan prior to the formal observation. This could help staff have more control and help develop rapport between Fran and her team. Once Fran has tried the new performance evaluation plan, she would continue making adjustments as a result of the iterative process of using the learning cycle. Growth can occur when we feel safe in a caring environment. Just like flowers need the right conditions to grow, educators and children need psychological safety in order to thrive.  

Source: Lesaux, N. (2021). Zaentz 5-part learning cycle for effective design and implementation. Harvard Graduate School of Education, Cambridge, Massachusetts.

Play Goals

Play skills are an important part of a child’s growth and development. Play is meant to be fun, however in group settings play can be difficult for children. One of the things that might make play a challenge for young children is being able to navigate the environment and social interactions with adults and peers during free play time. “For some children, self-direction is not a problem, but for some children with special needs, especially those with autism, self-direction in relation to play and leisure time may be difficult” (Sundberg, 2008, p. 143).

After observing a child and conducting an assessment, we can create play goals for a child. It would be helpful to select the skills where the child shows emergent behaviors in this area of development.

If a child is having difficulty with self-directed play, here are some instructional targets with corresponding behavioral objectives. Here are some possible play goals for “Marisa” (Bricker et al. 2022). 

1.      During free play time with peers, Marisa will use language to initiate a social interaction with peers at least once a day using words, gestures, motor actions, communication board, and/or cards.

2.      During free play time with peers, Marisa will use language to sustain a social interaction with peers at least once a day using words, gestures, motor actions, communication board, and/or cards.

3.      During free play time, Marisa will use conversational rules when communicating with adults in at least one communicative exchange daily.

4.      During free play time, Marisa will use conversational rules when communicating with peers in at least one communicative exchange daily.

5.      During free play time, Marisa will communicate personal likes and/or dislikes using either verbal or non-verbal strategies with adults and peers.

Once the goals have been created for the child, Marisa, the next phase is for educators to implement instruction/intervention to help the child reach their goals. Mr. Fred Rogers said, “Play gives children a chance to practice what they are learning.” We can support children as they learn to engage in self-directed play by creating goals for play and then monitoring how the child is responding.

Play

“Play gives children a chance to practice what they are learning.”~Mr. Rogers

References:

Bricker, D., Dionne, C., Grisham, J., Johnson, J.J., Macy, M., Slentz, K., & Waddell, M. (2022). Assessment, Evaluation, and Programming System for Infants and Children, Third Edition (AEPS®-3). Baltimore: Brookes Publishing Co.

Sundberg, M. L. (2008). Verbal behavior milestones assessment and placement program. Concord, CA: AVB Press.

Intended Purpose

Have you ever tried to make a cup of hot chocolate but when you went to the cupboard you did not have cocoa mix? Well it happened to me. I recently wanted to drink a yummy cup of hot chocolate only to find that there was none in my house.

What’s a person to do?! Well I had some baking cocoa. I thought why not try baking cocoa and see if I could make hot chocolate with baking cocoa.

Hmmmmmmmm????

What a disaster! Do not try this unless you want to have caked on bitter cocoa stuck to your teeth! It tasted horrible.

I was trying to use an ingredient for something other than its intended purpose.

Baking cocoa is meant to go into recipes like cookies, NOT make a delicious cup of hot chocolate.

I learned something important that day and that is to use ingredients and materials for their intended purpose. When I substituted baking cocoa for hot chocolate mix it did not work. Major FAIL!

Similarly, when we assess children we want to use assessment tools for their intended purpose. For example, using a diagnostic assessment would not work well if we wanted to do ongoing assessment of individual children over time to see how well they are learning/developing and responding to their early childhood curriculum and instruction. The best tool for that purpose would be a curriculum-based assessment (CBA). My colleagues and I are publishing a new edition of a widely used CBA called the AEPS3® (Bricker, Dionne, Grisham, Johnson, Macy, Slentz, & Waddell, 2022) for infants, toddlers, preschoolers, and kindergarteners. It would be a useful tool if the intention is gather information about children’s development and learning, as well as have a curriculum to use with instruction.

When assessment is used for the intended purpose, results can be meaningful for children.

Source:

Bricker, D., Dionne, C., Grisham, J., Johnson, J.J., Macy, M., Slentz, K., & Waddell, M. (2022). Assessment, Evaluation, and Programming System for Infants and Children, Third Edition (AEPS®-3). Baltimore: Brookes Publishing Co.

Teaching for Cognitive Growth

A barrier that may prevent or impact children’s cognitive development and growth is when adults/caregivers are in a hurry and do not take time to intentionally create responsiveness in the environment for children. Dr. Stephanie Jones who is an early childhood researcher at Harvard says, “When we talk about cognitive development, we are focusing on those skills that the brain uses to think, learn, read, remember, pay attention, and solve problems. Cognitive skills also support us when we set goals, plan, organize, and persevere through challenges.”

Research studies support the idea that cognition is one of the more difficult developmental areas to promote (Hamre, 2014; Hassinger-Das, Hirsh-Pasek, & Golinkoff, 2017; Hinton, 2017; National Commission on Social, Emotional, & Academic Development, 2019; Weiland & Yoshikawa,  2013; Weisberg et al., 2016). Parents and educators can support cognitive growth by creating cognitively stimulating interactions with children, and then by assessing, goal setting, implementing strategies, and then evaluating the effectiveness of the strategies.

One way to measure how effective we are in teaching children for cognitive growth is by implementing a curriculum-based assessment (CBA). My colleagues and I are publishing a new edition of a widely used CBA called the Assessment, Evaluation, and Programming System or AEPS (Bricker, Dionne, Grisham, Johnson, Macy, Slentz, & Waddell, 2022). The AEPS3® has a revised cognitive area where we can assess, and also turn to a companion curriculum to help support cognitive development in infants, toddlers, preschoolers, and kindergarteners.

Educators and parents promote cognitive development by creating a responsive environment for children. Project Zero concepts can be used to model visible thinking and thinking routines for children (Project Zero, 2019; Salmon, 2010; Walsh & Rastegari, 2018). Providing children with feedback is an important element that supports growth and learning. For example, asking a child questions which expand on their initial communicative attempts is a form of feedback that leads to learning. Parents and educators can weave in opportunities throughout a young child’s day and routines when we teach for cognitive growth.

Sources:

Bricker, D., Dionne, C., Grisham, J., Johnson, J.J., Macy, M., Slentz, K., & Waddell, M. (2022). Assessment, Evaluation, and Programming System for Infants and Children, Third Edition (AEPS®-3). Baltimore: Brookes Publishing Co.

Hamre, B. (2014). Teachers' daily interactions with children: An essential ingredient in effective early childhood programs. Child Development Perspectives 11(4), 223-230.

Hassinger-Das, B., Hirsh-Pasek, K., & Golinkoff, R.M. (2017). The case of brain science and guided-play: A developing story. Young Children, 72(2). Retrieved from https://www.naeyc.org/resources/pubs/yc/may2017/case-brain-science-guided-play

Hinton, M. (2017). New study touts gains from academic preschools. Education Week. Retrieved from https://blogs.edweek.org/edweek/early_years/2017/06/study_finds_academic_preschools_benefit_middle-class_students.html

National Commission on Social, Emotional, & Academic Development. (2019). From a nation at risk to a nation at hope. Retrieved from http://nationathope.org/report-from-the-nation/executive-summary/

Project Zero (2019). Thinking Routines. Retrieved from https://vimeo.com/108000553 (4:35 minutes).

Salmon, A. K. (2010). Engaging young children in thinking routines. Childhood Education (86),3, 132-137.

Walsh, B. & Rastegari, I. (2018). Think better. Usable Knowledge. Retrieved from https://www.gse.harvard.edu/news/uk/18/02/think-better Links to an external site.

Weiland, C. & Yoshikawa, H. (2013). Impacts of a prekindergarten program on children's mathematics, language, literacy, executive function, and emotional skills. Child Development, 84 (6), 2112–2130. 

Weisberg, D. S., Hirsh-Pasek, K., Golinkoff, R. M., Kittredge, A. K., & Klahr, D. (2016). Guided play: Principles and practice. Current Directions in Psychological Science, 25(3),177-182.

You Can Do It!

Create some art for home with our little ones. With families spending more time at home, here is an activity to do with children using recycled tin cans depending on the child’s age and/or developmental abilities.

Make animals from cans. Here my little one and I cleaned out our junk drawer and got things to glue on the cans to make owls. Be sure to set the activity up for safety and supervise children at all times. Can you have fun repurposing tin can. Yes! Yes, you CAN do it!

Small Moments, Big Memories!

“Great things are done by a series of small things brought together.” ~Vincent Van Gogh

I love the above quote by post-impressionist painter, Vincent Van Gogh. It reminds me that great things come from small beginnings. To me, I feel like Van Gogh was talking about the importance of tiny, little, miniature moments. Small things and moments that are brought together can make a big difference. It is the daily activities and routines that can have a meaningful impact on a child’s overall development. 

When I was little, mealtime routines were a big event at my home and school. Every night my family sat around the table to eat dinner together. At school, we sat at our desks during lunch time. Tucked into my 1970s Donny & Marie Osmond lunchbox was evidence of my mother’s love when I was at school. I was so proud of that lunchbox. A former cool whip container held homemade pasta and meatballs, piece of fruit, spoon, and washcloth. It wasn’t until some of the girls in my class made fun of my food that I became self-conscious about what was in my lunchbox. I started to feel embarrassed by the ethnic food my Italian family sent me to school with and the recycled vessels like cool whip containers and butter tubs. Today I feel embarrassed that I was embarrassed by my school lunch. I remember feeling like I wanted to fit in with the other kids and have a lunch of peanut butter and jelly on plain Wonder bread. When I became a teacher, I tried to help my students feel proud of their heritage and culture. It is who we are.

If you celebrate Valentine’s Day, I have an activity you can do that celebrates reusing and recycling common household objects (like my parents did with cool whip and butter tub containers). Take a container that holds plastic or aluminum wrap. Remove the contents and the jagged edge that cuts the wrap/film or aluminum. This should leave your box smooth and safe to now decorate to your hearts content. In this picture you can see we painted the box and added wallpaper to the top lid. You and your children can create yours any way you like. Play with creativity. Once you have your box beautifully decorated, fill it with a yummy treat. We rolled Oreo cookies in frosting and sprinkles.

What would Van Gogh do? I think he would create lasting things. We can too. Create lasting memories out of the common daily activities and objects. During the pandemic many parents are looking for things to do with their little ones because we are spending so much more time together at home. Give children a scavenger hunt and have them find objects around the house that can be repurposed to create a Valentine’s gift ala the box of goodies. Reuse and recycle household object(s) to create beautiful artistic gifts for your loved ones. You can turn the small moment into a big memory for your child. Happy Valentine’s Day!

“Children are NOW!”

It happened. The year that brought so much unhappiness to many people around the globe has passed. Goodbye, 2020. Hello, 2021. They say, “Time heals all wounds.” Hopefully, over time the suffering and pain from 2020 will subside. Hopeful for the future. One of my favorite Italian words that reflects this sense of hope is avanti—full steam ahead.

During the global pandemic I had the privilege of learning from people from around the world about issues impacting young children and their families resulting from COVID-19. The diverse group was brought together by UNESCO. An advocate for children’s rights and humanitarian issues, Princess Laurentien of the Netherlands said, “Children are NOW!” She said she was fed up with people saying, “children are the future.” I am hopeful NOW for the road ahead, because I know how resilient we are. Children are NOW!

HRH Laurentien of the Netherlands

In addition to child advocates, filmmakers have done incredible work to help better understand children NOW. If you’re interested in checking out their films which explore child development, I’ve got three to share with you.

1. “Becoming You”

2. “Babies”

3. “7Up”

“Becoming You” is available on Apple+ and released in 2020. This docuseries focuses on the first 2,000 days of life. The Becoming You series is directed by the creative brain of Tom Barbor-Might. His cinematic skills takes us on a visually stunning journey. Becoming You is narrated by Olivia Colman who plays the Queen in the “Crown.” There is one season of Becoming You with a total of six episodes which I’ve described next and indicated how long the episode runs.

1.     Who am I? (39 minutes)

2.     Moving (43 minutes)

3.     Making Friends (43 minutes)

4.     Feeling (41 minutes)

5.     Talking (41 minutes)

6.     Thinking (41 minutes)

All six episodes of Becoming You are fabulous but my favorite is the one about talking. Check it out and learn about the “Seuss boost,” what the brain thinks about rhymes, multilingualism, how deaf families use hand babbling with their babies learning sign language, and the amazing little girl named Riley who is from South Florida. My friend told me about this resource. I hope you tell your friends too. Thank you for always thinking of me to pass on this cool stuff, Tonya Schadle.

“Babies” is available on Netflix and released in 2020. This docuseries is focused on research related to child development. The latest and state-of-the-art research is presented in an interesting way with relevant information parents and early childhood educators can use. Like the Becoming You docuseries, the Babies docuseries will take you around the World to gorgeous countries. In addition to the on-location sites, Babies and Becoming You will introduce you to the most precious children and their families. What a treat to meet these people who are sharing their homes, culture, and languages with us viewers. There are two seasons of Babies with a total of twelve episodes which I’ve described next and indicated how long the episode runs.

Part 1.

1.     Love (48 minutes)

2.     First Food (52 minutes)

3.     Crawling (53 minutes)

4.     First Words (51 minutes)

5.     Sleep (49 minutes)

6.     First Steps (50 minutes)

Part 2.

1.     What Babies Know (55 minutes)

2.     Movement (53 minutes)

3.     Senses (50 minutes)

4.     Relationships (52 minutes)

5.     Nature and Nurture (47 minutes)

6.     Toddlers (46 minutes)

“7Up” is available on Amazon and/or other places where you get your documentaries. The Up Series is directed by Michael Apted who sadly died on Friday at the age of 79. Apted started this series in 1964. He and his team followed the same children over time into adulthood. Every 7 years the conversations with participants would pick up where it left off. We get to know 14 British children who are interviewed by Apted in seven year intervals. There are multiple episodes of the Up Series which I’ve described next and indicated how long the episode runs.

1.     1964 – 7 Up (31 minutes)

2.     1970 – 14 Up (53 minutes)

3.     1977 – 21 Up (100 minutes)

4.     1984 – 28 Up (40 minutes) Part 1

5.     1984 – 28 Up (62 minutes) Part 2

6.     1984 – 28 Up (74 minutes) Part 3

7.     1991 – 35 Up (116 minutes)

8.     1998 – 42 Up (134 minutes)

9.     2005 – 49 Up (136 minutes)

10.2012 – 56 Up (47 minutes) Part 1

11.2012 – 56 Up (47 minutes) Part 2

12.2012 – 56 Up (50 minutes) Part 3

13.2019 – 63 Up (47 minutes)

I first started watching the Up Series when I was a graduate student at the University of Oregon in the early 2000s. One of my professors recommended it to me when we were discussing longitudinal research designs. I was hooked.

“Becoming You,” “Babies,” and “7Up” examine issues related to early childhood development. Do yourself a favor and take a master class by watching one, two, or all these fantastic docuseries in 2021. What will we do with what we know? We must address the needs of young children NOW. Avanti!

Salt Dough Ornament

Looking for something fun to do with the amazing children in your life. How about a fun craft?! I recently made salt dough ornaments with my little one. Here is what we did.

First, we made the dough (recipe below).

Second, we shaped the dough into creative shapes. We used cookie cutters, ravioli wheel cutter, and our fingers and hands. If you want to capture your little ones’ feet and hands this makes a great keepsake.

Third, we baked the ornaments on low heat for several hours (oven at 250 for about 2 hours).  Then we let the baked ornaments rest on the kitchen countertop overnight.

Fourth, the next day we decorated our homemade salt dough ornaments. You can use a glue/water glaze or Modge Podge to preserve your art.

Wishing you the joy of the season with time spent with family and children.

Love,

Marisa

Salt Dough Recipe

2 cups all purpose flour

1 cup of salt

1 cup of water

Thank you, Dolly!

“I always just thought if you see somebody without a smile, give'em yours!” ~Dolly Parton

The scent of turkey is starting to permeate the house as I pluck at letters to make words with only the twinkling tree and computer screen lighting my way across the keyboard. I’m waiting for the rest of my family to wake up. Today is Thanksgiving! With abundant gratitude I reflect on my blessings. I am grateful for my husband of 21 years, my precious daughter, my Mom and Dad, my two brothers, my 4 nieces and 4 nephews, in-laws, extended family members in America and Italy, and friends. I am especially grateful during this health crisis for my own good health, and the health of my family and friends. I am grateful for my students, colleagues, and work. I have so much to be grateful for this Thanksgiving.

Before the day is over, people will start holiday shopping. Gift exchange season is upon us. This year might look different for many of us because of the global pandemic and health crisis. Instead of giving and receiving presents in person, many will be going to our mailbox and using postal and delivery services for exchanging holiday presents and cards. 

Parents and children in the US and other countries will be going to their mailbox and they will receive presents from the musician - Ms. Dolly Parton. The gifts she gives children every month are…BOOKS! Glorious books! The Imagination Library is a foundation that Dolly started in honor of her Father.

For over 20 years, the Imagination Library gifts children with books once a month. A personalized book with the child’s name is mailed to their family’s home. Children continue to receive these monthly books from birth until they go to Kindergarten. Dolly’s early literacy gift can help children learn language, letter sounds, story elements, and so much more.

I got to talk with Mr. David Dotson, CEO of the Imagination Library, on a recent episode of the BUTTERCUP podcast. Check it out and hear what he said about Dolly’s wish, where the logo from the library comes from, how Dolly and David work with authors and publishers to deliver books to children, pursuing a career in the non-profit world, and the story of the Imagination Library. There will also be a premiere of the Imagination Library documentary on Dec. 9th at 7pm on Facebook that Mr. Dotson shared on the podcast. Mark your calendar.

David Dotson, CEO of Imagination Library

This season I am so grateful for gift givers, like Dolly and David, and want to be sure to communicate my gratitude. Time for me to start writing my THANK YOU letters to David Dotson, Dolly Parton, and the Imagination Library team who give the gift of early literacy to children. Thank you for your thoughtful and generous gift of books. Thank you all so much!

Dolly Parton, Founder of Imagination Library

Child Find via Mail

Today is my last blog of a four-part series on Child Find activities that are virtual and/or remote. Last month (September), I wrote about doing a virtual home visit for Child Find. In July, I wrote about how to do Child Find using an online system. In May, I wrote about using a phone for Child Find efforts.

The previous three Child Find virtual/remote activities involved some form of technology and/or electronics.  Good old fashioned snail mail will be today’s topic for conducting Child Find when face-to-face options are unavailable, unsafe, or unrealistic.

Connecting children with services is a critical concern in the face of the global pandemic resulting from the Coronavirus. Child Find is a system that focuses on early identification of delays and/or disabilities in children. In America, Child Find has been in existence since 1975 when Public Law 94-142, the Education for All Handicapped Children’s Act was passed by congress. Today we call this law the Individuals with Disabilities Education Act (IDEA). The intent of IDEA Child Find is, “to create and implement a system to actively locate…children with disabilities.” There are many ways to actively locate children who may be eligible for IDEA services due to a delay or disability. One way is through developmental screening through the postal system or mail delivery.

If someone close to the child (e.g., parent, family member, familiar caregiver) has a concern, they can contact their local provider(s) who could follow up on their concern by conducting a developmental screening assessment  via mail. Yes, I said mail. Remember envelopes, stamps, and paper?!?! Are you thinking this sounds outdated? Maybe. Maybe not.

Professionals conducting Child Find efforts from a distance may find the postal service a useful tool as an alternative to face-to-face options. A procedure for Child Find by mail would be where staff mail a developmental questionnaire to the child’s address on record. Parent(s) and/or familiar caregiver(s) complete the developmental questionnaire and mail back to the staff or central location for scoring and feedback.

Special considerations should be made for children and families experiencing homelessness. Three other considerations are: (a) provide postage so parents do not have to worry about paying to mail the return envelope to the Child Find professional, (b) have the correct mailing address for families, and (c) keep in mind that this method of Child Find takes time for deliveries and there could be problems with sending and receiving the physical mail from the postal service. Return rates for questionnaires can be increased with a variety of strategies, for example making reminder phone calls to parents and sending a second questionnaire and reminder if the first one isn’t returned.

For more information, check out the Child Find book (above) and/or a webinar I made called “Child Find: Identifying Children for IDEA Services in a Remote and Virtual Context.” I made this webinar for the Brookes Coffee Chat series and it is now available on demand at the following link:

https://brookespublishing.com/resource-library/child-find-identifying-children-for-idea-services-in-a-remote-and-virtual-context/

Child Find on a Virtual Home Visit

Connecting children with services is a critical concern in the face of the global pandemic. Child Find is a system that focuses on early identification of delays and/or disabilities in children. In America, Child Find has been in existence since 1975 when P.L. 94-142, the Education for All Handicapped Children’s Act was passed by congress. Today we call this law the Individuals with Disabilities Education Act (IDEA). The intent of IDEA Child Find is, “to create and implement a system to actively locate…children with disabilities.” There are many ways to actively locate children who may be eligible for IDEA services due to a delay or disability.

One way to find children who are eligible for community-based services is on a virtual home visit.

If someone close to the child (e.g., parent, family member, familiar caregiver) has a concern, they can contact their local provider(s) who could follow up on their concern by conducting a developmental screening assessment during a virtual home visit. First, staff provide screening tools in advance for parents to review. Some parents may wish to complete screening tool independently, or during the virtual home visit. Staff score questionnaires and discuss results with parents during the virtual home visit. Be sure families have the technology needed to conduct a virtual home visit. Screening materials could be available in the home using things that are familiar to the child. Adequate time is necessary for parents to try and/or observe items with the child. Staff may translate or adapt for cultural, language differences.

For more information check out this webinar called “Child Find: Identifying Children for IDEA Services in a Remote and Virtual Context.” I made this webinar for the Brookes Coffee Chat series and it is now available on demand at the following link:

https://brookespublishing.com/resource-library/child-find-identifying-children-for-idea-services-in-a-remote-and-virtual-context/

Pandemic-style Graduation

As I sit here at my laptop to write this, I am filled with so much hope for the future. You see last night we had our university graduation for summer 2020 graduates. It was virtual. It was a pandemic-style graduation. Of course (I hate you, COVID-19). Students did not gather in a big facility with their friends and families to celebrate their big accomplishments. Nope. They did not get to walk across the stage, shake our Dean’s hand, and hear many people wish them “Congratulations.” Nope. In this age of the Coronavirus, a graduate is more likely to see their name scroll across a screen as they squint to see acknowledgment of their achievement on an electronic device. It saddens my heart. But still I’m hopeful for the future.

“Oh the places you will go.” (with photoshop)

Picture it (yes I’m channeling Sofia from Golden Girls) late spring 2020 and you have one more semester left before you can graduate with your degree. As of spring break your university has moved fully online and virtual. You had plans to do your summer Practicum and graduate in August 2020. Your professor calls you on the phone (how 1998 of her). She says she has good news and bad news. Good news first: “we are approved to do summer Practicum.” Yay! You can still graduate in August you might be thinking. But WAIT. Bad news is, “Practicum is fully online and virtual.” Huh? That doesn’t fit with what I’ve been planning or envisioning for my final field experience. What about the children? What about families? What about learning from my on-site supervisor and other professionals? What about all the things I was hoping to do?

So many disappointments. I hate you, COVID-19!

Okay, the show must go on. Practicum is different from what was planned, but look at the new things that I got to do as a result of this unexpected turn of events. I’m learning about children’s needs during a global pandemic. I’m learning how to connect with parents and other professionals in new ways. I’m learning that I am a strong and resilient person who is capable of taking what life throws at me and not only survive but THRIVE!

As I take a sip of cold tea and look down at my dry chapped hands (20 seconds people!), I realize how happy I am thinking about this summer semester with my students. I sit here inspired by ALL of their accomplishments. Each student overcame a lot to be waking up on this cloudy and windy Florida Sunday morning after their pandemic-style graduation waiting for what might be a visit from hurricane Isaias (okay, COVID-19 has nothing to do with Isaias but I still hate you anyway COVID-19). They have earned a college degree! They did it! Wow! Inspirational. Yesterday, 16 of my undergraduate students earned a Bachelor of Science degree in Early Childhood Development & Education (ECDE), and 4 graduate students earned a Master’s of Science degree in ECDE. Many of these amazing college students even graduated with honors (minus the cords and other recognition - I hate you, COVID-19!). One of my students said, “A global pandemic could NOT stop my education.” Take that, COVID-19! Charge on!

“Oh the places you will go.” (with photoshop)

“Oh the places you will go.” (with photoshop)

Child Find Online

Locating children who need early childhood services is difficult with children experiencing quarantine and social distancing due to the global pandemic resulting from COVID-19. Child Find is a system that focuses on early identification of disabilities in children. There are many ways to actively locate children who may be eligible for early childhood services due to a delay or disability. One way is through developmental screening with an online system.

Online developmental screening may occur where a professional (e.g., healthcare, educator, social service provider, etc.) invites parent(s) of young children to complete questionnaires online. Parents independently complete questionnaires online. The online system scores and generates a report from the results of the screening assessment. A reply (e.g., letter/email/other/text) can be generated for parents whose children appear to be developing typically. Children who are identified as at-risk or whose parents indicate concerns may require a personalized response (e.g., telephone call, video conferencing). For an effective online Child Find system, families need to have the technology needed for online developmental screening activities which may include: access to the Internet or WiFi, electronic device (e.g., computer, iPad, smart phone), and resources (e.g., time, materials, etc.) to complete the screening with their child.

In the selected poems of Langston Hughes he writes,

“The sea is a desert of waves,

A wilderness of water.”

The World Wide Web may seem like a vast and deep sea of unlimited potential. Parents and professionals may be looking for answers. Using online tools may offer a solution when riding the waves of a global pandemic. We are living in a time when people are looking for alternatives to face-to-face services for young children and families. Remote services may include online developmental screening in order to locate children who are eligible for critical early childhood services.  

For more information check out this webinar called “Child Find: Identifying Children for IDEA Services in a Remote and Virtual Context.” I made this webinar for the Brookes Coffee Chat series and it is now available on demand at the following link:

https://brookespublishing.com/resource-library/child-find-identifying-children-for-idea-services-in-a-remote-and-virtual-context/

Homemade Play-dough

The power of play-dough cannot be underestimated in keeping little hands busy, but did you know there are developmental benefits children get from playing with play-dough?

Here are some potential benefits of playing with play-dough.

Fine motor- making a recipe and manipulating the dough builds children’s eye hand coordination. They use their fingers and hands in child directed play.

Cognitive- children can make the play-dough from a recipe to practice math when they measure ingredients. They use their problem solving skills to experiment and discover what they can do. Children can create cool things with their dough. Children exercise their imagination when playing and creating.

Communication- children use their receptive language skills to understand what others are saying when they do the activity with others, and use their expressive language skills when the communicate with others.

Here is my favorite recipe for homemade play-dough with only 4 simple ingredients.

2 cups flour

1/2 cup salt

2 teaspoons of vegetable oil

1/2-3/4  warm water

Do this: Mix flour and salt in a bowl. Then add the oil and water. If you want, you can add essential oil and/or food coloring.

Have fun with children when making and playing with homemade play-dough.

Lavender scented play-dough

Child Find Using Phone

Connecting children with services they need is a concern in the face of the global pandemic resulting from Covid-19. Child Find is a system that focuses on early identification of delays and/or disabilities in children.

In America, Child Find has been in existence since 1975 when P.L. 94-142, the Education for All Handicapped Children’s Act, was passed by congress. Today we call this law the Individuals with Disabilities Education Act (IDEA). The intent of IDEA Child Find is, “to create and implement a system to actively locate…children with disabilities.” There are many ways to actively locate children who may be eligible for IDEA services due to a delay or disability. One way is through developmental screening over the phone.

If someone close to the child (e.g., parent, family member, familiar caregiver) has a concern, they can contact their local provider(s) who could follow up on their concern by conducting a developmental screening assessment with them over the phone. A phone interview would consist of the professional using their developmental screening instrument to guide them in asking questions over the phone.

Questions are derived from the screener. Questions from the developmental screening instrument could be filled out by the professional based on answers provided over the phone by the person familiar with the child.

Considerations for using the phone to conduct developmental screening include: (a) arrange a time for the phone interview that is optimal for parent(s), (b)  allow for the possibility for the child to participate in the phone interview because the parent may need time to interact with the child in order to determine if the child can do a skill, and (c) conduct the interview in the family’s preferred language.

Once the interview is finished the professional could score the screening while the parent is still on the phone and share results, or scoring could be done later and results shared at another time.

Follow up is a critical part of the process and should be done in a timely manner. Follow up with the parent with results of the screening assessment. Share resources and recommendations for next steps.

The phone interview is a strategy that can be used when a remote context is needed like during a quarantine. However, a phone interview strategy to conduct IDEA Child Find can be used anytime when a phone interview can help screen children.

For more information check out this webinar called “Child Find: Identifying Children for IDEA Services in a Remote and Virtual Context.” I made this webinar for the Brookes Coffee Chat series and it is now available on demand at the following link:

https://brookespublishing.com/resource-library/child-find-identifying-children-for-idea-services-in-a-remote-and-virtual-context/