So, since you don’t have to start from scratch and Duncan Hines premade curriculum has already provided the basics for a brownie mix, what next?  Pre-made curriculum is a starting point based on the milestones of a particular age/stage, but how do I tailor this recipe to children’s differing tastes? 

Well, just like a brownie recipe, DAP leaves room to adjust.  The second component of developmentally culturally appropriate practice addresses these differences through INDIVIDUAL UNIQUENESS.  Think about the decisions to make when “spicing up” your recipe:  many children like walnuts, others are allergic; some enjoy fudge on the top, others can’t stand it.  We are faced with the same challenges as Early Childhood Professionals.   We must understand that children come to us with different temperament types (flexible, slow-to-warm up and feisty), personalities, and learning styles and we must address their needs.

Right about now, you must be thinking “Wow!  What do I do?  How do I handle this?”  Just as you handle putting ingredients into a bowl, you must address uniqueness in the same way:  through SMALL STEPS.

First, drop in a dose of careful OBSERVATION of the children’s likes, dislikes, interests, etc.  Second, stir in CREATIVE and flexible teaching; ask yourself, “How can I make the classroom activities more engaging for each child?  Third, add in PERSONAL REFLECTION; look in the mirror and honestly assess yourself, “What type of learner am I?  What is my temperament type and how do I interact with different temperaments?”

So, as you attempt to prepare a Duncan Hines premade curriculum mix that will appeal to all, remember that CHILDREN are INDIVIDUALS and it’s up to the Early Childhood Professional to create the right combination.  Divide up the pan, bake multiple packages of mix with different ingredients, do whatever it takes to deliver the right dessert(s) that will be effective for all.  J

Aggression and hostility are the fight responses in the fight or flight reaction to stress.  Hostility is characterized by unfriendliness or opposition and can ultimately lead to aggression, whereby a child attempts to do damage to a person or thing.  The assault may be physical or verbal.  A child’s rude behavior, sarcasm, or silence can be exasperating or even frightening to a parent. 

There is an urge to set the child straight with a slap, shaking, or command to ‘snap out of it’.  Actually, confrontation is the worst possible alternative.  Generally, children want either to be left alone or to be allowed to blow up.  If your child does not accept the invitation to talk it out, try to stay out of the way until the emotional storm has subsided.

Although most behavior is learned, understanding the temperamental differences among children can help to explain why some children are more prone to aggression than others.  In addition, some adults directly sanction aggressive behavior when they advise children to ‘stand up for themselves and don’t take anything from anybody’.

In some cases children engage in aggressive acts because they crave attention some much that they will settle for any kind they can get – even if it is negative. Obviously, these children need more attention for desirable behavior and minimal attention for the undesirable. 

Here are a few suggestions:

• Observe the aggressive behavior and try to determine the situational triggers.
• Communicate to the child clearly and specifically which behaviors are not allowed and what the consequences of such behavior will be.
• Ignore attention-getting ploys.
• Provide a positive example by controlling your own aggression.
• Following an act of aggression, discuss the matter with your child.  Encourage the child to generate alternative, satisfying approaches to aggression. 
• Check out radKIDS for more ideas
  

During my 20 years in early childhood education, I have learned many things about Autism Spectrum Disorder. From my experience, children with Autism often have a limited ability to “play”. I’ll observe them lining up or spinning objects, seeking sensory input, and showing extreme attachment to objects. Fixations may occur with numbers, letters, and animals or just about anything the child finds stimulating. Often, children with Autism will remember things like places, times, letters, numbers, and locations. Their play with peers is hindered & less purposeful due to their lack of functional play. Because of their specific interests and their use of toys in unconventional ways, it’s been my goal to help nurture relationships with other children in the classroom. I’ve compiled a list of strategies to help assist early childhood teachers to enhance play skills for children with Autism and children in general.

• Teachers should model “play”.
• Explore verities of toys, sensory items, and objects (i.e. cause & effect toys, flour, sugar, tin foil).
• Use the words “first & then” (i.e. first blocks then shaving cream).
• Show the child new & appropriate ways to interact with peers.
• Structure play with peers & model purposeful play. (i.e. “Can I play? I’ll pretend I’m making breakfast. Who wants some eggs?”).
• Picture schedules are helpful for transitions too & from play.
• Be creative & use your imagination.
• Record techniques that are helpful in making the child successful.
• Pair something familiar with something new. 
• Show lots of facial expressions “SMILE”!

I truly enjoy my work with all children & I’m happy to say children teach me something new everyday!

Happy Teaching,

From co-Author:

Courtney Brumbaugh
EC Adjunct

As an adult, do you consider yourself a creative thinker? A problem solver? Enjoy playin? 

If you answered yes to any of the above questions, you may want to thank those that are responsible for your upbringing.  While children are at play, they learn about the world.  While role-playing they are practicing to be a grown-up.  Children at play learn to pay attention and stick with a job.  Through play they learn how to solve problems, learn right from wrong, and develop their imagination as they manipulate a variety of tools. Play is considered a child’s work. Now, wouldn’t that be a great day of work?

It is because of this success, at a young age, that a child’s strong self-esteem grows into an adults, that are ready to conquer the world. Adults that are ready to face their daily work with a little play in their step.  This may be all you need to get through a day of work - a little play!! 

Have you ever wondered what it feels like to be a rock star? 

You know, to have everyone in the room turn their attention to you as if you were the next best thing since sliced bread?  I have, but since my singing abilities are less than fabulous, the chances of ever hitting it big as a rock star are pretty slim. 

And then I started working with children.  Suddenly, I found a niche where I can be silly, crazy, and off-key in my singing and still be treated like a rock star.  There is nothing quite like the feeling of walking into a classroom of three year olds and being greeted by each and every one of them as if I had just made a number one record.  The enthusiasm and eagerness that children possess towards life and learning is the best part about working with them. 

It may not be nearly as glamorous as the life of a rock star, but the rewards are life-changing.  Besides, I would much rather have children’s art projects covering my walls than a bunch of gold records.  Wouldn’t you?

- Amy Harms Hoad

As co-author of smallTalk, it gives me great pleasure in sharing with each of you my view on the importance of the early childhood professional.  Being a professional means becoming an advocate for children, families, and the field of early childhood education.  Research shows that by age 3, 90% of a child’s brain has been formed.  Therefore, it is important as early childhood professionals to understand what young children are like; what influences their development; and how to use this understanding to create great environments where all children can thrive. 

Our professional organization, The National Association for the Education of Young Children (NAEYC) is dedicated to improving the well being of all young children, with particular focus on the quality of educational and developmental services for all children from birth through age 8. NAEYC is committed to becoming an increasingly high performing and inclusive organization. The NAEYC Code of Ethical Conduct offers guidelines for responsible behavior and sets forth a common basis for resolving ethical dilemmas encountered by those in the early childhood field.  The core values of the Code of Ethical Conduct are as follows:

1. Appreciate childhood as a unique and valuable stage of the human life cycle
2. Base our work on knowledge of how children develop and learn
3. Appreciate and support the bond between the child and family
4. Recognize that children are best understood and supported in the context of family, culture, community, and society
5. Respect the dignity, worth, and uniqueness of each individual (child, family member, and colleague)
6. Respect diversity in children, families, and colleagues
7. Recognize that children and adults achieve their full potential in the context of relationships that are based on trust and respect

As early childhood educators, we must continue to strive to be the best we can be on behalf of young children and their families!

- Beverly Bauman

You know that feeling you get when you take that first bite of Ben & Jerry's ice cream? – you know, Chunky Monkey? 

It was just. 

like. 

that. 

Pure Joy! 

I heard a tiny voice ask, “Can I hug you?” The voice came from a sweet, little, brown eyed girl.  I looked up at her preschool teacher while thinking "SO precious".  Her teacher smiled and said, “That is why we do what we do!” 

Exactly.  And, . . . the wonderful chance to spread kindness--Isn't that what it is?  At the foundation, aren't early childhood best practices, just simply, kindness?  The ways of treating children that respect who they are right at this moment in time.  The "who they are" comes in all different types (just like ice cream!) and the challenge is allowing that "flavor" to be just what it is.  I love children and I know you do too. 

This will be our chance to share challenges, successes, and most importantly, celebrate why we do what we do. 

So we can continue to feel just like we felt with that very. 

first. 

bite. 


- Cecelia Westby

Do you ever feel as if you are “just” the babysitter? 

An over educated babysitter with a college degree? 

Sure you all wipe snotty noses, kiss boo boos and have office walls full of crayon drawings. But I am here to tell you that you are wrong; you are more than that!  You are all caring, intelligent early childhood professionals. 

I chose to be an early childhood professional because my passion was for children and their families.   When I was a center director, I loved the chance to get to know the variety of families that came through the door.  Each family brought a different dynamic to the center, which in turn made the center a very unique place:  single moms, single dads, blended families, two parent homes, etc.  

Have you ever thought about how parents feel leaving their children with virtual strangers, for more hours in a waking day than they spend with them?  How do you think that makes the parents feel?  Probably not real great, in fact it may make them feel quite guilty.  They may also be a little intimidated by all your vast knowledge, after all you are the one’s who have the degrees and can rattle of Piaget or Vygotsky’s theory without blinking an eye.  Not only do you know the concepts of the theories, but you are also able to apply them to your everyday interactions with their children.

Become a resource to parents and take advantage of your education, after all some of you may still be paying off those high student loans (yikes!).   Share information that will assist them in helping raise their children.  Give them ideas of activities that can be done at home.  Parents and educators share a common goal, what it best for the child.  Reveal your passion and let them know that you are more than a glorified babysitter; this is your chance to “shine”!

- Beverly Bauman