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“The state of our surroundings, tells the conditions of our soul.” ― Lailah Gifty Akita

The Complete Guide to Cleaning

A clean school is necessary to create a safe and healthy learning environment for children.

A successful early childhood education program does more than help children develop the knowledge and skills they need to learn and grow. It also provides them with a safe and clean environment in which to do so. When we consider maintaining safety and security, we often think of guarding against visible threats; however, your program is also responsible for protecting children from unseen dangers like viruses and bacteria.

Germs are everywhere, and young children are more vulnerable to infections because they’re exposed to many germs. While it’s impossible to completely stop the spread of germs, you can do your part to protect your children with consistent and thorough cleaning practices. 


The importance of keeping your childcare clean

A clean childcare is essential to providing a healthy and safe environment for the people coming in and out of your childcare facility. This starts with the children in your care daily and extends to staff, families, and visitors.

During early childhood education and development, young children have yet to learn all the skills they need to exercise proper hygiene, such as covering their mouths and noses when they cough or sneeze. Because their immune system is still developing, young children are more vulnerable to bacteria and germs from messes. Cleaning surfaces to eliminate germs can help protect the children in your program. While the entire center must be kept clean, it’s necessary to focus extra efforts on shared areas and items. 

Children spend most of their time crawling or sitting on floors or playing at tables, so frequently cleaning common areas can help stop the spread of illnesses. Children also spread germs through shared toys. A child might put a toy in their mouth and pass it on to a friend who will do the same. Cleaning toys regularly and between uses reduces how often or how quickly children infect each other. 


Cleaning, sanitizing, and disinfecting 

“Cleaning” is a broad term that we use when we think about removing, reducing, or destroying germs. While cleaning, sanitizing, and disinfecting may sound similar in theory, they are very different, based on the Centers for Disease Control and Protection (CDC) cleaning guidelines for early care and education settings:

  • Cleaning removes germs, dirt, and impurities from surfaces. It is done by scrubbing surfaces with soap and water.
  • Sanitizing reduces germs on surfaces by using weaker bleach solution or sanitizing sprays.
  • Disinfecting destroys remaining germs on surfaces after cleaning with stronger bleach solutions or other chemical products.


Cleaning is the first step before sanitizing or disinfecting surfaces because it can remove most types of harmful germs like viruses, bacteria, parasites, and fungi. The CDC recommends sanitizing surfaces that come in contact with children’s mouths, for example, feeding items and toys. Take extra time to disinfect surfaces when someone is sick or has a higher risk of getting sick.



How to clean, sanitize, and disinfect

Because cleaning, sanitizing, and disinfecting have different purposes, their processes are also different. You can use the following steps to clean, sanitize, and disinfect your childcare center.

Cleaning

Clean visibly dirty surfaces daily after meals or activities.

  • For hard surfaces, clean them with soap or water.
  • For soft surfaces, such as clothing, cloth toys, and rugs, launder items according to the manufacturer’s instructions while using the warmest appropriate water setting and drying the items completely.
  • Use vacuums for carpets and rugs, and safely dispose of the dirt.


Sanitizing

Daily sanitizing may not be required if objects and surfaces are well-cleaned after each use. Sanitizing can be done by using a bleach solution, an Environmental Protection Agency (EPA)-registered sanitizing spray, or a dishwasher with a sanitizing cycle.

  • For cloth materials, such as bibs, placemats, and tablecloths, sanitize them by machine-washing and drying them after each use.
  • For plastic, metal, or wood objects, such as toys and bottles, sanitize them by boiling, steaming, or using a bleach solution according to the manufacturer's recommended method.
  • For hard surfaces, such as highchair trays, plates, and food preparation areas, clean with soapy water and wash, rinse, and sanitize food surfaces (trays and plates) before and after they’re used for eating.


Disinfecting

Bathrooms and diaper-changing tables must be regularly disinfected in early childcare settings. Use gloves to avoid coming in contact with bodily fluids or blood. If surfaces or objects are visibly dirty, clean them immediately and disinfect the area.

  • For electronic items, such as phones and computers, use disinfecting wipes according to the manufacturer’s instructions.
  • For surfaces, first clean the area with soap and water. Then use an EPA-registered disinfectant product or a diluted bleach solution.


Selecting the right products is essential, but it’s also important that you monitor your use and exposure to these products. When using disinfectants, remember to:

  • Store products in a locked cabinet, in their original containers, in a well-ventilated area, and out of reach of children.
  • Use products according to the manufacturer's directions and for their intended purpose.
  • Never mix products unless directed on the label to do so.
  • Pre-clean the surface with soap and water if the directions mention pre-cleaning or if the surface is visibly dirty.
  • Leave the disinfectant on the surface long enough to kill the germs.
  • Wash hands with soap and water for at least 20 seconds immediately after using disinfectants.


Organizing your cleaning 

A defined cleaning system makes cleaning easier and ensures every surface in your center receives attention.

A simple cleaning routine might look like this:

1. Collect any visible debris or toys from the surface. This step is important, especially if you're using a vacuum cleaner since debris can get stuck in the vacuum.

2. Clean the surfaces with water and soap to remove any remaining dirt and dust. 

3. Rinse the surface of any dirt and the detergent used in the previous step. 

4. Disinfect the surface using a chemical solution to kill all the bacteria and germs. 

5. Rinse off the disinfectant. Not all disinfectants require rinsing, so check the manufacturer’s instructions. 

6. Dry the surface and organize any toys or items in the room.


Using a cleaning checklist every time 

Another way to stay organized when cleaning your center is by using a cleaning checklist

A simple checklist can include the designated room or area that needs to be cleaned, such as “Bathroom Cleaning Checklist”, the actions that need to be taken daily and weekly, and the supplies necessary for cleaning that area. 

Some of the benefits of using a cleaning checklist include: 

  • Ensures you don't miss any spot during cleaning 
  • Reduces decision fatigue on where to get started  
  • Prevents you from feeling overwhelmed by keeping everything organized
  • Makes delegation more manageable and more effective since anyone can get the same results using the checklist
  • Makes cleaning feel like a routine


If several people clean a specific area, it's crucial to have a duty checklist in the room. A duty checklist includes a copy of the cleaning checklist, plus sections where staff members can sign their names and the time they completed the checklist. This way, other staff members know when a staff member last cleaned the room. It's also a good idea to include your cleaning protocol in your staff handbook so everyone on your team is informed on best cleaning practices. 

Cleaning by area

The best way to clean a facility is by doing it one room at a time. If possible, delegate each area to specific people. 

Classroom 

Classrooms are among the messiest spaces. They're also one of the most critical areas to clean as children spend most of their time here. 

Make it a routine to clean and sanitize your classroom area every day.

Kitchen and eating areas

Daily cleaning tasks can include disinfecting countertops, the stove, cabinet and door handles, and any dirty dishes. Clean and sanitize eating surfaces such as high chairs and tables before and after meals. 

Bathrooms

Bathrooms will become messy as children learn how to use the toilets. Therefore, it’s important to deep clean and disinfect them every evening.  

To keep the bathroom clean, clean visible dirt and disinfect commonly used surfaces like sinks and toilet bowls. 


Clean your space and clear your mind

When cleaning a childcare center, it’s essential to treat every area individually to ensure that all areas are thoroughly cleaned. Creating a cleaning routine and using a checklist helps you keep track of your supplies and cleaning regimen so that every surface receives the care necessary to keep it clean.

Cleaning is very critical to the well-being of the children you serve. While you can’t stop children from making messes, you can clean up after them to ensure that they can continue to play and explore safely. Taking the necessary steps to keep your center clean provides children, families, and staff with an optimal learning environment.

Daily Cleaning Checklist

Personal and Professional Self-Development Resources to Support Your Growth and Wellness!


Just a reminder Stepping Stone School has a wonderful resource library of personal and professional self-development articles for you to take advantage of!


The Vitality Journey is sent monthly via email to all SSS employees and is updated on the homepage of the LMS


The Vitality Journey - Curriculum Edition is sent out via email to all employees monthly and is on the LMS homepage


The monthly Leadership Journal is sent out monthly via email to all members of the Leadership team. These topics follow the Gold Standard Leadership Development focuses


Five Minute Meditation For Preschoolers and Teachers

by Satomi Izumi-Taylor


It is difficult to learn to cope with stressful environments, because we are often limited in our abilities to deal with traumatic environmental forces. However, early childhood educators need to be better equipped to meet children’s needs during stressful times. Although teachers cannot shield children from every challenge, they can help children calm themselves and engage proactively in school activities through meditation.

Meditation can easily be implemented in everyday routines for children and teachers. The benefits of meditation include clearer thinking and improved attention, as well as better self-control, stress management, productivity, and development of calm, peaceful minds. Meditation can lower our blood pressure and stress hormones. During meditation, we pay attention to breathing and stillness to reach a mindful state. Meditation cannot solve everyday challenges, but it can give children and teachers opportunities to be present in the moment, to manage emotions, and to calmly address classroom issues. Before starting meditation, teachers can announce to students that practicing meditation takes time and that they will practice it every day. Here are examples of five-minute-meditation techniques for preschoolers and teachers.


Meditation for Preschoolers

For 4-year-olds, teachers should first explain to children what meditation is. Teachers can say, “We are going to meditate, and that means we pay attention to our breathing while being quiet.” Teachers can then sit on the floor with children, explaining, “Let’s quietly sit like I am doing now and focus on our breathing. Feel your breath going in through your nose, filling your belly, and then slowly coming out of your mouth like you are gently blowing out a candle.” 

The teacher may choose to add, “Use only your imagination (no talking!) to picture a red balloon floating in the sky. You can close your eyes or keep them open. Now we are going to imagine watching it fly up high into the sky until we cannot see it anymore.” Continue by adding, “Do not forget to keep paying attention to your breath going in and out at its natural rhythm.” Be prepared to say, “If you get distracted, that is OK! Just come back to focusing on your breathing.” At this age, meditation should be continued for up to 5 minutes. 

For younger preschoolers, teachers can explain what they are about to do, what meditation is, and then ask children to lie on their backs as they listen to a bell and raise their hands when they no longer hear it. Then, teachers can place stuffed animals on the children’s abdomens to help children pay attention to their breathing (Zelano & Lyons, 2011). Teachers encourage children to look at the stuffed animals rising and falling on their abdomens. Teachers may reassure children that it is okay if their mind wanders, and when it does, they can return their attention to the stuffed animals and notice their breathing. If some children are unable to lie still for five minutes, then they may try to meditate for one to two minutes, which can still be beneficial.

Children can also use pinwheels to focus on their breathing. With pinwheels, children can stand or sit, with good posture. They focus on the pinwheels, and teachers ask them to breathe all the air out thorough their mouths so the pinwheels will start turning. Teachers might say, “Let’s take a long, slow, deep breath in through your nose all the way down to your tummy, and let your breath out on your pinwheel so it will turn.”


Meditation for Teachers

1. Find a quiet place with soft lighting and sit straight and tall in a chair. You can place your hands on your lap or stomach. Pay attention to your breath going in and out without forcing it. You can keep your eyes open or closed; closing your eyes might help you focus on your inner sense of the body. Inhale for a count of three, hold your breath for a count of two, and exhale for a count of ten. The key is breathing through your stomach, so placing hands on your stomach might help you focus. At nighttime you can breathe in and out while lying in bed.

2. Find a chair in which to sit straight and tall. Place your hands on your lap or stomach. While paying attention to your breathing, imagine yourself at a lake and sending off a boat. You can breathe in and out, without forcing it. Pay attention to the calmness of the water and the color of the boat. Breathe in and out, sending the boat toward the horizon until you cannot see it anymore.

3. You can focus on a mantra while meditating. Repeating some simple words while meditating might help you focus. Words can be related to personal beliefs or wishes. Pay attention to breathing and repeating your words. Some examples of mantras include: “I am focusing on my breathing,” “I am happy and calm when meditating,” or “I had a good day, and tomorrow will be better.”

Often, children are overwhelmed with news of societal and cultural violence or natural disasters, hurried schedules, academic pressures, and daily stressors. Given this, children have feelings that might be difficult to control, and educators play an important role in helping them learn emotional regulation skills. Social/emotional skills can be enhanced when children are able to pay attention and focus on details of classroom activities. Five-minute-meditation techniques can help calm children and contribute to their ongoing physical and mental well-being.

References

Zelazo, P. and Lyons, K. (2011). Mindfulness training in childhood. Human Development, 54, 61-65. doi:10.1159/000327548.



Conscious Discipline

by Angela Fraley


A child’s ability to self-regulate has long been accepted as a key factor in future success.


Current research into behavior, neuroscience, and trauma, indicates that children acquire the bulk of their social and emotional learning through the way they are treated and the way they see others behave. In short, children develop healthy skills through healthy experiences and co-regulation with adults. In order for educators to effectively teach self-regulation and other core SEL skills, they must be able to model these skills in everyday life. 

The challenge, of course, is that a lot of adults lack these skills. Self-regulation comes easily when the world is going our way, but how do we fare when the children ignore us, spit, pull hair instead of saying, “Move please,” and splash water all over the hand washing station? What about when coworkers criticize, judge, exclude, and blame? Generally, when we are upset, we revert to the skills we saw adults use when we were children. Sometimes these skills were not the healthiest by today’s standards, but they were the norm at the time. Sometimes they were unhealthy by any standard. In order to break unhealthy cycles, co-regulate and teach essential SEL skills, adults must first increase their emotional intelligence.


The field of education is beginning to recognize this “adult-first” approach as essential to effectively teaching children SEL skills such as self-regulation, responsible decision-making, empathy, self-awareness and conflict resolution. Conscious Discipline is an,evidence-based approach to discipline and SEL that has utilized this “adult-first” approach to transforming children’s behavior since the late 1990s, long before the phrase was popular. In that time, Conscious Discipline has impacted an estimated 18 million children worldwide.


Conscious Discipline empowers adults with the skills to self-regulate and create a school culture that is conscious, compassionate, intentional and healthy. Simply put, it allows adults to shift from “Do as I say, not as I do,” to “Do as I do,” and infuses effective SEL into all aspects of discipline, classroom management, instructional practice and social culture. 

At the opening of last year’s Conscious Discipline Institute, founder Becky Bailey said, “Discipline means ‘to teach,’ and what better way to teach children than for us to use the skills we are trying to teach them. Self-regulation, empathy, kindness, respect, perseverance … children learn these qualities by consistently experiencing them firsthand.”


As an instructor with Conscious Discipline, I have trained and coached teachers, administrators and parents from one side of the United States to the other. Every place I have been, I see adults who are beyond frustrated with today’s challenges and struggles. Administrators want to do better in supporting their staff members’ mental health and reducing turnover. Teachers want to do better in their interactions with children and in supporting their development. But year after year, the behaviors seem to become more challenging while time and resources become scarcer. The need for effective, long-term ways to support educators and students is staggering. 

Conscious Discipline provides relief through evidence-based strategies that create lasting change, without the burden of a separate curriculum. Daily classroom life is the curriculum, and it is chock-full of challenges that have the potential to become powerful teaching moments—once providers know how to use them.


The first thing I tell a center when introducing them to Conscious Discipline is that they are shifting from the impossible task of controlling young children to co-regulating with them. As co-regulators, adults have the opportunity to model what self-regulation looks like, feels like and sounds like throughout the school day. The challenge, of course, is that most adults grew up without a consistent co-regulator by their side. This is why the adult-first process of Conscious Discipline is so vital. Children develop the skill of self-regulation through healthy experiences co-regulating with an adult. Conscious Discipline fills the adult’s skills gaps so they can be the self-regulated, emotionally safe teachers children need.


Educators at The Playing Field in Madison, Wisconsin have been implementing Conscious Discipline since the center’s inception. Founder and executive director Abbi Kruse said that few educators come to The Playing Field with the training or experience needed to succeed long-term. Training employees in Conscious Discipline has provided the growth, community and stability the teachers need to thrive in the classroom and bring the best of themselves to every interaction with the children in their care. 

Kruse said, “Our School Family really tapped into the powers and skills of Conscious Discipline as tools for adult self-care, especially through the pandemic. With training and support, we have seen our teacher turnover drop to less than half the national average. So, implementing Conscious Discipline has helped create a healthy learning environment for both adults and children.” 



The Playing Field’s staff members shared what it felt like to shift to Conscious Discipline.

“Conscious Discipline taught me that we have the power inside us to make the change we want to see in our classroom. What a game changer to challenge teachers to change ourselves first, instead of trying to implement yet another new program without tapping into our own powers. Adult first, child second resets the entire concept of classroom management into classroom family,” said teacher Julie Betthauser.

Laurelin Brokaw, another teacher at The Playing Field says Conscious Discipline gave her the awareness and skills needed to better care for herself and maintain a calm, regulated state. “Before, I would try to help others first and crash over and over. Now I have the skills to pull myself out of the weeds—to regulate myself first and then help those around me,” Brokaw said.

Because Conscious Discipline is a program that requires self-awareness and reflection, every practitioner’s experience is unique. The following tips, however, come to mind as universal and immediate Conscious


Discipline strategies anyone can implement:

  • Bring water to their fire instead of fuel. Disengaging the body’s stress response with deep belly breaths (inhaling through the nose and exhaling through the mouth) helps calm our internal state. Without calming first, our triggered internal state can add fuel to the upset person’s fire and cause the moment to escalate. When fulfilling our job responsibilities as co-regulators for children, deep belly breaths are always the first step.
  • Slow down and be present. As adults, we often rush through moments because we are already thinking about what is next on our to do list. Children, on the other hand, live in the present moment and need our minds, as well as our bodies, to be with them. Breathe, slow down and bring your mind to where your body is as a present co-regulator.
  • Breathe more and talk less. In upset moments, our triggered internal state often sparks a lot of talking. We tend to talk and talk and talk, which very rarely deescalates the child’s upset state. As a co-regulator, your calm internal state is the key, so breathe before you speak and breathe more than you talk.
  • I also advise centers to join the community of educators and parents on Conscious Discipline’s website and social media. Creating community is one of the foundational tenets of Conscious Discipline, and the company has nurtured a deep community of learners via its trainings, live events and extensive online resources at ConsciousDiscipline.com, including hundreds of free webinars, articles and “reproducibles.” The website also includes information about their evidence-based designations. 
  • 

Early childhood educators are among the most impactful people in a child’s life. Their daily interactions with children play a key role in whether or not children develop healthy social and emotional skills, self-image and mental models. Conscious Discipline provides an adult-first approach that empowers educators with the social and emotional competencies needed to model and teach core SEL skills and self-regulation in everyday classroom life. “It is transformational change for our students, our staff and ourselves. It is a path for building the safe, compassionate world we imagine,” Kruse said.

Being on the Same Team as the Child: Co-regulation in the Classroom

by Mike Huber


“Stop that!” I heard the shout from across the classroom. I took a deep breath and headed to the block area. I was confident I knew what happened. Four-year-old Charlie yelled at other children a few times a day. The reasons varied. Someone was too close. Someone was using a toy that he wanted. In this case, it was because someone was looking at him. If Charlie’s yelling at other children was not a challenging behavior, I did not know what was.

Let me be clear, I do not think Charlie was challenging, but his yelling was challenging to both me and Charlie. I was stressed by the volume. For Charlie, whatever caused him to yell was challenging; the yelling itself was not. Telling Charlie to stop yelling might address what I found challenging, but not what he found challenging. Too often, we as teachers focus on the behaviors that we find challenging rather than what is challenging the child. In other words, our main goal is to get the child to comply to our rules and expectations.

Compliance

When we focus on compliance, we place ourselves in opposition to the child. We are not focused on the child’s goal. In Charlie’s case, he was yelling because he wanted to be left alone, including not having others look at him. I could have told Charlie that he cannot make others stop looking at him. I could have told him that he had to use “an inside voice.” But my explanation would not be enough to make him stop yelling. I would have to include other incentives to stop yelling. I could threaten to put his name under the sad face on the behavior chart. I could make him move to a different area of the room. I could do any of these things but if I was honest, I would also have to realize that I was not teaching Charlie any new skills. I was trying to change his behavior through shame and/or fear. 

That is not to say I would not be teaching anything when focusing on compliance. But I am not sure they are lessons I would want to admit. If I had told Charlie he could not play in the block area because he was yelling, he would have learned that the feelings he had were bad, or worse that he was bad for having those feelings. The other children would also learn that Charlie was bad, especially if I am frequently scolding him, or even just calling out his name in disapproval.

The foundation for any learning is emotional regulation. Any teaching practice for young children that does not include fostering emotional regulation is, at best, inadequate.

Co-regulation

What can a teacher do if they are not monitoring and charting children’s behavior? Just let the children run wild? The simple answer is no. The choice is not between compliance and chaos, but rather I invite you to explore if you and the child are “on the same team.” Are you working toward the same goal or opposing goals? In the case of Charlie yelling because someone was looking at him, the first thing Charlie needs is a way to calm down. My first job as a teacher is to care for the children in my classroom. 

Helping calm a child is also called co-regulation. Co-regulation is sharing space with a child as they move from a dysregulated state to a regulated state. Regulation is having the right energy or arousal level for the situation. When you are playing with children, you should be active and socially engaged. When you go to bed, you want a calm body. Dysregulation is when your arousal level does not fit the situation. In the classroom, it often shows up as fight, flight, or freeze. So, co-regulation in the classroom usually involves helping a child calm down. 

Charlie often became dysregulated in ways that were hard for me to understand, but those moments were not the time for me to figure out why Charlie was upset. When someone is dysregulated, they have difficulty using the rational part of the brain. It is not the time for me to remind Charlie of the rules or to ask him why he is yelling. What he needs in the moment is help regulating.

Focusing on co-regulation is helpful, because it models coping skills and builds trust between the child and adult. Most importantly, I shared the immediate goal of helping Charlie calm down and the long term goal of teaching him ways to calm himself down. In the process of helping Charlie co-regulate, I also noticed a pattern of what was making him upset. He seemed unsure of how to read non-verbal social cues. When children walked near him, he worried they were coming to take his toys or hurt him. With this information, I could help Charlie with the thing he found challenging. We could read books with similar situations. I could use self-talk in front of him to show how I read non-verbal cues. “I see him frowning, I think he is sad. I should ask him.”

I could also help talk Charlie through his own feelings. I found times to join Charlie in play and took notice of when Charlie was just beginning to get stressed. For example, when a child walked by, I would point out non-verbal gestures. “She is looking at the art area. I bet she is going to go draw.” Charlie did not pick up the skills immediately, but I was now catching many situations before he became dysregulated. I helped Charlie learn to pick up on non-verbal cues, while also deepening my relationship with him. Co-regulation is teaching at its finest because it does not view care as separate from teaching, but instead as an integral part of it.

Regulating Yourself

When focusing on co-regulation to address challenging behaviors, it is important to remember that you must be regulated before you can help someone else regulate. I became stressed when Charlie yelled. Before approaching him, it was important for me to take a deep breath and remind myself that he is doing his best with the skills that he has and that I can play a role in helping him foster new skills. I also know that on those days that my own stress is too much, I can ask my co-teacher to help him. Using co-regulation does not mean that there are not behaviors that will challenge you as a teacher, but when we start using a lens of regulation, we start to understand the importance of self-awareness of our own emotions and stress level.

Like many educators, I am often stressed by loud volume. Knowing that, I can catch myself feeling stressed when the level of excitement in my classroom is high. Usually taking a few breaths is enough to calm myself. Then I can look at the source of the sound and ask, “Is it joyful?” If it is, I just remind myself that my goal is to provide an environment where children can reach their flow state in play. If a child seems to be dysregulated, I can assist. My self-talk allows me to react in an appropriate way.

Dysregulation and Young Children

The reasons young children become dysregulated varies widely, mostly tied to development. This can be due to emotional stress, combined with an underdeveloped ability to picture other possibilities, sensory over-stimulation or under-stimulation and cultural disconnects. 

Young children tend to only keep one thing in mind at a time; they live in the moment. If they are mad at another child, they only experience the anger and perhaps the sadness of losing a playmate. They cannot also think about the many other times the two of them have gotten mad and then quickly made up. This can result in a child becoming very upset at what may seem to an adult to be a trivial disagreement.

Children are also developing their sensory profile, that balance of how much stimulus is engaging and how much is overwhelming. Children develop their profile through trial and error. Some toddlers will smear paint or shaving cream all over their body and then realize they do not like the feeling, and soon the tears start flowing. Others will avoid the shaving cream all together. Over time, these children will find the just-right amount of shaving cream that works for them. In the meantime, the adults caring for these children can expect to co-regulate with them.

A child may get confused with cultural expectations that differ from their home life. If a teacher asks a child, “Do you want to clean up?” and the child says, “No,” that child may get confused when the teacher is suddenly stern with them. The child may have been more than happy to clean up if the teacher simply stated, “It is time to clean up for lunch,” but the child may not have understood why the teacher is upset. They may even think the teacher does not like them, since the change in attitude seemed to come out of nowhere. Hopefully, the teacher will be self-aware enough to catch these cultural disconnects, but they will happen on occasion even with the most culturally-sensitive educator. Co-regulation will not only calm the child down, but also allow for the child to build trust with the teacher who shares space with them at their most vulnerable. A teacher who is mainly concerned with a child’s compliance may never even realize why a child behaved the way they did, and may unwittingly foster resentment in the child.


Finally, children who have experienced trauma may become dysregulated for no apparent reason. The educator may not know what sets off the child. It is common for a child to behave in ways to get a strong reaction from adults, even if it is anger. An adult who stays regulated and co-regulates with that child can build a relationship with that child. This does not happen overnight, and the adult may need extra support to regulate their own emotions (through reflective supervision, meditation, self-reflection, and other techniques). While co-regulation is more effective than compliance for all children, children who have experienced trauma may have the most at stake. As I stated, compliance ultimately only works by relying on fear and shame. Putting the name of a child like this on the behavior chart every day will only serve to deepen their trauma.

Like all teaching practices, co-regulation takes practice, and you will not do it correctly each time. You will not always know what set a child off. You will not always calm a child enough to problem solve with them. And that is all right.

What you will do is share space with them, care for them, and most importantly share your common humanity. This is teaching at its most pure.

 

The Steps of Co-regulation

1. Approach calmly. Take a deep breath yourself if needed.

2. Label the child’s emotions: both the feeling and how it shows up in the body. (“You’re mad. I hear you yelling.”)

3. Assist child with coping skills.

  • Taking deep breaths (have child blow pinwheel or bubbles).
  • Hugging a stuffed animal or trusted adult.
  • Swinging or rocking.
  • Watching objects with slow movements (glitter jar, fish tank).
  • Chew something appropriate.
  • Moving away from stimulus that is causing distress.

4. When child is relatively calm, try talking about what to do now. (“What would you like to play with now?” “Do you want to read a book with me?”) If there is a problem that needs to be resolved, use open-ended questions. (“You want to build with blocks alone and Sheila wants to build a store. What could we do to solve this problem?”)

5. If child is still upset, repeat step 3.

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Weekly Task Checklists Lead to Successful Classrooms!

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Infant Classroom Weekly Tasks

Toddler Classroom Weekly Tasks

PreK Classroom Weekly Tasks

Advanced PreK Classroom Weekly Tasks

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A teacher's vitality or capacity to be vital, present, positive, and deeply engaged and connected to her/his children and students is not a fixed, indelible condition, but a state that ebbs and flows and grows within the context of the teaching life. Stepping Stone School is committed to a program of professional development devoted explicitly to nourishing the inner and external life or core dimensions that are increasingly important for our educators on their journey.
-Rhonda Paver
The Educator Vitality Journey is a program designed to help our teachers to make a daily, conscious effort to be positive, self-aware, passionate, and fully engaged in their roles, while deepening their understanding of their true potential.