Here's To The Heroes

After 9/11, I had to begin implementing “lockdown drills” with kindergartners. We would hide in a closet with the lights off until the designated person from the outside had come to let us out. I don’t remember the things we thought of to say to reassure them, but I do remember their wide eyes, their hands and nails squeezing me in the dark, and the panic that always climbed up my throat even though I knew this was just practice. I remember that we were supposed to be so quiet and there was always that one child who couldn’t stop chattering.

That was always the child who needed to be hugged the longest and hardest when we were back out in the light.

Those were the days when we were called upon to really think what lengths we would go to to protect our students. After Sandy Hook, we began to practice “active shooter drills” in a different way. I remember a police officer, who has since been slain, telling me that all I needed to think about now, rather than scrambling to cover the windows and lock the doors, was finding a way to get the children out and having them run. Rather than locking down, rather than hiding (although hiding was still to be encouraged in some circumstances, and locking down was still something to remember the steps for), the best thing to do would be to flee.

I was working with infants and toddlers at the time. I visualized pushing open the heavy back door that led to an alleyway where the rats liked to linger at night and waving my little friends who were capable of crawling and walking through. I imagined telling the tiny people who spent all day clinging to my legs and following me from place to place, “Run! Go!” I knew they wouldn’t. It became a question of how many I could carry at one time.

It’s safe to say that almost every teacher would take a bullet for their students. I surely would.

Several years ago, the hill across from my work burst into flames. We had to evacuate the school, notifying each family individually and waiting for each child to be picked up by an authorized adult. There was one family that couldn’t be reached and so I kept their infant in my classroom and eventually, his preschool-aged sister came to join us. It was my responsibility to stay until everyone was gone, so I watched the smoke and tried calling the family again and again. Just as I was hoisting the emergency backpack onto my shoulders in preparation for walking to our backup meeting spot, the children were picked up. As I walked to my car, a firefighter said, “You really need to go.” 

Now we’re tasked with checking temperatures, listening carefully to coughs, somehow wiping things down and washing things off more than we ever did (and it’s all we did sometimes). We’re tasked with doing our best to keep six feet of distance between bodies while still feeding babies, comforting crying toddlers, reading stories, changing diapers, and applying sunscreen. 

And, you know what? I can’t wait! I can’t wait to hug those little bodies and get back to exploring the world together. I am not fully myself until I’m engaged with my students. This is simply to say that I never set out to be a frontline worker. I’m not a very brave person by nature and I don’t wear a badge or save lives on a regular basis (don’t worry about choking, I’ve got your back). I just want to teach. I’ve always considered caregivers of all sorts to be the most essential of essential workers -- I mean, where would we be without them? -- but my hat is really off to the childcare programs that have been open from the beginning of this pandemic through now. You’re amazing.

These unsung heroes not only set aside their fear for themselves and their families but worked to find the necessary supplies to do the mandated cleaning. They monitored and followed the ever-changing regulations and recommendations. They gave the frontline heroes peace of mind, knowing that their children were safe and engaged, to focus on the work of literally saving lives and keeping us all fed. These caregivers, so long dismissed as “babysitters,” keep the wheels of our world turning and we all owe them a debt of gratitude.

The Skill of Patience

Note: During the COVID-19 crisis, we are sharing original content with our community via social media in an effort to support families at home with their young children. We are republishing some of this content on our blog.

All of us have a great opportunity to practice patience right now. It’s not easy, is it? Patience is something that the majority of adults struggle with and this struggle trickles down to children. Young children do not yet have the ability to self-regulate and they rely on their caregivers to co-regulate. They are in tune with all of our responses and they need the adults in their lives to support them in calming down, focusing, controlling impulses, and learning what skills like patience look and feel like.

Self-regulation and patience are some of the most important components for success in school and society, but sometimes we don’t allow young children to truly practice these skills. As adults, we likely don’t spend enough time actively, consciously practicing these skills ourselves. 

Stress and anxiety make practicing patience so challenging. It’s important for adults to understand the physical, chemical response to stress and what can be done to support healthy self-regulation. Patience is something that should be practiced regularly, along with mindfulness and gratitude, so that during times of stress we have a set of tools to take out. It’s an ongoing process and requires a certain level of grace. Consider the value of modeling being kind to yourself and extending grace to others. What a wonderful world we can create together.

Here are some ways we can all practice patience:

• Wait for things. Your child can usually wait a little bit longer for something than feels comfortable. The discomfort of waiting is something that we need to sit with. What this looks like for older infants and young toddlers is simply taking your time to prepare what they need, whether it’s milk or a snack or a diaper change. It’s talking them through each step you take and consciously slowing yourself down as you tend to them. It’s trying your best not to rush through routine care. It’s saying out loud, “You’re waiting for me to get this ready. It’s hard to wait, isn’t it?” (Note that your expectations must remain appropriate and we are talking seconds to a minute, not prolonged periods of waiting. This is something to be built on over time for children who feel secure in having their needs consistently met.)

• Be conscious of your own behavior when you are waiting -- whether you’re waiting for your child to put their shoes on, waiting in line at a store, or stuck in traffic, do your best to remain aware of your words and body language. Consider those moments of impatience are an opportunity for developing skills in yourself and your child.

• Model a positive attitude. “Fake it ‘til you make it,” and model the deep well of patience you want a child to develop. Talk through small problems out loud or even say out loud, “It’s so hard to wait. I don’t feel like waiting right now but I need to take a breath and be patient.”

• Say it out loud. It’s okay to have your child wait while you finish something, and it’s increasingly easy for them to do when you’re clear about what your expectation is. “I’m going to take two minutes on my phone to send this email and then I’m going to get you a snack.” Even when you don’t think an older infant or young toddler understands your words or the time table, say it out loud.

• Avoid distractions. You don’t always need to have something else to do while waiting. Sometimes it’s okay to simply wait and to sit with that discomfort. Have some ideas for what you can do while waiting that don’t involve screens or toys. You can recite a poem or sing a song. You can count something nearby. You can envision your happy place inside your own mind. 

• Be aware of time. “Two minutes” can mean anything between thirty seconds and ten minutes. If you have trouble keeping track of literal time, set a timer so that you and your child can both see the countdown. Supporting this awareness is important for both of you.

• Practice mindfulness each day both by yourself and with your child. Learn to focus on your breathing and consciously slow down. Mindfulness is a skill that is invaluable and even young children can begin a mindfulness practice with support from their caregivers. The more you exercise these muscles, the stronger they will become. (Not sure where to begin? Try starfish breathing: https://vimeo.com/410207426)

• Play games and do activities that encourage patience, like cooking and baking, gardening, and turn-taking. Remember that building on a skill requires keeping expectations realistic.

• Recognize and talk about patience out loud. When your child has waited for something, acknowledge it to them! When you have waited for something, talk about the challenge and how you managed it.

• Practice gratitude. Along with mindfulness, an attitude of gratitude is something that will be of lifelong value to children and it’s never too early to start. Cultivating an attitude of gratitude in young children includes four components: noticing things to be grateful for, thinking about why we have those things, recognizing how we feel about those things, and doing something to express appreciation. Here is an example of this is practice: “I notice how happy you are to have blueberries with your breakfast! Dad got them at the store because he was thinking about how much you love them. They are delicious, aren’t they? It makes you feel good when you taste a juicy blueberry. Let’s tell Dad how much you love them and love that he brought them home.”

Remember that your goal as a parent and whole human should never be perfection, but simply to do your best every day. Please share with us how you’re helping yourself to be patient during this unique time and how you support your child in waiting. Let’s help each other. We can do this.

Developing Memory

Note: During the COVID-19 crisis, we are sharing original content with our community via social media in an effort to support families at home with their young children. We are republishing some of this content on our blog.

One of the skills that young children work on every day with us at school is developing their memory. As children develop their memory, they develop a sense of identity and are able to organize their thoughts and routines. Memory helps children to understand experiences and expectations in the world around them. Memory is one of those crucial skills that can easily be overlooked or underappreciated but is actually so critical to learning!

Here is one of the other great things about this skill: parents and family members are helping it to develop all the time without even realizing it!

During this time that we have had to be separated from our normal routines, supporting the memory development of young children can also be a way to support their resilience. One simple idea is to create a photo box with them. Print or collect some photos of the people your child loves. Ask them for their input and have them help to select the photos that will go in the box. When you build this collection (give yourself and your child some time to work on this project), sit with your child and talk about the family and friends who are featured inside the box. Share memories of each one. Talk about what you love about them. You can also add photos of experiences that are special to your child and then support them in reflecting on the fun they had.

In the classroom, we display photos of the children, our animals, and experiences that we want them to reflect on, like times that they were especially compassionate or moments when they accomplished something new. The children can spend a long time looking at the photos and talking about who's who and what they remember.

Fostering their memories in this way helps to support their language development, their imaginative play (they often want to recreate experiences or add something new and play with the details), and also helps to encourage desired behaviors as we reflect on the positive things they have done.

Friendships During Social Distancing

Note: During the COVID-19 crisis, we are sharing original content with our community via social media in an effort to support families at home with their young children. We are republishing some of this content on our blog.

The relationships that young children construct with peers are endlessly fascinating to observe. In a single hour, like a fly on the wall, you will witness the most beautiful tenderness, pure comedy, utter devotion, and impatient dismissal or outright hostility you can imagine. Young children ricochet off of one another and are then almost immediately drawn back together like magnets. Many adults have a rose-tinted view of young children’s social lives and circles, believing that any and all children can “play together” with ease. We do children a disservice when we sanitize and romanticize their real feelings and inclinations. Their relationships in childcare and at school are as tangled, diverse, and hot and cold as the relationships that adults build with colleagues. Children are not learning to be whole humans and waiting for life to begin -- they are complete people with rich lives, opinions, and deep feelings just like your own. The difference we observe is simply in the expression.

I think what teachers really mean to say when they tell children things like, “We’re all friends at school!” is that while it’s okay not to be “friends” and while we know that not everyone is truly friends with each other, the expectation is that you be “friendly.” And that’s reasonable and appropriate and one of the important functions of preschool: learning to interact in pro-social ways even when it’s hard and even when it’s messy.

Because we value and respect young children’s authentic relationships, we know how difficult it is for them during this time of social distancing. They truly miss their friends and peers. It’s very confusing to not be able to be together like they are accustomed to. How can we support them and nurture their connections during this time? The most important thing we can do is to talk about their friends and support children in thinking about their relationships. This can be a source of great joy: sharing memories of things that friends love to do together or places they have been. Use photos or videos of shared experiences to prompt this kind of thinking. Share things that you know and remember about their friends: “They really love to swing!” “Purple is the color they like the best.” “They build such tall towers.” Ask questions about their friends: “I wonder if they would like this kind of sandwich.” “What do you think they would do with this toy?”

During social distancing, we can send things to our friends in the mail (support the USPS!), including drawings or letters. Even toddlers can dictate a few words for their friends. Another fun way to connect is to print a photo of a child with their friend, write down what they say about the memory, and send it to the friend. We can also drop things on doorsteps or wave to one another from cars. For some children, this is helpful and strengthens their feeling of connection, but keep in mind that for some children it’s confusing and even painful.

We can make plans during this time, as abstract as it may be. “Let’s make a list of things we’ll do with your friend when we can get together again.” Make the list as fanciful as you wish! Maybe you will find that there are things on the list that can be accomplished in a different way while apart.

Finally, technology is a tool that can make it easier to keep in touch. Some simple ideas for brief video playdates include a pajama party (young children love to see one another’s pajamas), snacktime (likewise, they love to see each other eating!), sharing a favorite toy, reading a book together, showing off a pet, singing a favorite song, or even just smiling, waving, and blowing a kiss. Sometimes all they need is to see one another’s faces.

Connection

Note: During the COVID-19 crisis, we are sharing original content with our community via social media in an effort to support families at home with their young children. We are republishing some of this content on our blog.

“Connection is why we’re here; it is what gives purpose and meaning to our lives.” - Brene Brown

We’ve all heard that the days are long and the years are short with young children, but never has this been more resonant than during the long days of the COVID-19 pandemic when families are sheltered together at home. Some parents are working from home while balancing the needs (and demands and overwhelming emotions) of their children. No matter your life circumstances right now, everyone is feeling a little frayed at the edges. We truly believe that everyone (everyone!) is doing their best, yet the majority of parents are questioning themselves, doubting their emotional reserves, and feeling that they are coming up short.

At Nature’s Explorers, we’ve been vociferously championing the work that parents are doing not to give an unearned gold star to drowning grown-ups, but because we KNOW that YOU are doing everything you need to be doing right now, based on the science. The fact is that the number one thing your children need right now is the very same thing that you yourself require as a human being: connection. And you’re doing that. You’re providing the same consistent routine care that you always have. You’re doing it All The Time.

Human connections are rooted in the small, mundane routines of daily life. Those moments of intentional attention and care, like changing a diaper, wiping a little face, hugging a small body to yours first thing in the morning. When you feed your child for the millionth time today and repeat the silly phrases that make them smile, you’re feeding the human connections that keep them safe and grounded. Beat by beat, step by step, every single day you are laying the groundwork for the neural superhighway that wires them for life.

The most impactful connections don’t happen through elaborate Pinterest activities but through the most mundane and predictable moments in everyday home life. We KNOW that YOU are doing exactly what your child needs you to do right now because you are there. You’re in it together. You keep showing up each day with a smile for the light of your life.

What we learn again and again as teachers is that when it comes to building connections, you don’t have to be perfect. You don’t have to match an image that you’ve created in your mind for what a Teacher is. You have to be authentically, openly YOU. And this goes double, triple, quadruple for parents at home. You are doing the most important thing you can possibly do by being there, by being together, and by showing your child your strength and your vulnerability.

You are doing the hard work and the heart work of connecting with your children every single day when you: listen to them, hold them, smile at them, sing to them, help them, share a feeling with them, share a memory with them, watch them, respond to them, and read to them. Have you done any of those things today? OF COURSE you have. Because YOU are doing exactly what your child needs right now.

We couldn’t be more proud of you and we can’t wait to give you the big hug you’ve earned. Keep going, Parents. You’ve got this.

Encouraging Independent Play

Note: During the COVID-19 crisis, we are sharing original content with our community via social media in an effort to support families at home with their young children. We are republishing some of this content on our blog.

When toddlers and young preschoolers are at school, they engage independently in a wide variety of tasks, games, and activities. In our play-based program, we set up some provocations each day, inviting open-ended exploration. This means that we make items available and we arrange them purposely in a way that looks inviting to the children (based on what we know of the children in our group), but we don’t suggest how they engage with the items. We leave their play up to them and we observe them as they work, in order to understand more about them and their learning. 

To be very clear: we rarely *play with* the children. We have work to do as adults and we respect the work that they need to do as children. We’re together all day and our ideas and observations frequently overlap and scaffold one another, but we don’t sit down together with toys very often.

Most often, we set up provocations and we never mention anything about them to the children. We simply wait for them to happen upon them. Most recently, we brought out some egg cartons and fruit containers. We had the idea that the children might like to use these items for sorting, as they had been very busy collecting rocks and lining them up or arranging them in different ways. We left these new items in the yard and waited to see what would happen. 

Without instruction or direction from us, the toddlers spent over an hour on the first day collecting more rocks and placing them carefully into the cups of these containers. They collected HUGE rocks and tried fitting them into each cup before saying quietly, “Too big,” and set them aside. They filled some cups with multiple small rocks before going back and re-sorting them to ensure each rock had its own cup to nestle in. They found leaves and woodchips that they placed around each rock as a kind of packing material.

We were nearby, observing. From time to time a toddler would hold up a rock to show us and we would say, “Oh, you found another rock,” or, “I wonder what you’re planning to do with that one,” and they would smile and resume their work, reassured that we were close to them and interested in them.

Sometimes as adults who have read about children’s learning and development (because how can we escape doing so these days with social media and parenting blogs), we feel an urgency to fill children’s space with our language. Rich language. Sophisticated language. Words, words, words! We know this helps children to develop their optimal brains because dozens of articles have told us so. And yet, there is so much value in quietly stepping back and allowing your child to fill the space on their own. Let them work to fill their time with their own ideas -- you’ll frequently be dazzled by observing their thought processes. 

We live crowded and noisy lives, with toys that beep and sing and light up to entertain children. Phones that buzz and ping to distract parents. TVs humming in the background. It’s difficult for the youngest children to drown out these distractions and it’s not long before they’re wired for the continual stimulation that leads to over-stimulation and an inability to sit quietly with their own thoughts. 

Many children reach a stage where they insist upon entertainment and interaction whenever there is a pause in activity. “Look! Watch! Hey!” they repeat. What they’re saying is, “Be with me,” and, “I’m uncomfortable being alone!” It’s important that we fill children’s buckets with our love and attention -- paying attention to them carefully and without our eyes glancing away to something distracting. Pay meaningful attention to the moments that matter to them and little by little they will feel fulfilled and have less of a craving for continual reassurance that you’re there with them. 

It’s also important to be honest with them. At school, we had a toddler who demanded, “Watch this. Watch me. Watch me do this,” over and over. We sat down near them and said, “What did you want to show me?” We watched. Then we said, “I see you doing that. You’ve done it many, many times. It must feel good to do that. I’m all done watching now and I’m going to go work over there,” before walking away. The child moved on independently to a task that was more engaging to them.

Some children are independent in their play and activity from day one. Others require much more interaction from peers and adults. It’s their personality and it can fluctuate day to day, depending on what’s happening in the world around them. We all recognize these differences in adults and we say, “They’re such an extrovert!” or, “She’s introverted.” Sometimes anxiety or other issues manifest as a desire for noise or distraction. Meditation can be a helpful tool, even for young children.

Some children have had less experience with engaging independently at home. Some quick tips to help in this process include:

• Give your child some options for tasks to do close to you. For example, if you’re washing the dishes, give them a bowl of water, a sponge, and a towel.

• Take away half or a third of the toys they rarely engage with (start with the ones that make noise, if you need a starting point) and arrange what’s left behind in a new way.

• After your child has gone to bed, take five minutes to set up a “provocation” for the morning - park their cars in an empty box and leave a length of pipe or gutter nearby.

•  Wrap their baby doll in a blanket and leave a cup and spoon nearby. 

• Line up their animals in a row (the appeal of toys lined up in a row cannot be beat).

• Sort a small pile of Legos by color or size and leave the rest in a bowl or basket.

• Set out a handheld mirror and several hats and scarves.

• Leave something unexpected in the middle of the room, like a big empty box or a bowl of flowers and leaves. Understand that the simplest things are the most engaging.

Then observe. Quietly :)

https://www.janetlansbury.com/2013/05/stop-entertaining-your-toddler-in-3-steps-2/

https://www.todaysparent.com/toddler/toddler-development/why-you-should-encourage-your-toddler-to-play-alone/

Addressing the "Daycare" Stigma

We have recently been sharing some blog posts related to the chilly reception our particular type of business receives in our city. This has all been news to us in recent weeks, as the topic of expanding our businesses has been at the forefront of our minds because we have blissfully gone along for a couple of years feeling that our neighbors have a relatively positive view of the work that we do. Our childcare participates in community events and when the holidays come around we have even gone caroling and handed out hot cocoa. We are so fortunate to operate our home-based business in an area where people are supportive, friendly, and give us the freedom to allow our toddlers to play drums in the yard. We have only recently learned that our city as a whole is fairly opposed to family childcare.

We have both worked in the field of early education for enough years to not be shocked that our work garners little respect from those who fail to understand what it is we do. As preschool teachers, we experienced the stigma from those who do not value the hearts and minds of young children. We heard comments about how lucky we were to be able to “play all day,” to say nothing of the curriculum planning, intentional brain development, conscious socio-emotional support, and myriad other responsibilities we balanced. “Do you ever think about being a real teacher?” we were asked.

As infant and toddler teachers for the Conejo Valley Unified School District, the lack of respect only deepened as even our own co-workers and fellow educators imagined our work to be that of “professional diaper changers,” while they knew that we completed the same ongoing authentic development assessments and lesson plans that they did. Somehow the diminutive size and subjective “cuteness” of our students meant that we too were to be patted on the head.

When we decided to open a home-based childcare business, our fate was really sealed because we were quickly relegated to the least-respected category of “daycare workers.”

True confession: we too carry negative misconceptions about “home daycare” and “daycare workers.” We have worked very hard for many years, through education and experience, to uplift the profession of early childhood. We have a tendency to look down on those who fail to uphold certain standards within our field. We have some understanding of where the stigma and judgment come from because we read the headlines and hear the anecdotal accounts every day of lower-quality childcare experiences. Despite our own human shortcomings, we know that we cannot support others in the field without coming from a position of empathy. We also know the reality from inside our profession: bad teachers exist at every level. Professionalism doesn’t begin based on the age of one’s students. Laziness and poor pedagogy are a stain on the entire field but they are the exception, not the rule. Here is the hard truth in Conejo Valley and the United States as a whole: administrators who don’t know what they don’t know are a plague on education, particularly in the earliest years of children’s lives.

Research from John Hopkins School of Education shows that the lack of respect for early education is one of the sources of stress that is driving teachers out of the field. This is part and parcel of the childcare crisis facing our community: if we cannot hire and retain qualified professionals, who will care for and educate the nation’s children?

What we call childcare matters. We all know that the issue is so much bigger than that, however. HOW WE VIEW CHILDREN matters. Early childhood matters. Early experiences matter. How we talk TO and ABOUT children matters. It matters from parents, from professionals, and from society. We are bombarded every day by messages that say explicitly and implicitly that early childhood is of no value. We tell one another this. We tell children this.

At Nature’s Explorers, we devote our days to active engagement and play. We are in the trenches of early childhood. Are we professional diaper changers? YOU BET. Do we delight in rocking a sleepy baby, laughing with toddlers, and resting under a tree on a breezy day? We sure do. Our work is wonderful and fulfilling and sometimes deeply restorative. It’s also hard. Taxing. Physically and emotionally demanding. Non-stop. Undervalued, underappreciated, and underpaid.

So we also devote our days to advocacy. We devote ourselves to building up our profession in myriad ways: we host student teachers from Moorpark College and California State University Channel Islands so that we can encourage others to embark on this work and to do it the right way. We are active in the California Association for the Education of Young Children, the affiliate of the National Association for the Education of Young Children so that we can be on the cutting edge of what’s happening in early childhood from government policy to classroom practice. We do our best to keep up with local, national, and global trends in early childhood. We read about the brain, about pedagogy, and we follow the good and bad news coming out about “daycare” every day.

Most recently, we talk about what’s wrong within our City and State when it comes to owning the kind of business that we do. We talk about the crisis our industry is in because we don’t live in a bubble and we cannot stick our heads in the sand. Whether you have young children or not, what happens to the children in our community matters to you because they are the future.

We need to confront the “daycare” stigma head-on and encourage society to understand the work that needs doing as well as the work that is being done. We will open the doors of our business to you: what are you curious about when it comes to in-home childcare? Comment below, send us an email, or catch us on Twitter or Facebook and ask us anything about what we do all day! (We find most people are curious about/jealous of “naptime" so let’s see if that holds true. The second-most popular inquiry we receive is what it’s like to operate this business with a partner.) We will compile your curiosities into a blog post.

About Family Childcare

Since our last blog post, regarding childcare in the city of Thousand Oaks, we have learned that, according to a city employee, residents of the city are historically, “strongly against family childcare.”

As mentioned in our last post, one of the requirements in Thousand Oaks when a small family childcare business wishes to expand to a large license (allowing them to care for more young children) is to complete a Notice of Application, which informs all neighbors within 500 feet of the residence in which the business operates. If any residents object, the expansion is denied and the small family childcare has lost their $1,234.00 application fee in the process. This risky entry has dissuaded many from ever applying for a larger license from the state. Within the industry, there is the sense that it is true that our community is, “strongly against family childcare.”

We wonder why this is.

We suspect that the reality is not that the wider community is opposed in any way. It’s the outspoken few who shout, “Not in my backyard!” about any changes to the status quo. They have the time and inclination to object to new businesses opening up, old businesses altering their practices, or other changes to the city that the majority of residents may not even take notice of.

Many people do have strong opinions about what is right and good for their neighborhood. We certainly do! We want safe sidewalks, shade trees, parks, crosswalks, and a neighborhood that embraces family childcare as the positive enterprise that it is.

Why is family childcare good for the city of Thousand Oaks, and any other community? We’ve organized our thoughts below.

Good For Children:

• Continuity of care is one of the cornerstones of quality in early care and education. In family childcare settings, children will be cared for by a consistent caregiver for many years. The relationships that are established in these programs are tremendously beneficial to children’s brain development. Children who have this solid foundation are set up for success in later schooling and in life.

• Related to continuity of care is the lower turnover rate for staff, as compared to center-based early childhood programs.

• Due to the lower ratios in family childcare programs, children can feel part of a family and community group. Lower ratios for infants and toddlers in particular means that they can be themselves and have individualized attention and care that is impossible in larger group settings.

• Many children in family childcare programs can be cared for in their own cities and neighborhoods. This means less time commuting, which is tremendously beneficial to young children’s health and enjoyment of their lives. Some children are able to walk to their family childcare program in the morning or evening.

• Less exposure to illness as children are exposed to a smaller population than in center-based programs.

• Being in a neighborhood allows children to learn about their community in hands-on, real life experiences like visiting the grocery store, the neighborhood parks, or elderly neighbors. The connections that can be forged can have a lasting impact on children’s sense of identity as it relates to being part of a broader culture.

Good For Families:

• The unique relationships afforded by family childcare programs are not only of benefit to children, but also their parents, guardians, and extended family. Strong relationships like these provide protection against stress and trauma.

• Parents and guardians who find high-quality, consistent childcare are able to perform better at work. The peace of mind they experience improves their productivity and overall happiness.

• Family childcare is often a more affordable option for families than center-based programs, particularly for infants and toddlers.

  Good For Communities:

• There is a childcare crisis in the nation. There is not enough childcare available, period, especially for infants and toddlers (the age group most often served by family childcare). When families are able to find affordable childcare, they’re able to maintain the jobs that maintain the economic health of the community.

• Family childcare programs are small businesses. We are residents and tax-payers in the community.

• Neighborhood programs funnel children into neighborhood schools. For cities like Thousand Oaks who face declining public school enrollment and an aging population, programs like family childcares encourage and support the healthy growth of our community.

• We are at home in your neighborhood every day and we have the training to keep a watchful eye on matters of health and safety. We will be the first to report unusual incidents and the first to offer assistance or have available supplies and plans in case of emergencies.

Culturally, the United States has proven time and again that it does not value or prioritize children and families. In expressing strong opposition to family childcare, the city of Thousand Oaks is sending a message that children (the future residents, tax-payers, and caregivers of our community and our planet) are not important. As advocates for children, we struggle to understand the downsides of family childcare.

Please weigh in. Why would you oppose these programs in your backyard?

Have you experienced family childcare? What are the other benefits that we have overlooked mentioning?

Related: "Finding safe, affordable childcare close to home shouldn’t have to feel like winning the lottery, but for too many parents, it does. Family childcare providers help working parents breathe easy," said Laurie Furstenfeld, senior staff attorney of the Child Care Law Center.

"Communities work when children are cared for. Family childcare providers offer warm, nurturing, engaging care, and often meet the cultural and linguistic needs of families," said Keisha Nzewi, director of Public Policy of the CA Resource & Referral Network. SB 234 also affirms California’s commitment to fostering home-based childcare in neighborhood settings that can contribute positively to a child’s emotional, cognitive, and educational development.

Quality Childcare in Thousand Oaks

Like most of the country, the city of Thousand Oaks and the county of Ventura are experiencing a childcare crisis when it comes to their infants and toddlers. It is not uncommon for families of infants and toddlers to be on multiple waiting lists for programs and to settle for programs that are of lower quality than they desire simply because there are not enough spaces to match the demand.

Factors that contribute to limited availability for infant and toddler care are the unique demands that programs face in accommodating this age group. The ratio must be lower. Legally, it is one caregiver per four infants (“infants” are defined by the state as anyone under the age of two). For high-quality care, it is two or three infants per one caregiver. There are also restrictions on how many infants or toddlers total can be in one space, regardless of the number of adults. For in-home childcare, the limit is four infants. Caregivers must have additional training and education to accommodate the age group. There are also special rules and restrictions for safety issues, including the draft version of the State’s “Safe Sleep” regulations, which require strict monitoring of sleeping infants. Meeting these requirements has prompted many in-home providers to decide to no longer accommodate infants in their programs as they cannot afford the additional risk.

Historically, the City of Thousand Oaks listened to the demand from residents and strove to provide high-quality early care and education in partnership with CVUSD. However, due to the increased cost in light of the above considerations, the District closed their infant and toddler program and now offers only preschool for ages 2-5.

Governor Newsom has heard the demand for high-quality care and education in the State and has begun signing into law several bills to support early educators and to help meet the needs of families. One such bill is SB 234, which requires cities to make it easier for in-home childcare providers to expand their programs from “small” to “large.” Small family childcare programs, as per California law, can accommodate three infants (children under the age of two). Large family childcare programs can accommodate four. Small family childcare programs can accommodate a total of six young children, while large can accommodate a total of twelve. (They can accommodate eight and fourteen respectively when they have fewer infants and more school-age children enrolled.)

Expanding to large license requires childcare providers to meet additional requirements put in place by Community Care Licensing for safety, including a fire safety inspection. Before the passage of SB 234, cities could put additional requirements in place. In the City of Thousand Oaks, for example, family childcare providers are required to apply for a Special Use Permit and pay a non-refundable fee of $1234.00 and submit a Notice of Application to all residents within five hundred feet of the residential home. The burden that this places on small businesses run by families for families has meant that few programs within Thousand Oaks have recently expanded. In fact, Thousand Oaks has seen the closure of several childcare programs over the past two years, further limiting the already limited options for families of young children.

According to the Local Planning Council (LPC) of Ventura County’s Child Care Needs Assessment of 2015, Thousand Oaks was then home to a total of 50 childcare centers and 36 family childcare homes. Of the center-based programs, five were said to offer care to infants in 2015. Thirty-four of the family childcare homes offered infant care at that time. (LPC’s Needs Assessment is repeated every five years, so the data will be updated in 2020.) One of the key trends that LPC reported in 2015 was that Ventura County lost 1,712 total childcare spaces between 2010 and 2015.

SB 234 has passed and will become law in January of 2020, but many cities have already begun to allow for the expansion of family childcare programs in response to the childcare crisis. Stephen Kearns, the Planning Division Manager in the Thousand Oaks Community Development Department, has said that Thousand Oaks will not allow for such exemptions until SB 234 is put into effect. Stonewalling the efforts of small family childcare programs hoping to expand has a butterfly effect on the overall well-being of the community.

While SB 234 goes into effect on January 1, 2020, small family childcare programs cannot simply go from “small” to “large” at that time. They must apply for the necessary inspections and then wait for the government agencies to follow through. There are programs within Thousand Oaks that have already been waiting months or years for their inspections to be scheduled.

For the small business owners who have set in motion the expansion process, this stonewalling could mean it will be another year or more before they can obtain a large license. For parents of infants and toddlers who require childcare, this further perpetuates the childcare crisis. The City of Thousand Oaks could choose to be forward-thinking in their approach and grant small family childcare owners the exemptions required to move forward in advance of the January law so that families would know they are guaranteed quality care in 2020.

Related: Childcare Crisis Is Keeping Women Out of the Workforce

The Flipside: An Alternative View of Caregiving

In talking about childcare, and in particular childcare settings for the youngest children, it is very common for people to lament what parents are “missing” during the hours their child is away from them. They talk about the milestones that may be achieved during childcare hours: rolling over, sitting up, crawling, walking, first words. A common question amongst professionals in the field is, Do you tell the parents? if a child takes their first steps under your watch? Will this crush parents completely, this reminder that their child is in fact growing and changing in myriad ways every day, every hour, every minute?

This goes hand-in-hand with the idea that childcare professionals have taken on the “burden” of “raising” other people’s children. That children in care spend more time with adults other than their own parents and that this is a tragedy for both children and parents. Those children remain suspended in care settings waiting for the return of their parents so they can resume living their real lives in a family unit.

There is the unscientific thinking that this is the reason for all the ills of society -- that this generation of children supposedly raised by adults outside their own family unit is particularly disrespectful and troubled. That parents are not truly “parents” if their child is apart from them during a work week.

As early childhood professionals, we propose a view from a different angle.

We are passionate about our work with children and families. We wake up in the morning excited to get to work: to see our young friends, to implement a piece of curriculum that we’re particularly curious about, to spend time doing what we love. To do this work, we send our own children off to school or camp. We leave our partners and pets. We take a break from the other loves in our lives to pursue our career and our passion. It does not seem outside the realm of possibility, then, that the families in our program have a passion for their own work. That perhaps even a mom or a dad would have an interest outside of their love and devotion to their child. That perhaps this is not a flaw in the circle of family life, but a possibility for enrichment.

Imagine, if you will, the possibility that parents can be parents as well as taking on any number of other roles. That many parents are better parents when they are working parents because the best parents are whole humans, with a wide, rich life.

Over time, the lives of many people in our society have become increasingly insular. Some lament the loss of true neighborhoods, where children flowed from house to house as they roamed freely in their play. Where adults called to one another over fences and knew the routines and habits of those on their street. Where friendships between families who had little in common other than proximity and lifestyle would last decades.

“It takes a village,” we say, but where do we find this true sense of community today? We propose the notion that high-quality childcare programs are instrumental in supporting the kind of village that values both children and parents. That in valuing and respecting parents as whole people, we must also make space to respect the work and interests they pursue outside of their family. We acknowledge that it is healthy for parents to work, to exercise, to socialize, and to be apart from their children for periods of time. We open ourselves up to the idea that perhaps it is healthy too for young children to know that they live in a world of caring -- where they can be loved and attended to by their moms, their dads, their grandparents, and also their extended community of caregivers and peers. That they can be seen and known by so many.

Erikson’s first stage of psychosocial development is described as “trust versus mistrust.” Infants must learn that the world around them is safe. That their needs will be met. That they can explore without fear or danger more and more as they grow. It seems to us that introducing caregivers and helpers all around them creates an image for the child of a world that is warm, responsive, and reliable.

Even in the best of times, caregivers and parents can feel that they are somehow at odds. There are underlying feelings of guilt, feelings of resentment, and an ongoing competition of sorts with the children in the middle. We must strive to set this aside and see one another as allies in collectively raising resilient children.

Imagine the healthy society that thrives when adults can dedicate themselves to their work without concern for their child, knowing that they are safe and cared for. Where children can grow up seeing the adults around them modeling balanced work ethics -- that hard work and love of family are not mutually exclusive things. Imagine the confidence that children can develop when their families are not under the stress of guilt and resentment.

A universal truth is that parents know things about their child that no one else can see or know in that way. High-quality caregivers have a relationship with each child in their care that is also unique, and within that relationship, the child is seen and known in a distinct way. Each child lives many roles, as does each adult.

Adopting a positive view of an extended circle of caregiving means also adopting a view of children as individuals with lives worthy of respect. It means embracing the idea that children are only as fully known to us as any other whole person. This means that children, even very young children, have their private thoughts and passions and motivations and relationships unknowable from the outside. A child can be at home with their family and can also be at home in the world. That this is, in fact, a wonderful thing. This is not other people “raising” your child, but instead a network of caregiving that has countless benefits for all involved.

Do parents sometimes sit at work and think of what they are “missing” when their infant is in childcare? Of course they do. Because while working, parents are still parents. In the kind of world that we strive to create, however, caregivers and parents are connected and mutually respected for their unique roles. Children grow to understand that their parents carry a picture of them in their minds (and hearts), while they each go about their work. Caregivers and parents alike acknowledge that when a child does something for the “first time” in their eyes, it is just that -- the first time we each are fortunate enough to witness the magic of human development.

We propose thinking of what an honor it is to be a part of this thriving network that surrounds healthy children.

Birding with Nature's Explorers

We shared on our News page that we were recently selected to receive a grant from the Conejo Valley Audubon Society. The grant will be applied to adding more plants to our outdoor space that will attract and support our local birds, butterflies, and bees. Birding is a favorite daily activity here at Nature's Explorers, so we thought we would take some time to delve a bit deeper into what this means for our students and community.

When you visit a high-quality early childhood classroom, you should be able to observe a reflection of the community that shares that space - their passions and interests. Not only those of the children. You should get a sense of the caregivers and teachers as well. When you visit our space, you may notice a pair of binoculars on the windowsill. A collection of field guides. Several bird feeders. Some preserved specimens, including butterflies and bird nests. These are all items added to the classroom by Anne and Jenn that reflect our own passion for the local flora and fauna. You'll hear both adults and children talking about what species we observe and what individuals we recognize, including two of our favorite neighborhood friends: Russell and Sheryl crow. For our own interest, we maintain a list of the species of birds, butterflies, and bugs that we have spotted in our outdoor classroom. On weekends, you'll find Jenn birdwatching for fun.

We've yet to meet a child who is not interested in short observations of the birds and other wildlife that visit our outdoor space. Our two-year-olds know the names of several species including finches, crows, and doves. They know what different species may be interested in eating (the scrub jays prefer the peanuts, for example, while the finches like the seeds) and just how close we can get to them - ever so quietly - before they'll fly away. They know the sound that finches make, versus the calls of the doves or crows. In this collection of knowledge, they're fine-tuning their development of attention maintenance, memory, and listening skills! They are developing the essential qualities of empathy and perspective taking, as they try to understand why the birds may do what they do. They're developing their visual acuity as they scour the bushes for the camouflaged sparrows. These things taken in conjunction may lower their risk of ADHD and other disorders associated with the surplus of sedentary screen time the youngest generation is prone to.

In addition, our students are creating a sense of personal identity and wider community through this shared interest. They're growing to be stewards of our planet in their caring for and understanding of local wildlife. We could not be more proud of their knowledge of what they can do to support local wildlife already, like refilling our birdbath and throwing their banana peels into our compost instead of the trash. These are topics that we discuss daily as they are part of our everyday routines.

Even our infants share in these activities! Each afternoon, while the older children are napping, one of our infants loves to rest on her back on the front patio, beneath our olive tree. She turns her head as the sound of birdsong travels from one point to another. The flurry of feathers when a finch lights on a nearby bush captures her attention. We whisper, "There's the goldfinch! It's smaller than the house finch. And look at that flash of yellow." Does she understand these details? Not yet. But she certainly will in time. Her developing brain is bathed in natural stimulation and assimilation of information. She often reaches out to grasp our hands and shrieks in delight as the birds surprise her with their movements and sounds.

As the Audubon Society says, Birding's for the Kids! It's easy to get started, even if you don't know much about the birds around you yet. You'll learn! 

Mindfulness and Parenting

This year, we were fortunate enough to attend the annual conference of Zero to Three in San Diego. What an amazing opportunity for learning! Over the course of the conference, we attended workshops on topics like infant mental health, toddler emotions, immigrant and refugee children, and using learning stories for documentation and assessment. Spending time with 3,500 like-minded professionals was pretty fantastic. Where else but at this conference can you walk down a hotel corridor and overhear things like, "That's the brain's temporal lobe ..." or, "When we do yoga in the classroom..." 

Being able to enjoy some San Diego sunshine and Mexican food was definitely the icing on the cake.

One of the topics that we spent some time learning about was the use of mindfulness practices in parent coaching and support, and this is something that we're eager to reflect on and strategize on incorporating into our own practices. We attended a workshop entitled "Safe, Secure, and Loved," which was led by Barbara Burns, a developmental psychologist at Santa Clara University. Burns and her students partnered with the community to implement a program aimed at strengthening self-regulation skills in families. Their goals include building emotional resilience in children through their parents. 

Burns and her team are not the only ones studying and incorporating the use of mindfulness in parenting.  Mari Rossi, who teaches mindfulness parenting courses, says that research shows that using mindful parenting techniques is not only beneficial to the parent-child relationship but also has a positive impact on both the parent and the child individually. Our experience has shown that parents and teachers all speak of being "present" with young children and enjoying the magical moments that make a life ("the days are long but the years are short"), but it's important to understand that true mindfulness is an ongoing practice. In the workshop that we attended, Burns and her co-presenters Roberto Gil and Maria Gallardo talked about making these practices a part of familiar everyday routines in the family home. This is when practice becomes meaningful and, over time, second-nature.

Mother Theresa famously said, "If you want to change the world, go home and love your family." It is within the context of family and home that young children will optimally begin to develop the skills required for emotional resiliency. From the stories of success shared in this workshop, we learned that adopting mindfulness habits can help parents to feel empowered, engaged, and successful in their parenting practices. 

Some of the skills that Burns and her team said are of most value included the practice of dropping "the anchor of resilience." This is another way of saying, "be present," or, "slow your roll." It's a way of reminding yourself that the best starting point in a moment of stress or upset is always finding (and being) where you are. Close your eyes to center yourself. Take some deep breaths. Learn to do these kinds of calming things before reacting to a situation. That is, when your toddler is having a tantrum, take a moment to check in with yourself before you respond. You may want to take a moment to identify what it is you're feeling: angry, scared, embarrassed, etc. Just as on an airplane parents are advised to situate their own mask before assisting a child, parents must be aware of their own feelings before helping a child to regulate theirs. 

Burns and her team talked about encouraging parents to embrace an attitude of self-compassion. That is: be kind. Forgive yourself for mistakes. Understand that mistakes are a way of learning and a path forward. When you're able to stop judging yourself so harshly, you will find that the ripple effect of compassion will extend to your wider community. What a wonderful thing to model for your children!

Our favorite thing that was spoken of in this workshop was the way that, in this experimental model, parents were able to gather together to learn these new skills of mindfulness and to share their experiences with one another. We are reflecting on how we can provide a similar space for families that we work with, or others in our community. As we move into 2018, we will be sharing more about what this might look like for our program. We welcome all suggestions and feedback!

Quality Care

This past week, I had the opportunity to engage with the families at The Butterfly Center at Horizon Hills to talk about what quality child care looks like and how to go about finding it. Special thanks to Brenda Hunter and Rina Yardeny for facilitating these conversations and to the families who shared their stories and questions with me.

. . .

Within the field of child development, care, and education, the word “quality” is used quite a bit but often without clear or consistent meaning. In research over the years, we have learned that positive outcomes from “high-quality” early care and education programs can be lasting, but replicating the examples of quality can be a tricky business.

In her book, The Importance of Being Little, author Erika Christakis explains: “[T]he vast majority of young children need to know and be known. For this to happen, they need a learning habitat that allows them to have a relationship with someone who truly understands them.”

Families must remember that regardless of the kind of care being sought, it will be the start of a meaningful relationship for their young child and themselves. They should follow their hearts and instincts accordingly.

. . .

Each community is unique and the factors that impact the growth and development of young children are many and varied. When parents undertake the search for childcare, it’s important that they have done a little research in advance. Things that they will want to have clear in their minds include:

• What days and hours they will need care for

• What geographical radius they’re prepared to look within

• Market analysis of the area (what to expect for average rates)

• Questions to ask potential caregivers

The questions will vary based on the kind of care being sought and we will go more in-depth on that further down.

. . .

Parents will want to start the search for care well before they will be needing it (in general, months ahead) and it’s advisable to visit many different places and different types of programs to find the right fit for their family. Start the search early not only because it will take time to find an opening that is compatible with the family but also because it’s best to allow plenty of time and not rush a decision or “settle” for something less than optimal.

Seeking the right fit can be an overwhelming task, especially when families are juggling care of their child(ren), jobs, and everyday chores. It’s important to know that you’re not alone! Call on your community -- ask friends, family, and neighbors for suggestions and guidance. Word-of-mouth can be the best tool in finding what will work for you. It is suggested that you do not rely on one source of information, but seek several. For example, a friend may endorse a program. You may find the program’s Yelp reviews. And you may also ask a neighbor (or, online: nextdoor.com) for what they know about it.

Families are advised to get on a waiting list if possible for a program that is full. Things change all the time -- other families will drop from the waitlist, families will relocate or leave programs for many reasons. You never know when a spot will unexpectedly become available and if you feel that it could be a match for you, there is no harm in joining the wait or interest list.

When seeking care, some of the options available include hiring a private nanny, joining a family childcare home, or placing the child in a center-based program. Each of these options comes with pros and cons. All parents wonder which choice will be best for their child and all parents will question or second guess their choices along the way.

. . .

Here in the state of California, family childcare homes and center-based programs are required to be Licensed and their Licensing records are public information through the transparency web site: http://www.cdss.ca.gov/inforesources/Community-Care-Licensing/Facility-Search-Welcome . The inspection and citation records for each program are available.

Things to know regarding Licensing:

• Licensing is the minimum quality standard for programs.

• Behind every citation is a story. It’s best to ask follow-up questions of a program if you are interested in learning more about past problems. What you’re looking for is honesty, transparency, and evidence that whatever happened, the program created and executed a plan to correct it.

• Home and center-based programs are required to post their License number and to make all families aware of their rights as per Licensing, as well as how to contact Licensing.

Licensing sets limitations in regards to the staff: child ratios. Again, Licensing is the minimum standard. Their ratio for infant care in center-based programs is one caregiver per four infants, with “infants” defined as children under the age of two. With a “toddler option” License, the ratio for toddlers is one caregiver per six children. At the preschool level, the ratio becomes one caregiver per twelve children (and in some programs, this will apply to all students over the age of two, which will mean one caregiver per twelve two-year-olds). Please note that in the state of California state-funded preschools, which provide services to lower-income families and at-risk children, are obligated to maintain preschool ratios of one teacher per eight students.

In home-based Family Childcare programs, the ratio is determined by two factors:

• Whether the home has a “small” or “large” License

• How many children of each age are enrolled in the program

. . .

Research and common sense both show that the quality of care rises as the ratio diminishes. Another topic to consider in the numbers game is how many children will be sharing one space. Licensing determines how many children are allowed in a classroom based on square footage. In some programs with large spaces, there can be as many as twelve infants in one shared space. Consider the acoustics.

. . .

In general, here are suggestions of things you will want to see and hear as you tour home or center-based programs.

Listen for:

• Positive tones and attitudes

• Rich language

• Examples of empathy and conversation about emotions

• Singing/reading/rhymes

You may wish to avoid programs where you hear:

• Negativity

  • Even/especially in response to “negative” behaviors

• An excess of background noise

• Restrictive and directive language

Look for:

• Warm, responsive relationships

• Authentic interactions

• Access to an outdoor play space

• Access to “real” things -- grass, leaves, trees, plants, and indoor materials from nature

• Cleanliness and examples of how it is maintained (for example, a basket where mouthed toys are placed to be cleaned each day)

You may wish to avoid programs where you see:

• An excess of plastic

• An excess of screen media

• Overstimulating environments

Families are urged to seek environments that make them feel relaxed and comfortable. In choosing a place for your child, you are choosing a home away from home. The more comfortable you feel the more comfortable your child will feel as you transition them in.

. . .

Research has seemed to indicate that teacher qualifications are not the top predictor of positive outcomes for young children, although there is indisputable value in a combination of training and experience. Families are strongly encouraged to ask about the certifications of staff as well as the ongoing development of staff. Anecdotally, we would suggest that families seek teachers and caregivers who are enthusiastic lifelong learners! In quality care, there will be evidence of reflective practice -- caregivers and teachers ought to seek to become experts on the children in their care and should create environments that make evident the interests, needs, and passions of those unique children.

In the state of California, families may wish to seek caregivers (whether in homes or centers; whether teachers or nannies) who hold child development permits from the Commission on Teacher Credentialing, as this indicates their commitment to maintaining their professional growth.

. . .

A note on relationships: research has repeatedly demonstrated that strong, positive, reciprocal relationships are crucial in the early years. We cannot emphasize enough that relationships are at the center of all learning. Within this understanding, there are special considerations when we think about what true quality of care looks like. Children should be seen, heard, and respected as individuals within any group. Their feelings should be validated. Their concerns should be heard. It is imperative that within the early care setting, they feel safe and loved. Families should always seek the caregiver who lights up upon seeing their child. Optimally, caregivers should be with a child for extended periods of time -- years. In some of the finest examples of quality care in the world, teachers actually move with their students and invest tremendously in understanding and connecting with the families in their care. While it may not always be realistic to find these things in a program, it is possible and it is an ideal that we should strive for. At minimum, however, children should have relationships that they value and that they can thrive within.

. . .

Thanks to our community, we have gathered some questions and points to consider that families may wish to make use of during the interview process, whether talking to home childcare providers, centers, or nannies. Please use the comment space below to share what you would add to this list!

• How long have you (teacher/caregiver) been here/been in the field?

• What credentials and certifications do you hold?

• Please share what a typical day looks like.

• How do you support the development of empathy in children?

• What do you do when multiple infants are crying at once?

• Describe a typical nap routine.

• Describe a typical feeding routine.

• How do you handle discipline?

• What does your biting [substitute other typical behavior]  policy look like?

• Tell me about your illness policy.

• Please give me some examples of how the children learn through play.

• Tell me about how you communicate with parents throughout the day.

• Am I welcome to stop by?

• Please talk to me about the difference between schedules and routines.

• What is your favorite age and why?

• Please describe how you plan transitions for the children.

• What happens when my child’s primary caregiver is sick or on vacation?

• How do you implement continuity of care?

• Tell me about your community.

• Tell me about the things you do to foster a sense of belonging.

• How do you support children in problem-solving?

• How much time will my child spend outside each day? Where?

• Talk to me about the program mission and philosophy.

• Talk to me about your philosophy towards working with children and families.

. . .

One huge elephant-in-the-room topic when it comes to childcare is accountability. In the beginning of all of these relationships, families must essentially entrust a stranger with their child. This is no small thing. The weight of responsibility on caregivers is immense. There must always be a conversation about accountability and how it is established and maintained.

. . .

One of our goals in beginning the Nature’s Explorers Childcare program was to create a community of learning and support for children, families, and our fellow professionals. We are enthusiastic lifelong learners and we love rich discussions about topics like these. While in some areas there are very clear “right” and “wrong” ways to do things, there are other elements of care and programming that come down to personal philosophies and priorities. What is the perfect fit for one family may not appeal to another. That’s why it’s wonderful that our Conejo Valley community has so many diverse childcare options.

You’re always more than welcome to continue the conversation with us directly. You can email natureplaythousandoaks@gmail.com .

. . .

Links:

The Early Childhood Care and Education Workforce: Challenges and Opportunities

Community Care Licensing’s Parents Guide to Choosing Childcare

Childcare Aware: 5 Steps to Choosing Childcare

Quality Childcare Checklist

Resilience

The other night, we attended a training that focused on raising resilient children. This is a timeless topic but seems particularly relevant these days due to events in the world that make us feel particularly overwhelmed or even defeated. Young children are especially adept at reading between the lines and tuning into the emotions of those around them, but they are not ready to understand and manage these big feelings without appropriate support.

We learned about the building blocks of resiliency. Why do some people develop resilience while others fail to? It's in large part due to the environment they're in and the examples modeled by significant adults (parents, grandparents, siblings, and caregivers).

Even if you feel that *you* were not raised to be resilient, we know that we can rewire our brains for more positive patterns. Encourage positive thinking in yourself and use positive self-talk with children. For example, "Ugh, I am so frustrated that this isn't working! I'm going to try it another way. I know if I keep trying, I'll figure this out."

It's important that we talk about ALL feelings, validating them and offering support. We need to remember that what children are feeling is *real* -- just because it may not be something that we would cry about, from our adult perspective, does not mean that their feelings are less valid. The reality that many of us have trouble facing is that we're intimidated by children's large and unbridled expressions of raw emotion! It can help to recognize that children's feelings are not ours to "manage". They are whole human beings quite separate from us and it's enough to be there beside them. "I hear you. I'm here with you. You feel so upset right now. It's going to get better."

The number one thing we can do to help children grow to be emotionally healthy adults with great coping skills is to talk often about all emotions. Help them recognize feelings in themselves and others. Share your feelings, share books and stories about times when different emotions were experienced and how things worked out in the end ("I was SO nervous! My tummy felt funny and my hands were shaking, but I did it anyway and then I felt so proud!"), and support children in feeling like empowered problem-solvers.

This is how we change the world!

Loose Parts Play

At Nature's Explorers, we provide many opportunities for children to engage in what has come to be known as "loose parts play." This is open-ended play with a variety of natural and synthetic materials. This kind of play allows for children to construct their own learning, with support and limited guidance from adults. It was architect Simon Nicholson who first seems to have formally presented this idea of play, although children have been engaging with materials in this way throughout human history. (More on Mr. Nicholson's theory: https://louisapenfold.com/2016/05/23/simon-nicholson-on-the-theory-of-loose-parts/ .)

You find many examples of intentionally creating loose parts play for young children in Reggio-influenced programs and in RIE, which are two ways of thinking about work with young children that we are influenced by as educators. In the more recent AnjiPlay movement emerging from China (http://www.anjiplay.com/home/), you will find fantastic examples of large loose parts play that involves gross motor development and risk-taking, along with creativity and socio-emotional skills like cooperation and conflict negotiation.

As adults, it's fascinating to watch what children will do with the loose parts in the environment. In our program, some of the parts have been selected and thoughtfully presented by the teachers. Others have been sourced by the children themselves. This basket of rocks, for example, was collected by two toddlers working both together and separately over a period of days. These rocks have represented "porridge" in their sociodramatic play, have represented bugs, have been compared to balls, and were today gathered up and given away as "money." 

We're inspired every day by the limitless potential of their imaginations!