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Episode Notes: Truth: Play creates children who have strong adaptive skills and creativity.  Inquiry/Prompt: Closely watch/observe your students’ engage in play today. Pick one designated open-ended play area (i.e. blocks, kitchen, dress-up area) and observe for a good amount of time. What are the skills that the children are learning through this play? (Social, emotional, early literacy or math concepts, etc…) What are some ways the children are adapting?  What creativity do you see through their play?   Did you notice any play schemas? (see resources below for a list) What do you notice about the way they are using the materials? Or not using the materials Use your observations to document learning or simply to share with parents! Did this observation spark a study in your class? Resources: Play Schemas Our Sponsors: Playground JUF

Show Notes: The goal of a mentor: help teacher becomes best/effective new teacher Be a sounding board for the teacher Brainstorm and problem solve with the teacher Allow the teacher to reflect on their classroom by taking a step back A mentor is a sounding board and active listener. JNTP (Jewish New Teacher Project) has outlined ways to support teachers as a mentor. They provide a ‘cheat sheet’ for ways to respond and language to use when mentoring teachers! (i.e. “selective scripting” and “entry points”) You want teachers to feel comfortable and take risks! Make sure the mentor/mentee relationship is not too interwoven outside of the mentorship. Who can be a mentor at JNTP? Any effective teacher that has been teaching for at least five years. How do teachers who want to mentor or need a mentor sign up with JNTP? Ask your administrator/director if you need a mentor! (govt. funding is available if your program can’t afford) Tell you administrator/director you’d like to apply as a mentor if qualified and they will sign you up! All of the skills are helpful in any leadership role. Bottom line: when teachers don’t get the support they need, they leave teaching and we need good teachers. Resources: Jewish New Teacher Project Our Sponsors: Playground JUF

Teacher Take-Aways Unconscious Thoughts and How to Take Action: Assume Intent: These assumptions get in our way and are usually negative. We typically assume the worst. Take Action: Give people good intentions! Magnifying: Make things seem bigger than they really are. Take Action: step back and don’t show up with panic. Labeling: We label kids and ourselves. Our brains naturally label things we don’t understand because it feels safe. Take Action: Think of things less in terms of deficits and labels and more from a strength-based perspective! Pay attention to your physical self as well as your feelings/emotions. Self-Regulation Tip: name what you’re feeling (emotion) and then literally do something physical (shout, silly shake, deep breaths, jumps) to get the feeling out! This looks messy but the physical expression of our feelings is what regulates us! Become familiar with what is setting you off/triggering you. Make this your homework to work on. Model for your children what it’s safe to feel our feelings and that they don’t last. It’s OK to sit with them as well; they will pass. Resources mentioned in episode: BrookeLynne Dukes Coaching Our Sponsors: Playground JUF

Take-Aways Find a space (corner/shelf/tray) to designate as your makerspace. Think about safety/rules you’ll share/model for your students. Fasteners to gather: tape (masking, duct, scotch, washi), glue (wood, elmer’s, tacky), staples. Collect materials: Recycled materials (cardboard, egg cartons, plastic bottles) Home Depot buys (hardware stores will often give scraps and leftovers to teachers, just ask!)  Beads Yarn/string/ribbon Rocks, seashells (natural materials) Paper clips, wire  Rubber bands Old cd’s and records Start small/simple with just a few materials and one fastener. Don’t forget to observe your choldren and add/modify as they go! Skills used while creating: fine and gross motor, math, design thinking, flexibility, problem-solving, communication, collaboration, to name a few! Resources Referenced in the Interview Kodo Kids Zero Landfill Facebook Woodwork in the Early Years by Pete Moorehouse (free download) Our Sponsors: Playground AJU

Check out our sponsors:  Playground AJU Show Notes: To learn more about Leah and her work, visit Hiller Therapy and follow her on Instagram for tips you can do at school (or home) and upcoming workshops! Teacher Takeaways: What does Occupational Therapy cover exactly? Think: How do kids spend their time? (So basically everything ;) Categories OT looks at Fine motor, gross motor, sensory processing, visual motor skills, executive functioning to name a few… The purpose of OT is FUNCTION. We want children to function in all spaces of life. The goal isn’t just to get a child to ‘typical’ but rather to change that child’s trajectory. A big piece of OT is also the environment. If three or more of your students are struggling, check the environment and change things, if needed. All opportunities they (children) can try to or do on their own will help them to grow. (Motto: Don’t open the _____ (snack bag, jar, door, etc…) for them! ;) Teachers should just observe carefully. Don’t label or assume, observe and narrate what you observe and how it’s affecting the child’s ability to function in the classroom. Use objective language. Ask parents if they notice the same thing at home. Resources Hiller Therapy Groups Workshops for Teachers Check out our sponsors:  Playground AJU

Teacher Takeaways Advocacy: building a sense of boldness and finding allies.” - Anna Advocates set goals and make commitments. Constantly educate yourself: Subscribe to credible sources and social media -NAEYC (policy page)  Find networks of people that also care about what you do (your field)! Put out “a call to action!” Senators, congressmen— they all need to hear from teachers! SAY: “Hi ______, we need _______ and want to thank you for ________.” Resources Referenced in the Interview Links for finding local legislatures: https://www.govtrack.us/congress/members/map Reach out here for one-click to write to all your reps about ECE funding! https://fyff.quorum.us/campaign/34126/ Shma Koleinu (Hear Our Voices): Click the link to learn more and join the group! The Paradigm Project Facebook Group Amy O'Leary Resources: VIDEO SLIDE DECK American Family Plan: In May, President Biden shared with the country his vision for an American Families Plan. Like the American Rescue Plan that passed in March, this new plan is revolutionary in the ways it will support families (free tuition for three- and four-year-olds, wraparound care, and tax cuts) and invest in early childhood education (teacher preparation programs and wages increases). In the months ahead, the actual text of a bill will be drafted and proposed in the Congress. This bill text will be the result of behind-the-scenes negotiations by the Biden administration, various congressional offices, and assorted advocates. We expect that the text of the plan will mirror what the White House has already proposed and that it may, as well, include select details from other ECE and families plans that have been proposed, such as the Childcare for Working Families Act, the Childcare as Infrastructure Act, and the Universal Child Care and Early Learning Act. CCDBG - fact checks + summary: Federal Child Care and Development Block Grant (CCDBG) funding allows states to provide child care subsidies for low-income families with children under 13. The majority of funds serve children under 5, with the remainder supporting care for children ages 5-13 while they are not in school. These subsidies help remove barriers to affordable, high-quality child care—whether in the center- or home-based settings. Further, the law allows states to pair state and federal funds to improve access and quality of child care available to families within existing state and local systems. In this way, CCDBG plays a critical role in ensuring young children are accessing the high-quality early learning experiences that support their healthy development and prepare them for kindergarten while their parents work or attend school. Check out our sponsor, American Jewish University to find out how you can get the credentials you need to go farther in your ECE career!

To find out more about Persona Dolls and the AMAZEworks education programs, visit the AMAZEworks website Facebook: https://www.facebook.com/amazeworks, Instagram: https://www.instagram.com/amazeworks1996/?hl=en What is a persona doll? It’s a (life-sized) doll that is brought into a classroom and becomes a member of that class. Persona dolls share stories, advice, and problems.  Benefits of Persona Dolls: Promote social skills through interactions. Support social-emotional development through advice/problem solving/family stories. Stories for each doll are researched and culturally accurate. A curriculum guide is included with each doll. Dolls provide windows and mirrors (a way to discuss people that are like you (mirror) and those that are different (window)). Ideally, the Persona Doll isn’t the only representation of that culture in the class. Make sure there are books and other representations of the culture in your classroom so there are many voices of that culture. Don’t think you have the funds? Get creative! Start a ‘Go Fund Me’ page or another fundraiser. Persona Dolls and the healthy identities they foster are worth it!

Ann Gadzikowski: Facebook: https://www.facebook.com/agadzikowski LinkedIn: https://www.linkedin.com/in/ann-gadzikowski-263501132/ Twitter: https://twitter.com/AnnGadz Instagram: https://www.instagram.com/anngadz/ Pinterest:https://www.pinterest.com/anngadz/ RESOURCES FROM THE SHOW: “Young Architects at Play: STEM Activities for Young Children” by Ann Gadzikowski Chicago Architecture Center LEGO website American Jewish University

SHOW NOTES: Think of projects as VERBS (active) rather than nouns (people, place, thing). Projects as verbs allow for depth and complexity. Children are always in full-body, active play. Think of big ideas as verbs too. Think when observing play: “What’s fascinating/captivating about _____?” Observe: What are their play interests? Play schemas fit into verbs as projects because they are verbs. Play Schemas: Transporting, Orientation, Enclosing, Transforming. For a full list, click HERE. Watch for these play schemas to unfold to help focus projects. Give purpose to the play schemas! Respect the magical thinking of children. Try! There is no wrong way. RESOUCES: Children’s Lively Minds, Deb Curtis Play Schemas List and Descriptions The Hundred Languages of Children: The Reggio Emilia Experience in Transformation

Accept or acknowledge that you are privileged to start this work!  Remember: “It’s ok that the work is messy and imperfect.” -Johanna Keep your eyes, ears, and heart open. Join Groups to learn and reflect more. (SEED is one, link also in resources) Read books, listen to podcasts, join webinars, and follow people with different and new perspectives (Books, podcasts, and people list in RESOURCES below). RESOURCES The National SEED Project Books Waking Up White - Debby Irving Stamped - Jason Reynolds, Ibram X Kendi 1619 Poems - Eve Ewing The New Jim Crow - Michelle Alexander Just Mercy - Bryan Stevenson Despite the Best Intentions - Amanda Lewis & John B Diamond White Fragility - Robin DiAngelo Podcasts White Lies United States of Anxiety 1619 Project Code Switch People to Follow Nicole Hannah Jones Austin Channing Brown Clint Smith

We spend a lot of time telling boys (and children) what they shouldn’t do; we should tell them what they can do. Have Moveable parts for children. “Moveable parts” include: Broom, rake, shovel, blocks Criteria when buying items think: Real, Relevant, Hooked to an emotional experience Send a letter to parents listing typical, developmentally appropriate behavior so they know they are not alone and these things happen! Sample letter in Daniel’s book “Boys, Changing the Classroom, Not the Child.” Pause state vs. active state. Pause state: protection for boys. During a “pause state” they take longer. Think washing hands, and they are playing and not focused on washing, that’s a “pause state.” Or when gluing and they get lost in making ‘glue pools’. What to do for pause state: provide more action for boys. For example, have them jump, climb, run, carry something heavy. RESOURCES: “Boys! Changing the Classroom, Not the Child” “Get Over It! Relearning Guidance Practices” Website: www.danieljhodgins.com

Follow Sally and Fairy Dust Teaching on all of her social media platforms! Website: FairyDustTeaching.com Facebook: https://www.facebook.com/FairyDustTeachingBlog Instagram: http://instagram.com/fairydustteaching Pinterest:http://pinterest.com/fairydustteach/ Get a monthly Wonder Box delivered to your inbox; filled with ideas to enhance the learning and exploring in your classroom! Sally’s Book! Sally’s Reflective Practices: “The Big Red Book” Each child has 20 pages with pictures and notes on them. Sticky notes Diary of the children Personal and deeply meaningful level List each child in your class before bed at night. Is there one you always forget? If so, that’s a child you need to make a note to pay attention to. Sally’s end of the day reflection in a notebook or can mentally just review: Which students stood out? Who captured my attention? What was missing or was needed? What worked well? What do I need (to prepare) for tomorrow or next week? 2. Passion and love are what matters to kids and what they remember. 3. Send family reflection form every 6-8 weeks (or whatever intervals work for you) as a check-in! Some ideas of what to include on the form: “What did your child talk most about this week/month?”, “Any other concerns or celebrations?” Reflections on Distance Learning: Distance learning is like learning a new instrument; “Never forget who you are; you’ve just been given a new instrument.” -Sally Think to self: “I am the expert, I am passionate and my failure doesn’t touch that.” - Sally It’s OK to fail, make mistakes, and put yourself out there; this is new territory and you’re doing a great job! Reflect on what worked and what didn’t after each Zoom call with your class.

-Behavior is communication: a child is triggered.  -What can we do when a child is triggered? Jump in and teach a skill! -On Sharing: Don’t make kids give up toys and share at that moment. -Say: “ __ is using that toy now, you can have it when they are done.”  -Taking something away that is so important to their play is like stopping their learning in its tracks.  -It’s so important when a child is dysregulated to just be calm.  -For children, knowing that someone is there and loves them is enough. -Toddlers’ spectrum is so much smaller- what seems small are big deals to them.  -Think and teach kids to think. Be there, honor their feelings, and label what they are feeling or what’s happening. -After you label emotions, teach them strategies for the next steps as this helps with self-regulation. -Ask: “What’s next?” or “ What can you do?” -Focus on the child’s wins in a way that matters to them! Point out what you notice about them and their actions. To find out more about BrookeLynne, check out her website at www.BrookeLynneDukes.com and follow her on Instagram: @BrookeLynneDukes

Show Notes: every child has a voice and a message that deserves to be heard. Show up, be present, be responsive as parents/educators/adults. Ask self: What’s my bias? What are my inner feelings? What are my triggers? Asking these questions makes you calmer when you enter these situations bc you know where you stand. Going from reactive to responsive when helping a child with big emotions. Don’t talk when kids aren't ready Take yourself out of it, it’s about helping the kid in the moment. We are a safe space. Safety Signals: Tone of voice: not too low, too high, or monotone Offer only 1 or 2 words: “I’m here”, “How can I help?” Movement: how fast or slow are you moving? Mirror body language of the child. Think: How am I conveying safety? Whats my energy like? Resources Alana’s Website Book for thinking through some root causes of behavior ”Social and Emotional Development in Early Intervention” By Mona Delahooke

Outdoor play is so important for mental health! Aim for at least 2 hrs/day. Outdoor play allows for Independence, Risk-taking, freedom, a multi-sensory experience. For risks: have children talk about them and establish boundaries with you before play. Ask: What boundaries are good and important for safety? Intentionally plan for what’s happening in nature and outside on your playground Suggested materials: Binoculars Magnifying glass Buckets (YES, for each child!) Ways to Bring the outdoors inside: Planting (Teaches empathy) Microgreens! (Grow fast and kids can cut and eat or explore). Seasonal items from outdoor. (Leaves, flowers, branches, rocks, bugs!) Margie’s Nature/Outdoor Play Recommendations: https://www.insideoutside.org/ https://www.massaudubon.org/ http://www.greenheartsinc.org/ Closed Loop Farms Books: Spirit in Nature: Teaching Judaism and Ecology on the Trail by Matt Biers Ariel and Deborah Newbrun Wild City Book by Jo Schofield and Fiona Danks. Lots of ideas for in the City: Wild Things by Jo Schofield and Fiona Danks Growing Up Wild:Â Exploring Nature with Young Children from Project Wild. (This is a workbook with about 30 ideas for lesson plans involving all curriculum areas and lots of great tips/resources)

-Create space condusive to action in your classroom. -If kids aren’t using the space, change it up! Think of school as a second home, a home-away-from-home. What can you do to make your classroom more home-like? -How are the kids trafficking that area? What kind of play is happening there? -Notice and enhance the environment (change things, rearrange things). You don’t always have to tell the kids about it. If changing environment with them, say, “What if we added… “ or “I notice that ____.” Don’t get caught up on materials but instead aim to create a healthy, serene vibe that can be adapted. -Fewer choices promotes deeper play. -No “no” just because. Resources: Julianne Wurm’s Website

Be OK with fauilure and open to trying new things! We expect our children to learn new things; learn with them! Experiment with all the features that the platform of your choice has to offer. Pick one platform that you’re comfortable with and stick with it. Connection: Daily morning meeting Offers consistency and sets the tone. Follow the same flow that you’d offer in your classroom. Offer small group and one-on-one time. This allows for more children to have time to connect with eachother, the teacher and time to share out. Consistency: Offerings should be daily and at same time, if possible, Make offerings/lessons/group-times predictable and fun. Content: Use the children’s home environment as part of the learning! Pictures and videos of thier home, surrondings, and items within enhances the learning. Name your lessons and get the children excited for the content: Mystery Mondays: Give children a prompt to take a picture of. Example) Children take a picture of an item or a group of one item and the class estimates how many of that item thier are. It’s math and fun! Lunch and Learn, offered once a week at the same time, for parents that have questions or need support. Take virtual filed trips with the kids. Be proactive: If in-person now, offer a “Zoom PJ Party” to get the kids comfortable with Zoom— just in case! Revise things daily: distance learning requires a lot of reflection. Be senstive to what’s going on at home. Allow eveyone to show up in a way that’s the most comfortable to them. This can mean: camera on or off, quiet room for working, room for using chat functions only and room for talking while working. Allowing for all of these offerings appeals to different learning styles and different moods; very responsive! Resources: For Theresa Wills templates, PD Recordings, Math Routines and more, click HERE. Sign up for Seesaw (for free)! Seesaw is a wonderful resource for both in-person learning and at-home learning as well. We use it in our classroom as well and LOVE it. Feel free to reach out to us with any questions! Canva Canva is a graphic design platform, very user-friendly with so many templates to choose from!

Take-Aways: Screen time approach: you must think about so many factors other than just time spent. The idea of technology as a ‘place’, think about:   When Quality Who (is around) Relationships Mood  If there is too much (screen time) that gets in the way of things like connection, relationships, and play, then we see a negative outcome. When families use technology together (i.e. Zoom for school!) to connect and learn, then it’s not a toxic subject but rather a useful tool.  Technology should be thought of as one ‘tool’ of many! General time limit recommendation: 1 hr./day for 2-5-year-olds (Entertainment media DOES NOT include learning media in this limit). Moods and kids: pay attention to temperament when using screens and after. Kids get the most out of technology when engaging with others, like a peer or adult. Ask yourself: is it helping or getting in the way? Is it one of many things? Are children just passively consuming? Does it introduce new experiences?  Give yourself grace and look for patterns. Resources: Family Time With Apps: http://joanganzcooneycenter.org/wp-content/uploads/2018/10/jgcc_familytimewithapps_brochure_eng.pdf Excellence in Early Learning Digital Media Award: http://www.ala.org/alsc/excellence-early-learning-digital-media-award-2019-winners Using Technology To Support Learning at Home: https://www.edc.org/sites/default/files/uploads/Young-Children-Home-Tech-Use.pdf E-AIMS Model for Choosing Media Content: https://www.zerotothree.org/resources/2533-choosing-media-content-for-young-children-using-the-e-aims-model A few blogs on Erin’s site: Sesame Street Town Hall on Racism When We Outsource Talking to Toys Three Ways to Get the Most Out of Screen Time With Young Children Get Creative With Kids and Technology Toddlers and TV: Zombies, Distracted or Engaged? Latest on the blog: Practicing Anti-Racism in Parenting https://sparkandstitchinstitute.com/practicing-anti-racism-in-parenting/ Want blogs, tips, and tools right to your inbox? Subscribe at sparkandstitchinstitute.com/subscribe

Our Guest, Amelia Troutman, is the Manager of Education at the Kohl Children’s Museum in Illinois and has years of experience implementing and teaching the Project Approach, first based off of Judy Harris Helm and Lilian Katz, “Young Investigators: The Project Approach In The Early Years” book and method. Amelia is so knowledgable, warm, and eager to help others learn and teach through this hands-on, project-based approach. For more information about the Kohl Children’s Museum and the Project Approach please check out our blog www.thereflectiveteacherpodcast.com *Please be aware that application deadlines, programs, and museum hours may be affected due to COVID-19

On todays episode, our guest is Ellen Galinsky, author of the book Mind in the Making: The Seven Essential Life Skills Every Child Needs. In our interview with her, Ellen chats about her background and how she came to write Mind in the Making. She considers herself to be an adventurer, not of mountains or uncharted lands, but of questions— and we were so happy to talk about all of her adventures in this episode! Listen as we go over each of the seven essential life skills Ellen outlines in her book—They’re amazing resources, not only for parents and teachers of children, but also just for ourselves as ever-growing individuals!