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I always thought that when a child had a meltdown/tantrum in front of me it was because they felt safe with me. Turns out that is not always the case! Coach's Column Paulette Maggiacomo August 13, 2020 Someone recently asked me if I was getting tired of continuing listening to the Transform Challenging Behavior Virtual Conference - after all, what could I possibly learn after being in the education field for 30 years? That is one of the advantages of being a lifelong learner, there is always something new and exciting to learn! This week’s newsletter focuses on The Brain and Behavior Integration with Samantha Moe. I had many “aha” moments. I always thought that when a child had a meltdown/tantrum in front of me it was because they felt safe with me. Turns out that is not always the case – sometimes it is the adult that is contributing to the meltdown/tantrum. This was the springboard for the discussion on two types of parenting styles which also can be attributed to teaching styles. When you look at the pictures, please note difference in the words authoritative and authoritarian. I apparently did not notice the difference at first and got confused. Anyway, when the balance of power is somewhat equal (meaning the child is able to have a voice and express their needs/wants) the child feels valued. This does not mean that the child can do anything they want all the time – that would be permissive, when the adult hands the power over to the child because they themselves don’t know what to do and never follow through. Also on the side of that beam is the authoritarian style where the child has no control what so ever – it’s my way or the highway! Think about which style best represents you and how it affects your classroom. I also learned about Decision Fatigue and how it has a big impact on young developing minds because they have less life experience. This is not to say that children should not be given choices, but to be careful that we are not asking them to make unnecessary ones. A perfect example of this is at lunchtime when children are tired and hungry. How many times have we asked them if they want each specific item and we get that glazed over look telling us that they can’t make a decision? Samantha refers to the Upstairs and Downstairs parts of the brain. The Downstairs part is the brain stem which activates the flight, fright, or freeze response. Here the child is unable to use their words to express themselves, their Upstairs brain or the prefrontal cortex has gone offline and they have flipped their lid. This is the time for the adult to be a mirror neuron for the child. If you reflect calmness and quietly breathe in front of the child, you will calm the fire in their brain, and they will reflect the calmness in return. Of course, you have to be calm in order to do this, which may require many deep breaths on your part. As early educators we walk a fine line between asking questions and making statements. Have you ever caught yourself saying: It’s time to line up, okay – Do you want to clean up? When saying this, we are giving a choice when there is none. When you rephrase it to: It’s time to line up – It’s time to clean up , it takes the question out and lets them know what is going on. Did you know that on average it takes a child 40 seconds to take in what you say and to change gears ? Some children may need longer to process what you have said. If a child says no, how can you use compassion to validate them? This is where our Conscious Discipline language fits in so nicely, "You were hoping to keep playing, it is time to go outside. It’s hard, breathe with me, you can do it." "No Steven, I said no Steven , did you not hear me Steven - I said no, what part of no do you not understand Steven , for heaven’s sake Steven knock it off, I told you to stop that Steven , why can’t you follow my direction Steven, STOP IT Steven." ...How are you feeling right now if you are Steven? A recent study came out that said by the time children are toddlers they receive a stern directive or correction every nine minutes ! Step back and reflect on if you use negative instructional statements such as these or if you incorporate more positive instructional statements that guide your children. One of the biggest sources of concern right now is the effect of screen time on a child’s meltdown/tantrum. When a child is watching the cartoon, voices with their high pitched sounds, the bright colors, and blue light excites the brain and creates adrenaline within the brain. The child becomes over stimulated. This is why the American Academy of Pediatrics recommends that children have no screen time for 2 hours after waking up and no screen time for 2 hours before going to bed . How in the world is that ever going to happen? Parents are rushed in the morning and will do just about anything to get out the door. The same thing happens when they return home and have to get dinner ready, etc. Can you imagine telling a parent that they have to follow this? Samantha suggested looking for opening when you are talking with parents. For example, if a parent tells you how hard it is in the morning, you could tell them that you recently learned the recommended guidelines mentioned above. A child’s brain is remarkable and how wonderful is it that we are a part of its journey. Early educators have a tremendous responsibility – work hard and sparkle as I know you can. Until next time, I wish you well. Back to Coaching Back to Newsletters

Our training focused on teaching what we practice, how Conscious Discipline starts with us. Coach's Column Amanda Gooch September 1, 2025 I hope you all had an incredible day of Conscious Discipline training with certified master instructor Angela Fraley. You should have all left feeling ready to start the school year strong with proactive strategies for setting up your classroom for success. Our training focused on teaching what we practice, how conscious discipline starts with us. Together we explored the science of the attachment system. We learned the foundation of safety and trust wires young brains for cooperation, attention, impulse control and learning. We also discovered how the brain makes sense of events, relationships and the self, and how adults play a crucial role in this process for children. Finally, we discovered the importance of connection. Optimizing time together with healthy connections allow both the adult and children to be more present and better able to handle the day's challenges. One of our favorite parts of the training was when we dove in deep on optimizing connection moments by utilizing dace-to-face connection and playful moments through baby doll circle time. This structure provides the opportunities for children to "relive" the connection moments with adults as they reenact those moments with the baby doll. To learn more about baby doll circle time and discover the research that show how secure adult-child relationships are a prerequisite for healthy child development, click on the following link to hear from Conscious Discipline's own Dr. Becky Bailey. Conscious Discipline Wishing you all the best, Amanda & Todd Back to Coaching Back to Newsletters

From "Oops" to "A-ha!" Coach's Column Amanda Gooch December 1, 2024 We had such a wonderful and reflective time at our last professional development day. We welcomed Dr. Maleka Donaldson, Assistant Professor of Education and Child Study at Smith College, as she presented "The Power of Mistakes: Creating a Positive CLASSroom Climate." We celebrated learning from mistakes by encouraging children to embrace mistakes that lead to new learning experiences, we developed strategies for a positive and supportive classroom culture and reflected on personal experiences as learners and teachers as we continue to connect theory with practice. The workshop highlighted several important points. Including the understanding that although there are numerous ways to learn, when we make mistakes and receive corrective feedback, we are able to help learners avoid future errors. To build children's comfort with making mistakes, it is important to pay close attention to the language used when mistakes occur. What steps can teachers take in the classroom? Key themes include: Offer differentiated responses to mistakes Build a positive community-focused mistake culture Promote and facilitate self-correction Make adjustments to instruction Manage outside influences "The greatest mistake you can make in life is to be continually afraid you will make one." - Elbert Hubbard Wishing you all well during the holiday season, Amanda & Todd Back to Coaching Back to Newsletters

Conscious Discipline's 5 Steps for Self-Regulation Coach's Column Paulette Maggiacomo May 1, 2021 As I was attempting to write this newsletter, I simply couldn’t put my thoughts into words and I had an ‘aha’ moment. I reflected on Kim Hughes’ presentation on Feeling Your Feelings - How to Get Unstuck with Conscious Discipline and I followed the 5 Steps for Self-Regulation she focused on: I AM: My body was telling me that I was angry by my clenched teeth. I CALM: I allowed myself the time to sit with this emotion and let it bubble up to the surface by being a STAR (Smile, Take a deep breath – or as many as needed, And Relax) . I allowed myself that moment of self-care that is so important to help us get unstuck. I FEEL: I realized that I wasn’t angry, but rather I was frustrated. I CHOOSE: By naming the feeling I was able to ‘Name it, Tame it, and Reframe it’ and move towards feeling optimistic. I SOLVE: I then was able to take responsibility and take action – hence (I just love that word) my thoughts became my words. As they use to say on the television show, The A-Team, “I love it when a plan comes together!” By effectively using this process I internalized it and can now model for others. As Kim said, “We can’t teach skills that we do not have.” If we are going to teach children how to self-regulate, we must be able to do it ourselves. We can either catch their crazy or download calm and be a STAR. In order to be a STAR, we must be aware of our triggers and remember that “no one can drive you crazy unless you give them the keys.” Use D.N.A. to help the children recognize their feelings: Describe: “Your (eyes, mouth, face, arms) are going like this....." Pause: When you have eye contact, download calm by breathing Name: "You seem_______________________" Acknowledge: "You wanted _____________________" or, "You were hoping __________________" Kim stressed the importance of allowing yourself the luxury, not the necessity, of self-care. You cannot give what you do not have. I know it feels overwhelming to find the time – you can do it, you must do it! Turn off those electronics (I was embarrassed when my phone notified me of how much time I spent on it, and no I was not just talking to people), lock yourself in the bathroom and savor that piece (or pieces) of chocolate, take that walk, but please, I implore you to find the time. You matter!!!!! As our year comes to a close, I would like to thank each one of you for your commitment to early childhood education. During this unprecedented time in our history, you have been the ‘Safe Place’ for the children entrusted into your care. You are indeed a Superhero. THANK YOU. Until next time, I wish you well, Paulette Back to Coaching Back to Newsletters

Ready for Stream | Dr. Dan Gartrell | Ready for Stream January 2019 Handout (PDF) Back Dr. Dan Gartrell

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Conscious Discipline is a journey and filled with many ‘oops’ moments. The goal is to continue on the path no matter how many curves may come our way. Coach's Column Paulette Maggiacomo May 2, 2022 Did you feel that whoosh of air that blew into Vero Beach on the Saturday, the ninth of April? That was Kim Jackson, Master Instructor from Conscious Discipline who joined over 125 early educators to explore how to implement Conscious Discipline practices in the classroom and to reflect on where each individual educator is on their Conscious Discipline journey. Kim asked us to truly reflect on how we practice Conscious Discipline. Is it done with fidelity? Are we able to: Compose ourselves before we engage with our children? Are we aware of our triggers and are then able to implement the Five Steps to Self-Regulation (I am, I Calm, I Feel, I Choose, I Solve)? Do we suspend judgement and notice using DNA (Describe, Name, Acknowledge)? Do we use MRI (Model, Respond, Instruct)? Most importantly, do we calm ourselves before we approach a child in need? Conscious Discipline is journey and filled with many ‘oops’ moments. The goal is to continue on the path no matter how many curves may come our way. This leads us to the Post Test that you all completed. Let’s look at the three questions that proved the most challenging: Brain Smart Start consists of the following four components: Activity to Unite (morning welcome song), Activity to Disengage Stress (breathing), Activity to Connect (I Love You Ritual), and the Activity to Commit (Safekeeper Routine). Remember that these activities should be incorporated all day long. In order for change and transformation to occur, we must accept the moment as it is and embrace it; this is the prerequisite needed. The Power of Love and Skill of Positive Intent integrate the two hemispheres of the brain so that we can achieve short-term goals. This allows us to see the best in others and create teaching moments when there is conflict. We are very proud of you and thankful for all that you do for the children entrusted into your care! In closing, here is a special message from Kim: Let your light continue to shine brightly. You’ve got this! Wishing you well on your continued journey. Love, Kim Jackson Until next time, I too am wishing you well, Paulette Back to Coaching Back to Newsletters

Childcare Resources Early Education Coach activity videos. Coaching Videos Handwashing Dancing Raisins Fireworks

Trauma-Informed Practices to Benefit All Children | Dr. Peg Oliveira | Gesell Institute at Yale Trauma-Informed Practices to Benefit All Children January 2021 Handout (PDF) Back Dr. Peg Oliveira Gesell Institute at Yale

Literacy in early childhood classrooms Coach's Column Amanda Gooch October 1, 2025 Childcare Resources is happy to present our next workshop this Saturday, October 4th . Tracie Wieczorek and Lesley Jennings from Teaching Strategies will be here to explore Embracing the Science of Reading in our Early Childhood Classrooms . Together, we will compare and contrast instructional practices for teaching reading. We will identify the five pillars of literacy in early childhood classrooms. Finally, we will develop plans to incorporate language development and literacy learning in the classroom environment. If you would like to learn more about Teaching Strategies and the organization's role in Early Childhood Education, click here:Teaching Strategies Our next fall early childhood educator workshop will take place on Saturday, November 15, 2025. We welcome Dr. Peg Oliveira from the Gesell Program in Early Childhood at Yale Child Study Center as she presents, Learning to Play, Playing to Learn . Discover the joy of learning through play. Together we will learn how play supports children's cognitive development and explore play as a spectrum. We will examine how play fosters learning and peer connection. We will also uncover the benefits of play on executive function skills in early childhood education classrooms. To learn more about Gesell at Yale program in Early Childhood, click here: Gesell at Yale Program in Early Childhood Wishing you well, Amanda & Todd Back to Coaching Back to Newsletters

Let’s make some fireworks using water, oil, and food coloring Coach's Column Paulette Maggiacomo July 1, 2020 Happy birthday America! Let’s make some fireworks using water, oil, and food coloring….it’s fun, easy, and safe. What could be a better way to celebrate our country! Back to Coaching Back to Newsletters

Emergent Literacy | Cynthia Raso and Meredith Osborne | Smithsonian Early Enrichment Center Emergent Literacy November 2019 Handout (PDF) Back Cynthia Raso and Meredith Osborne Smithsonian Early Enrichment Center *This workshop did not have an associated handout*