Episode Notes:

Truth:

Play creates children who have strong adaptive skills and creativity. 

Inquiry/Prompt:

Closely watch/observe your students’ engage in play today.

Pick one designated open-ended play area (i.e. blocks, kitchen, dress-up area) and observe for a good amount of time.

What are the skills that the children are learning through this play? (Social, emotional, early literacy or math concepts, etc…)

What are some ways the children are adapting? 

What creativity do you see through their play?  

Did you notice any play schemas? (see resources below for a list)

What do you notice about the way they are using the materials? Or not using the materials

Use your observations to document learning or simply to share with parents!

Did this observation spark a study in your class?

Resources:

Play Schemas

Our Sponsors:

Playground

JUF

Show Notes:

The goal of a mentor:

help teacher becomes best/effective new teacher

Be a sounding board for the teacher

Brainstorm and problem solve with the teacher

Allow the teacher to reflect on their classroom by taking a step back

A mentor is a sounding board and active listener.

JNTP (Jewish New Teacher Project) has outlined ways to support teachers as a mentor. They provide a ‘cheat sheet’ for ways to respond and language to use when mentoring teachers! (i.e. “selective scripting” and “entry points”)

You want teachers to feel comfortable and take risks! Make sure the mentor/mentee relationship is not too interwoven outside of the mentorship.

Who can be a mentor at JNTP?

Any effective teacher that has been teaching for at least five years.

How do teachers who want to mentor or need a mentor sign up with JNTP?

Ask your administrator/director if you need a mentor! (govt. funding is available if your program can’t afford)

Tell you administrator/director you’d like to apply as a mentor if qualified and they will sign you up!

All of the skills are helpful in any leadership role. Bottom line: when teachers don’t get the support they need, they leave teaching and we need good teachers.

Resources:

Jewish New Teacher Project

Our Sponsors:

Playground

JUF

Teacher Take-Aways

Unconscious Thoughts and How to Take Action:

Assume Intent: These assumptions get in our way and are usually negative. We typically assume the worst. Take Action: Give people good intentions!

Magnifying: Make things seem bigger than they really are. Take Action: step back and don’t show up with panic.

Labeling: We label kids and ourselves. Our brains naturally label things we don’t understand because it feels safe. Take Action: Think of things less in terms of deficits and labels and more from a strength-based perspective!

Pay attention to your physical self as well as your feelings/emotions.

Self-Regulation Tip: name what you’re feeling (emotion) and then literally do something physical (shout, silly shake, deep breaths, jumps) to get the feeling out!

This looks messy but the physical expression of our feelings is what regulates us!

Become familiar with what is setting you off/triggering you.

Make this your homework to work on.

Model for your children what it’s safe to feel our feelings and that they don’t last. It’s OK to sit with them as well; they will pass.

Resources mentioned in episode:

BrookeLynne Dukes Coaching

Our Sponsors:

Playground

JUF

Take-Aways

Find a space (corner/shelf/tray) to designate as your makerspace.

Think about safety/rules you’ll share/model for your students.

Fasteners to gather: tape (masking, duct, scotch, washi), glue (wood, elmer’s, tacky), staples.

Collect materials:

Recycled materials (cardboard, egg cartons, plastic bottles)

Home Depot buys (hardware stores will often give scraps and leftovers to teachers, just ask!) 

Beads

Yarn/string/ribbon

Rocks, seashells (natural materials)

Paper clips, wire 

Rubber bands

Old cd’s and records

Start small/simple with just a few materials and one fastener.

Don’t forget to observe your choldren and add/modify as they go!

Skills used while creating: fine and gross motor, math, design thinking, flexibility, problem-solving, communication, collaboration, to name a few!

Resources

Referenced in the Interview

Kodo Kids

Zero Landfill Facebook

Woodwork in the Early Years by Pete Moorehouse (free download)

Our Sponsors:

Playground

AJU

Check out our sponsors: 

Playground

AJU

Show Notes:

To learn more about Leah and her work, visit Hiller Therapy and follow her on Instagram for tips you can do at school (or home) and upcoming workshops!

Teacher Takeaways:

What does Occupational Therapy cover exactly? Think: How do kids spend their time? (So basically everything ;) Categories OT looks at Fine motor, gross motor, sensory processing, visual motor skills, executive functioning to name a few…

The purpose of OT is FUNCTION. We want children to function in all spaces of life. The goal isn’t just to get a child to ‘typical’ but rather to change that child’s trajectory.

A big piece of OT is also the environment. If three or more of your students are struggling, check the environment and change things, if needed.

All opportunities they (children) can try to or do on their own will help them to grow. (Motto: Don’t open the _____ (snack bag, jar, door, etc…) for them! ;)

Teachers should just observe carefully. Don’t label or assume, observe and narrate what you observe and how it’s affecting the child’s ability to function in the classroom. Use objective language. Ask parents if they notice the same thing at home.

Resources

Hiller Therapy Groups

Workshops for Teachers

Check out our sponsors: 

Playground

AJU

Teacher Takeaways

Advocacy: building a sense of boldness and finding allies.” - Anna

Advocates set goals and make commitments.

Constantly educate yourself:

Subscribe to credible sources and social media

-NAEYC (policy page) 

Find networks of people that also care about what you do (your field)!

Put out “a call to action!” Senators, congressmen— they all need to hear from teachers!

SAY: “Hi ______, we need _______ and want to thank you for ________.”

Resources

Referenced in the Interview

Links for finding local legislatures:

https://www.govtrack.us/congress/members/map

Reach out here for one-click to write to all your reps about ECE funding! https://fyff.quorum.us/campaign/34126/

Shma Koleinu (Hear Our Voices): Click the link to learn more and join the group!

The Paradigm Project Facebook Group

Amy O'Leary Resources:

VIDEO

SLIDE DECK

American Family Plan:

In May, President Biden shared with the country his vision for an American Families Plan. Like the American Rescue Plan that passed in March, this new plan is revolutionary in the ways it will support families (free tuition for three- and four-year-olds, wraparound care, and tax cuts) and invest in early childhood education (teacher preparation programs and wages increases). In the months ahead, the actual text of a bill will be drafted and proposed in the Congress. This bill text will be the result of behind-the-scenes negotiations by the Biden administration, various congressional offices, and assorted advocates. We expect that the text of the plan will mirror what the White House has already proposed and that it may, as well, include select details from other ECE and families plans that have been proposed, such as the Childcare for Working Families Act, the Childcare as Infrastructure Act, and the Universal Child Care and Early Learning Act.

CCDBG - fact checks + summary:

Federal Child Care and Development Block Grant (CCDBG) funding allows states to provide child care subsidies for low-income families with children under 13.

The majority of funds serve children under 5, with the remainder supporting care for children ages 5-13 while they are not in school. These subsidies help remove barriers to affordable, high-quality child care—whether in the center- or home-based settings. Further, the law allows states to pair state and federal funds to improve access and quality of child care available to families within existing state and local systems. In this way, CCDBG plays a critical role in ensuring young children are accessing the high-quality early learning experiences that support their healthy development and prepare them for kindergarten while their parents work or attend school.

Check out our sponsor, American Jewish University to find out how you can get the credentials you need to go farther in your ECE career!

To find out more about Persona Dolls and the AMAZEworks education programs, visit the AMAZEworks website

Facebook:

https://www.facebook.com/amazeworks,

Instagram: https://www.instagram.com/amazeworks1996/?hl=en

What is a persona doll?

It’s a (life-sized) doll that is brought into a classroom and becomes a member of that class. Persona dolls share stories, advice, and problems. 

Benefits of Persona Dolls:

Promote social skills through interactions.

Support social-emotional development through advice/problem solving/family stories.

Stories for each doll are researched and culturally accurate. A curriculum guide is included with each doll.

Dolls provide windows and mirrors (a way to discuss people that are like you (mirror) and those that are different (window)).

Ideally, the Persona Doll isn’t the only representation of that culture in the class. Make sure there are books and other representations of the culture in your classroom so there are many voices of that culture.

Don’t think you have the funds? Get creative! Start a ‘Go Fund Me’ page or another fundraiser. Persona Dolls and the healthy identities they foster are worth it!

Ann Gadzikowski:

Facebook: https://www.facebook.com/agadzikowski

LinkedIn: https://www.linkedin.com/in/ann-gadzikowski-263501132/

Twitter: https://twitter.com/AnnGadz

Instagram: https://www.instagram.com/anngadz/

Pinterest:https://www.pinterest.com/anngadz/

RESOURCES FROM THE SHOW:

“Young Architects at Play: STEM Activities for Young Children” by Ann Gadzikowski

Chicago Architecture Center

LEGO website

American Jewish University

SHOW NOTES:

Think of projects as VERBS (active) rather than nouns (people, place, thing).

Projects as verbs allow for depth and complexity.

Children are always in full-body, active play.

Think of big ideas as verbs too.

Think when observing play: “What’s fascinating/captivating about _____?”

Observe: What are their play interests?

Play schemas fit into verbs as projects because they are verbs.

Play Schemas: Transporting, Orientation, Enclosing, Transforming. For a full list, click HERE.

Watch for these play schemas to unfold to help focus projects.

Give purpose to the play schemas!

Respect the magical thinking of children.

Try! There is no wrong way.

RESOUCES:

Children’s Lively Minds, Deb Curtis

Play Schemas List and Descriptions

The Hundred Languages of Children: The Reggio Emilia Experience in Transformation