DAP

childhood, children, culture, DAP, daycare, earlyed, Ece, education, education, earlyed, behavior, development, children, family, help, family, life, lifepurpose, neuroscience, play, preschool, publishing, relationships, school, self-help

An Act of Care: How Grown Ups Support Developmental Trajectories of Children

Gallery | Posted on by Jill Telford

“If you can’t run, walk. If you can’t walk, crawl.” — MLK

If you can’t crawl, roll. If you can’t roll then get that tummy time in.  This is the story of the stages of development and how children need caring grown ups to nurture our babies so they grow into their fullest potential. This is what to expect when you’re expecting. This is how we care for and nurture children after their basic needs of nutrition, toileting and shelter have been met. Early childhood development is impacted heavily by the mental health of the people who care for them even while they are in the womb. Care is solely based on three actions caring grown ups give: love, safety and consistency. During the early years of life, the brain is constantly and consistently growing and care should coincide with that growth. Grown ups have a mission to foster security, love and safety starting at birth which leads to toddlers establishing a strong sense of self and self-worth. Children not only want safety, love and consistency but they also need it.

Being able to build and sustain healthy relationships to consistently meet children where they are in order to secure a healthy attachment depends on the wholeness of the grown up who is caring for children.  Are those who are caring for children well and healthy? A great question for grown ups to ask themselves is: “How am I feeling?” “What can I do about?”

In reality, a “healthy head start” is not always an option for babies. This is where early intervention comes in as a plan b if the family unit is broken. Early intervention such as head start, home cares and preschool improves the outlook and success of children growing into healthy and thriving adults. Caring grown ups help build a strong foundation also known as the brain. It also aids in breaking a family generational cycle of poverty. Need support?

Here are some resources and ways to support infants and toddlers in the first three years of life: 

CDC’s Developmental Milestones:

https://www.cdc.gov/ncbddd/actearly/milestones/index.html

Activities for bonding and learning from birth through 12 months:

Activities for Bonding and Learning from Birth to 12 Months

CDC’s Positive Parenting Tips from Birth through Teenager Years *Bonus with activities*

https://www.cdc.gov/ncbddd/childdevelopment/positiveparenting/index.html

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childhood, children, DAP, daycare, earlyed, Ece, education, education, earlyed, behavior, development, children, family, help, family, self-help, therapy

A Bad Child? No Such Thing. Busting the Myth of the Bad Child.

Gallery | Posted on by Jill Telford

You’re in the store. You hear, “Mommy, I want that.” You peer down to see your child pointing to a brightly colored stuffed elephant that you know he has more than you can count at home. You whisper, “No, not right now you have some at home.” He urges, begs and pleads. You don’t cave in. You stand your ground. Then to your surprise (or perhaps, not to your surprise) as it’s been boiling you see your 3 year old start to cry. He may scream. He may even throw himself to the floor. 

You as the grown up can’t run or hide. What do you do?

During childhood, young children are experiencing a vast array of emotions: big and small, discovering new places and self as they change and grow. As they take in the brand new world around them, they could get easily frustrated especially when they are not able to fully say how they feel or fully articulate their needs. As a result, a child may show this exasperation and big emotions through what grown ups see as challenging behaviors not a bad child but a challenge. Even adults could reach a point or limit of not being able to self-regulate. Imagine how children feel as everything is brand new especially as they grow into themselves.

According to NAEYC, challenging behaviors often emerge in the second year of life. Why? Toddlers are unable to fully label how they are feeling as well as their needs as they are still developing language skills. So, a child will use nonverbal possibly biting or verbal: crying to get their needs met. 

Here are some research backed strategies to guide children to more positive outcomes that may prevent leaving the store in gallons of tears and energy. 

  • Avoid common triggers or situations that cause challenging behavior: Prepare in advance for activities or store trips. Observation is key here. If you know when you go to the store, he will see a fluffy bright elephant that he will beg for, and prepare one he already has to take with him. Bonus: let him choose which one he wants to take. In the moment at the store: it may not be the “want” of the toy but the “want” of a comforting item that seeing that bright elephant reminds him of.  Identifying patterns in timing, routine, anticipated outcomes or root causes of challenging behaviors can help families better support their child. 
  • Establish predictable and consistent routines and behaviors: Children and grown ups thrive in predictable and consistent routines. It feels safe to know what is coming next. Model kindness and empathy with others and yourself. Your child will notice and show the same. Model how to take care of others, the environment and the self. Keep a consistent and predictable schedule. Have cereal together. Breathe and meditate together. Show and share a calm, supportive, consistent and loving environment.  If ever upset, model that you will need a moment to calm down, breathe and return when ready. Children learn by what they observe and experience. If you curse, your child will. If you’re calm, your child will be. Families are successful by being consistent through predictable routines, setting limits and modeling care and compassion through smiles, intentional verbal, nonverbal praise and action. 
  • Notice and talk about positive actions during the day: Every day is a fresh and new day to get it right or learn from mistakes. Families have the potential to promote positive behaviors throughout the day, not just when challenging behaviors emerge. Catch children’s positive actions and comment on them. Notice other people’s actions too and comment out loud in front of your child about them. For example, wow without Kelly, our mailperson we would never get postcards from Grandma or when at a restaurant, comment on the service. For example, our waiter is so kind and without him we would not be able to order food. Notice and comment on the helpers of our world. Without each and every person’s kindness, we would have a mean and disturbed kind of world.  

Hopefully, these tips help so that next time you find yourself somewhere such as a store, it goes more smoothly and there are no screams or tantrums. Screaming love instead of frustration. Here’s to pinpointing and solving those challenging behaviors. Cheers! Remember, you got this!

advocacy, children, culture, DAP, education, earlyed, behavior, development, children, family, help

Hoops, Books and Alley Ways

Gallery | Posted on by Jill Telford

“That hoop will bring nothing but drugs and crime.”

I replied, “No disrespect but we already have drugs and crime here.”

Unit 4. Washington DC. Our nation’s capital. We had prostitutes, guns, drugs and crime in our neighborhood. We also had amazing individuals come together to do something about it. We also had people go against the change. But we all well most of us, came together.

Most of all, we did something about it. Read previous blogs to find out.

You know what else we had? A very high illiteracy rate.

Research shows when you don’t have reading literacy or math literacy you most likely will end up in jail. And, guess what? It’s true and that’s why more jails are built. People recognize the power in book literacy and financial literacy.

We need to change the game of education and life. We need to be creative, collaborative, compassionate and chance takers. Most of all, we need to empower one another to be bold and daring.

Don’t ask permission – ask forgiveness.

For approximately 90,000 of DC’s adults, low literacy skills are a barrier to just about everything – completing their education, getting and keeping a decent job, and staying out of poverty (Washington Literacy Center).

If you want to find out more of how to help with illiteracy please click here:

https://www.washlit.org/#:~:text=For%20approximately%2090%2C000%20of%20DC’s,and%20staying%20out%20of%20poverty.

advocacy, children, culture, DAP, daycare, education, family, moments, play, preschool, prison, relationships, school

Big Brother

Gallery | Posted on by Jill Telford

The moment we walked in the door questioning eyes were on us: “Who are you?” my coaches asked my brother in law and father figure as he questioned them as to why I wasn’t getting any playtime on the basketball team. My brother is black and I am white based on societal descriptions. He always stood up for me and had my back. From elementary through high school. We would get side way kinds of stares by people who weren’t exposed to different kinds of families.

My mother died when I was turning 10. My (I think biological father) was incarcerated off and on. I was raised by my sister and my brother in law. We were rare and uniquely different. Looking back and reflecting on my upbringing, I realize just how thankful I am. I was exposed to what children normally are not exposed to and as a result I am an eclectic kind of person. I watched and listened to shows, movies and music such as The Sopranos, Poetic Justice and The Streets is Watching. However, I always had someone present and there telling me someone made it or it was directed by someone. Someone made it up from their brain and it was inspired by real life events. I always had someone like my sister or brother in law telling me to cover my eyes during the racy parts.

I have so many memories from playing ball, driving around pretending to be on MTV Cribs to witnessing drug raids to people dying. This was my reality. So, I understand many walks of life. I was and am blessed to be surrounded by real, authentic type love. A rare kind of love that you cannot find. They never had to buy love or material possessions. Getting Chinese takeout, laughing, yelling and crying a lot, playing monopoly and playing ball was enough. It was my foundation of what a family is all about. Not perfect but perfect if you know what I mean.

As a grownup, I am working towards planting seeds where children will make a better life and ultimately a better world by reaching mutual understanding across cultures and perspectives. A world where people will know who each other is the moment they walk in the door. Questioning eyes will fade. The who are you will turn into I know who you are. A place where different families exist and it’s cool and unquestioned. People will stop and stare for how beautifully dynamic and powerful differences are. A place where it’s cool and dope to be different aesthetically, creatively and intellectually.

advocacy, children, DAP, education, earlyed, behavior, development, children, family, help, family, life, preschool, school

Let Your Voice Ring. Sing Everywhere. Even if You’re Off Key. 

Gallery | Posted on by Jill Telford

I remember singing in the car with my older sister during my formative years. Janet boomed from our car speakers: “Thats the way, thats the way, thats the way love goes.” We would sing our hearts out. I reminisced about my childhood memories of singing a lot during my last night drive with my other sister and we sang a lot during our road trip.

When is the last time you sang in the car? In the shower? With your family? Singing has endless benefits for our young and old. An Alzheimer’s patient may not remember their name but you know what they can remember? They can remember their favorite song!

Singing in the early education classroom is one of the keys for brain plasticity and growth. During the first five years of life the most connections (think synapses) are made out of the entire lifespan.  Every year of a child’s life is precious, but when it comes to development, the first 8 are the most important. This is when a child becomes the person they are going to be. It is when they learn appropriate behavior, boundaries, empathy and many other important social skills that will remain with them for life. Guess what else will stay with a child for life? Their favorite jams!

Babies are born with more synapses than adults. In a child’s early development stages, the speed of the synapse formation is the greatest from birth until 18 months of age. From 18 months until 3 years of age during the process of cognitive development in kids, synapses continue to form and expand. The number of synapses reaches about 1,000 trillion at this age and because of that a toddler’s brain is twice as active as an adult’s brain. This is also the reason why toddlers enjoy heavy outdoor activities such as running, jumping and climbing. From 6 to 9 years of age in kids’ development stage, the brain reduces the number of synapses which are not used and they eventually die off.

So sing. Sing your heart out! Play Motown to Country. Most of all sing and dance to your favorite songs and ask families for their favorites. Home school connection is powerful. Even change the lyrics to the songs.

Here are 7 benefits of singing. For more benefits click: https://takelessons.com/live/singing/health-benefits-of-singing

  1. Singing creates a better sense of well being and causes us sensations of feeling good.
  2. Improves concentration, alertness and memory.
  3. Singing strengthens the immune system. That’s right it’s good for our health like an apple. A song a day keeps the doctor away.
  4. Singing is in fact exercise
  5. It helps with sleeping well and getting a good night’s Zzz.
  6. It lowers stress levels
  7. It’s a natural anti-depressant

So, turn the speaker up and sing like no one’s listening or watching!

advocacy, children, DAP, daycare, earlyed, education, family, life, play, preschool, school

We’re Bringing Play Back..Yep.

Gallery | Posted on by Jill Telford

Hello there,

We are preschool educators. After a discussion of how children learn and recognizing our many kinds of learners, we narrowed in on, noticed and talked a lot about recess and recognized the importance coupled by the lack of it. We call recess by another name. For us, recess goes by the name of play.

Often we inform our families to advocate for their child and the kind of learner they are as they grow, move on and become kindergartners. We do this in order for their new school community to be ready. We now realize how we need to take our own advice. So here goes.

Are you ready for our students? Our children will ask you questions: lots of them. Get ready. See, please understand we allowed and followed their lead. We facilitated and encouraged our students to solve many problems socially, cognitively, emotionally, physically, mathematically, creatively, linguistically through play. Not just any kind of play but intentional and meaningful play. We weren’t focused on getting them “ready” because we know you are ready for them. We hope and hold on to that.

As mentioned, we all learn differently and we believe it is a process and are looking to connect and build a relationship with you as we have a lot to learn from one another. We want to connect in order to facilitate and help bring recess and play back to our community. Back to your school. We know it won’t be easy.

However, it will be worth it for all. Our children are showing and sharing with us what they need, it’s time we listen.

Let’s talk and bring back recess.

Preschool Educators

a.k.a TPA: The Play Alliance

advocacy, children, DAP, daycare, earlyed, education, education, earlyed, behavior, development, children, family, help, family, play, preschool, relationships

I AM a TEACHER. A Letter From Your Early Childhood Educators

Gallery | Posted on by Jill Telford

198E4AED-2A49-44E1-B4C3-B541220137C8We need your help. Imagine, we’re playing basketball. We’re on the same team and my head is up and I’m looking to pass the ball as I dribble up the court. I need to pass the ball to you. Likewise, pass it back. Back and forth with a series of exchanges which is what we want to have, a good conversation. A conversation that will create an opportunity to score and most of all, solve something bigger together.

So here goes, most of you know we are not daycare workers. We are teachers. We even further distinguish ourselves as an integral part of the life-long learning process as we specialize in early childhood. We’re not elementary, middle school or secondary teachers. We are Early childhood teachers. NAEYC also pushes this with a major initiative called Power to the Profession found here: www.naeyc.org

We are Reggio Inspired teachers and we need help in closing the misunderstanding of who we are in education. We are teachers. We are early childhood educators.

Children learn best through their everyday experiences with the people they love and trust, and when the learning is fun. We, the teachers at TCS, specialize in this. We know how to meet children where they are and help them to where they are going.

A child’s brain undergoes an amazing period of development from birth to five, producing more than a million neural connections each second.

Moreover, the development of the brain is influenced by many factors, including a child’s relationships, experiences and environment. More info here: https://www.zerotothree.org/espanol

We, you and our communities are connected on the same page and goal of educating our children. We want them to be caring citizens of or world. We want them to be better than us. We want all children to be better than previous generations, no matter where they are from. Zip codes shouldn’t matter when it comes to access to high quality care and learning as all children matter.

There is a major wealth, educational and opportunity gap in our country and do we expect you to fix it? Can we fix it right now? No, but we need to talk about it. We need to start there. Reggio Emilia was founded in social justice. History echoes and now is our time to change and change happens from within a society and systems. We are society. We can lead and start doing the right thing especially since we have the resources.

Reggio Emilia came about during the post-World War II era in Italy, the “…desire to bring change and create anew” accompanied with great economic and social development, including in education.

We are calling for action on three things understanding that we are teachers, closing the wealth and educational achievement gap and most of all, what we teach children: taking care of each other.

With love,

The Play Alliance

#Preschoolisforever #tpa #pta #theplayalliance #thetpa #thepta #teachers #educators #children #families #firstweekofschool

advocacy, children, DAP, earlyed, education, family, play

Forget About It: Testing and Data Expires and Eventually We Do Too. Encourage Children to Be Caring Citizens

Gallery | Posted on by Jill Telford

While sharing who we were during a writing class I teach during the evening, one of my grown up students who is a Dad mentioned his three year old daughter Shelly, who is having a not so good time in school. He said, “In fact, I am having a better time than Shelly and recognize the importance of hands on [non-sedentary] learning even as an adult.” Shelly’s teachers keep pushing her to write her name and to read. Shelly does not want to go to “school”. My student said he doesn’t care if she can spell her name or not. However, a lot of the families in the school’s culture have unrealistic expectations of their children and want them to spell and read by the magic number of 5. Where does this number come from?

Where do we get our ideas from? Why are we pushing our thoughts and our desires of what children should be able to do? We keep pushing for “readiness”. We keep comparing and contrasting children. We even compare and contrast ourselves. Mediocrity. Ludicrous.

Why? I hear it and listen to the uncertainty as a families voice and tone will tremble as they ask: “Should I be worried that my child is not drawing and writing like the kid who is?”

No, we have nothing to worry about. Play the song Don’t Worry About a Thing and channel Bob Marley folks. Each and every child (and you know this especially if you have siblings!) learn and progress at different stages during a lifespan. We need to let that happen and not force or push children when the interest may not be there. We only project our fears onto them. I model my evening class after our preschool class pushing the model of a Reggio and creative inspired way of learning and being for my grown up students too. They love it. People love to think. People love creativity and challenges NOT busy work. I’m not on this Earth to waste anyone’s time including my own. Even when people don’t think they like thinking: they do. We ask questions, work together, draw, make mistakes, go into the community and most of all think creatively. The box doesn’t even exist in our classroom. From preschool through death as educators, families, communities we need to destroy the box and rebuild something better together. One major take away from this blog is destroy the box.

More than ever before we are driven by data. Data kept in boxes. Unfortunately, it gives a fragmented and skewed view of our children’s abilities but is tied to…funding. Children who do not have a voice are left behind and so are amazing educators, families and communities. We are all connected. What happens in a classroom, community and family is immeasurable. Intuitively, we want what is best. Somehow we got lost in the sauce wanting our child to be the best as opposed to doing their best. This is not the purpose of life long learning. Making mistakes is what makes us. Failure and learning from it. Accidents happen. This is our purpose, truly. Why are we pushing children to read by the age of five when we know these skills take time from birth through third grade to develop? Anybody out there listening please this is an SOS! Help our children, families, educators and communities get this. Why are our politicians pushing jargon and buzz words without reading it for themselves?

Don’t knock at my door and ask for my vote and say, “I want every child to read by the age of five because I did”. This is ludicrous. Why are we saying how math and reading are so important but we are not reading about reading and math and HOW TO MAKE IT DEVELOPMENTALLY APPROPRIATE for children. Here’s a buzz word that is misunderstood so read about it. It’s called PLAY. Playing to learn. We need to learn to play again grown ups. Check out www.naeyc.org. For Pete’s sake, just google the word play. I don’t want our children to read to read, I want them to read to understand. I want them to love and care about writing, drawing and reading and then the rest will handle itself.

Speaking of play don’t forget the 10th Annual Play Day: http://letsplayamerica.org/upcoming-events/

And speaking of reading awesome books by amazing authors go to: https://www.loc.gov/bookfest/ to check out when the National Book Festival is to meet your favorite and your children’s favorite authors!

Written with love. Lots of it!

Jill Telford is an artist, advocate, storyteller, educator and creator of children’s books. More of her work can be found at http://amazon.com/author/jilltelford

@artbookstories @jill.telford

advocacy, children, DAP, earlyed, education

Treating Prisoners & Children the Same Way: With No Rights or Understanding.

Gallery | Posted on by Jill Telford

 

F24F90DD-43CA-44D3-AD21-837DDA0E2057While they say you can tell a lot about a country by how it treats it’s prisoners. I believe the same can be said for how it treats it’s children. How are our children learning? What is our investment in education? Where is the money going? What is our ROI on our current rate of investment? Students often hear: “Stand single file. Be quiet. Shh. Criss Cross Applesauce. Don’t talk. Listen and Speak. Look at me when I talk to you. You are detained in detention, suspended or expelled for not being in uniform or for saying the word fuck.” (Meanwhile, they heard it from somewhere and you know just how language incites us!)

Twenty five to life. Counting up the years it takes to complete both school or jail just as business people are counting up the seats of illiterate students in a third grade classroom to determine whether or not to put up another jail in the community. Thats right some use illiteracy rates to build and justify a jail.  Jail versus school? Can you tell the difference between the two? We need to end the school to prison pipeline once and for all. I can throw statistic after statistic. I can get the latest data. I can show you the books. I can show you that expulsion and suspension DOES NOT WORK. Removing a student does not fix a problem a student made. Suspension and expulsion also does not give students a way to fix or redeem themselves. Moreover, why are we expelling and suspending anyway? What are the reasons? Rules or power struggles? What really works is mutual understanding or working to understand. It’s time to stop researching our children. It’s time to put action where our words are. It’s time to use gifts God gave us to work with our children not against them.

Intuitively, socially and emotionally we are letting our youth down. The Animal School Fable shows the unrealistic expectations we place on our students. And what can actually occur when we focus on our strengths. Curious about some of the lessons from the fable?  http://www.leadgrowdevelop.com/lessons-learned-animal-school-fable-strengths-weaknesses-5minmotivation/

I was also reading a classic entitled The Seven Habits of Highly Effective People and there is a part that got me deeply thinking about our approach and how children learn and respond to us.

Here are some tips to be your child’s champion #ECEwins and advocate for their learning style:

  • Write a letter to your child’s new teacher/school describing who your child is and how they learn. Email or comment below for a sample letter.
  • Show up and observe in the classroom
  • Tour the schools and take your child with you
  • Partner and work together
  • If you don’t get into the place of choice then advocate for ideas not solely based on how you were raised or what “worked” for you but based on DAP (acronym for Developmentally Appropriate Practice) and research of what works for children
  • Remember and repeat you were once a child too
  • Children show us what they need so, let’s listen and respond accordingly
  • Wake up and treat others how you want to be treated: be a role model

Jill Telford is an artist, advocate, storyteller, educator and creator of children’s books. More of her work can be found at http://amazon.com/author/jilltelford

@artbookstories @jill.telford

 

 

advocacy, children, DAP, earlyed, education

Regulating the Fun Out of Learning through Play

Gallery | Posted on by Jill Telford

Unlike Warren G and Nate Dog, it is time to stop regulating. Especially in early education and K-12. Regulate literally means to control or supervise (something, especially a company or business activity) by means of rules and regulations.  Licensing Micro managers are running around out of touch and out of sync with the classrooms around the country. As a result, we are all running around like protective services protecting children to the point where boo boos do not happen.

From rubberized playgrounds to no longer allowing cups in the sensory water tables, it is ludicrous. Meanwhile, we want children to be adventurous, curious and creative but we MUST make sure their cots are 3 feet apart. Directors, assistant directors, educators and families are not here to helicopter children. That goes against best practice. We and children cannot be summed up in checklists and procedures. Children, educators and families are living breathing beings.

To access these regulations click here:

https://osse.dc.gov/publication/child-care-licensing-regulations

So where does that leave us? I advocate for high quality and DAP learning for all children. Often I wonder: How do children learn? Each and every child is different. I want my students to leave with 1. an understanding and pride in self as well as 2. their families to understand how their child learns so they can best advocate for their child when they go to Kindergarten and beyond. There are many types of learners. Advocating their learning style from auditory, kinesthetic, visual to so much more better makes teachers and the new school prepared for your children not the other way around. As an educator and advocate, I want to be a part of encouraging and supporting movers and shakers of our world. I do not want to be a part of suppressing them.

We need to re-frame our way of thinking. We shouldn’t be thinking will Johnny be ready for Kindergarten. Instead we should be asking will his new school be ready for him? The best way is through building relationships with his soon to be new teacher and advocating for Johnny’s learning style and fighting for teachers that best suit Johnny’s needs.

When I traveled to New Zealand and I observed their classrooms I was amazed. Freedom. Children were able to be children without fear of top down policies and regulations affecting and influencing administrators, teachers and families of how we work with our children.

As adults we forget just how small we used to be.  As a result, we forget just how small and curious our children are.

Jill Telford is an American artist, author, storyteller, educator and creator of children’s books. More of her work can be found:

http://amazon.com/author/jilltelford

@artbookstories @jill.telford