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6 SEL Tips for a Successful School Year

8/17/2022

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(Written with Marjorie Wild)
As the new school year approaches, we want to share some of our favorite SEL strategies for starting off strong.  Social emotional learning is a sturdy foundation on which children's success in learning - and in life - is built.  
We hope you find our tips helpful as school starts, or at any time of the year!

1.  Find your inner calm!

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Calm may not be the word that comes to mind when thinking of a classroom of young children, especially in the first days of school!

Practicing your own self-regulation skills to keep calm during times of stress will help you be better able to help your children feel safe.
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Modeling the strategies you use to calm yourself and self-regulate not only helps you, it also supports young children as they begin to learn these important skills for themselves.

Below are just a few ideas to try.  ​For more mindfulness activities, see our previous blog posts.

Breathing:
Help children learn breathing exercises to calm themselves, and be mindful of your own breathing. When your body or a situation tells you, “I need to take a breath,” try "box breathing": Step 1: Breathe in counting to four slowly. Feel the air enter your lungs. Step 2: Hold your breath for 4 seconds. Try to avoid inhaling or exhaling for 4 seconds. Step 3: Slowly exhale through your mouth for 4 seconds. Step 4: Repeat steps 1 to 3 until you feel re-centered.

Movement:
-Take a brain break with the children by leading a movement activity aimed at calming -Take a walk outside (either on a break, or with children during outdoor play) -Practice simple stretches (like reaching for the sky, touching your toes, arm or neck circles).

Re-centering:
Have a touchstone, a physical object that reminds you of being centered. It can be a piece of jewelry that you wear, a family photo, or written words that serve as a reminder of core values, or a goal. For a child, it may be a comfort item (like eepworm!) or words of re-assurance such as, “You are safe. You can handle this. I am here to help you.”

How do you find your calmness in stressful situations? Please comment below!

2.  Begin by creating connections with children

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​Here are some ways to make connections with each of your children at the beginning of the day.  Do what works for you and the children you care for.  If children enter the room from a hallway, greet children as they enter.  While there are charts available with greeting choices, it may be best to make or modify your own. Limit choices and have children give input as to their favorites to include. Choices can be changed or added over time. Choices can include:
  • -a wave
  • -a hug
  • -an elbow touch
  • -a verbal “Good Morning!”
If children arrive at different times, a greeting apron can display choices wherever the adult is and can be used by more than one caregiver.
 
After the morning greetings, create opportunities to connect with each child throughout the day by playing connecting games with them.  For ideas for connecting activities with children, see our previous blog posts.  We also highly recommend Dr. Becky Bailey’s book, I Love You Rituals.


3.  ​Help children connect with friends!

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Imagine how young children feel when they will be going to a new class or school, especially if the experience is totally new for them!  We can help children adjust to these new situations by including activities that strengthen peer relationships and nurture important social-emotional skills.

Here are some of our favorite ways to help children get to know new friends at school:

-Make a class book with pages picturing every student. Children love recognizing and naming classmates. 

-Practice name games, like singing, “My name is Miss Marjorie.” Children echo, singing back, “Her name is Miss Marjorie.” Continue with everyone’s name.

-Help children make friends through stories.
“Meesha Makes Friends” is a book by Tom Percival, author of the Big, Bright Feelings book series. In the beginning of the story, Meesha is happy to “make friends” out of paper and craft materials, but not as comfortable talking to other children.  Sharing this book can open a discussion with preschoolers: “How did Meesha “make a friend”? How do you make friends?”  Children can also “make a friend” like Meesha and Josh in art!

-Guide children through role playing. “What do you say when you want to play with someone else? When you want a turn to play? When you need help? When someone asks you if they can play with you? How do you feel when someone shares a toy with you or gives you a turn?”  

How do you “coach” children through making friends with classmates?  Share with us your favorite name game or connecting activity!


4.  ​Help children meet all the adults in their school family

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When we talk about the school family, we are referring to children and those who support and care for them, providing a safe and supportive place in which they can grow and learn.

We can help children feel safe by introducing them to all the adults who work in their school or child care program.  We can provide opportunities for the children to connect with each adult, not only at the beginning of the school year but throughout the months.  If we notice and point out the adults contributions, the children will begin to do the same.

Here are a few ideas that may to reinforce these connections and the children's sense of appreciation:

-Make a book of the people at school, explaining everyone’s jobs and emphasizing that they are all a valuable part of the school family.

-Help children show appreciation for all the people who take care of them at school.  Assist them in drawing or writing notes of thanks, especially when school family members do something above and beyond their duties.


5.  Make the most of your morning routines - before and during school

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Mornings can be hectic for families at home, in the car, and at drop-off, especially at the beginning a new school year! Take a deep breath and guide your children to school or child care by sending the calming message that ``It's gonna be a good day!”

Try to keep the before-school morning routine as consistent as possible. As you dress or prepare for the day, talk through any special activities your children can look forward to, like telling them that you packed their favorite snack! 

Connecting games can be incorporated into the morning drive. Sing favorite songs together or look for familiar places along the way. 

At school, share a hug or handshake that is special to you and your children. If possible, walk your child to their teacher or caregiver. 

If your child is upset at your leaving, show compassion, focus on safety and provide a connection before you leave. You may say, “I see you are feeling scared that I am leaving. You are safe here at preschool, and your teachers will keep you safe and help you learn and play today!” Let’s take a big breath and say “Have a great day!” 

At school, teachers and caregivers can begin the day with consistent routines. For young children, a familiar “Good Morning” song can be an opportunity to individually greet and connect with teachers and other children. 

Keeping the daily schedule as predictable as possible helps calm the children's uncertainties as to what is going to happen.  Posting a picture schedule and reviewing it during every transition can ease children into the school routine until it becomes familiar. 


6.  ​Set goals and take action on them every day

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The beginning of a new school year is a good time to set goals.  For myself, I find setting goals much easier than accomplishing them!

If you struggle with taking action toward your goals as I do, perhaps you can try what I'm trying: start with small steps.  I got this idea from a book I recently read, Atomic Habits by James Clear.  Another piece of valuable info in the book is this: the best way to change a habit is to focus on the person you want to become.  So I’ve started telling myself, “I’m the kind of person who…”

Here are some of my personal examples:
-I’m the kind of person who follows through in a timely fashion when I say I will do something.
-I’m the kind of person who completes projects I start
-I’m the kind of person who reaches out to help others

NOTE:  I don’t have any of these identities yet!  But I want to be the kind of person who does those things - and much, much  more.  And I’m finding James Clear’s idea of focusing on identity to be a helpful way to start. I hope it will be helpful for you, too.

Here are some identity ideas to get you started, based on my 4 C’s Framework of Emotional Support.  

Perhaps you would like to be:
-a connected teacher, who builds strong, caring relationships with each and every child
-a calm teacher, who uses deep breathing and other stress relief strategies regularly as part of your self-care
-a compassionate teacher, who is empathetic toward all your children, especially the challenging ones

For more info about these 3 C’s and the 4th C as well (Capacity-Building of Self-Regulation), see my blog posts from May and June of this year 


We hope you found some of these ideas helpful.  Please share your own if you are willing.
​All of us at ECS are wishing you a wonderful school year!
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6 Summertime Teaching Tips That Work Year-Round!

7/25/2022

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(Written with Marjorie Wild)
This month, we want to share some ideas for activities you can use in your classroom and home this summer - or any time of the year!  We hope you enjoy these ideas for outdoor play, early literacy, art, science, and gender-neutral environments and toys.  Please comment to share your own favorite teaching tips or activity ideas - there are so many wonderful ways for children to learn through play!

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Here are some ideas for exploring the outdoors with young children:
  • Play shadow tag on a sunny day
  • Observe bugs (from a safe distance when necessary!), move like bugs
  • Climb rocks, trees or hills - Navigating nature’s structures allows children to develop motor planning and large muscle skills
  • Explore dirt and grass: walk through grass or sand barefoot, or roll down a grassy hill!
  • Dig, scoop and fill buckets and containers 
  • Make wildflower crowns 
  • Wherever you are, allow children to explore their interests and curiosity.  Children love to pick up, collect and explore “found” objects like rocks, sticks or leaves. Allow and encourage the child-led exploration of nature. 
*Note: The safety of young children is our responsibility as caregivers. While you should be watchful not to knowingly expose children to danger, that does not mean clearing the path so they never have the chance to explore environments, test their own abilities or judge their own level of risk within a safe and supervised setting.

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Summer is the perfect time to give children the chance to read or be read to for fun and information. Visit your library to find books about a topic your children enjoy or that features their favorite characters. Check out a book that is beyond your children’s ability to read on their own and read it to them. Set aside time during your summer schedule for “read to me time”. Attend library programs, or read a book at naptime or bedtime. Reading to your child instills a love of language and the understanding that what we say can be written, what we write can then be read. It also builds connections between reader and child!
Public libraries across the country have summer reading programs and incentives for all ages, even grown-ups! Visit your local public library to find out more about what they offer, or you can provide your own reward at home when a reading goal has been met.​
Share the power of reading with children:
  • Talk about the story, having your children guess what will happen next, remember parts of the story, or tell about their favorite part.
  • Read books with predictable text or read favorite stories again and again, pausing to let your children read or say the words they know.
  • ”Read” wordless picture books, turning pages in order and talking about what is happening in the story pictures. Build vocabulary by using descriptive words.
  • Write the words your children tell you to caption a picture they have drawn, making them the author!
  • Read your children a story you loved when you were their age!
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​​Open-ended, creative art experiences emphasize process over product. Through these experiences, children explore materials instead of being told “how to do it” or what color something “should” be. 
​Some process-focused art materials and activities to explore with young children include:
  • Sidewalk chalk
  • Painting with a variety of objects or tools (paint rollers, dish scrubbers, whisk, or outdoor objects like a feather or small pine branch.)
  • Mixing colors (use droppers of watercolor/diluted food coloring onto paper towels or coffee filters.)
  • Clay and dough of different colors and textures, including natural clay, mud and sand sculptures.
  • Weaving cloth, yarn or paper.

  • Printing and stamping using toy car tracks, plastic animal footprints, sponge shapes or fruit/vegetable prints.
  • Vertical drawing, writing, or painting using easels, or by attaching paper, an old sheet or bargain tablecloth to a backyard or playground fence. (Vertical drawing/writing helps develop a good grasp and appropriate wrist position. According to Christy Isbell, Ph.D., pediatric occupational therapist, three-year-olds should write or draw on a vertical surface every day.)
  • At home or at school, have a wide variety of markers, crayons and pencils and various sizes of paper, tissue paper, glue, glue sticks, age-appropriate scissors, and recycled materials. You can use junk mail or leftover wrapping paper for fun with cutting, tearing, collage or paper sculpture. 

For more information, we recommend “How Process-Focused Art Experiences Support Preschoolers” https://www.naeyc.org/resources/pubs/tyc/feb2014/process-art-experiences

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There are so many science activities you can enjoy both indoors and outdoors!  Besides the activities you provide in the science center in your classroom, you may want to provide these outdoor explorations as well:

Sun:
  • Is it hotter in the sun than in the shade? Experiment on the playground, in the park or your backyard.
  • Create and observe evaporation paintings: “Paint” with water on surfaces like a sidewalk or outside wall and watch as they dry, then “paint” again.
  • Shadow art: Trace around someone's shadow with sidewalk chalk, move, then have children find and match their shadows again.
  • Sun prints: Place a toy, flower or other found item on construction paper and leave it in the sun (outside or near a window) Observe after a few hours, how the sun will fade the paper to leave a print of the item.
Sand and dirt: 
  • Create sculptures, experimenting with wet and dry variations. Which ones stay together and are easier to mold?
  • Provide buckets and a variety of containers for children to fill and carry. This provides child-directed exploration of capacity, weight, and sensory-motor activity. 
  • Find or provide tools for digging: Discover bugs and roots and develop large and small muscle skills.
  • At the beach, observe changes in wet/dry sand and the movement of waves and ocean life

Water, clouds and rainbows:
  • Smell the “rain”: Help children identify smells, like the way the air smells before and after rain.
  • Let the sun shine through a spray of water from a sprinkler or hose on a sunny day to make your own rainbow!
  • In a pool, water table or tub, use cloud-shaped sponges to explore saturation. When the “cloud” is filled with water, it rains!
  • Let raindrops splatter on watercolor paint, or make your own raindrop effect with droppers or basters.
Share with us your favorite summer science activities to explore with children in the comment section!
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While we as early childhood educators and parents may strive to make our classrooms and play areas places where boys and girls are equally encouraged to explore their own interests, we know that many social traditions as well as marketing and packaging are aimed at boys or girls. At ECS our team has always supported play that is child-led, not directed by an adult to be gender specific.  ​
Here are some ideas for fostering gender neutral play environments:
  • Watch your language! Please don’t exclusively tell girls they are pretty and boys they are tough or smart.
  • Use gender neutral terms such as firefighter, mail carrier, parents, and police officers. Be aware and make children aware of jobs held by men or women: soldiers, trash truck drivers, farmers, nurses, hair stylists, the list is endless! 
​Notes from Marjorie:  The “housekeeping/dramatic play” area of my classroom was always just as popular with boys! They took care of baby dolls, cooked, counted play money from wallets, and enjoyed seasonal activities like raking colorful (fake) leaves.
Teachable moments when children are at play give us opportunities to encourage children’s play choices, like, “Rufus is doing a great job feeding the baby!” or “Look at the bridge Ava built with blocks!” Encouraging everyone equally provides the example for all to encourage one another and themselves!
If a boy says he wants to be a mommy, he can pretend that role in dramatic play, dress-up, or play with people figures or dolls. If a child insists, “Boys can’t be mommies!”, talk about boys and men who also take care of babies and kids when they are daddies, brothers, teachers, doctors or nurses.

  • Let children choose their own color favorites, rather than imposing “pink is for girls” “blue is for boys”
  • Make sure all children have opportunities to perform all classroom jobs.
  • Read and discuss books that reflect modern roles in work and families. Talk about workers they know in the community and talk about jobs related to skills they enjoy and are learning.
  • Blocks and transportation toys are not just for boys and they don’t need to be pink to appeal to girls.
  • Include and allow dress-up props of a wide variety and multiple uses (crowns, capes, worker vests, tools, play food, aprons) after all, it is pretend! Rotate props to go with the season or a story you have read (size sequence bowls and chairs when reading Goldilocks and the Three Bears) 
    • Allow your children to explore their own interests, and encourage trying new things!
    • Look at your children’s choices in play areas and provide appropriate and interesting materials. 
    • Is the language you use encouraging and challenging all children equally?
  • Let children choose their own color favorites, rather than imposing “pink is for girls” “blue is for boys”
  • Make sure all children have opportunities to perform all classroom jobs.
  • Read and discuss books that reflect modern roles in work and families. Talk about workers they know in the community and talk about jobs related to skills they enjoy and are learning.
  • Blocks and transportation toys are not just for boys and they don’t need to be pink to appeal to girls.
  • Include and allow dress-up props of a wide variety and multiple uses (crowns, capes, worker vests, tools, play food, aprons) after all, it is pretend! Rotate props to go with the season or a story you have read (size sequence bowls and chairs when reading Goldilocks and the Three Bears) 
  • Allow your children to explore their own interests, and encourage trying new things!
  • Look at your children’s choices in play areas and provide appropriate and interesting materials. 
  • Is the language you use encouraging and challenging all children equally?

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Play is the means through which children learn, and toys are the tools we give them to accomplish that job. What toys can best help?  To help answer that question related to gender roles, NAEYC asked a researcher about her work on gender-typed toys:
“In general the toys most associated with boys were related to fighting or aggression (wrestlers, soldiers, guns, etc.), and the toys most associated with girls were related to appearance (Barbie dolls and accessories, ballerina costumes, makeup, jewelry, etc.)."
"The toys rated as most likely to be educational and to develop children’s physical, cognitive, artistic, and other skills were typically categorized as neutral or moderately masculine. We concluded that strongly gender-typed toys appear to be less supportive of optimal development than neutral or moderately gender-typed toys.”
Her advice for parents and teachers:
“Strongly gender-typed toys might encourage attributes that aren’t ones you actually want to foster. For girls, this would include a focus on attractiveness and appearance, perhaps leading to a message that this is the most important thing—to look pretty. For boys, the emphasis on violence and aggression (weapons, fighting, and aggression) might be less than desirable in the long run."
"Also, moderately masculine toys have many positive qualities (spatial skills, science, building things, etc.) that parents might want to encourage in both boys and girls. It is the same for some moderately feminine toys (nurturance, care for infants, developing skills in cooking and housework).”
For the full interview, see "What the Research Says: Gender-Typed Toys"
https://www.naeyc.org/resources/topics/play/gender-typed-toys

This doesn’t mean you should toss out your children’s favorite toys! Just be aware of the play opportunities those toys provide. Strive for a balance of toys led by the children’s interests, their developmental levels, appropriate safety, and whether those toys will provide opportunities for learning! 
  • Ask yourself, “What opportunities for learning will this toy provide for my children?”
  • Watch how your children play and encourage creativity and imaginative play (like pretending a row of blocks is a tightrope!)
  • Build connection by playing with your children! You will both benefit!

We hope you got some new ideas for activities to help children learn through play.  Let us know your favorites so we and others can learn from you!
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7 Strategies That Help Children Develop Self-Regulation

6/25/2022

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In last month's blog post, I introduced the first 3 "C's" in my 4 C's Framework of Emotional Support.  These 3 C's - connection, calming and compassion - are supports children especially need when they are distressed.
Now I'd like to share strategies for the 4th C, which is the support children need when they are calm and ready to learn:  Capacity-building of self-regulation.

The 4 C's Framework of Emotional Support 

I developed this model after learning from brain research and experts in child development, psychology and psychiatry, as well as from my own experience teaching young children and parenting a child with mental health special needs.  What I've learned through many years is the different needs children have for adult support, depending on their emotional state.  When children are distressed, they need to feel connected, to have help calming down, and to be treated with empathy and compassion.
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But these first 3 C's in my model are only part of the support children need to develop self-regulation.  They also require help from adults so they can learn how to handle the next upsetting situation more adaptively.  That's where the second part of the framework fits in - the fourth C.
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The 4th C: Capacity-Building of Self-Regulation

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An important part of our job is to teach children social and emotional skills along with academic concepts.  Children do their best learning when they are emotionally calm, so that's when we should be teaching them what they need to know, whether it is social, emotional, cognitive, language, or physical skills and concepts.
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For their emotional development and well-being, children need lots of help from adults to learn to self-regulate.  Our role is to build children's capacity for self regulation.  We provide this "capacity-building" not only through direct instruction, but also through the many ways we support children's social emotional learning. The goal is to help children become better able to handle emotionally challenging situations.  
Many of the developmentally appropriate practices we use in the early childhood classroom help to build children's capacity for self-regulation.  Strengthening relationships, teaching self-regulation and social skills, helping children to learn about feelings, and modeling self-regulation skills are ways to provide capacity-building strategies.  In addition, sometimes we need to adjust our expectations of individual children's behaviors, accommodating possible developmental delays in executive functioning or self-regulation skills.  Sometimes we may also need to adjust the environment, providing supports that make it more likely that children can navigate challenging situations. We do this when we ensure our environments are developmentally appropriate for all our children. It's helpful to include: predictable schedules with adequate warnings before transitions; a self-regulation or calming space where children can go to settle themselves down; and a variety of soothing sensory activities (5). 

Let's look more closely at seven strategies for building children's capacity for self-regulation.

​1.  CONNECT
Connecting when children are calm  is different than providing connection when they are distressed. The goal is to build and strengthen the relationships by engaging in what I call "connecting activities."  These are enjoyable games that include emotional warmth, close contact, and playfulness (adapted from Bailey, 2015).  To really connect, children need to feel we enjoy being with them.  We must also be on their level and physically close, using eye contact and touch if that is comforting.  Connecting activities should also include an element of fun for everyone!
(See our blog posts on connecting games and resources 2, 3 for examples of activities.)
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​2.  TEACH Self-Regulation Skills
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The time to teach children calming techniques such as deep breathing and other mindfulness practices is when they are calm.  (See our blog posts on mindfulness and resource 7 for calming activities for children.)

​In addition, children need to learn the specific self-regulation and social skills  that are challenging them.  These include:  Taking turns, following directions, using words to communicate, and many others.  (See our blog post on games that build self-regulation for examples of skills that children learn over time with adult help.)
Just as with other concepts and skills, we can scaffold our instruction of self-regulation and social skills.  We can be specific on what it means to take turns or which words to use in which situation.  We can coach the children (include all those involved in the situation), walking them through the behaviors you are teaching.  Later, we can provide prompts or visual cues to remind them of the expectations and provide encouragement for their efforts. Of course, they'll also need lots of practice!
3.  MODEL Appropriate Behavior
If we want children to learn self-regulation skills, we need to practice our own in front of them.  We can do this by narrating our own thoughts and actions; this is called "self-talk."  To provide this support, talk aloud when making decisions or problem-solving.  Narrate your thinking when a frustrating situation arises, sharing how you are feeling and what you are doing to stay calm or regain your composure. 
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We can also narrate children's efforts to self-regulate.  This is called parallel talk.  An example:  "You started to get frustrated when you couldn't get the puzzle piece to fit.  You took a few deep breaths, and then you were ready to try turning it a different way."  
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4.  Provide STRUCTURE and Predictability
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All young children need predictable daily schedules so they know what to expect.  And all children benefit from knowing when transitions are coming and what they will need to do. Some children, however, have a delay in the self-regulation skill called cognitive flexibility (6).  They are unable to shift gears from one activity to the next without at least some help from an adult.  Imagine that these children are like a wheelchair-bound child at the bottom of the stairs.  We wouldn't say to the child, "In 5 minutes you need to meet me at the top of the stairs."  Rather, we would provide a ramp and push the child's wheelchair up the ramp.  
5.  Play GAMES that Help Children To Stop and Think
Children who are delayed in the skill of flexibility likewise need our support to accommodate their needs.  These children need extra warnings before transitions that help them plan for the next activity, especially when transitioning from something fun to something that's not so fun. When we break the tasks down into smaller steps, we can help children get successfully through the change in activities. Here's an example: 
  • "It's 10 minutes before cleanup, how can you get to a stopping point in your block building?"
  • "It's 5 minutes until cleanup, which blocks will you put away, these or those? (Giving 2 positive choices is helpful.)
  • "It's cleanup time, time to put away away the blocks you chose."​​​
We know that children learn best through play.  Research shows that playing games that get children to stop and think are especially helpful for the development of self-regulation skills (9).  One example is singing the song "Head, Shoulders, Knees and Toes" but having children point to different body parts than the ones in the song: "When I sing 'head', put your hands on your toes. When I sing 'shoulders', put your hands on your knees..."
See the blog post on self-regulation for 11 games that develop self-regulation.)
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6.  Adjust your E's- Your EXPECTATIONS and the ENVIRONMENT
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​Part of building children's capacity for self-regulation means making it more likely that they will be successful.  Sometimes that means we need to adjust our expectations of individual children's behaviors or adjust the environment - or both.
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Children who have difficulty with self-regulation have lagging skills in key skills:  flexibility, adaptability, frustration tolerance and problem-solving (6).  Research shows that children with ADHD have a 30% delay in self- regulation (also known as executive functioning), and children who have experienced early trauma have a 50% delay.  
So we must accommodate these children's developmental delays in self-regulation.  We may need to adjust our expectations of these children's ability to follow directions, take turns, stay on task, and other self-regulation skills.  As an example, perhaps they can leave circle time sooner, or at least take a break or have a fidget toy or wiggle cushion to help them move while listening.

Secondly, sometimes we need to adjust the environment.  Children with sensory processing problems often become overwhelmed by sensory input, that is, by the sounds, lights, smell, and touches they experience in the environment.  So we may need to accommodate these hypersensitive children by adjusting the sound and light level, providing more comforting, enclosed spaces and including a greater variety of sensory activities and materials in our classrooms.  Using visual cues such as picture schedules may also be helpful.  (See resource 7 for examples.)
7.  Help Children REFLECT on their Feelings and Learn to CALM Themselves
We build children's capacity for self-regulation when we  provide opportunities for children to learn about their feelings.  We can talk with our children about the different feelings we all have and help them label those feelings. We can boost their vocabularies and their self-understanding when we use lots of different words, not just the basic happy, sad, mad and scared.  (Search for lists of feelings words for children to get some ideas.)
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We can also help children recognize what other children may be feeling during a specific situation. We can tell social stories using real situations, talk about pictures of different feelings, play games with feelings faces such as lotto and memory games, and discuss feelings as we read books.​
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There are many books  that help children reflect on their feelings and the feelings of others.  Be sure to check out our own eepworm books and toys!  When reading with children, talk about the emotions the characters experience and how to recognize them. 

​As mentioned before, we can teach children calming techniques such as deep breathing and other mindfulness practices to help children learn to calm themselves.  We can also provide a self-regulation center or calming space so children can practice these techniques when they get upset.  This is good for all children, not just the ones who have difficulty with self-regulation.  (See our blog posts on mindfulness and resource 7 for activities for children.)

I hope you've gained some strategies that help you build children's capacity for self-regulation.  Let me know which ones work best for you.  Any additional tips are welcome as well - we can all learn from one another!

References & Resources

  1. Bailey, B. (2015) Conscious discipline; Building resilient classrooms (expanded & updated ed.). Oviedo, FL: Loving Guidance, Inc.  
  2. Bailey, B.A.  (2000).  I love you rituals.  New York:  HarperCollins Publishers, Inc.
  3. Bailey, B.A. & Harmon, M.  Songs for I Love You Rituals: Vol.1 & 2.  Available at https://consciousdiscipline.com/
  4. Center on the Developing Child at Harvard University. (2014). Activities Guide: Enhancing and Practicing Executive Function Skills with Children from Infancy to Adolescence  https://developingchild.harvard.edu/resources/activities-guide-enhancing-and-practicing-executive-function-skills-with-children-from-infancy-to-adolescence/ 
  5. Gillespie, L.G., & Seibel, N. (2006). Self-regulation: A cornerstone of early childhood development. Young children, 61(4), 34-39.
  6. Greene, R. (n.d.) Walking tour for parents. Lives in the Balance.  https://www.livesinthebalance.org/ 
  7. ​Head Start Center for Inclusion. (n.d.). Classroom visuals and supports.  http://headstartinclusion.org/tools-and-supports/classroom-visuals-and-supports/#visual 
  8. Mind Yeti.  Hello, Breath.  https://mindyeti.com  Also available at https://www.youtube.com/playlist?list=PLiaUKiwbiHMQDQLCXoPaMMYotldKlUQCw
  9. Tominey, S. & McClelland, M. (2011). Red Light, Purple Light: Findings from a randomized trial using circle time games to improve behavioral self-regulation in preschool. Early education and development. 22. 489-519.
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Supporting Children When They Are Distressed:  3 "C'S" they Really Need From Us

5/24/2022

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When young children are upset, they usually need help from adults to calm down.  And the more upset they are, the more help they need!

When children are distressed, acting out, or having a tantrum or a meltdown, they don't often know what to do.  Sometime as adults we don't know what to do, either!  We may try distraction ("Look at this book"), reassurance ("You're okay"), questioning ("Why are you crying?),  reasoning ("We have to clean up so we can have our snack") or consequences ("You need to be by yourself until you can calm down").  Unfortunately, these efforts don't always work as well as we'd like.

Brain research  and experts in child development, psychology and psychiatry show us a better way (1, 2, 4, 7).  To handle their upset, children need three things from adults:  Connection, help with calming, and to be treated with empathy and compassion.  In my Framework of Emotional Support, I call these the 3 C's.  Let's look at strategies for each of the 3 C's.

Connection​

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Brain research tell us that "the single most common factor for children who develop resilience is at least one stable and committed relationship with a supportive parent, caregiver, or other adult” (2).

To connect with children, stay close!  If the child is comforted by touch, by all means hug them, rub their back or stroke their hair. If touch doesn't calm the child, get on their level and stay within an arm's length.

​Here are two more strategies for connecting with upset children:

  • ​Show pictures of people being cared for or hugged.  Research show this diminishes the fight, flight or freeze response (5).
  • Try singing.!  Here's an example from my preschool classroom:  The children enjoyed reading the book,  Love You Forever by Robert Munsch,  In the story there's a song about a parent's unconditional love ("I'll love you forever / I'll like you for always / As long as I'm living / My baby you'll be.") I made up my own ending to the song to comfort children in my class:  “As long as you need me / Your helper I’ll be”​

Calming

​Calming  is part of co-regulation, the adult strategies we use to help children manage overwhelming emotions.

To calm an upset child, first we must remain or regain calmness ourselves.  This is sometimes easier said than done if the child's behavior is triggering our own upset!  But there are several calming strategies we can apply to ourselves and to children:
  • Take deep breaths. Research shows that deep breathing slows the heartbeat, lowers or stabilizes blood pressure and lowers stress.
  • Think positive.  If we are thinking, “this kid is driving me crazy, then they will.  If we think instead, “she is doing the best she can.  I know how to help” then we can!​
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  • Be mindful.  Focus on the here and now.   Notice your body and your surroundings.
  • Get curious.  Ask yourself about your feelings and the child’s: How am I feeling?  Why? What does this child need from me right now?
  • Engage the senses.  Focus on what you are seeing, touching, hearing, smelling, and/or tasting.
  • Move!  Research shows that strenuously using the large muscles in the body helps to reduce the stress chemicals released during upset, which then helps us calm.

Compassion

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The first step in showing compassion is to give empathy.  Let children know that you understand how they are feeling.  Notice without judging; communicate that all feelings are acceptable.

Give empathy according to the child’s state of mind:  
When a child is acting out physically (flailing on the floor, hitting, throwing, etc.), reflect what their body is doing:  "Your face is going like this..."

When children are crying, name-calling, whining, threatening, notice what you think they are feeling:  "You seem angry."

When children are complaining about the problem, commiserate with what they are saying:  "It's hard when..."
After giving empathy, show compassion by offering to help the child deal with the feeling.  Let them know "I'm here to help."  Your job is to help them deal with the feeling, not to "give in" to what the child wanted that started their upset.

I hope these strategies help you support upset children with the  3 C's of connection, calming, and compassion.

Later, when children are calm and ready to learn, we can provide the other support they need.  We can build their capacity for self-regulation and resilience by teaching them what to do instead and applying other strategies and environmental supports to help them handle future challenges.  Watch for the next blog post for information about this fourth "C'.".

References and Resources:

  1. ​Bailey, B. (2015) Conscious discipline; Building resilient classrooms (expanded & updated ed.). Oviedo, FL: Loving Guidance, Inc.  
  2. Center on the Developing Child at Harvard University. (n.d.) Key concepts:  Resilience https://developingchild.harvard.edu/science/key-concepts/resilience/  developingchild.harvard.edu/science/key-concepts/resilience/
  3. Gillespie, L. G., & Seibel, N. (2006). Self-regulation: A cornerstone of early childhood development. Young children, 61(4), 34-39.
  4. Greene, R. (n.d.) Walking tour for parents. Lives in the Balance.  https://www.livesinthebalance.org/ 
  5. Norman, L et al., 2015. Attachment-security priming attenuates amygdala activation to social and linguistic threat.  Social Cognitive and Affective Neuroscience,10 (6), 832–839. https://academic.oup.com/scan/article/10/6/832/1734249
  6. Rice, M. (2012). Understanding the importance of self-regulation for preschoolers. Innovations and Perspectives. Virginia Commonwealth University.
  7. YouTube.  (2012, Feb 28). Dan Siegel - Connecting to Calm. https://www.youtube.com/watch?v=aV3hp_eaoiE
  8. YouTube.  (2020, Mar 17). Hello Breath:  Listen.  Mind Yeti ​https://www.youtube.com/watch?v=SIPMk9qHJBQ&list=PLiaUKiwbiHMQDQLCXoPaMMYotldKlUQCw&index=2
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7 Tips for Supporting Children with Autism

4/28/2022

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(Written with Marjorie Wild)
As Autism Acceptance Month draws to a close, we want to offer some practical tips that may be helpful for children on the autism spectrum and those who support and care for them.

​Each child is unique. This is no less true for children whose diagnosis falls under the broad criteria of Autism Spectrum Disorder (ASD).


Children are diagnosed with ASD when they have persistent difficulties with communication and social interaction, and when they have patterns of behavior that differ.  But these are the challenges; these children have many strengths as well.  Our job is not only to provide support for the skills that are lagging but also to notice and nuture their unique abilities and talents.  After all, isn't this what we do for all our children?
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In honor of Autism Acceptance Month, here are 7 tips for working with children on the autism spectrum:
1.  Find ways to teach children skills that will help them interact
When a child wants to join a play group, be a social coach to all the children in your care. Model appropriate peer support and acceptance whether the environment includes classmates, family or friends.
2.  Use clear and concise language
Give simple directions.  Avoid multistep directions or asking the same thing a different way before the child has had time to process and respond. Allowing ample wait time helps young children and all those who may need extra time to process directions or requests.
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3.  Provide a set daily routine and let children know of any changes
Use visual schedules to support children’s understanding and processing of these routines and changes. If possible, have a paraprofessional or caring adult do a walk-through with a child ahead of a new or changed routine, such as when a cafeteria or auditorium is not filled with other students.
4.  Keep choices clear and limited
If a child is likely to be overwhelmed by too many choices or has limited verbal skills, offer two acceptable choices, such as apples or grapes for snack. (If a child is non-verbal the choice can be made using pictures or the items.) If offering acceptable activity choices following an inappropriate behavior, an example might be, “You can help your friends in the block area build their wall, or you can build something with your own blocks. You cannot knock their blocks down.”
5.  Keep objects on hand that children find comfortable or reassuring
Have a designated calming space tailored to the needs of the children in your care. This can include sensory soothers like our eepworm products, a beanbag chair, weighted vest, or a child’s favorite jacket. Teachers and families can work together to find calming solutions unique to each child.
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6.  Make consequences consistent and natural
Help children understand and predict consequences by being consistent. As with consistent routines, there can be comfort and calming in predictability and in consequences that are natural, like putting a toy away before beginning a new activity.
7.  Identify what triggers strong reactions
Be aware of how a child’s sensory sensitivity may be affecting his/her behavior and how that affects their ability to self-regulate. A child whose brain is in fight, flight or freeze mode because of a sensory trigger will need help with calming before he/she can process a lesson or reflect on the behavior. Remove distractions such as noise or an overstimulating visual background  when necessary.
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Having a month dedicated to increasing our understanding of any issue should serve to move us forward in our thinking and future actions. Being mindful of our own understanding of autism can change personal interactions and behaviors, fostering attitudes of acceptance.

What helps you accept children's differences?
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How do you support their challenges while also nurturing their strengths?

References & Resources:
Albert Einstein College of Medicine Autism Spectrum Disorder Defined. (2013, Jan 15).  https://youtu.be/bo4-5xnRcYU
Center on the Social Emotional Foundations of Early Learning. (n.d.). Resources:  Preschool training modules.  http://csefel.vanderbilt.edu/resources/training_preschool.html#mod3b 
Ganz, J.B. & M.M. Flores. (2010). Implementing visual cues for young children with autism spectrum disorders and their classmates.  Young Children 65 (3):  78-83.
Head Start Center for Inclusion.  (n.d.). Classroom visuals and supports. Teacher Tools.  http://headstartinclusion.org/teacher-tools#visual
Kaplan Early Learning Company.  (n.d.).  Supporting children with autism.  https://www.kaplanco.com/ii/autism
National Institute of Mental Health. (n.d.). Autism spectrum disorder.  https://www.nimh.nih.gov/health/topics/autism-spectrum-disorders-asd/index.shtml
OCALI Autism Certification Center (n.d.).  ASD strategies in action. https://autismcertificationcenter.org/
Villa, J. & L. Colker.  (2006).  A personal story:  making inclusion work.  Young Children 61 (1):  96-100.
Willis, C.  (2009).  Young children with autism spectrum disorder:  strategies that work.  Young Children 64 (1):  81-89.
Willis, C.  (2006). Teaching Young Children with Autism Spectrum Disorder.  Beltsville, MD: Gryphon House.
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5 Tips for teaching SEL

3/8/2022

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Written with Kristen K. Carroll
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A Day to celebrate social emotional learning is coming up!
Won't you join the movement?
​Promote SEL today and every day!

What is Social Emotional Learning?
According to Committee for Children, "Social-emotional learning (SEL) is the process of developing the self-awareness, self-control, and interpersonal skills that are vital for school, work, and life success." www.cfchildren.org/what-is-social-emotional-learning/
To celebrate SEL Day, we're sharing five ideas for promoting SEL in your classroom, program, school, or home:
1.  Help children become aware of their feelings. 
Helping children label their feelings with appropriate words gives them an important tool for self-regulation. 
Even very young children can learn to identify their feelings.  Start with the basics (happy, sad, mad, scared) with infants and toddlers, and add more precise words as children get older.  Search “children's feelings words” online for lists that build children’s emotional vocabulary.

Reading books about feelings is a great way to boost awareness.  Our own book "EEPWORM’s Emotional Day" addresses many different feelings that yellow eepworm experiences in a single day, and introduces a helpful mindfulness strategy for dealing with one of them.  In our note for parents and teachers, we provide 15 different feelings words  to guide your discussion about the emotions in the story.    ​
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2.  Post a feelings chart in your classroom or home.
There are lots of examples of feelings charts you can use in your classroom or home.  Providing one with pictures of faces helps young children understand and label their emotions.  But feelings charts aren't just for kids!
​
One of my favorite feelings charts was developed by Marc Brackett, the Founder and Director of the Yale Center for Emotional Intelligence as part of his RULER approach to social-emotional learning.  His "Mood Meter" helps us chart our feelings in 2 dimensions, pleasantness and energy.  The chart groups feelings into 4 color groups, blue, green, yellow and red.  Look for the Ruler Mood Meter online.  There’s an app for it - check it out!
3.  Cultivate an attitude of gratitude and positivity.
Feeling grateful and thinking positive can help to create a calm and joyful classroom. Model expressions of gratitude, and encourage children to feel and express gratitude.  When we feel grateful for the positive things in life, it's easier to  treat others with more kindness and compassion.
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Think positive!
​We can also make the effort to focus on what we and the children can do, not what we or they can't.  Even when we get challenged by a child’s – or an adult’s - behavior, we can try to think positive thoughts:  “I’ve got this,” or “I can stay calm and help this person.” ​
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4.  Provide practice of problem-solving.
​ Problem solving skills take a lot of practice and can be learned through opportunities for peer conflict resolution. Encouraging children to attempt to figure out how to solve a problem on their own promotes independence and self-confidence.  Practice can also come from discussing scenarios and providing feedback on various solutions.  When children learn to have healthy discussions and use active listening, they develop respect for others' opinions, even when they disagree.

In my preschool classroom, I taught children a simple method of problem-solving.  I coached them through the process, and eventually they could solve problems themselves!
  • Define the problem ("It looks like you both want to play with the truck")
  • Brainstorm solutions ("What do you want now?" Let each child tell what they want.)
  • Evaluate the solutions ("Will it work if...)
  • Choose one both can agree on ("You've agreed to each play with it for 5 minutes")
  • Help them implement the solution (Play a chance game to see who goes first, set a timer)
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5.  Put together a calm-down kit or area.
Gather materials that help children learn about feelings and how to handle them.  Include pictures, books, games that deal with feelings and a variety of sensory play items.  It's also helpful to provide art media, music and other creative expression activities.  And don't forget our own EEPWORM® toys!
We hope these ideas are helpful!  Share your ideas as well, and together we can promote SEL and help children thrive!
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An A-B-C of Ideas for Diversity, Equity and Inclusion

2/8/2022

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(Written with Kristen K. Carroll)
​It’s Black History month, a time to honor African-Americans whose contributions to our country have often been overlooked in the past.  We celebrate the Black leaders who, despite many adversities, have helped our nation in so many ways.  
​

It’s also a good time to boost our commitment to diversity, equity and inclusion.  We can do our part to ensure everyone’s contribution – past and present - is respected and valued in our classrooms and communities.
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First, let's define diversity, equity and inclusion.  Here's what the terms mean to me:
  • Diversity - there are differences in a group of people, such as culture, race, gender, family structure, religion, sexual orientation, socioeconomic status, language, and abilities
  • Equity - we take into account what individuals need to be successful, instead of giving everyone the same thing (equality). 
  • Inclusion - everyone belongs and feels they are a valued member of the group
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​Now, here’s an “A-B-C” of ideas to inspire you:

A - Attitude
B - Books & Beyond
C - Classroom Activities/ Cool Ideas to Try at Home

Let’s dive in further!
​We encourage everyone to model inclusion and respect for diversity in your classroom, program, or home and in the community.  As we strive for equity, we can begin with a examination of our attitude. 

A – Attitude
Are we demonstrating that differences are to be celebrated, that everyone belongs, and that we can meet each child where they are, providing what they need to reach challenging but achievable goals? When we have an attitude of respect for others, we exude that mindset and demonstrate it to our children through our actions and words.
B- Books...
A great way to show children our attitude of honoring diversity and inclusion is through the wonderful world of books! 
Here are a just a few suggestions to reinforce kindness, inclusion, and respect for all. ​
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3-6yrs: It’s Okay to Be Different by Todd Parr
A classic multicultural preschool story that shows an array of different shades and colors of people, that look very different from one another. This book is a wonderful vehicle for diversity for young children. ​
4yrs and up: Whoever You Are by Mem Fox
This book offers a preschool-friendly introduction to diversity.  It emphasizes that no matter what our customs are, all around the globe we share the same feelings and can relate to one other. ​
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5-8yrs: I am Enough by Grace Byers
Not only does this book focus on being kind to one and other, it also encourages self-confidence and a love of being different. 
...And Beyond
​Another way to honor diversity and model inclusion would be to include depictions of or interactions with people of all races, abilities and other social identities throughout your classroom or home environment.  Are multicultural dolls and pictures of all types of people easily accessible to your children?  Do you provide opportunities for your children to interact with people from all backgrounds and walks of life?
C- Classroom Activities/ Cool Ideas to Try at Home
That leads us to activities to do in the classroom or at home. Here are some ideas for reinforcing kindness, honoring diversity, and encouraging inclusion:
  • Provide a variety of cooking implements and pretend foods in your home center 
  • Cook and discuss various dishes from many different cultures and countries
  • Listen to music from around the world (and from different time periods, too), providing instruments from different cultures in your music center
  • Encourage children to make life-size self-portraits, providing butcher paper, mirrors and art media with accurate colors for skin, hair and eyes​
  • Entice children to play in all learning centers, going beyond gender stereotypes in the materials you provide in each
  • At "show and tell", encourage children to share about experiences rather than possessions
  • Read books flexibly, substituting fathers and other family members for the mothers in the stories
  • Emphasize abilities rather than disabilities, and provide adaptive equipment for all children to explore
For many more ideas (and another version of A-B-C -- Anti Bias Curriculum!), see the book Anti-Bias Education for Young Children and Ourselves by Louise Derman-Sparks, Julie Olsen Edwards, and Catherine M. Goins.
Here is a description of the book from NAEYC:
"More than ever, young children need educators who can help them navigate and thrive in a world of great diversity, educators who can give them and their families the tools to make the world a more fair place for themselves and for each other.
You can be that educator in children’s lives. This classic resource, now expanded and updated, is your guide to building a strong anti-bias program, including learning to know yourself.
Whether you’re new to anti-bias work or seasoned in it, you’ll find inspiration and support here as you walk this journey and meet and work with other travelers."


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As we implement activities to honor diversity and inclusion, let’s remember to incorporate them year-round.  Avoid a “tourist approach,” where children “visit” other cultures only during holidays or special occasions; instead, provide activities that broaden children’s awareness of different ways of doing things.

As we are reminded to honor Black historical figures this month, let’s remember all the ways that we can show our respect for them – and others, in the past and in the present – throughout the entire year. ​
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Four Mindfulness Tips for a Calmer Classroom in 2022

1/24/2022

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Happy 2022!

Did you make New Year's resolutions this month?  After making the same ones year after year - and not managing to keep them - I decided to try something different.
Here are my resolutions for this year:  To choose joy, to be of service, and to take action towards my goals.
To choose joy, I've been using a gratitude practice of thinking of three good things in my life as soon as I wake up in the morning.  What a helpful way to start the day with a positive attitude!  ​
I've been practicing several other mindfulness exercises daily over the past year, and they have really helped me to take more control over how I think, feel and act.  Research shows mindfulness can help all of us, both children and adults, to develop our capacity for self-regulation. It helps to lengthen the sliver of time between when something triggers us and our reaction to it.  In that tiny moment, we can choose to calm ourselves and respond in an intentional way.
How much calmer our classrooms - and our lives - would be if we could all do this all the time!  (Don't worry, none of us can, but it's a good goal to strive for!)
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Check out my previous blog post on mindfulness activities for children.  Remember that we need to teach these strategies when children are calm and provide lots of opportunities for practice.  Eventually children will be able to practice mindfulness themselves when they are upset.  What a valuable skill for life-long self-regulation - and for a calmer classroom in the meantime!

Here are four more mindfulness activities to help you to cultivate calmness in your classroom or home life.  Please share your own as well - let's support one another as we strive for a better 2022!
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1.  Breathing Square
Taking a series of slow, deep "belly breaths" helps calm the fight or flight stress response for children - and adults, too!
In this exercise, children learn to hold their breath after inhaling and exhaling.  Teach children to use the breathing square when they are calm, and encourage them to practice it often.  (Transitions are a great time for calming!)
​Post a breathing square in the calming center in your classroom. Then the next time someone gets upset, encourage him or her to use it (or another of their favorite calming exercises). Eventually your children will have lots of ways to calm down, and will do it more often without your help!
2.  Mindfulness 5-4-3-2-1
Help children notice what their senses are taking in.  Have them sit quietly and focus on one sense at a time.  Even when they are not eating or drinking anything, they can learn to notice what’s in their mouths!
You can teach this activity either individually or in groups.  Simply remind children first to breathe slowly and deeply.  Then slowly guide them through noticing:
  • 5 things they can see 
  • 4 things they can touch 
  • 3 things they can hear 
  • 2 things they can smell 
  • 1 thing they can taste
If everyone participates in this as a group activity, there will be an immediate difference in the calmness of your classroom!
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3. High Five Breathing
Show and tell the children what to do:
  • Hold up one hand with all the fingers outstretched
  • Trace around your hand while taking slow belly breaths:
  • Starting with your pinkie finger, inhale while tracing your finger from bottom to top of their pinkie
  • Briefly pause and hold your breath when your finger reaches the top of your pinkie
  • Exhale as you trace your finger down the other side of their pinkie.
  • Repeat with the other fingers and your thumb.  
Children should feel calmer and more relaxed after this exercise.  If you do it with them, you should, too!


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4.  Mindfulness Walk
When you can, step out of the classroom for a while. Research shows that nature has a calming effect on your brain! 
Here's how to take a mindfulness walk:  Engage your five senses to bring  awareness to your surroundings. You can also be mindful of the sensations in your body as well.  As you walk, ask the children these questions, pausing long enough for them to think of the answers.  For a quiet activity, tell them just to think, not tell!
  • How do your legs, feet and arms feel?
  • What do you see?
  • What do you hear?
  • What do you smell?
  • Can you taste anything?
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Add these four mindfulness activities to your repertoire, and please share your favorites with us.
​We at ECS are wishing you a happy, healthy, and calmer 2022!
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7 Mindfulness Quotes for Holiday Self-Care

12/20/2021

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It's the week before Christmas
and all through the house
Are things I've not done;
I feel like a louse!
I still need to decorate, 
shop, 
clean house, and cook,
I'll be so embarrassed
​if friends stop by for a look!
But then I remember
to heed this advice:

Be mindful, practice gratitude
- that would feel nice.

As I take some deep breaths
for a moment or two,

I feel less overwhelmed
and more peaceful, too!
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I hope these quotes will inspire you to use mindfulness to take care of yourself as well.  Try focusing your attention on your breath, your body, or your surroundings.  Or use awareness as you do an activity you find relaxing, such as walking or jogging; dancing or listening to music; journaling, drawing, or painting; sewing, baking or gardening.  You may also want to focus your mind on positive thoughts, like the people and the things you are grateful for and the things you've been able to accomplish.  
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When the stress of the holidays - or life in general - gets you down, try a few mindfulness practices.  Perhaps, as they did for me today, they will help you feel a little calmer.
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All of us at ECS are wishing you peace and happiness this holiday season!
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7 Mindfulness Activities for Children

11/22/2021

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Mindfulness activities help build children's capacity for self-regulation.  If you teach these activities when children are calm and provide lots of opportunities for practice, children may be able to do some of them when they are upset.  They'll need lots of help, especially at first:  You can model the activity (not just once or twice, but many times), then provide prompts or cues (little reminders to use the activities).  Eventually your children may be able to use mindfulness activities independently.  A bonus is that you'll have fewer tantrums and meltdowns to handle. 
Incorporate some of these mindfulness activities into your program or home life.  You'll be teaching a valuable life skill - and helping to create calmness in your life, too!
Here are seven mindfulness activities that may be fun for children and adults, too.  Watch this blog for lots more mindfulness ideas for children and some encouragement for you as well!  (f you don't want to wait, check out this year's posts on social media (@earlychildhoodspecialties on Facebook, Instagram, and LinkedIn.)  I'd love to hear your own activity ideas in the comments, so please share.  We're all in this together!
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For toddlers, blowing bubbles can be a good introduction to mindfulness.  When they are upset, rather than simply distracting them with a toy, blow some bubbles.   You can say something like “bye-bye sad,” which will eventually help children connect bubble blowing with the idea of letting go. Take slow, gentle breaths and encourage the children to do the same.
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Research shows that taking deep breaths helps calm the fight or flight stress response for children and adults.  Deep breathing is a great place to start practicing mindfulness, and there are so many activities to try - here I'm sharing just two.
​You don't have to serve hot chocolate for this activity!  Just let the children pretend they are holding a cup of cocoa and practice breathing gently in and out. What other foods can your children pretend to smell and cool down with their breath?
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The most important part of deep or "belly breathing" is to focus on your breath going in and out.  You can also practice taking deeper breaths by concentrating on using your diaphragm, the muscle under your lungs that goes down when you breathe in and up when you breathe out.  One way to help you do this is to put your hand on your belly.  You should see your belly go out as you breathe in and go in as you breathe out.  If you're new at this, it's easiest to do while lying on your back.
Children may enjoy having a stuffed animal or toy on their belly and watching it go up and down.  This is a great activity for helping children relax for nap or rest time!
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Besides deep breathing, sensory experiences such as eating provide a wonderful opportunity to practice mindfulness.
During a meal or snack, help slow down the experience and try to get children to engage the five senses to notice everything about their food.  Here are some questions you could ask:
-How does it look?
-How does it smell?
-How does it feel to your fingers or on your fork?  How does it feel in your mouth?
-How does it taste?
-How does it sound when you break or cut it?  When you bite or chew it?
Eating mindfully may have the added benefits of helping all of you enjoy the food and one another.  It will probably mealtime calmer, too!
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You probably already have a sensory play area in your classroom or home.  You can suggest mindful play by encouraging children to focus on the sensations of their fingers and both sides of their hands as they explore.  They may also want to notice what they smell and hear as well. Rotate through a variety of wet and dry sensory materials, and provide sensory bins both indoors and outdoors.
Some of my favorite sensory materials are kinetic sand and water beads.  Which ones do your children enjoy most?
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Another type of mindfulness activities is guided meditation. Here's one to try:
​Have children lie on their backs and close their eyes.  Ask them to take a few deep breaths, noticing how their bellies move in and out.

Then ask them to pay attention to other parts of their bodies one at a time, relaxing them if they can.  You may want to limit the number of parts at first (perhaps starting with feet, legs, belly, arms, hands).
As you guide children through this exercise, calmly talk with them about how their body parts may feel.  Reassure them that it’s hard to relax sometimes, and encourage them to keep trying.  With practice they will improve!
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This is a great mindfulness activity that also helps children to practice gratitude - it's perfect to try as Thanksgiving approaches!
When children are calm, ask them to think of three good things happening in their lives. Practice this often, and it may help children – and you – develop an attitude of gratitude.
Let children know that when we are feeling unhappy, it’s okay to feel sad.  But when we do, thinking of three good things can help us feel better.
So now you have a few ideas for mindfulness activities for children.  I hope they bring you and your children calmness as we approach the hectic end-of-year holiday season!

References & Resources

  • Bergstrom, C. (2019). Ultimate mindfulness activity book: 150 playful mindfulness activities for kids and teens (and grown-ups too!).  
  • Bertin, M. (n.d.). A calming body scan: Mindfulness for kids.*
  • Greenland, S. K. (n.d.). An Appreciation Practice for Children.*
  • Rogers, S. (n.d.).  Be like nature: Mindfulness for preschoolers. Mindful.*
*Available at www.mindful.org/mindfulness-for-kids/​ 
​
Thanks to Shareen Ratnani for sharing her presentation, "Let's Talk Mindfulness Activities for Children", presented on February 10, 2021 at Bonnie's Global Cafe for the World Forum on Early Care and Education.  Find some of her mindfulness activities on her YouTube channel.


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