October Newsletter: Conference Diaries

Featured Article: Conference Diaries
By Stacy Leighton

September was an awesome month - I had such a great time with all of you in Greensboro, NC and in Springfield, IL. For the benefit of all who could not be there, here are a few highlights from the presentations. This are some of the most requested topics and I would love to bring them to you too.

Kinesthetic Learning Environments
Did you know that 85% of all children 6 and under are predominantly Bodily Kinesthetic? That means. . ."They like to move it - move it!" And you do know that we retain more and behave better when we are "Having Fun" this workshop provides the tools necessary to have fun AND structure at the same time.

For Bodily Kinesthetic people the most difficult thing they will EVER do is to "Sit still AND Listen" it's one OR the other. Most often "a behavior problem" is really just lack of stimulation. Ironically most well meaning educators think it is "too much stimulation" and will remove the child or the stimulation, this causes the behavior to escalate rather than diminish. Are you confused yet?!

Here is what we can do; practice good communication, rehearse "Signals (non verbal cues)," set up to avoid upsets (ex. for your Non-Napper - create an alternative that works for you both), build movement throughout the day (every 5 minutes or so), create safe places for our "little movers" to be. Give them the tools to make better "choices," to work on their spatial awareness, to avoid instigators or triggers, to want your positive attention. Create indoor spaces for large muscle activities. Finally research and implement "Attention Getting Strategies." Children will LOVE to do what you want tem to do if it is a game!

Alligator, Alligator - To get students' attention loudly say "alligator, alligator" the children reply "CHOMP CHOMP" as they slap their hands like an alligator mouth. Children love speaking in unison, those not responding hear their friends and are eager for you to do it again. For more ideas book this class - fun will be had by all!

Positive Guidance and Children with Challenging Behaviors
We know them, we love them, we have strategies, but how are they working for you? Thought about Positive Guidance? What IS "Positive Guidance?" This is a set of tools we use everyday, for everyday, developmentally appropriate (albeit undesirable) classroom behavior challenges. They are designed to be both user and child friendly, used only when all attempts to ignore a certain number of behaviors have been exhausted, or if the behavior is potentially harmful. Behavior Modification Strategies Include: Modeling good communication, choosing activities that are engaging and developmentally appropriate and understanding what happened to both parties (while keeping our emotions out of it). When intervention is necessary, try these: "I statements," "Active Listening," Teaching Empathy," "Shadowing," "Conflict Resolution," "Redirection" and "Distraction." Or (ONLY as a last resort) ACTIVE and PARTICIPATIVE Time Out. That is while you discuss this with them, including better choices next time.

For behaviors that are more serious or more habitual use a Running Record, a diagnostic tool used to pinpoint what, when or who might be the trigger for certain behaviors. Follow up with the Behavior Modification Chart, a prescriptive tool to help children with behavior self monitoring. This is a way to reinforce positive outcomes by building in shorter periods of time in which to be successful. Decide which ONE behavior to try to eradicate first, usually the most harmful. Remember to work on ONE behavior at a time or the child will be overwhelmed. These are to be kept private, between you and the individual and built to be positive encouragement.

Get rid of the Public Good Behavior Charts. When these are posted for all to see they have a negative impact on the INDIVIDUAL. These draw pubic attention to under achievement, reinforce negative behaviors and promote negative feelings toward these individuals. In fact they will ultimately perpetuate negative behaviors and low self esteem.

Develop a system that rewards Classroom Community Behaviors. Classroom Communities encourage draw attention only to the Good Behaviors (Catch them Doing Something Right ring a bell?). This will promote generativists, eliminate Telling on friends for bad things and reward telling on friends for GOOD THINGS. This system will motivate children to cheer for the cheerless and while promoting Team Spirit and cohesion.

The Good Deed Apple Tree is a GIANT Paper tree that we will fill with apples. Each time a child reports on another child doing something really nice, the teacher writes the deed and the child's name on the apple and places it on the tree. When the tree is full the entire class participates in a celebration.

See our Classrooms Page for a complete list of Celebration Ideas (cheap to free, not involving food).

Brain Development; Implications and Applications in ECE
Their little bodies are growing this we can see! But what is going on behind the curtain?! Brain Development, fact and fiction, Nature vs Nurture, Reactive Attachment Disorder, Development and Temperament, Gender Processing Differences and the effects of Sensory Input, it's all in here. This course also exposes factors that benefit healthy brain development and factors that are harmful See Our Health and Nutrition Feature for Brain Food! How about "stress?" Stress in the classroom increases the brains production of Cortisol, which causes a decreased ability to respond (most people need 20 minutes to recover from extreme stress). An increase in Cortisol also lowers your immune system, and can be addictive.

Brain Function directly impacts Classroom Function. Designing active, engaging and positive learning environments will promote "healthy brains." Here's how. . .

For more great Early Childhood Ideas please visit my website: www.creativechildcaresolutions.net.