Aligning our Professional Values – Early Childhood Inclusion

Throughout your career, you have most likely been challenged to evaluate your beliefs and practices. This is an excellent practice; one that has hopefully helped you grow as a professional. One of the most common opportunities early childhood educators have to grow as professionals arises when working with children with special needs.

Having trained thousands of early care and education professionals, often on topics related to special needs, I understand that very few topics cause as much apprehension as the possibility of working with a child with special needs. On all but the rarest of occasions, this apprehension has be alleviated through knowledge and understanding of specific disabilities and instructional strategies. Which makes sense – the more information you have, the more confidence you have in your abilities.

But even before we dig into the specific strategies to use to support children in the classroom, we have the opportunity to examine our personal and professional beliefs about working with children with disabilities. One powerful resource we can use to prompt this examination is the official definition of early childhood inclusion, provided in the Joint Position Statement of the Division for Early Childhood (DEC) and the National Association for the Education of Young Children (NAEYC):

Early childhood inclusion embodies the values, policies, and practices that support the right of every infant and young child and his or her family, regardless of ability, to participate in a broad range of activities and contexts as full members of families, communities, and society. The desired results of inclusive experiences for children with and without disabilities and their families include a sense of belonging and membership, positive social relationships and friendships, and development and learning to reach their full potential. The defining features of inclusion that can be used to identify high quality early childhood programs and services are access, participation, and supports.

Without getting into the jargon, regulations, and laws associated with supporting individuals with special needs we can ask ourselves the following questions:

  • Do I believe in the RIGHT of every child, regardless of ability, to participate as full members of families, communities, and society?
  • Do I believe that all children deserve a sense of belonging and membership?
  • Do I believe that all children deserve positive social relationships and friendships?
  • Do I believe that all children deserve to develop and learn in order to reach their full potential?

Through this reflection, we can align our professional values to the spirit of early childhood inclusion. With those values firmly in place, we can move forward in our efforts to support all children, regardless of ability. When we struggle, we can remind ourselves of these values and beliefs. When we succeed, we reinforce these beliefs, increase our competence, and act as a powerful inspiration for others!

Share with us your inspiring stories of creating inclusive environments in the comments below.

New Course from CCEI on Building Social and Emotional Competence

ChildCare Education Institute® (CCEI), an online child care training provider dedicated exclusively to the early care and education workforce, is proud to introduce SOC107: Building Social and Emotional Competence to the online child care training course catalog.

As an early childhood education professional, it is important for providers to recognize that responsive relationships are essential for providing effective, meaningful guidance and care. These relationships exist between the provider and each child, along with the child’s family. To build a responsive relationship, the ECE professional must identify and respond to individual needs and interests. Responsive caregiving is based on not only recognizing the individuality of each child, but also honoring it through interactions with each child.

Identifying and responding to children’s needs is one of the most important roles early childhood education professionals perform. Not just physical needs (hungry, thirsty, tired), but also the children’s social and emotional needs. At times, these needs may be challenging to identify, especially when children are young and have limited language skills. Without adequate language and other coping skills, young children’s behaviors are likely to be driven by their emotions. The goal of this course is to help providers figure out ways to focus less on the behavior itself and more on what is causing the behavior. That’s really what responsive relationships are all about.

This course explores how social and emotional skills develop over time and ways that early childhood education professionals can use their understanding of this development to create an environment that supports children’s individual needs. Participants will learn recommended strategies and practices for supporting the development of social emotional skills, with the intended goal being a reduction in negative behaviors related to emotional reactions and social conflicts. Children will be exposed to new strategies that will help them build their skills in the area of social and emotional development, which will support the development of relationships and feelings of competence and self-confidence.

“Healthy, positive social-emotional development could make all the difference in a child’s life, and the path to that outcome is paved with strong adult-child relationships and meaningful conversations,” says Maria C. Taylor, President and CEO of CCEI. “Building relationships and promoting language development are the two enduring themes early childhood education providers should carry away from this course.”

SOC107: Building Social and Emotional Competence is a two-hour, beginner-level course and grants 0.2 IACET CEU upon successful completion. Current CCEI users with active, unlimited annual subscriptions can register for professional development courses at no additional cost when logged in to their CCEI account. Users without subscriptions can purchase child care training courses as block hours through CCEI online enrollment.

For more information, visit http://www.cceionline.edu or call 1.800.499.9907, prompt 3, Monday – Friday, 8 a.m. – 5 p.m. EST

Helping Children Develop a Healthy Relationship with Food

This November, the CCEI newsletter and no-cost trial course are all about promoting nutrition and healthy eating habits. So many of the habits we have as adults were established when we were young children. Early care and education providers have a great opportunity to teach children about healthy options and to establish healthy habits at an early age.

Beyond making the healthy choice between a bag of chips or an apple, ECE professionals also help children develop healthy relationships with food. They do so through the messages they send children about food during interactions as well as modeling signs of healthy relationships as well.

Here are a few practices that caregivers can put in place that will help children develop a healthy relationship with the food they consume:

Teach children to listen to what their body is telling them about their hunger.

  • Often, children are forced to eat, even when they are not hungry. Children go through periods when they have small appetites, or they feel hungry at times that do not align with our scheduled meals and snacks. Be prepared to meet the needs of children if you notice changes in their appetites.
  • Our bodies send messages that we are both hungry and full. Talk with children about how your body feels when you are hungry and when you are satisfied. Encourage them to pay attention to the sensations in their bodies during meals and snacks.
  • Don’t force children to eat if they are not hungry. Don’t risk the stress and emotional damage that forcing a child to eat can cause. Offer a variety of foods so that if a child does not like one of the foods offered, they can eat more of another option for proper nutrition.

For more information, visit:

https://www.healthychildren.org/English/healthy-living/nutrition/Pages/The-Clean-Plate-Club.aspx

https://www.psychologytoday.com/blog/parenting-your-preschooler/201403/should-you-force-kids-eat-their-broccoli

Never use food as a reward or punishment.

  • Withholding food in an early childhood is a form of neglect (defined as failing to provide for a child’s basic needs) and should never be practiced in a child care setting.
  • Remember the base of Maslow’s Hierarchy of Needs? The basic need of every human being includes consistent, unconditional access to food and water. Children who’s basic needs are not met or are inconsistently met have difficulty feeling secure and building relationships with others.
  • Punishing children by withholding food can send a message that children are not worthy of food. It also causes insecurity around food that could lead to binge eating, hording food, or refusing to eat.
  • When we reward young children with food, especially sugary treats, we risk sending the message that when you do well in life, you deserve a treat. This can lead to overeating or even instances of children depriving themselves of food when they make mistakes or struggle with tasks.
  • Using food as punishment and reward can create patterns of behavior that follow a child long into adulthood as they struggle with issues of self-worth and emotional eating.

For more information, visit:

https://www.urmc.rochester.edu/encyclopedia/content.aspx?ContentTypeID=160&ContentID=32

https://www.webmd.com/parenting/features/why-praising-kids-with-food-doesnt-work#1

Other things you can do to model a healthy relationship with food:

  • Eat slowly.
  • Chew your food thoroughly.
  • Talk about the delicious foods you are eating and how they are benefiting your body.
  • Talk about the appropriate portion sizes that you are enjoying. Use MyPlateresources to help children learn how to build a healthy plate of food.
  • Avoid eating foods right out of the bag or box. Pour a few crackers on your plate to model an appropriate portion size. If you are eating foods from a bag, close the bag and say, “That’s all my body needs right now.”
  • Practice everything in moderation. It’s OK to have an occasional sweet treat as long as it is balanced with an overall healthy diet of vegetables, fruits, grains, dairy, and protein.

For more information, visit:

https://www.huffingtonpost.com/2014/04/17/healthy-relationship-to-food-habits_n_5107037.html

Visit CCEI’s Facebook page and share your thoughts on this subject.

CCEI Offers No-Cost Online Course Examining Nutrition and Food Service in the Child Care Setting

ChildCare Education Institute® (CCEI), an online child care training provider dedicated exclusively to the early care and education workforce, offers CCEI530B: Nutrition II: Nutrition and Food Service in the Child Care Setting as a no-cost trial course to new CCEI users November 1-30, 2017.

Millions of children get a significant portion of their daily nutrition from meals they receive in child care facilities. Many children spend eight hours or more in a child care setting and receive as much as 70% of meals while away from home. Unfortunately, current research has documented a number of problems with the nutritional health of children. As a result of poor nutrition and decreased levels of exercise, the occurrence of childhood obesity has doubled in the last 20 years. According to a report from the Centers for Disease Control, it is estimated that 15% of children under the age of six are overweight. The problem of obesity is worse for children in day care. The Journal of the American Medical Association estimates 32% of children in government subsidized child care are overweight.

It is clear that child care professionals have a responsibility to improve nutritional policies to support the children in their care. Training for nutrition, food safety, and child development is essential for teachers. Research has shown that teacher training has a direct impact on the quality of nutrition and health in environments for children. This course examines proper food service methods to be implemented in the childcare setting. Upon successful completion of this course, students should be able to define a food and nutrition policy for a child care center, list steps to reduce choking hazards, and explain proper food preparation and food storage methods for an early childhood environment.

“This course contains essential knowledge for center directors, teachers, and food service staff about the importance of proper nutrition during childhood, as well as safe, educationally valuable food service strategies,” says Maria C. Taylor, President and CEO of CCEI.

CCEI530B: Nutrition II: Nutrition and Food Service in the Child Care Setting is a one-hour, beginner-level course and grants 0.1 IACET CEU upon successful completion. Current CCEI users with active, unlimited annual subscriptions can register for professional development courses at no additional cost when logged in to their CCEI account. Users without subscriptions can purchase child care training courses as block hours through CCEI online enrollment.

For more information, visit www.cceionline.edu or call 1.800.499.9907, prompt 3, Monday – Friday, 8 a.m. – 5 p.m. EST