Kid Biz

Quality Rating Improvement Systems: Do they work?

2009-11-03T08:13:00.000-08:00

This month, I’m posing a question: “Quality Rating Systems: Do you feel that the quality rating system for your state guides parents into choosing higher quality care than they would have before, or do you hear from parents that it is frustrating because their area does not have providers with the higher ratings, or providers who do are always full?”

Think about this from the parents point of view, what are you hearing? Do parents even care about the rating? How often are you asked about yours? If it’s not a high rating, how do parents react? Do you feel it’s harder to fill openings with a lower rating or has it had no effect on this?

NAFCC is working with the Build Foundation to compile information across the country on QRIS that work, and that don’t. Let me know what you think!

Pressure-cooker Kindergarten

2009-10-05T08:16:00.000-07:00

The following is an article on the trends in education to expect more and more from our young students. This issue is what prompted me to write my newest book, Teaching the 3 Cs: Creativity, Curiosity and Courtesy, because of the pressure to teach the "3Rs" younger and younger, we skipped these 3Cs, which I feel are the basis for further learning and sadly are missing from many curriculums. Read the artcle, then weigh in - I'd love to hear comments on this issue!

Patricia

PRESSURE-COOKER KINDERGARTEN

A new emphasis on testing and test preparation -- brought on by politicians, not early education experts -- is hurting the youngest students.

By Patti Hartigan August 30, 2009

Christine Gerzon is the epitome of a kindergarten teacher: warm and wise, quick to get down on her knees to wipe a tear or bandage a boo-boo. She can rhapsodize for hours about a single leaf and philosophize convincingly about the pedagogical uses of papier-mache. “I teach because it’s my calling,” she says. “It’s my life purpose.”Yet two years ago, after 38 years as an educator, she threw up her hands and retired. (Her last job was at the Harrington School in Lexington.) She couldn’t stand the pressure.Pressure? This is kindergarten, the happy land of building blocks and singalongs. But increasingly in schools across Massachusetts and the United States, little children are being asked to perform academic tasks, including test taking, that early childhood researchers agree are developmentally inappropriate, even potentially damaging. If children don’t meet certain requirements, they are deemed “not proficient.” Frequently, children are screened for “kindergarten readiness” even before school begins, and some are labeled inadequate before they walk through the door.This is a troubling trend to an experienced educator like Gerzon, who knows how much a child can soak up in the right environment. After years of study and practice, she’ll tell you that 5-year-olds don’t learn by listening to a rote lesson, their bottoms on their chairs. They learn through experience. They learn through play. Yet there is a growing disconnect between what the research says is best for children -- a classroom free of pressure -- and what’s actually going on in schools.Take the example of a girl who was barely 5 when she entered Gerzon’s classroom. She didn’t know her ABCs, but one day in class she made up a song and taught it to the other children. But because of new requirements, “I had to send a letter to her parents saying that [she] is not proficient,” says Gerzon. “You tell me that [she] is not proficient in language skills!” The Concord resident, who usually exudes a gentle presence, bristles. “It’s destructive, even abusive. That’s a pretty strong word, but what do you call it when you take a group of children and you force them to do something that they are not developmentally ready to do? What do you call that? It’s abusive.”Psychologist and early childhood expert David Elkind, author of The Hurried Child and The Power of Play, echoes Gerzon. When children are required to do academics too early, he says, they get the message that they are failures. “We are sending too many children to school to learn that they are dumb,” says Elkind, a professor emeritus at Tufts University. “They are not dumb. They are just not there developmentally.”* * *It’s been more than two decades since Robert Fulghum published the oft-quoted (and oft-mocked) essay “All I Really Need to Know I Learned in Kindergarten.” The piece describes a bucolic world of wonder, a place for cookies and afternoon naps.That world is long gone.Earlier this year, the nonprofit advocacy group Alliance for Childhood, based just outside Washington, D.C., issued a report titled “Crisis in the Kindergarten: Why Children Need to Play in Schools,” drawing from nine new studies of public school classrooms around the country. Kindergartners in the studies spent four to six times as much of the school day being drilled in literacy and math as they did playing.Recess has been truncated or has disappeared entirely in some schools, a double whammy, since children are stressed out by the demands and also deprived of their major stress reliever. The report cites study after study showing increasing stress, aggression, and other behavior problems, and even breakdowns.Roz Brezenoff taught kindergarten in the Boston Public Schools for 36 years, retiring five years ago. “I have heard stories of kids having what they call psychotic breakdowns in kindergarten, kids who are distressed because they are ‘kindergarten failures’ because they can’t read and they can’t write,” she says.To be sure, many children thrive in an academic environment, and some parents seek out institutions like the Edward Brooke Charter School in Roslindale, which bills itself as “unapologetically college preparatory.” Teachers there assign nightly homework in kindergarten. But many children that age are not ready for that kind of work, and all are being held to new standards.These changes grew out of attempts to solve another problem: a disturbing gap between higher-achieving white students and minorities who were falling behind. The state’s Education Reform Act of 1993 led to the establishment of the Massachusetts Comprehensive Assessment Tests (MCAS), given to all public school students in the state every year from Grade 3 through 8 and in Grade 10, to identify schools and districts where student performance is not improving and to hold those schools accountable by state watchdogs. As a consequence, says J.C. Considine, spokesman for the Massachusetts Department of Elementary and Secondary Education, “some districts have developed more challenging but appropriate curricula for kindergarten. But many others have curricula, schedules, and expectations that would have been seen in first grade or beyond 10 years ago.”Around the same time, neuroscientists were discovering a period of rapid brain development between birth and age 5. These advances helped launch the “brainy baby” business, a flood of products that promised to turn tiny tots into budding geniuses. Nancy Carlsson-Paige, a professor of education at Lesley University in Cambridge, says that “parents are misled by Baby Einstein,” the brand that sells books, DVDs, and flashcard “games” aimed at helping very young children get ahead. “They are misled by a marketing culture and a school culture that tells them achievement in early childhood is children sitting at tables doing work sheets.”Then came the No Child Left Behind Act of 2002, which links federal funding for schools to performance on standardized tests beginning in the third grade. Its passage “put the nail in the coffin” for the old ways, says Ed Miller, coauthor of the Alliance for Childhood study. “Faced with serious sanctions, they weren’t going to say, ‘OK, let them play and do all the things they used to do,’ ” Miller says. “Instead, we have to put them in testing boot camp well before third grade.”President Obama has repeatedly emphasized the importance of early childhood education and has committed $5 billion to early learning programs. Yet it’s still unclear exactly what changes the administration will make to No Child Left Behind. “The challenge is to attune the learning experience to how children are at that point in their development, rather than trying to make them something they aren’t,” says Carol Copple of the National Association for the Education of Young Children, a Washington, D.C., accreditation group. “We need to make the schools ready for the kids, not make the kids ready for the schools.”* * *Some educators are struggling to bridge the gap between best practices and the politically driven demand for accountability. Teacher Michael Kenney sits cross-legged on the floor of his cheerful classroom at the Thomas J. Kenny Elementary School in Dorchester. It’s time for reading, and a teacher’s aide leads some of the children to another room to read out loud to them. These youngsters aren’t ready to read yet, and Kenney and principal Suzanne Federspiel have decided that a reading lesson would only frustrate them. “There is more pressure for children to be readers by the end of kindergarten, and we try to put the pressure on us, not on them,” Federspiel explains.Addressing the remaining students, Kenney pulls out a fly swatter with a hole cut in the middle. “In our classroom, this isn’t a fly swatter, it’s a word swatter,” he says. “I want to find a word, so wham, boom, I swat it!” He whacks the word “the” on a large text mounted on an easel. The children giggle, and for the next 10 minutes, they take turns swatting words. Their glee is infectious, and their swats are precise.Later, it’s time for a writing workshop, and a little break. “If you are done with your drawing and your sentence, you get 20 minutes to play,” Kenney says to resounding cheers. “But do a good job, capiche?” In unison, the children respond “Capiche!” In the housekeeping area, two girls are dressing up in hospital scrubs. A boy crawls around the room, meowing like a cat. No one bats an eye.This is a place of creativity and joy, but it’s a tenuous balance. “I try to mix the fun and the lessons,” Kenney says. “But we are testing them so much that I barely have time to teach the curriculum. These are 5- and 6-year-olds, and there is so little time for them to be kids.”Ben Russell, assistant director of early childhood education for the Boston Public Schools, is struggling to find the right formula, too. “Some kids aren’t ready, and I fear for those kids.” Children who struggle in kindergarten are the ones who grow to hate school and who will likely continue to fall behind, he explains. “What becomes of kids who are not reading at the third-grade level?” asks Russell. “We use those numbers to create prisons. And that is a tragedy.”* * *Leadership comes from the top down in schools, but even the most enlightened principals and other administrators are bound by state and federal requirements. “In my mind, the expectations for our kindergartners should be a little higher, but that doesn’t mean the practice should be more rigid,” says Valerie Gumes, principal of the Haynes Early Education Center in Roxbury. After 21 years in the field, she says, she is weary of the demands to assess, assess, assess. “I’m not opposed to standards, but the amount of time we spend doing these assessments. . .” A pause. “It’s really criminal.” A sigh. “But I’m not in charge.”Anthony Colannino, principal of the MacArthur School in Waltham, objected this spring when the state began requiring schools to administer a standardized test to kindergartners whose first language isn’t English. “If you gave this test to the general population, people would be beating down doors,” he says. “There would be an outcry. If they gave it to my kid, I would say, ‘Tell me what day you are giving it, and he will be absent.’ ”In fact, Colannino has a 5-year-old son who is about to enter kindergarten in Woburn. He says that his son, like many 5-year-old boys, is spontaneous and active. And since children are now expected to sit quietly for at least part of the day in many kindergarten classes, Colannino is more than a little worried. “He is curious and asks a lot of questions, and my wife and I are concerned,” he says.What does it say when an elementary school principal fears that his own child won’t thrive in kindergarten? And what is the new emphasis on academics doing to the children? The Alliance for Childhood report contains chilling statistics. In Texas, the rate at which kindergartners were held back rose by two and a half times from 1994 to 2004. And in 2007, a 6-year-old girl in Florida was arrested for having a temper tantrum in school.And what of Christine Gerzon’s former student, the girl who failed the official proficiency tests but who showed so much potential? “She’s still struggling,” Gerzon says sadly. (The teacher has kept in touch with the girl’s family.) Students get labeled young, at a time when their ability to perform can vary widely from day to day, and it’s hard to shake those labels later on. Children’s impressions of school, too, are formed early, and when they feel like failures at 5, it’s hard to turn that around later. The city of Boston recognized this last year when it formed a public-private partnership with United Way called Thrive in 5, an umbrella agency that is conducting a citywide effort -- starting support and play groups, distributing flyers about health and other kinds of resources, and more -- to help parents prepare their young children for school.But these grass-roots efforts can only go so far. Early childhood experts have been publishing books, releasing reports, and testifying before Congress, with little change in public policy. Why isn’t anyone listening? “It’s not the educators, it’s the politicians,” says Russell of the Boston schools. “The schools don’t make the decisions. The politicians are making the decisions to meet political needs.” There is also an element of fear among educators, especially in a troubled economy. “You have to be willing to get your wrist slapped a little bit,” says Russell. “If the folks who know what’s right don’t talk about it, we’re never going to get anywhere.”And now is the time. The Obama administration has pledged billions, but some experts remain wary that Secretary of Education Arne Duncan is proposing policy that sounds like No Child Left Behind. “I think he has bought into the standards and testing model,” says Miller. “What we need is a whole reassessment and change of direction.”Meanwhile, more and more children are “failing” kindergarten, according to the Alliance for Childhood report -- and missing out on the kind of early schooling that does help develop 5-year-old minds. Winifred Hagan is a former kindergarten teacher and a vice president at the Cayl Institute in Cambridge, a nonprofit that sponsors conferences for principals and fellowships for the study of early childhood education. She worries that vulnerable kids are being sent down a path to failure inside a system that was created to meet purely political goals. “Kids are spending hours of their day sitting with pencils and tracing dotted lines,” she says. “And we call that education? We are kidding ourselves.”

Patti Hartigan, a former Globe reporter, blogs about education at http://trueslant.com

Car Alarm Comments

2009-10-05T08:10:00.001-07:00

The following are two comments sent regarding the car alarm issue. I had trouble getting them to "publish" but felt they were important so I have cut/pasted them here! Please feel free to add your comments as well, this is an important topic and affects many children's safety as well as provider's businesses.
Thanks!
Patricia

CAR ALARM COMMENTS...

Hello. My name is Stefani Gallagher (Teach and Tumble Daycare, Inc.) and I am from New York. This law has not been passed here yet. I'm surprised due to our tight regulations. I agree with this law completely. No children should be left unattended on a bus. In NY last year a disabled child was left on a bus overnight. The thought is terrible. Would you pay $100 to ensure your child was never left on a bus alone? Another incident here was a church bus driver exited his vehicle of children, and the vehicle was hijacked with the kids in it. This is a preventative measure and everyone should respect it. The only problem is when you leave your vehicle to get the kids out. How will that work with the alarm?Perhaps I do not know enough about these alarms, but we strive for quality. So when we do get our vehicle it will have this alarm, regulated or not.

Thank you,
Stefani
www.TeachandTumbleDaycare.com

ANOTHER COMMENT...

My concerns go beyond the price of the alarms. I ... My concerns go beyond the price of the alarms. I did some research into the alarms offered, and the one I would pick was still too large to be able to install in my Suburban. On top of this, I used to alternate vehicles with my husband, depending on how many children were there, and what he needed to do for work, so we would have needed one in our van too. And, the way the law is written, it is unclear on whether or not we could "disable" it for his use, so he would probably have to go to the back of the vehicle to turn it off every day at work. Not something that would have been accepted by him. Also, when we are doing personal errands or vacations in our vehicles, it might require us to also go into the back of the vehicle to shut off the alarm. These are our personal vehicles, not dedicated child-care vehicles, as the law seems to imply.When the technology is more advanced for smaller family-type vehicles, rather than busses, I will be more than willing to install some sort of safety device and continue doing field trips. As for not, I am limited to walking trips or using a volunteer with a car and only taking two children on trips. Since I am not actively looking for children at this time, I will only have two this fall, so I will be able to do a few trips that way. Also, the systems cannot detect if a child is actually in the vehicle. There is a switch or button to turn off in the back of the vehicle that, if not pressed, will cause some sort of alarm to go off, alerting passers-by that a child might be in the vehicle. As far as I could see, Tennessee is the only state that has a similar law, though my senator seems sure there will be more states passing laws like this. I would encourage child care providers and advocacy groups to watch closely and voice your opinion before laws are passed to assure that all needs and concerns are addressed. The "public hearing" in Wisconsin had an attendence of 8, and two were from alarm companies. Family care was not represented, even by the family child care union.Lastly, licensing has not promulgated rules yet, so that process is something we in WI should be involved in somehow. The two people in licensing that I have talked to had some different opinions about the way the law should be interpretted. They are also reading into it more than the actual law says.

Katie Jorgensen
Neillsville, WI

Vehicle Alarm Requirement in Wisconsin

2009-08-14T14:29:00.000-07:00

Many of you have written to me with concern over the new rule here in Wisconsin that requires all child care providers, centers and schools caring for young children and transporting more than 6 at a time to install a vehicle alarm. The alarms are designed to go off if the driver leaves the vehicle and a child remains inside in order to protect children from being left in hot vehicles or forgotten. It is a reaction to an incident here in Wisconsin that led to a child's death.

Many family child care providers are particulary upset by this since the cost of the alarms is around $100, a hefty sum for those in this business. Some are questioning whether or not to continue to offer field trips in their program. Some are even questioning whether or not to remain licensed, or to switch to unregulated (legal) care.

The information on this ruling, and a list of sources for obtaining an alarm are posted on the Department of Children and Families website at: http://dcf.wisconsin.gov/memos/BRL/BRLINDEX.htm

Personally, I would have remained licensed - my program was always about quality and I'm a firm believer that being licensed and NAFCC Accredited are symbols of this quality. Also, I would have installed the alarm, despite the high cost. I am also a firm believer in field trips, so I figure if I broke down the 52 field trips I took each year, it would cost me $2 per field trip to afford the alarm. I'd happily pay someone $2 to get to do a field trip anytime.

In the end, it's about priorities, I've shared mine, now I'd love to hear yours! What do you think about this rule? Do you have it in your state? If you don't, and it was introduced, what would you do? If you live in Wisconsin, what do you plan to do about it? Let's talk.

The Wisconsin Budget and It's Affect on Child Care

2009-07-09T17:14:00.000-07:00

The budget is finally done here in Wisconsin, and it's a mixed brew for children and child care providers. While the quality rating system was not approved, direction for creating a more detailed and informed system for implementing the rating scale was given to DCF. The Early Learning Coalition (of which I am a member, representing the WFCCA) was successful in stopping legislation meant to be cost saving for the WI Shares program, but detrimental to providers. Instead, legislators adopted the "Coalition Package" which provides cost savings, but is more user friendly for providers.

To get more information on the budget and it's affect on child care in Wisconsin visit the website for the Wisconsin Council on Children and Families at: www.wccf.org

Policy Brief: Economic Benefits of Investing in Early Learning

2009-07-09T17:09:00.000-07:00

Wisconsin Council on Children and Families has just released an excellent policy brief on the economic benefits of investing in early learning. While created in Wisconsin, this document can be beneficial to any group across the nation looking for materials to present to legislators to inform them of the importance of investing in early learning.

The policy brief explores:
-the importance of early brain development
-the extraordinary research on the positive effects of high-quality early childhood programs,
-the strong return on investment from early childhood interventions, and
-implications for public policy.

To read the brief, visit: http://www.wccf.org/pdf/great_start_investment_ece.pdf

Preparing for H1N1 and the Upcoming Flu Season

2009-07-09T17:05:00.001-07:00

The President's advisor on Homeland Security circulated an email to providers, teachers, parents, and other interested parties in regards to the upcoming flu season. They have posted information on their website to help these parties to protect children from the flu, in particular to be prepared for defense against the H1N1 Influenza. To learn how to be prepared and to help promote public awareness of this important issue visit: www.Flu.gov.

Wisconsin Shares Audit Results

2009-07-09T16:56:00.000-07:00

If you are a Wisconsin child care provider you are probably aware of the Milwaukee Sentinel articles this past spring exposing two providers in Milwaukee for committing fraud against the system. These series of fraud articles led to a quick formation of an audit committee to look over the program integrity and find the errors that allowed such fraud and misuse to occur. The results of that audit are now available.

The Wisconsin Legislative Audit Bureau reports that 400 cases were reviewed during the audit and they estimate that providers received $4.0 million in improper subsidy payments as a result of errors or potentially fraudulent reporting.

As it is likely these findings will result in changes to the system, it is important for all providers to be aware of this report. To read a summary and the full report visit: http://www.legis.wisconsin.gov/lab

Book Review: More Help!

2009-05-17T10:10:00.001-07:00

Another great book to share! This one is full of inspiring stories and activities to get the creative juices flowing for any teacher!
Patricia

Book Review:
More Help! For Teachers of Young Children
by Patricia Dischler

Author Gwen Snyder Kaltman brings yet another fantastic resource for early childhood teachers in her book, More Help! For Teachers of Young Children, 99 Tips to Promote Intellectual Development and Creativity, (Corwin Press, 2006), sharing experiences from her 25+ years of experience in working with children, parents and teachers to provide insight and inspiration. The book supplies teachers with a template for creating classrooms that foster curiosity and creativity, giving children “the freedom to control their learning without letting a classroom get out of control.” The format for the book makes it enjoyable reading, starting with a concept, illustrated by one of Gwen’s personal stories, a review of the lesson learned, then a self-assessment for the teacher to help identify where changes need to be made. She provides lists of activities to support each concept and her engaging stories are ones teachers can relate to, making implementing them into their own classrooms that much easier. The author is an advocate for children, supporting teachers in their quest for finding the balance between teacher planned activities and child lead. Her focus is on the children, following their interests, and creating an environment that supports their creativity. The book is filled with practical, use-it-today type of activities that teachers can take to make a difference in the learning atmosphere in their classrooms. The activities provide outlets for the child’s natural urge to explore their world and learn about it and their place in it. The self assessment tools after each concept challenge the reader to be honest about their current practices in order to implement real change and improvement. Teachers will not only be inspired by the engaging stories, but be provided with the means to bring those same stories to life in their own classrooms. More Help is exactly that – help for teachers, a helping hand and friend to guide you along the way, the kind of resource you will use again and again, the one you will turn to when things go array because you know it will get you back onto the path of success!

More Help! For Teachers of Young Children
99 Tips to Promote Intellectual Development and Creativity, (Corwin Press, 2006)
is available at: www.corwinpress.com.

Grand Friendships

2009-04-22T08:04:00.000-07:00

I am very happy to share with you this great resource about "Grand Friendships!" Connecting children with older adults can be an important and beneficial addition to any early childhood program, and this book will give you guidelines on how to do it successfully. Check it out today!
Patricia

Book Review:

Don’t Cheat the Children:
Connecting Generations Through Grand Friendships

By Helene Block Fields
Wonderstone Press, 2009

An inspiring resource for both teachers and parents, Don’t Cheat the Children, provides research, guidance and personal stories to inform readers of the benefits of intergenerational relationships and provides the steps to building successful relationships between young children and older generations.

Written by an educator and pioneer in the field of intergenerational relationships, Helene Block Fields shares her vast experience, providing insight and direction for parents and teachers. She tells the story of a third grade classroom in Florida that implemented an intergenerational program. The class arranged daily visits to a neighborhood nursing home, pairing children with older adults. Fields describes the scene as the children arrived at the home: “It felt like a charge of electricity in the air.” Children and elders alike were calling out to each other with joy and admirations upon the children’s arrival. Field illustrates how these relationships are not only powerful for the older generation, but of great benefit to children as well, giving them wisdom, laughter, advice and unconditional love.

Fields defines Grand Friendships as: “Comfortable, two-way connections between children and trustworthy older adults in their own families, neighborhoods, schools, places of worship, or other safe settings.” Studies show that preschool children involved in intergenerational programs had higher preschool/social development scores than children in non-intergenerational programs.

Filled with completing stories of successful intergenerational programs, the book is an enjoyable and informative read. Each chapter also includes a “tips” list for teachers, parents and older adults on how to build successful Grand Friendships.

Fields also shares comments from the children in these programs, 20 years later. One young man, shared how these relationships impacted his life: “I learned more about real life there than I could have learned in a year at school. Also, this made me want to help the community because of how important it was and how good it felt. It instilled a sense of responsibility that stayed with me.”

Helene Block Fields not only paves the way for teachers and parents to implement such inspiring programs. She thoroughly illustrates the short and long term benefits of these programs, inspiring any reader to take on this challenge.

To order visit: www.grandfriendships.com.

Worth Reading Twice!

2009-04-21T13:55:00.003-07:00

Okay, I just realized I've posted this article once before! So sorry, but it really is worth doing twice. I'll post another new article tomorrow to make up for it!
Patricia

Tantrums, Fussing & Whining

2009-04-21T13:50:00.000-07:00

I've just finished reading the entire series of "No-Cry" books by Elizabeth Pantley, and they are fantastic! I highly recommend them not only for providers and teachers, but to recommend them to the parents you serve. Here's an excerpt from her discipline book. Enjoy!
Patricia

Tantrums, Fussing and Whining
from The No-Cry Discipline Solution (McGraw-Hill 2007) by Elizabeth Pantley

If you ask parents to list the most frustrating discipline problems during early childhood, you would find that these three items appear on every list. All children master their own version of these behaviors – every parent has to deal with them!

Controlling their emotions
Most often these behaviors are caused by a child’s inability to express or control his emotions. Tiredness, hunger, boredom, frustration and other causes that ignite The Big Three can frequently be avoided or modified. When your child begins a meltdown, try to determine if you can tell what underlying issue is causing the problem. Solve that problem and you’ll likely have your sweet child back again.

Handling tantrums, fussing and whining
No matter how diligent you are in recognizing trigger causes, your child will still have meltdown moments. Or even meltdown days. The following tips can help you handle those inevitable bumps in the road. Be flexible and practice those solutions that seem to bring the best results.

Offer choices
You may be able to avoid problems by giving your child more of a say in his life. You can do this by offering choices. Instead of saying, “Get ready for bed right now,” which may provoke a tantrum, offer a choice, “What would you like to do first, put on your pajamas or brush your teeth?” Children who are busy deciding things are often happy.

Get eye-to-eye
When you make a request from a distance your child will likely ignore you. Noncompliance creates stress, which leads to fussing and tantrums – from both of you. Instead, get down to your child’s level, look him in the eye and make clear, concise requests. This will catch his full attention.

Tell him what you DO want
Instead of focusing on misbehavior and what you don’t want him to do, explain exactly what you’d like your child to do or say instead. Give him simple instructions to follow.

Validate his feelings
Help your child identify and understand her emotions. Give words to her feelings, “You’re sad. You want to stay here and play. I know.” This doesn’t mean you must give in to her request, but letting her know that you understand her problem may be enough to help her calm down.

Teach the Quiet Bunny
When children get worked up, their physiological symptoms keep them in an agitated state. You can teach your child how to relax and then use this approach when fussing begins.

You can start each morning or end each day with a brief relaxation session. Have your child sit or lie comfortably with eyes closed. Tell a story that he’s a quiet bunny. Name body parts (feet, legs, tummy, etc.) and have your child wiggle it, and then relax it.

Once your child is familiar with this process you can call upon it at times when he is agitated. Crouch down to your child’s level, put your hands on his shoulders, look him in the eye and say, let’s do our Quiet Bunny. And then talk him through the process. Over time, just mentioning it and asking him to close his eyes will bring relaxation.

Distract and involve
Children can easily be distracted when a new activity is suggested. If your child is whining or fussing try viewing it as an “activity” that your child is engaged in. Since children aren’t very good multi-taskers you might be able to end the unpleasant activity with the recommendation of something different to do.

Invoke his imagination
If a child is upset about something, it can help to vocalize his fantasy of what he wishes would happen: “I bet you wish we could buy every single toy in this store.” This can become a fun game.

Use the preventive approach
Review desired behavior prior to leaving the house, or when entering a public building, or before you begin a playdate. This might prevent the whining or tantrum from even beginning. Put your comments in the positive (tell what you want, not what you don’t want) and be specific.

When it’s over, it’s over
After an episode of misbehavior is finished you can let it go and move on. Don’t feel you must teach a lesson by withholding your approval, love or company. Children bounce right back, and it is okay for you to bounce right back, too.

Excerpted with permission by McGraw-Hill Publishing from The No-Cry Discipline Solution (McGraw-Hill 2007) by Elizabeth Pantley http://www.pantley.com/elizabeth

2009-03-19T08:49:00.000-07:00

Observation and assessment are a large part of a teacher's work, it allows us to create successul curriculum specific to a child's needs. Here's a great article from the President of the Montessori Foundation that can help you learn the fine art of observation.

Patricia

Learning to observe your child and follow her lead
by Tim Seldin
President, The Montessori Foundation
Chair, The International Montessori Council

As parents we often feel the need to direct our children, but Montessori believed we should follow them instead. How much time do you spend watching your child? I don't mean watching half-heartedly while you are doing something else. I mean focusing your attention completely on your child for an extended period.
There is no better way to begin using Montessori's principles in your home than by sitting back and observing what your child is looking at, what he says, and what he does. Children have so much to teach us about their needs and interests if we will only take the time to pay attention.
How to observe
You may want to keep a bound notebook or journal in which you can make notes and keep a record of your observations. Regularly set aside some time to observe you child. Sit somewhere comfortable close to him so that you can easily see and hear him and any other children with whom he is playing. Make notes every so often about what you see. Over time, your notes will form an interesting record of your child's behavior at different ages, as well as helping you to notice if a pattern of behavior is emerging at a particular time. Try to interpret what your child's behavior means. When you notice that your child displays an interest in something new, try, without overwhelming him, to nurture it. Think about ways to introduce some new activities that will appeal to your child's activities and achievements.
What to observe
Remember, the only thing that you can count on day after day with children is that, as they grow, their preferences, interests, and abilities change in unpredictable ways. Every time you observe your child, try to forget about previous experiences or perceptions and focus on what is really happening right now. While your child is playing, notice which toys he selects. How does he use them? Does he tend to play alone, or with others? Do you notice any patterns over time?
Watch how your child moves about the house. Does he move from place to place quietly, moving gracefully, or does he race about? Is there a room in your home that your child prefers to be in? What seems to attract him to that room?
When eating, note what your child most enjoys. Can he drink without spilling and use a fork and spoon appropriately and with good eye-hand coordination? How does your child behave at mealtimes? Is this a time when he likes to talk about his day?
As you observe, think twice before you interfere with your child's activity. Your goal in this exercise is to learn from what he is doing, not to keep jumping up and correcting him.
~*~*~*~*~*~*~
by Tim Seldin
President, The Montessori Foundation
Chair, The International Montessori Council

~*~*~*~*~
You are welcome to reprint this article on your website or in your newspaper or newsletter, provided that you reprint the entire article, including the complete byline with author's name and book title. Please also send a link or copy to elizabeth@pantley.com. Thank you.

Spring Cleaning Safety Tips

2009-03-06T10:52:00.000-08:00

You've all heard me say it before - safety is the number one concern of parents! So, the people at the Illinois Poison Center have been nice enough to provide me some articles to share with you on this type of topic. Staying informed = staying safe.

Patricia

Safety First with Spring Cleaning

Out with the old and in with the new. Spring is the perfect time of year for cleaning out your home and that includes sorting through the household medicine supply--adding new prescriptions and eliminating those that have expired or are no longer needed. In 2008, the Illinois Poison Center (IPC) handled 7,568 calls concerning accidental medication errors, which is why poison experts have developed tips for cleaning out and restocking household medicine supplies.
“Looking through your medications should be done twice a year," said Dr. Michael Wahl, managing medical director of the IPC. "Some expired drugs lose their potency which means you may not be getting the proper dosage of medication.”
Dr. Wahl recommends checking the date on the medicine bottle and properly discarding all drugs that are expired. If possible, take drugs to an approved medication disposal site. The Illinois Poison Center has developed medicine disposal guidelines for unused or expired medications, for more details or log onto the Illinois Poison Center Web site at www.illinoispoisoncenter.org.
All medicine cabinets should contain the following items from the Illinois Poison Center's first aid list:
· Current prescription and over-the-counter drugs
· Adhesive bandages of assorted sizes for minor cuts and scrapes
· Gauze pads for larger cuts and scrapes
· Adhesive tape to keep gauze in place
· Antibiotic ointment to disinfect and protect wounds from infection
· A digital thermometer (non mercury-based)
· Antihistamine for allergic reactions
· Hydrocortisone cream to relieve irritation from rashes
· Acetaminophen or ibuprofen for pain
· Insect repellent spray to protect from West Nile during the summer months
· Sunscreen with SPF protection
In addition to old or unused medication, scan your medicine storage to make sure you are keeping your family safe from old medical advice. That means getting rid of the following items:
· Syrup of ipecac - The American Academy of Pediatrics no longer recommends that parents keep it in their homes.
· Mercury thermometers - If these thermometers break, they can expose your child to mercury and mercury vapors.
· Hydrogen peroxide - Many experts believe that hydrogen peroxide isn't any more helpful than regular soap and water when cleaning a simple wound. Hydrogen peroxide could damage healthy skin cells.
· Baby aspirin - If baby aspirin is part of your child's medicinal routine, it should be thrown out. Remember: you shouldn't usually give your child, or your teenager, aspirin because they may run the risk of developing Reye syndrome, a serious and often fatal disorder that affects the liver and brain, and is thought to be caused by the use of aspirin to treat flu-like illnesses and chickenpox.
There’s more to keeping your family safe than just sorting through the medicine supply. Common household items can also be a health threat. Each year, the IPC handles numerous calls involving toxic exposure to household cleaners, with products such as bleaches, disinfectants, floor and tile cleaners, automatic dishwasher detergent and glass cleaners, most commonly mentioned as the source of the poisoning. Frequently, potentially toxic exposures occurred because these products were not in their original containers, had been improperly used, or had been left open, unattended by an adult and in reach of a child.

Tips for poison proofing your home:

· Whenever you're using cleaning products, always read the product label first and use the product according to the label directions
· Keep all cleaning products in their original containers with original labels
· Store cleaning products out of sight, in locked cabinets
· Keep all household cleaning products and other poisonous products separated from food
· Never leave a cleaning product open and unattended
· When using cleaning products, work in well-ventilated areas
· Dispose of cleaning products according to the instructions on the label or at your community chemical waste drop-off site

These poison proofing tips also apply when cleaning garages and basements, which usually contain many potential hazards, such as: pesticides, weed killers, gasoline, oil and other supplies. Ninety percent of poisonings can be treated safely and effectively at home, by calling the IPC and providing the name of the poisonous substance and the approximate amount involved in the exposure. The Illinois Poison Center’s staff of pharmacists, physicians, nurses and poison information specialists has access to references which allows them to quickly determine the degree of toxicity or hazard and offer recommendations for managing the poisoning.

March is Illinois Poison Prevention Month. To learn more about poison prevention and to listen to the IPC's public service announcement go to www.illinoispoisoncenter.org.

If you suspect a poisoning, don’t wait until symptoms appear immediately call the Illinois Poison Center at 1-800-222-1222.

Fieldtrips with Babies

2009-02-17T13:00:00.001-08:00

I am a huge fan of field trips, but even I will admit that sometimes it can be a challenge with an infant that is not comfortable in their car seat. Below is an article by Elizabeth Pantley, with some great tips on how to make these trips fun for everyone!

I'd love to hear from you on this topic - do you take field trips? Why? or Why not?
Patricia

Car Seat Crying
By Elizabeth Pantley, Author of Gentle Baby Care

Some babies fall asleep almost before you’re out of the driveway, but others won’t spend five happy minutes in their car seats. Usually, this is because your baby is used to more freedom of movement and more physical attention than you can provide when she’s belted into her seat.
Hearing your baby cry while you are trying to drive is challenging. Even though it’s difficult to deal with, remember that you and your baby’s safety are most important. Parents sometimes take a crying baby out of the car seat, which is extremely dangerous and makes it even more difficult for the baby to get used to riding in the car seat. Some parents make poor driving decisions when their babies are crying, which puts everyone in the car at risk. Either pull over and calm your baby down, or focus on your driving. Don’t try to do both.
The good news is that a few new ideas and a little time and maturity will help your baby become a happy traveler. (I know, because three of my babies were car-seat-haters!)
The trip to car seat happiness
Any one (or more) of the following strategies may help solve your car seat dilemma. If the first one you try fails, choose another one, then another; eventually, you’ll hit upon the right solution for your baby.
Make sure that your baby is healthy. If car seat crying is something new, and your baby has been particularly fussy at home, too, your baby may have an ear infection or other illness. A visit to the doctor is in order.
Bring the car seat in the house and let your baby sit and play in it. Once it becomes more familiar in the house, she may be happier to sit there in the car.
Keep a special box of soft, safe car toys that you’ll use only in the car. If these are interesting enough, they may hold her attention. (Avoid hard toys because they could cause injury in a quick stop.)
Tape or hang toys for viewing.You can do this on the back of the seat that your baby is facing or string an array of lightweight toys from the ceiling using heavy tape and yarn. Place them just at arm’s reach so that your baby can bat at them from her seat. (Don’t use hard toys that could hurt your baby if they come loose in a quick stop.)
Make a car mobile.Link a long row of plastic baby chains from one side of the backseat to the other. Clip soft, lightweight new toys onto the chain for each trip. Make sure they are secure and keep on eye on these so that they don’t become loose while you are driving.
Hang a made-for-baby poster on the back of the seat that faces your baby. These are usually black, white, red and bold primary colors; some even have pockets so you can change the pictures. (Remember to do this, since changing the scenery is very helpful.)

Experiment with different types of music in the car. Some babies enjoy lullabies or music tapes made especially for young children; others surprise you by calming down as soon as you play one of your favorites. Some babies enjoy hearing Mom or Dad sing, more than anything else! (For some reason, a rousing chorus of “Rudolf the Red-Nosed Reindeer” has always been a good choice for us, even out of season!)
Try “white noise” in the car. You can purchase CDs of soothing nature sounds or you can make a recording of your vacuum cleaner!
Practice with short, pleasant trips when your baby is in a good mood.It helps if someone can sit near her and keep her entertained. A few good experiences may help set a new pattern.
Try a pacifier or teething toy. When your baby has something to suck or chew on he may be happier. Just make sure it doesn’t present a choking hazard, and keep to small, soft toys.
Hang a mirror.That way your baby can see you (and you can see your baby) while you are driving. Baby stores offer specialty mirrors made especially for this purpose. When in her seat, she may think that you’re not there, and just seeing your face will help her feel better.
Put up a sunshade in the window.This can be helpful if you suspect that sunshine in your baby’s face may be a problem. Use the window-stick-on types, and avoid any with hard pieces that could become dislodged in a quick stop.
Try to consolidate trips. Trip-chaining is effective, especially if you avoid being in the car for long periods of time, and you don’t have many ins-and-outs.
Make sure your baby hasn’t outgrown her car seat. If her legs are confined, or her belts are too tight, she my find her seat to be uncomfortable.
Try opening a window.Fresh air and a nice breeze can be soothing.
If all else fails . . . take the bus!

This article is an excerpt from Gentle Baby Care by Elizabeth Pantley. (McGraw-Hill, 2003)

Television in Daycare?

2009-01-27T14:37:00.000-08:00

I think most of you know how I feel about television, I don't believe it belongs in the early childhood classroom, here's an article that looks closely at this issue. Feel free to send your comments on where you stand on this issue!
Patricia

SHOULD BABIES and TODDLERS WATCH TELEVISION?
By Elizabeth Pantley, author of Gentle Baby Care and Kid Cooperation

So much television programming is aimed at young children. Much of it appears to be educational: teaching the ABCs and life skills. When is it appropriate to introduce a baby to television, and what do parents need to know about this topic?

A great deal of research has been done on the effects of television on children’s lives. The first step in making the decision is to get the facts. Because nearly all of us have one or more TV sets in our home, and since most of us watch some TV nearly every day, we may not want to hear what research tells us, but these are things parents need to know.

Experts suspect that babies younger than two years old view TV as a confusing array of colors, images, and noises. They don’t understand much of the content. Since the average TV scene lasts five to eight seconds, your baby or toddler doesn’t have enough time to digest what’s happening.

Cartoons and many children’s shows are filled with images of violence. If you find this hard to believe, surf the TV on Saturday morning. The realism portrayed in today’s cartoons has moved light years beyond the Bugs Bunny type of violence. Many children’s shows almost are animated versions of adult action films. Research shows that exposure to this type of programming increases the risk of aggressive behavior and desensitizes children to violence.
Babies and toddlers have a very literal view of the world. They can’t yet tell the difference between real and pretend, and they interpret what they see on TV as true life. Research has demonstrated that many young children believe that TV characters actually live inside the TV set. This can confuse young children’s understanding of the world and get in the way of their learning what’s right or wrong. It can paint a picture of a frightening, unstable, and bewildering world ¾ and your little one does not yet have the faculties to put what he sees into proper perspective.

Television watching can be addictive. The more that children watch, the more they want to watch. Even toddlers can become drawn to the set. Once addicted, turning off the TV can become a daily battle. Children who watch TV excessively often become passive and lose their natural creativity; they eventually have a hard time keeping themselves busy, and they lose valuable time that should be dedicated to “play” ¾ the foundation of a healthy childhood and the primary way that very young children learn.
Parents sometimes unwittingly begin to use TV more and more as a way to keep their children happy and quiet. It takes a strong will and dedication to avoid the easy route provided by this free and easy ¾ yet sometimes dangerous ¾ babysitter.
Children experience unparalleled physical, mental, and emotional growth in the early years of life. Time spent watching television is time taken away from more healthful activities that nurture growth and development.
Children who watch a lot of television during their early years are at risk for childhood obesity, poor social development, and aggressive behavior. They often have trouble adjusting to preschool or kindergarten. According to a study by Yale Family Television Research, teachers characterized children who watched excessive television as less cooperative, less imaginative, less enthusiastic about learning, and less happy than those who watched little or no TV.
Due to all the above reasons, the American Academy of Pediatrics (AAP) recommends that parents not allow children under two to watch any television.
You may have noticed that all of these points demonstrate the negative aspects of letting babies and toddlers watch TV, and you’re wondering if there are any positives. There are a few, but I’ll be honest: I had to be very creative to come up with this list, since published research doesn’t demonstrate many good points for putting a young child in front of a television. But we need to be realistic and acknowledge that most of us aren’t going to put our TVs in the closet until all of our children start school. Here are some of the good points of television for children:

Quality children’s programming can teach your child basic academic skills, such as the ABCs, counting, addition, science fundamentals, basic language skills, manners, and even early reading skills.
Your child can view things she might not otherwise see in daily life: exotic animals, distant lands, musical instruments, historical places, and diverse lifestyles. Your child can learn about the world beyond her home and neighborhood.
Your child can learn basic social skills from watching wholesome programming: how to play with other children, how to use good manners.
Using extraordinarily careful selection and restraint, a little bit of television can provide a parent with much-needed down time, or time to catch up on tasks that need adult-only attention.

TV watching tips for parents of babies and young children
The following tips may help you minimize the negative and maximize the positive effects of television watching for your little one:

Hold off introducing television ¾ even videos ¾ to your baby as long as possible. If you wait until your child’s second birthday, you can consider yourself incredibly successful in starting your little one off well and with the kind of real-life interaction that is so important for his development. If you decide to allow TV before your child turns two, choose programming carefully, limit viewing time and skip days when possible. (Daily viewing easily becomes habit.) The less watching time, the better! Set a goal, such as no more than 30 minutes or an hour per day, or one favorite show, so that you’ll not be tempted to turn the TV on too frequently.

Watch programs yourself before you allow your baby or toddler to watch them. Just because a network markets a show to young children doesn’t mean it will reflect your own family’s morals and values. You will be amazed to discover that many programs aimed at children contain violence or topics that are inappropriate for your child. Don’t assume that your baby can pick out the moral message from a program that features violence or conflict on the way to an important lesson.
Pay attention to commercials ¾ surprisingly, an excellent children’s show will sometimes feature commercials that depict the exact things you don’t want your little one to see!

Choose programs that are developmentally appropriate for your child. For you, this means shows that are slow, boring, and probably somewhat goofy. But choose programs from your child’s perspective, not your own.
Invest in a collection of appropriate and educational videos for your child so that you won’t be confined to network programming schedules when you are ready to let your little one watch something.
Watch along with your child when you can so that you can monitor your child’s reactions to what he’s seeing. Invite questions and discuss what you are watching so that you can understand your little one’s take. Point things out and talk about what is being taught to get the most of out of educational TV. You may even follow up with some lessons afterwards.
Avoid keeping the TV on when no one is actively watching. Many people do this and are used to the background noise the set generates, but your child will almost surely be exposed to programming that is inappropriate for her.
Make a conscious decision about how you will use television in your family; don’t watch it by accident or default.

This article is a copyrighted excerpt from Gentle Baby Care by Elizabeth Pantley. (McGraw-Hill, 2003)

Time to Share!

2009-01-15T13:30:00.000-08:00

Hello Again! Welcome back to KIDBIZ, a place to share ideas and resources for early childhood professionals and child care providers. I will be using my blog from now on to share the immense amount of resources and articles I have access to through my position as a child care professional and author. I hope you find them useful in your day! If there is any topic you would like to see information on, please let me know and I'll find it for you.

This first post will contain an article by Elizabeth Pantly, the author of the No-Cry Series of books. I have alot of great information from her and we'll start with this article on Tantrums, Fussing and Whining - something we all deal with everyday!

Be sure to post your comments so I can continue to bring you the type of information you need.

Patricia

Tantrums, Fussing and Whining
from The No-Cry Discipline Solution (McGraw-Hill 2007) by Elizabeth Pantley

If you ask parents to list the most frustrating discipline problems during early childhood, you would find that these three items appear on every list. All children master their own version of these behaviors – every parent has to deal with them!

Controlling their emotions
Most often these behaviors are caused by a child’s inability to express or control his emotions. Tiredness, hunger, boredom, frustration and other causes that ignite The Big Three can frequently be avoided or modified. When your child begins a meltdown, try to determine if you can tell what underlying issue is causing the problem. Solve that problem and you’ll likely have your sweet child back again.

Handling tantrums, fussing and whining
No matter how diligent you are in recognizing trigger causes, your child will still have meltdown moments. Or even meltdown days. The following tips can help you handle those inevitable bumps in the road. Be flexible and practice those solutions that seem to bring the best results.

Offer choices
You may be able to avoid problems by giving your child more of a say in his life. You can do this by offering choices. Instead of saying, “Get ready for bed right now,” which may provoke a tantrum, offer a choice, “What would you like to do first, put on your pajamas or brush your teeth?” Children who are busy deciding things are often happy.

Get eye-to-eye
When you make a request from a distance your child will likely ignore you. Noncompliance creates stress, which leads to fussing and tantrums – from both of you. Instead, get down to your child’s level, look him in the eye and make clear, concise requests. This will catch his full attention.

Tell him what you DO want
Instead of focusing on misbehavior and what you don’t want him to do, explain exactly what you’d like your child to do or say instead. Give him simple instructions to follow.

Validate his feelings
Help your child identify and understand her emotions. Give words to her feelings, “You’re sad. You want to stay here and play. I know.” This doesn’t mean you must give in to her request, but letting her know that you understand her problem may be enough to help her calm down.

Teach the Quiet Bunny
When children get worked up, their physiological symptoms keep them in an agitated state. You can teach your child how to relax and then use this approach when fussing begins.

You can start each morning or end each day with a brief relaxation session. Have your child sit or lie comfortably with eyes closed. Tell a story that he’s a quiet bunny. Name body parts (feet, legs, tummy, etc.) and have your child wiggle it, and then relax it.

Once your child is familiar with this process you can call upon it at times when he is agitated. Crouch down to your child’s level, put your hands on his shoulders, look him in the eye and say, let’s do our Quiet Bunny. And then talk him through the process. Over time, just mentioning it and asking him to close his eyes will bring relaxation.

Distract and involve
Children can easily be distracted when a new activity is suggested. If your child is whining or fussing try viewing it as an “activity” that your child is engaged in. Since children aren’t very good multi-taskers you might be able to end the unpleasant activity with the recommendation of something different to do.

Invoke his imagination
If a child is upset about something, it can help to vocalize his fantasy of what he wishes would happen: “I bet you wish we could buy every single toy in this store.” This can become a fun game.

Use the preventive approach
Review desired behavior prior to leaving the house, or when entering a public building, or before you begin a playdate. This might prevent the whining or tantrum from even beginning. Put your comments in the positive (tell what you want, not what you don’t want) and be specific.

When it’s over, it’s over
After an episode of misbehavior is finished you can let it go and move on. Don’t feel you must teach a lesson by withholding your approval, love or company. Children bounce right back, and it is okay for you to bounce right back, too.

Excerpted with permission by McGraw-Hill Publishing from The No-Cry Discipline Solution (McGraw-Hill 2007) by Elizabeth Pantley http://www.pantley.com/elizabeth

Balancing Being a Parent and Being A Provider

2007-06-14T12:22:00.000-07:00

What's YOUR story? Redleaf Press has asked me to work on a book about the struggles and triumphs of balancing being a parent and being a provider for family child care providers. Having raised two daughters in my daycare, I experienced two extremes. My oldest was so thrilled to be a part of the group that she actually got upset with me whenever I DID try to find special time for her. My youngest was always so jealous of the attention I gave other children that she was forever hanging on me begging for attention, no matter how much special time I made for her!

I'm sure many of you have had your ups and downs with this as well! I'd love to hear your stories and include them in the book. I'd like to get a discussion going here, providers sharing ideas and problems and everyone putting their heads together to find solutions.

I've been trying to do research for this and it's hard to come by - that tells me that it's sorely needed information and makes me really want to get help to providers looking for it.

I look forward to hearing all your comments!

WARNING: Bumo Infant Seat: "The Babysitter"

2007-05-21T12:32:00.000-07:00

I received the info below from one of my newsletter recipients, Heather. I had a brief article about these new infant seats called "The Babysitter." They are extremely developmentally inappropriate for infants - tell your daycare parents!

babies r us/toys are us are not the only places carrying those "babysitter" things -
http://www.toysrus.com/family/index.jsp?categoryId=2534416&cp=2255975
but the scary things is readying all the reviews--i did not see one negative things about them. there are ones on there saying they are used in day cares too...
they also have them at target too
http://www.target.com/gp/search.html/601-3074659-1751305?field-keywords=bumbo&url=index%3Dtarget&ref=sr_bx_1_1
just thought you might want to see these!
heather

Back Where I Started

2007-05-21T11:54:00.000-07:00

Well, the countdown begins! I have three weeks left at Patty Cake Preschool. But this week, instead of getting geared up to say "goodbye" to my kids - I get to say "hello" to a baby! One of my families has a two-month-old, Mom has been taking maternity leave and staying home with him, but she's a teacher and needs to return to school for the final weeks. I was elated when she asked if I could take him a couple of days a week! (Dad is staying home on other days.)

17 years ago I opened my family child care business with one client - a two month old baby! So here we are, all these years later, ready to close the doors, and I get the opportunity to open my door, and open the world, for one more baby before I go! I feel so blessed. I can't think of a better way to spend my last day than holding a baby and hanging out with the kids I've loved for years.

But if I'm honest, I'd have to admit it makes it a bit hard too. Nothing gets me going more than looking into the eyes of a newborn and seeing all those possibilites. All the joyful days watching butterflies, giggling at the older kids doing a show, learning those first words, taking those first steps, petting a cow for the first time, watching a plane take off and land and take off again, putting on a real fireman's helmet, throwing toys in the wading pool to see which float and which sink, slapping paint on a sheet with a fly swatter, making that first handprint in clay to give to Mom on Mother's Day. So much to show them, to teach them, to share with them. I love the infinite possibilities in an infant's eyes. So I have to admit, knowing I won't have the chance to offer these experiences to this little guy tugs at my heart.

But also, knowing I DID do all these things and more with his older sister tells me that she's got it in her to open that door to the world for him. I know each of my kids has in them the desire to keep going with what I started. They know that being curious can lead to knowledge and adventure. They know that being creative can solve their problems and add beauty to our world. They know that being courteous is the foundation for friendship and the most effective form of communication. They know. And they'll spread the word, I can count on it.

Potty Training The Parents

2007-05-14T11:39:00.000-07:00

This is a CALLING ALL PROFESSIONALS post from the KIDBIZ newsletter. See if you have some advice to offer this fellow child care professional.

Rachel, a family child care provider in Iowa, recently wrote to me asking for help with potty training a young girl in her daycare, just about 3 years old. She wrote:

I'm currently in a situation where the parents wanted to start training their daughter at 22 months. No big deal right? Now, almost a year later and she still will not tell me when she has to go. If i ask her if she has to go I am told no and she goes in her underwear. Now, I've given them a checklist on what the signs for readiness are and I know that she doesn't have all the signs but the parents insist on training her. I'm kind of at a standstill here. Also, they use a mixture of Pull-Ups and the vinyl pants with the padded underwear built in them. Often they forget to send any extras so after an accident she has nothing to wear except a diaper I can give her from my own supply. She has accidents here and at home. Can you help?

It sounds to me like Rachel is having more problems with the parents than she is with the child. Successful potty training always begins with the parents! Everyone has to have an agreed upon plan in order to teach the child, or there will just be mixed signals for the child. I have a plan to offer Rachel, but I'd really like to hear your input first! Send in your comments to Rachel and let's help her solve this problem!

What I Love About Child Care

2007-05-01T06:54:00.000-07:00

I think it's time for a more personal blog entry...
I have been in the child care business for over 17 years and I have loved every moment of it. This is why it has been such a difficult decision for me to close my Family Child Care business, Patty Cake Preschool. But being an author, speaker, provider, mother, wife among many other titles has finally gotten to be a load too big for me to carry. June 7, 2007 will be my last day for my school. Each day that it gets closer my anxiety grows. I LOVE these kids! I don't remember what life is like without getting a hug every morning, snuggling with a child on the rocker to read, playing ball on a summer day or even having apples and graham crackers for a morning snack! I have been defined by my child care business for so long it's scary to consider that part of me to be gone.

As I try to sort through the toys to sell at the end of the month I find myself hoarding away many of them! There are certain things I just can't imagine not being in my house. Like the castle with a dragon and princess, the number cups I made with the kids over 10 years ago, my song cards, our tea set, the dump truck in the sandbox. I've decided to keep these items and my excuse is that someday I'll get to be the cool Grandma with lots of neat stuff to play with at her house! Sounds viable right?

Then there's the things I can't save. Like the kisses little Kolton gives. Or the roll of the eyes from Ellie. And the giggle from Carley. I've had to say goodbye to dozens of children over the years, and let things like this go. But knowing they won't be replaced this time makes it so much harder.

I do have moments where I get excited about who I will be soon. Like when it's 11:00 p.m. and I'm writing a new workshop speech and I realize I will soon be able to do this when the sun is shining. Or when I'm inside on a Saturday writing a new chapter for my next book while my family is out on a bike ride and I remember that I will soon regain my family time. I love to write. I love to talk to people about child care and adoption. So I'm looking forward to having more time for these things. My only concern is that without the children in my daily life my creative juices will stop flowing!

Nothing gets the writer in me going faster than spending time talking with the kids about what they like, what they don't, what their wishes are. I have stacks of scrap paper where I furiously wrote an idea for a book after such a conversation. The kids have such an honest view of life. Nothing messy about it. Pure joy. Pure love. Pure pain. Pure sorrow. Genuine interest in the world they live in. I learn so much from them every day!

So, I'll continue to work on some articles for you, but if you'll indulge me, I'll also spend the next month sharing a bit about what I love about child care, what I'll miss, and what I've learned from these precious children I've been so lucky to have in my life.

NICHH Child Care Study: Mother's Sensitivity Not To Be Overlooked

2007-04-03T06:53:00.000-07:00

I've done some digging, trying to find the original study and an honest review of it for you to use. It was not as easy to find as I had hoped! However, I did make some progress. The actual study is at www.secc.rti.org but it is basically a scientific report of the types of testing and research they did, it is not an overview of the findings. The actual press release put out by the NICHH is at www.nichd.nih.gov/news/releases/child_care.cfm so this is probably the most reliable source for the overview. I find it interesting that the release states: "a mother's sensitivity was a better iindicator of reported problem behaviors than was time in child care." Also, "Higher maternal education and family income also predicted lower levels of children's problem behaviors." Interesting, I haven't found a single news article that reports this! Could it be that it's just too hard to put any blame on parents for their child's behavior so the media gives the parents an out by placing it on the child care centers? Things that make ya go hummmmmm....

Child Care Study: Tell Parents The WHOLE Story

2007-04-02T12:45:00.000-07:00

Once again the air is abuzz with the sound of the media picking the bones of a press release and finding a morsel to throw out into public view to scare the pants off them. The newest child care study released in the Washington Post sheds a poor light on childcare - when a child is in poor quality care, in a large group setting, for long hours. The media has once again decided to leave out the details in order to sensationalize this and squeeze all the controversy out of it that they can. The articles popping up all over the country tell horror stories of how all of our children are doomed to negative, aggresive behavior due to being in child care.

THE TRUTH: the study actually showed that children in high quality care for short periods of time show a positive long term outcome. They keys here are that the quality needs to be high, the group needs to be small, and the parents need to spend all the time they can with their child. Well, I do believe I just gave the definition of family child care!

So providers, take a few moments this week to talk with your child care parents about this study. They are probably reading blogs and other news briefs on the web and may be concerned. Let them know that the negative effects of child care cited in the study do not apply to their child! Family child care providers provide some of the highest quality care in the nation. Our small group size and ability to bond individually with the children, and continue relationships as they grow older offer children a level of quality that is leaps and bounds above that which centers can provide.

Does this mean then that centers provide low quality care? Hey now! Don't act like the media does, take the time to truly understand the issue. While it's true that centers house many more children - they also have individual classrooms. So the question isn't how big is the center, it's how big is the classroom. I am often asked by parents to tell them which center in town I think is the best, I always respond the same - the place where you take your child for care is only as good as the teacher and classroom where your child will be. So, centers that maintain small classrooms and hire quality, trained staff with that "I love what I do" X factor in their gut, are just as likey to provide the level of quality a child deserves as a family child care provider.

The point here is, that if you know your a great teacher or FCC provider, don't keep it a secret! Tell the parents all you do to keep the quality high in your classroom/home environment. Tell them why you are the part of the study that showed child care as a benefit for children and why you shouldn't be compared to the places that have a negative effect on children.

Better yet, call your local newspaper, radio and TV people and let them know there's a GREAT daycare in their midst and it's about time they covered the story!

KidBiz Newsletter is Launched!

2007-03-06T12:00:00.000-08:00

The first edition of the KidBiz Newsletter made it's debut yesterday! Filled with straight forward information that can make a difference for child care providers, the newsletter is your link with each other and the information you are searching for! The first issue starts by exploring how to get parents to follow through on the tasks you ask of them, such as bringing more diapers and filling out forms. There's a couple of Tips and Tricks, taken from my booklet 101 Tips and Tricks, an open forum where readers can ask others for help with a specific issue, and a list of where I will be presenting for the month. Nothing fancy, just straight talk from one professional to another. If you haven't signed up yet, visit http://www.patriciadischler.com/ to subscribe now!

Working for YOU!

2007-03-01T10:00:00.000-08:00

Hey There Bloggers! This is my first post, and I can't wait until we get going! I'll start off by telling you a bit about me...

For the past 17 years I have run Patty Cake Preschool, a family child care business. It's been a great ride! I LOVE my job, my career, and all that it entails! I've learned alot over the years and it's time to give back. In 2005 I wrote From Babysitter To Business Owner: Getting The Most Out Of Your Home Child Care Business (Redleaf Press) and since then I've been traveling the country to present at child care conferences and share this information. My main goals are to help other providers gain the appreciation and respect the deserve and give them the tools to make their business successful for years to come! This year I released a new book, Because I Loved You: A Birthmother's View Of Open Adoption (Goblin Fern Press) and began to add speaking engagements at adoption agencies to my list of activities. Balancing the daycare, the writing, the speaking and my family has really become tough so I've made the difficult decision to close my daycare and focus on writing and training.

So, that brings me back to this blog. My goal as a writer is to bring child care professionals the books they need. That means hearing from you! What is tough for you? What parts inspire you? I want to hear the good, the bad, and the ugly! By staying connected with you I can provide not only the books you are looking for, but the trainings as well. I attended alot of hours at conferences in my career in child care and I know what bugged me and what I loved. How about you?

Join this discussion, share your stories, and let's find a way to keep going in this Kid Biz that we call child care!