Podcasts about Early childhood

One of the cognitive skills we want to encourage in the early learning years is persistence. Intentional productive struggles help children to think more deeply and build persistence. Join Cynthia and Alison to learn the meaning of a productive struggle and how to plan for them.Check out our website:  https://www.howpreschoolteachersdoit.com/Be sure to like our Facebook page:  https://www.facebook.com/howpreschoolteachersdoitLearn more about Cynthia's work, including professional development, family education, and consulting opportunities:  https://hihello.com/hi/cindyterebush-RXMBKASubscribe to Cynthia's SubStack for free to receive articles and more in your email:  https://substack.com/@cynthiaterebush

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This week, Bobbi Conner talks with MUSC's Dr. Michelle Macias about speech and language delays in early childhood.

Have you encountered very young children who get upset when they are not perfect? Do you want to avoid creating perfectionism when interacting with young children? Join Cynthia and Alison for this listener-request-inspired episode focusing on strategies to deal with and avoid perfectionism.Check out our website:  https://www.howpreschoolteachersdoit.com/Be sure to like our Facebook page:  https://www.facebook.com/howpreschoolteachersdoitLearn more about Cynthia's work, including professional development, family education, and consulting opportunities:  https://hihello.com/hi/cindyterebush-RXMBKASubscribe to Cynthia's SubStack for free to receive articles and more in your email:  https://substack.com/@cynthiaterebush

Raising happy, healthy, successful kids with the Core4Connectors - A relationship-based approach. Today's parents and carers are shifting their hopes for children from outward success to inner security. This article and podcast episode explore how relationship-based parenting from birth, rooted in trust, respect, honesty, and communication, creates the emotional safety that allows children to thrive. When children feel seen, heard, and secure, happiness and success follow naturally. Read the article here: https://thevoiceofearlychildhood.com/what-is-relationship-based-parenting/     This episode is in partnership with BookedIn   BookedIn is a CPD booking platform that connects organisations with verified speakers, trainers and consultants – so you can find the right fit faster, based on your brief, audience and outcomes.   You can discover, compare, and manage bookings in one place – designed to help you book with more clarity and confidence.   Whether you're booking CPD or are a speaker yourself, they're opening early access soon, and if you want to be first to hear when it's live, join the waiting list today!   To find out more and sign up to the wait list visit: https://waitlist.bookedin.online/   Listen to more: If you enjoyed this episode, you might also like: ●      Perception, positivity and parents with Wendy Kettleborough - https://thevoiceofearlychildhood.com/perception-positivity-parents/ ●      The politics of parenting with Dr Helen Simmons - https://thevoiceofearlychildhood.com/the-politics-of-parenting/ ●      Beyond partnership with families with Philippa Thompson - https://thevoiceofearlychildhood.com/beyond-partnership-with-families/   Get in touch and share your voice: Do you have thoughts, questions or feedback? Get in touch here! – https://thevoiceofearlychildhood.com/contact/   Episode break down: 00:00 - Welcome to the episode and introduction to Cara 02:18 - Cara's background in linguistics, education and Core4 Parenting 03:42 - The "teacher teacher" approach: parenting, education and identity 05:10 - Interacting with children vs being in relationship with them 06:35 - Relational intelligence and the Core4Connectors 08:52 - Respect, trust, belief and being willing to talk 10:40 - Building trust through boundaries and consistent language 13:08 - The role of language in building relationships 14:32 - Commands, declarative language and moving away from imperatives 16:25 - Meaning-based communication and the power of non-verbal cues 18:18 - The "talking triangle": body language, tone, energy and words 20:05 - How children read facial expressions and emotional cues 21:18 - The trigger trap reaction cycle 22:45 - Using calm energy before words: Cara's coat anecdote 25:25 - Why connection comes before instruction 26:48 - Positive and negative imperatives: when commands are useful 28:20 - The five-to-one-and-done strategy 30:08 - Supporting children's autonomy, cognition and self-talk 31:30 - A key language shift: "if you choose to…" 33:28 - Natural consequences, ownership and critical thinking 35:05 - Introducing Talk to Them Early and Often 36:20 - Why early language matters from birth to three 37:05 - Who the book is for and where to find it 37:55 - Final reflections on autonomy, conflict and connection For more episodes and articles visit The Voice of Early Childhood website: https://www.thevoiceofearlychildhood.com

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Send us Fan MailIn this episode of Childcare Conversations, Carrie and Kate dive into a really fascinating topic: the role of keynote speakers at early childhood education conferences. They chat about how the term "keynote" has gotten a bit watered down lately, with some conferences featuring multiple keynotes that blur into workshops. They also uncover a surprising stat: despite the ECE workforce being 98% female, most keynote speakers have historically been men! Their big takeaway? A great keynote should inspire, connect emotionally, and truly reflect the audience it serves.Thanks for Listening

Kelly Brownell interviews Jon-Paul Bianchi, Director of Systems Change at the W.K. Kellogg Foundation, about the foundation's systems-change approach linking food, health, early childhood, and family economic security to address inequities affecting children and families. Bianchi describes his path from PhD research to policy work and then to Kellogg, and explains how integrated grantmaking focuses upstream on policies, practices, resource flows, narratives, and long-term investment in people and relationships rather than isolated programs. He highlights Vermont's inclusion of food quality in childcare ratings and the foundation's Farm to Early Childhood efforts connecting procurement, regional food systems, and state policy, with examples from states like North Carolina, Iowa, and Wisconsin, and notes Brazil's national local purchasing policy as a model for success. Transcript As I was mentioning before we got started, I've long admired the work of the Kellogg Foundation. Working with the concept of food systems or connecting agriculture with nutrition and thinking about regenerative agricultures. There are a lot of places where your foundation was out front. So, I salute you and your colleagues for that. And it'll be interesting to find out what's happening right now. Tell us a little bit about yourself, and how did you get into the philanthropic work and your work with Kellogg in particular? I'm Jon-Paul Bianchi. I'm the director of the Systems Change team at the W.K. Kellogg Foundation. And what that essentially means is I'm the director of national programs at the foundation. But we call it systems change because we really do see in the different areas of work that we focus on- health, family economic security, food, and early childhood- that these things are all interconnected by some distinct systems. But also, common systems that overlap across them. And so, that's the approach that we take. And I'll spend some time sort of diving into that today. You know, to answer the question of how I got here... you know, a master stroke of luck. I was set to be an academic researcher. I was working on my PhD at the University of Wisconsin. I was ABD and decided that I didn't want to be a researcher and I wanted to work in policy. And I moved to Colorado to take a job sort of sight unseen, being the policy director of an organization that worked in K-12 and children's health, and food and early childhood education. And did that for a few years and learned to translate research into practice; into policy. And was giving a presentation and got a tap on a shoulder from somebody that worked at the Kellogg Foundation who was interested in what I was saying. And we had one conversation, and six months later, I wound up having a new job and leaving Colorado and moving to Michigan. That was 15 years ago. Well, you went into this with a great background having done the science as a graduate student and then into the policy world. And you're right, the intersection of those two is really where the magic can occur. You began talking about this, but let's talk about it a little bit more. So, when you say that there are systems that cut across different problems like food and health and economic security, etc., and I know you structured your team to reflect that cross-cutting kind of view of things. But tell us a little bit more about that. And how is this different than what's usually done, and how does it affect the way your work gets carried out? So, big picture at the Kellogg Foundation, we envision a society where every child can thrive. But we know that there's too many kids and families that still can't access good food or quality childcare, or their parents can't find quality jobs because of inequities that are embedded in the policies and the practices and narratives that shape our systems. And so, having a multi-issue integrated grant making team, it's made us more effective by better understanding the points of intersection and collaboration across those bodies of work. So, our food systems program officers are in the same team, and they work closely with our program officers in early childhood and family economic security and health. And those collaborations strengthen the work in a variety of ways. We have experts in each of those areas, but because they're spending time with each other and working in the same team, they're exposed to, and they learn about each other's work and each other's worlds. And that creates powerful collaborations in the foundation, but more importantly, out in the field. And it helps us to see that we can't fix any of these systems, including food systems, with surface level or patch kinds of solutions. We really have to work together to get upstream and focus on policies, focus on practices, focus on resource flows and narratives that really sustain the inequities that we see. And so, the foundation partners with organizations to dismantle barriers in food systems in the other areas so that children and families can access quality food. But I think we also recognize that's about investing in people. And it's about investing in people over time to drive transformational change in any of these systems, including food. For people listening to this who aren't in the world of philanthropy or academics or science or policy they might be saying, "Well, this kind of makes common sense. Isn't this the way it's usually done?" And in fact, it's not usually done to have this cross-cutting work accomplished the way you're doing it. It's actually a pretty impressive thing. Yes, thank you. And I have a lot of respect for our philanthropic partners and peers, and we work very closely with a lot of large and small foundations. And I think the adage in philanthropy is you know one foundation you know one foundation. So, we do it this way and somebody else will do it differently. And I think there's a lot of connection for us back to our founder. You mentioned Will Keith Kellogg at the top of the call. He was ahead of his time in terms of understanding the interconnectedness between food and the land and opportunity and people's education. And a lot of that came out of his tradition as a Seventh Day Adventist. But also, I think just as a person coming up in the Depression and seeing what happened afterwards and really beginning to understand in his own community of how these things were sort of connected to one another. And so, for us, both inside and outside the foundation, systems change really means betting on people long term to reshape those systems from the outside in. But also, from the inside out. And that's really what we're striving for. You mentioned the history of Dr. Kellogg. The history of that family is so interesting, and what went on in, you know, the sanitarium in Battle Creek, Michigan, and how the concept of breakfast cereals came about. And how the focus on natural foods was so important. It's worth spending a little time even on just Wikipedia to try to find out what that history is, because I find it fascinating. So, let's go back to food and go a little bit deeper and talk about what this systems approach looks like in practice. You're a philanthropic organization. You exist in the context of a capitalist society where businesses are out to do as well as they can. How is the foundation's work different from, say, funding a food pantry, launching a single nutrition program somewhere, which is what typically might be done? Yes, I think what we intend to do and how I think our systems approach is a little different from, say, you know, funding a single nutrition program, is that we mean to design and redesign practice and policy based on how kids and families actually live their lives. Right? So, where food and health and early childhood and family economic security show up together in a community, right? Families experience these things simultaneously in their everyday lives. They don't experience these things in silos. And so, we try to have our team and our work reflect that. So, instead of treating food as a narrow problem to fix with one program, we try to think about how the entire system around a child and their caregivers works or doesn't work and find those opportunities and levers to move that whole system. I'll give you a concrete example that will bring in our colleague Linda Jo Doctor, who you mentioned at the top of the conversation. Early in my time at the foundation, I was a reviewer for the Race to the Top Early Learning Challenge Grant. This was an Obama era competitive grant process for building early childhood systems in states. And the state of Vermont did something really interesting that I had the good fortune to review as part of that team. They included the quality of food and access to fresh, healthy food in childcare centers as part of their quality rating and improvement system for childcare. They didn't just talk about teacher quality or curriculum or reflective practice. They actually said, "If we care about child development, then what children are eating every day in those childcare centers is part of what quality means." That's a systems approach. They connected food policy and procurement directly into early childhood policy and practice so that nutrition and education and child wellbeing were all being advanced simultaneously. I brought that back to the foundation and brought it back to Linda. And we had a really great conversation about it, and then another, and then another, and then another. And that experience helped shape how I think and how many people think about our work at the foundation. And it led to things like the expansion of our Farm to Early Childhood work, which again, leans heavily on procurement as the strategy to drive systems change, but connects it into early childhood policy. Tell us about that. You know, the Vermont example you gave is a terrific one. And you talked about Farm to Early Childhood. What does that mean in practice? In practice for the foundation, it really leaned heavily first on, sort of, understanding the landscape of where there was capacity to connect regional food hubs, farmers and producers and growers to systems of early childhood. At the same time that you have these burgeoning and developing systems of early care and education with regard to financing and sophistication, you have something similar going on in them in the food system movement, depending on the state that you're in. And so, we work diligently in a subset of states to really connect those policy levers, pull them together, and try to create essentially more situations like Vermont, you had partnership at the local community level, at the regional level, and then at the state systems level. So, syncing up the actual practice on the ground, syncing up how the relationships between different organizations are formed and maintained with regards to better food and early childhood. But then also trying to codify that into state policy and practice. And we did that for a number of years and had remarkable success in places like Iowa and Wisconsin and even in North Carolina, and a handful of other states. And we very much saw this as a build off our successful farm-to-school work, but doing it in a system that comparatively in terms of early childhood, was a little more fragile, right? And it wasn't necessarily as easy to do it, but all the more important and helpful because of the age and the vulnerability of the kids and families that we're talking about. The systems approach is very powerful, and so I'm going to ask a question not to be challenging, but to in some ways give you a softball for proving the systems approach. If at the end of the day, the most important thing in a childcare setting is to get healthy food into the bodies of the children so they can thrive intellectually and medically and everything else. Couldn't you accomplish that by just giving a good shopping list, a Costco shopping list to the daycare directors, and they could go buy good foods? And why does it need to be connected with farmers and, you know, the broader connection into the community at large, why is that important? Yes. Well, backing up, I wouldn't want to state, as an early childhood person, that the only thing that, you know, makes an early childhood program high quality would be the quality of the food and that that would, you know, lead to optimal child development and school readiness. I think, you know, there's other things in there that actually matter too. But this is definitely a key component. I would say, you know, to your question, that that system that you named already exists. We have the Child and Adult Care Food Program. We have the ability to subsidize the cost of food, and to have that good shopping list in play. But, I think, what the systems approach does is it asks different questions, right? It seeks to say, where does the food come from? How is it grown? Who is benefiting economically, right? How are schools and childcare centers and farmers and communities connected? And how do we strengthen those, connections and relationships so that we can begin to shift policy and practice so that children and families can reliably have access to good food. And they know that it's coming from the community in which they're situated. And the people on the side that are actually producing the food, the farmers and the folks doing procurement and others, that they're actually connected to it too. And they know where the food is going. And so there is this social kind of interstitial benefit to connecting those systems in a way that I think brings value beyond just you get a healthy meal today. I think it begins to shift culture. And if you could shift culture in the institutions that people are participating in, you can actually shift culture in people. So, you could see if a parent that potentially wasn't exposed to that before, or maybe didn't have access, or didn't know how to get access to that kind of food, if their expectations suddenly shifted because in their childcare program they're getting access to quality food, that then becomes an opportunity to engage in a different way. But it also becomes an opportunity for that parent to become empowered and to come together with other parents and other community members and begin to insist that's a reality in everyday life for them. That becomes a norm rather than an exception. I really like your answer because, you know, in some ways, people in our country have become distant from their food. You know, it used to be you could just go to the store, and there might've been one agent between you and who grew the food. The farmer would deliver it to, and now there are factories and machines that process the food, and 10 steps, and it comes from different countries, and all that kind of thing. And what you're talking about is shrinking that gap again to decrease the distance, so people are more in touch. And you could easily see that if the food is coming from farmers and the daycare providers know that they're going to feel better about the food. They're more likely to tell a story about it to the children. The farmer might come to the daycare center, or the children go to the farm. And you could see there's a lot more going on here than nutrition, and that's the beauty of this systems approach, isn't it? I mean, the children want to have a garden, right? I mean, how many times have we seen that? It seems like a small thing in early childhood, but just that simple act of having a garden and being able to understand how things are cultivated and grown. Even for a small child, and I have two small kids, we have a small garden in our backyard: it's meaningful. And it also, I think, establishes a norm that the tomato that you pick off the vine or the pole bean that you pick off, that you eat, that you find just unbelievably delicious, then that becomes normative for them. That's a normative experience, and kids are not as frightened by things when they encounter it. And I think we have a real opportunity in the early childhood space to link up those two systems to say, "Yes, we can affect change." And I think that, again, back to this notion of investing in people long term, the investment in those kids long term and what they come to expect will be the norm matters very much to how we think about our work at the Kellogg Foundation. So you're talking about both practices and policies and a cross-sector approach to these things. And let's talk about policy for a moment. Where does policy typically break down? And what kind of people need to be at the table, and what sort of partnerships need to be established in order to have better food policy? I think if we take seriously that food policy is cross-sector, I believe that we need to build tables that look like the food system. And that means not just public health experts or nutrition advocates or academics, but farmers and food workers, and those childcare providers and teachers, and leaders in K-12, and tribal leaders, community organizers, local state government officials, right? And the funders, right? The funders who are willing to invest in the long slow work of doing systems change. And, you know, one place I would highlight is in your home state of North Carolina. For years, there was significant investment that helped really build a dense ecosystem. You established regional food hubs and meat processing infrastructure, and anchor institutions into schools and early childhood centers. And a really strong network of organizers and philanthropic partners. And that made it possible to fully integrate farm to early childhood in your state's definition of early childhood. And as an aside, I would say North Carolina was also one of the leading states back when I was first coming into the field of building out a high-quality system of childcare. North Carolina led that. And so, these two things converging is a very powerful example, but again, we're getting back to local sourcing. We're getting back to bigger things than just doing food education, right? Those things are now built into the system. And they're not just a side project of the system. They actually are the system. So, you're talking about a foundation doing a lot more than getting proposals, seeing what needs to be funded, and then sending money out the door. You're talking about connecting people in innovative and unique ways. And building bridges that didn't exist before. And getting people to understand the systems change approach. And it just can lead to so many interesting and innovative things that just weren't possible using traditional models. So, really my hat's off to the work you do, and I can see why it's creating such powerful outcomes. One piece I would be remiss if I didn't say this, right? What makes all those partnerships work or fall apart? Usually, it's not the brilliance of a single policy idea or practice idea. I. Sort of. Sound like a broken record, but I'm going to come back to this. Investing in that people infrastructure that sits underneath it is really important. And the places that we find that make progress in any of the issues we're talking about, family economic security, food, health, Medicaid, early childhood, K-12, right? The places that make progress really do have varied and diverse voices at the table, and they're able to build real trust. And they're able to cultivate champions and also the next generation of champions and the next generation of champions who can move between those sectors, right? And the funders are involved, but they really understand that they're financing relationships and governance and people. They're not financing programs. And I think as a grant maker, that's an interesting distinction to think about. Think we know it implicitly and we know it when we see it. It's a lot harder to stick it in a white paper and define it and disseminate it in Stanford Social Innovation Review, for example. No, I totally agree. In the work that we've done over the years with, uh, community partners in Durham, it's been my impression that they get this systems thing from the very get-go. That they understand that if poverty is too severe, then nothing else is going to work, and if housing is a problem, then these other things are going to be affected in pretty serious ways. And they understand the importance of these. And in a way you're letting the flowers bloom. You're taking, I think, what some people understand intuitively and would like to accomplish, but they've been forced into silos. And then once a funder comes along and can allow this to prosper, I think it's sort of a natural thing that occurs. I think so. And I think the tricky thing there is to not be seduced by the programmatic solution. Like, do you remember several years ago when the notion of collective impact was this very popular term that folks talked about? And it's a good thing. I mean, I think the framework and the model is powerful, and it's a useful thought exercise. But what I found in a lot of collective impact work was that it focused very much on aligning the programs. Sufficiently funding the programs and aligning the programs, but not the human side of design and redesign of how do those programs function, right? Who do they serve? Who's at the table when building them or rebuilding them? Do you have the ability to change them midstream if you feel that you need to? And I think a slightly different approach with systems change is you're sort of engaging in a loose hold of the policies and the practices and the issues to give people and the people infrastructure and the relationships time to come together and figure out how they want to move them individually, and how they want to move them collectively. And that's a subtle difference. That's a nuance that I think has really worked in our particular corner of the world. One thing I bet some people are interested in is how the Kellogg Foundation might be distinct from Kellogg as a company. You've described beautifully the innovative work you're doing. The company is off doing what it does commercially. How do these two things intersect? And what's been the history of the connection between the foundation and the company? Yes. So, when the foundation was founded in the 1930s, Will Keith Kellogg, as you said, he endowed the foundation and created it separate and apart from the company. So, it's an independent philanthropic organization. And so, while we bear the name of Will Keith Kellogg, the foundation does not have a formal connection or stake in the company any longer. As you may know, the company split into two companies a few years ago, one called Kellanova and one called the W.K. Kellogg Cereal Company. And since then, I believe both companies have been acquired. I think Mars now owns Kellanova, and Ferrero, an Italian company, owns W.K. At present, the W.K. Kellogg Foundation does not have any connection to either of those companies because they've been acquired by other groups. And aside from having some stock with the foundation, that was sold to support our endowment, we don't have any formal connections anymore. But I think the proximity of the foundation to the company in Battle Creek, and I think the shared history of Battle Creek and the shared history of Mr. Kellogg's vision is actually important to note. And I think it does matter to how the two institutions are connected. I said this a little while ago in the conversation, but in the 1930s, Mr. Kellogg knew that you couldn't separate food from health and education, family economic security, and he knew this while he was making cornflakes, right? And so he helped make sure in the late 1930s that children in Battle Creek had access to fresh milk in schools at the same time that he was doing work in soil conservation and in building healthy land. And he had a sense of knowing that how the food is grown and how kids are nourished, it's part of the same story. And I think that DNA has pulled forward into the foundation, and it makes it a really special place to work because we still carry that memory of him, and we still carry that vision of him into the work that we do. Thanks. You know, a long time ago, when I first became familiar with the Kellogg Foundation, I wondered about the history and the independence of the foundation from the company. And I pretty quickly came to learn that the foundation, as you said, is quite independent from the company. But you've enriched my knowledge even beyond what I've known over the years, so thank you. That's a fascinating history. So, let's end with one final question. If you fast-forward and kind of look ahead, what do you think is on the way? And what does success look like to you and your colleagues? Yes, it's a good question. I mean, I think if we got this right, you know, 10- 20 years from now, success would look like children and families living in communities where good food is just a part of everyday life. It's normal and reliable and not something that folks are lucky to find. I talked a little bit about how Mr. Kellogg thought about this in the '30s, but we also see what's possible in other places, right? When that vision can become a reality in terms of policy and practice. So, we had done some work in the country of Brazil. And we see now that national policy in the country of Brazil now requires that at least 50% of school food be purchased from local sources, grown with high-quality standards, right? That one decision reshaped incentives all along the food chain. What farmers grow, what institutions buy, what kids eat. That's a powerful example of institutions using their everyday purchasing power to build healthier and a more just system. So, you know, 10- 20 years from now, if we've done our job, it would mean that the kinds of innovations in places like Brazil or North Carolina or even in Michigan with our 10 Cents a Meal program, that those types of things would have become the norm. That schools and early childhood centers and hospitals and tribal and local governments would be routinely buying good, locally rooted food. And that workers and farmers are earning a fair and stable wage, and they have incomes. And the communities most affected by hunger and inequity are actually at the core of leading and designing new systems. And food policy would no longer be a patch on top of the inequity. It would be one of the main ways that we build healthier and more equitable futures for kids and families. BIO Jon-Paul Bianchi is the Director of Systems change at the W.K. Kellogg Foundation (WKKF) in Battle Creek, Michigan. In this role, he leads WKKF's national grantmaking strategy focused on early childhood care and education, health equity, employment equity and food systems. As a longtime philanthropic leader and national expert with a focus on early childhood education, Bianchi provides strategic oversight to the foundation's national programmatic work to support thriving children, families and communities. Bianchi holds a doctorate of Education from Vanderbilt University's Peabody College of Education and Human Development, a master's degree in child development and a bachelor's degree in child and family studies from the University of Wisconsin-Madison. He helped found and currently serves on the board of Valley Settlement in Glenwood Springs, Colorado.

Governor Ned Lamont has announced an additional $320 million investment in Connecticut's Early Childhood Education Endowment! Jon covered the press conference yesterday, and you can find out more about how to qualify at http://www.ctoec.org/early-childhood-education-endowment

Join Cynthia and Alison for a discussion about what to do when the desire to avoid cleaning up becomes contagious in an early childhood setting.Note: The only AI used in this episode is the image - everything we say is all us humans!Check out our website:  https://www.howpreschoolteachersdoit.com/Be sure to like our Facebook page:  https://www.facebook.com/howpreschoolteachersdoitLearn more about Cynthia's work, including professional development, family education, and consulting opportunities:  https://hihello.com/hi/cindyterebush-RXMBKASubscribe to Cynthia's SubStack for free to receive articles and more in your email:  https://substack.com/@cynthiaterebushThis episode includes AI-generated content.

The stories we carry shape how we lead, often without us realising. In early years, these narratives influence who we see as a leader and how we show up. This article and podcast episode explore how leadership stories are formed, the impact they have, and how shifting them can open up more intentional and inclusive ways of leading.   Read the article here: https://thevoiceofearlychildhood.com/earlty-years-leadership-stories/   This episode is in partnership with The Early Years Leadership Conference and BookedIn.   To find out more about The Early Years Leadership Conference and grab your tickets visit: https://theearlyyearsleadershipconfer6.godaddysites.com/   To find out more about BookedIn and starting booking training visit: https://waitlist.bookedin.online/   Our 2027 conference info & tickets: https://thevoiceofearlychildhood.com/early-years-conference-2027/   Listen to more: If you enjoyed this episode, you might also like: ·      What is professional confidence? – with Dr Lewis Fogarty - https://thevoiceofearlychildhood.com/professional-confidence-finding-the-confidence-to-speak-out/ ·      Accidental leadership in early years – With Jenny Weidner - https://thevoiceofearlychildhood.com/accidental-leadership-in-early-years/   Get in touch and share your voice: Do you have thoughts, questions or feedback? Get in touch here! – https://thevoiceofearlychildhood.com/contact/   Episode break down: 00:00 Introduction and welcome to the live podcast 01:35 About The Voice of Early Childhood and Booked-in Voices 03:05 Introducing Jenny Weidner and today's leadership discussion 04:10 Leadership stories: where our ideas about leadership come from 08:15 The influence of role models and leadership reference points 13:10 Positive and negative leadership experiences 16:05 Internal leadership stories and self-doubt 19:15 Accidental leadership and feeling unprepared for leadership roles 23:00 Imposter syndrome and leadership identity 25:10 Leadership beyond job titles 29:05 Developing professional confidence and recognising leadership in others 31:20 Untold leadership stories and the impact of personal experiences 35:05 Burnout, responsibility and the 'rescuer' mindset 37:20 Moving from accidental to intentional leadership 39:10 Audience reflections: leadership reference points 41:35 Final reflections and closing remarks For more episodes and articles visit The Voice of Early Childhood website: https://www.thevoiceofearlychildhood.com

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On Episode 631 of Impact Boom, Paul Dutton of the Child & Family Wellbeing Hub discusses supporting families through culturally informed and community-led care, why collaboration across agencies is crucial for holistic early childhood support, and how flexible grassroots approaches can strengthen long-term community wellbeing. If you are a changemaker wanting to learn actionable steps to grow your organisations or level up your impact, don't miss out on this episode! If you enjoyed this episode, then check out Episode 598 with Kelly McJannett on creating equitable food systems and transforming education in remote areas -> https://bit.ly/42Wey9P The team who made this episode happen were: Host: Indio Myles Guest(s): Paul Dutton Producer: Indio Myles We invite you to join our community on Facebook, LinkedIn or Instagram to stay up to date on the latest social innovation news and resources to help you turn ideas into impact. You'll also find us on all the major podcast streaming platforms, where you can also leave a review and provide feedback.

This edWeb podcast is sponsored by Khan Academy Kids.The webinar recording can be accessed here.When we assess young children in a language they don't yet know well, we risk measuring English exposure instead of what they actually understand. For dual language learners, this gap shows up as underestimated ability, misdirected interventions, and readiness data that doesn't reflect reality.Join this edWeb podcast with Isabel Andrade (Khan Academy Kids) and Dr. Sandra Barrueco (The Catholic University of America) for a research-grounded, administrator-focused look at what the evidence says about bilingual PreK assessment—and practical ways schools can implement home-language assessment, even when teachers don't share every child's language. We share what's working, what the barriers are for administrators, teachers, and students, and how one approach—Khan Academy Kids' bilingual PreK assessments—is being piloted in classrooms across five states.This edWeb podcast is of interest to PreK-K teachers, school leaders, district leaders, and education technology leaders.Khan Academy KidsInspire a lifetime of learning and discovery with our fun educational program for kids ages 2 - 8.Disclaimer: This post contains affiliate links. If you make a purchase, I may receive a commission at no extra cost to you.Learn more about viewing live edWeb presentations and on-demand recordings, earning CE certificates, and using accessibility features.

Send us Fan MailIn this episode of Childcare Conversations, the hosts sit down with the wonderful Prerna Richards to talk about something every childcare leader faces: coaching staff through tough mindsets and tricky behaviors. Think victim mentality, resistance to change, and team conflict. Prerna drops some real gems, including her "connection before correction" philosophy and the SBA strategy (Stop, Breathe, Anchor) for managing your own triggers. She also breaks down the difference between staff buy-in versus genuine belief, a game-changer! Plus, she shares details about her Behavior Coaching Academy. This one's worth a listen!Learn more and book her coaching session! https://community.togetherwegrow.online/a/2148260553/qEq9xL3EThanks for Listening

We had some great questions based off the last video, so here's Part 2! Less about Reiki and more about the questions you asked: 1. What helped Ella with regulation? 2. How to cope with executive disfunction (decision making) 3. What is pattern recognition 4. "Coming out" as autistic - who do you tell, and when and how do you go about doing it? 5. Learning to unmask, especially around people you've know for a while. 6. Autism, masking and culture 7. How do we build a network of friends and a community of support? 8. Resources and books, especially on late diagnosis in women? I think we could have done one video on each of these topics! Maybe we will? Book mentioned: Women and Girls with Autism Spectrum Disorder: Understanding Life Experiences from Early Childhood to Old Age by Sarah Hendrickx IG account: @neurodivergent_lou

Please join us for “The Early Years Guidebook: A Discussion with Emily Read Daniels and Chrissy Dagostino.”Emily Read Daniels is the author and creator of The Regulated Classroom™. Daniels is an internationally recognized trainer and has served thousands through in-person and virtual professional development training, workshops, conferences, webinars, and keynote addresses.Daniels and her work have been featured in the Associated Press, Fox News, ABC News, Los Angeles Times, and NPR.Daniels holds an M.Ed. in School Counseling, an MBA in Organizational and Environmental Sustainability, and is a Nationally Certified Counselor (NCC) through NBCC (National Board of Certified Counselors). She continually refines her understanding of the applied science of stress and trauma through training in varied modalities, including Somatic Experiencing, SMART (Sensory-Motor Arousal Therapy), trauma-informed sensory modulation, Reiki, and mindfulness-based stress reduction.Emily is very proud to have once been a school counselor. She resides in New Hampshire with her husband, enjoys spending time outdoors, loves being with her two teenagers when they are feeling chatty, plans and enjoys lots of time with the girls, and dotes on her fur baby, Maple, a golden retriever mix.Chrissy Dagostino is an experienced educational consultant and trainer with expertise in early childhood, special education, and educational neuroscience.She holds a Master's degree from San Francisco State University in both Early Childhood and Special Education, and has extensive experience in applying neuroscience-based approaches to education.With advanced training and certifications from The International Council on Development and Learning (ICDL), The Brazelton Touchpoints Center, The MEHRIT Centre, Ltd, and as a certified Powerfully You Self-Regulation Curriculum provider, Chrissy integrates cutting-edge research into her work. She holds a certification in Applied Educational Neuroscience from Butler University and has completed coursework at both the Mindsight Institute and the Polyvagal Institute.In her private practice, Chrissy provides educational consultation to schools, coaching and professional development for educators, and teaches parent education workshops online. Her work is deeply rooted in relational neuroscience, the science of the nervous system, and Polyvagal Theory, equipping educators and parents with research-based strategies to support children's development and well-beingSupport the show

There are many reasons why a child may feel lonely, and they might not be able to express them. Join Cynthia and Alison for a discussion about the signs, impact, and strategies related to childhood loneliness.Check out our website:  https://www.howpreschoolteachersdoit.com/Be sure to like our Facebook page:  https://www.facebook.com/howpreschoolteachersdoitLearn more about Cynthia's work, including professional development, family education, and consulting opportunities:  https://hihello.com/hi/cindyterebush-RXMBKASubscribe to Cynthia's SubStack for free to receive articles and more in your email:  https://substack.com/@cynthiaterebush

→ Prayer CalendarMotherhood is full of noise, rushing, and never-ending to-do lists, but what if slowing down was the most important thing you could do for your child today? In this episode of The Mind of a Child, we offer warm, gospel-centered wisdom for young mothers navigating the sacred, sometimes exhausting rhythms of nap times and bedtimes.From practical tips like writing things down, using a crockpot, and setting consistent routines, to deeper spiritual practices like prayer, scripture memorization, and worship music, this conversation reminds us that a peaceful mama makes a peaceful home. Stay consistent, extend yourself grace, and remember: raising children is some of the best work you will ever do.Episode Highlights00:00 — Why young parents should prioritize slowing down09:30 — Respecting rhythms and routines17:00 — Perspective shift on "menial" tasksPlease send us your questions if you'd like to have them discussed on the podcast: themindofachildpodcast@gmail.com The Mind of a Child is an early child development podcast that exists to encourage and equip parents to raise their kids to love God and love others. If you're looking for Biblical principles, practical parenting solutions, and science-backed research, our discussions are specifically tailored for you. Our hosts are Leslie Dudley Corbell and Diane Doucet Matthews, who each have a combined 50+ years of experience in the early child parenting space.

Send us Fan MailDr. Katie Lingras is a multi-talented guest -- she's a child psychologist, associate professor, author of 'A Kids Book about Mental Health', and the Director of Inclusiveness and Excellence at the University of Minnesota - Twin Cities. Today she joins us to discuss how we can introduce the topic of mental health to kids how that topic intersects with her writing and pursuit of equity. Today's episode answers these questions:What do we mean when we use the term "mental health" in the context of children?What are the most natural ways to start conversations about mental wellness with children?What can children's books do to further conversations about mental health?How can we help children deal with changing circumstances in their community and home environment?What are everyday ways to promote understanding of mental health? How do we discuss mental illness within our friend and family circles? Below are resources Dr. Katie recommends for parents, guardians, educators and caretakers to continue their learning journey on mental health! The Minnesota Association for Children's Mental HealthThe University of Minnesota Early Childhood Mental Health ToolkitTalking to Children about Immigration Enforcement Immigrant Family ResourcesOrder 'A Kids Book about Mental Health' hereContact New Horizon Academy Follow us on Instagram, Facebook, YouTube and Tik TokEmail us at parentingpickup@nhacademy.netCheck out our website to learn more!Thanks for listening!

In this episode, I review an interview of Erica Komisar on why it is important to build bonds of trust with children in the early childhood years. To access the sources for this episode, visit: https://www.youtube.com/watch?v=b_1q4OHEW9UTo become a subscriber of this podcast, visit:⁠⁠https://anchor.fm/seth-hensley/subscribe⁠

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In honor of Community Action Month, this conversation with Vanessa Philbert (CAP Lancaster) and Robin Rohrbaugh (Community Progress Council) explores how local agencies support families with young children through programs like Head Start and WIC, and how a two-generation approach can help break cycles of poverty. The episode highlights the challenges facing low-income families in Pennsylvania and the community-wide solutions driving long-term economic stability.A deep dive into the 2025 NIEER State of Preschool Yearbook with lead author Allison Friedman-Krauss and Director Steve Barnett, exploring national trends and what they reveal about the quality, access, and funding of early childhood education—plus a closer look at where Pennsylvania stands. This conversation offers listeners a clear, data-driven snapshot of how states are supporting (or falling short in supporting) young learners.

Dr Sean Rose and Miriam Beauchamp visit the studio as we consider concussions in young children. We explore the challenges of making this diagnosis in babies, toddlers, and preschoolers. What do symptoms look like? And how can families play a key role in recovery? Tune in for answers to these questions and more!

For generations, and still today, there has been a belief that young children need to "cry it out" when they are upset. We now know the long-term impact of crying it out on children's psyches as they head toward adulthood. Are you trying to get someone to understand why you don't let your child "cry it out?" Then, this episode is for you!Check out our website:  https://www.howpreschoolteachersdoit.com/Be sure to like our Facebook page:  https://www.facebook.com/howpreschoolteachersdoitLearn more about Cynthia's work, including professional development, family education, and consulting opportunities:  https://hihello.com/hi/cindyterebush-RXMBKASubscribe to Cynthia's SubStack for free to receive articles and more in your email:  https://substack.com/@cynthiaterebush

This article and podcast episode explore how the early years pupil premium (EYPP) can be used to strengthen practice and promote greater equity across the early childhood community. Drawing on research and professional experience, they reflect on why relationships with families matter, what evidence tells us about effective use of funding, and how a focus on high-quality provision can benefit all children—particularly those facing disadvantage. They also consider the importance of professional judgement, teamwork and sustained approaches to improvement in creating meaningful and lasting impact.   Read the article here: https://thevoiceofearlychildhood.com/using-the-early-years-pupil-premium-to-strengthen-practice-and-equity/    This episode is in partnership with the Education Endowment Foundation:   The EEF is an independent charity dedicated to breaking the link between family income and educational achievement. They do this by supporting schools, colleges, and early years settings to improve teaching and learning through better use of evidence.   To find out more visit: https://educationendowmentfoundation.org.uk/     Listen to more: If you enjoyed this episode, you might also like: ·       The Best Start in Life strategy and what it means for the sector, with Dr Zoe Raven and Charlotte Goddard - https://thevoiceofearlychildhood.com/the-best-start-in-life-strategy-and-what-it-means-for-the-sector/ ·       Ofsted's renewed early years inspection framework: What educators need to know, with Jayne Coward - https://thevoiceofearlychildhood.com/ofsteds-renewed-early-years-inspection-framework-what-educators-need-to-know/   Get in touch and share your voice: Do you have thoughts, questions or feedback? Get in touch here! – https://thevoiceofearlychildhood.com/contact/   Episode break down: 00:00 – Introduction and welcome 01:35 – Dr Julian Grenier's background 03:45 – What is EYPP? 06:20 – Building relationships with families 09:10 – Why EYPP matters 12:10 – Research and what makes the biggest difference 16:05 – Professional development and improving quality 18:40 – Balancing quality with targeted support 22:10 – The EEF EYPP planning tool 25:15 – Whole-team approaches and sustained change 28:20 – Measuring impact in meaningful ways 31:45 – Early mathematics and communication 34:05 – Rethinking school readiness 36:10 – Strengthening equity in early childhood 37:35 – Final reflections and closing remarks For more episodes and articles visit The Voice of Early Childhood website: https://www.thevoiceofearlychildhood.com  

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Good afternoon, I'm _____ with today's episode of EZ News. ---- Tai-Ex opening The Tai-Ex opened 213 points higher this morning at 40-983. Turnover reached $21.3 billion NT On Tuesday, the market continued to set new closing records. Investors bought shares across different sectors. But gains were limited because Taiwan Semiconductor Manufacturing entered a period of consolidation. ---- MOFA says Paraguay president's visit shows strong ties The Ministry of Foreign Affairs says Paraguay President Santiago Pena will visit Taiwan later this week. The ministry says the visit shows that ties (關係) between Taiwan and Paraguay remain strong, despite pressure from China. Pena will lead a group of business representatives to Taiwan for a four-day visit. He will meet with President Lai Ching-te and other senior officials. Officials say the talks will focus on investment, international cooperation (合作), and ways to strengthen relations between the two sides. The visit comes after reports that Beijing has been pressuring Paraguay to cut ties with Taiwan and recognize China instead. ---- Taipei to launch new anti-rat campaign Taipei Mayor Chiang Wan-an says the city will launch a new round of sanitation (環境衛生) measures to deal with rat problems. The city will also introduce "rodent control specialists" to help residents. The move comes after many people posted online about seeing more rats in parts of Taipei. Chiang says households will be able to apply for a specialist to visit their home. The specialist will check for signs of rats and give advice on prevention (預防) and control. Officials say the specialists will help find where the rats are coming from, improve home environments, and support better pest control. ---- Trump pauses Project Freedom, citing progress on Iran deal U.S. President Donald Trump says the U.S. is pausing (暫停) Project Freedom. The project has involved the U.S. Navy escorting (護送) ships through the Strait of Hormuz. Trump wrote on social media that the pause is because of "great progress" on a possible deal with Iran. Nick Harper reports from Washington. ---- Princess of Wales to make first overseas trip since cancer treatment Britain's Princess of Wales will travel to Italy next week. It will be her first official overseas visit since her cancer diagnosis (診斷) and treatment. Kensington Palace says Kate will spend two days in Reggio Emilia in northern Italy. The visit will focus on her work in early childhood development. The trip will highlight the "Reggio Emilia approach." This is an educational idea that focuses on relationships, the learning environment, and the community in a child's development. Kate said in 2024 that she was receiving chemotherapy (化療) for cancer. Last year, she said she was in remission (病情緩解). She has slowly made more public appearances since then. But this will be her first overseas trip without Prince William. Early childhood development is one of Kate's main areas of work. She launched the Royal Foundation Centre for Early Childhood in 2021. ---- That was the I.C.R.T. EZ News, I'm _____. -- Hosting provided by SoundOn

In this episode, Dr. Doreen fields questions about ABA for teenagers.   00:00 – ABA Therapy for Teens & Autism | Ask Dr. Doreen Introduction 01:18 – Can ABA Help Teenagers with Autism? (Yes—Here's How) 02:28 – Watch Ask Dr. Doreen on YouTube, Podcast & Ad‑Free Options ABA for Teenagers & Young Adults 03:13 – Is ABA Appropriate for a 16‑Year‑Old with Autism? 04:09 – What ABA Really Is (Not Just for Little Kids) 06:18 – Teaching Real Social Skills with ABA (Not Memorization) 07:36 – How Teens Learn Social Awareness & "Reading the Room" 09:24 – Perspective Taking & Theory of Mind in Autism 11:00 – Rigid Thinking, Flexibility & Anxiety in Autistic Teens 14:19 – CBT for Autism & Anxiety: Changing Stress‑Producing Thoughts 17:06 – Why ABA + CBT Works Better Together for Teens 18:18 – How to Spot Low‑Quality ABA for Teenagers 19:57 – Motivation in Autism Therapy: What Teens Actually Want Aggression, Non‑Speaking Teens & Communication 26:09 – Can ABA Help Aggression in a 12‑Year‑Old with Autism? 28:25 – Why Aggression Is a Form of Communication 30:23 – How AAC & Communication Devices Reduce Aggression 33:09 – Functional Behavior Assessments (FBA) Explained 34:31 – Is It Too Late for ABA? Why Starting Now Still Matters Late Autism Diagnosis & Girls on the Spectrum 34:52 – Teenage Girls with Autism: Signs Missed in Early Childhood 36:28 – Why Autism Often Becomes Visible in the Teen Years 38:07 – Autism Assessments That Reveal Social & Anxiety Challenges 40:50 – ABA vs CBT for Autism: Choosing the Right Therapy 41:50 – Anxiety Medication for Autistic Teens: When to Consider It Parents, Genetics & High‑Functioning Autism 43:33 – When Autism Runs in Families (Parents & Children) 45:26 – High‑Functioning Autism and Hidden Support Needs ABA for Older Teens & Adults 46:31 – Is 18 Too Old to Start ABA Therapy? 47:50 – "ABA Is for Little Kids" — How to Reframe Therapy for Teens 49:33 – ABA at 19: Consent, Motivation & Adult Independence 50:54 – Using Personal Goals to Teach Life Skills in Autism 54:17 – Case Study: Why Motivation Changes Everything in ABA Closing 56:46 – Final Autism Advice & Upcoming Episodes 58:10 – Watch Ask Dr. Doreen Live Every Week

In this episode of the How Preschool Teachers Do It Podcast, Cynthia and Alison discuss the stages through which children perceive their caregivers. Join us to see you through their eyes and discover how we can support their changing perspectives on who we are and what we do for them.Check out our website:  https://www.howpreschoolteachersdoit.com/Be sure to like our Facebook page:  https://www.facebook.com/howpreschoolteachersdoitLearn more about Cynthia's work, including professional development, family education, and consulting opportunities:  https://hihello.com/hi/cindyterebush-RXMBKASubscribe to Cynthia's SubStack for free to receive articles and more in your email:  https://substack.com/@cynthiaterebush

Ep. 41 - Cinco de Mayo! - Music with Miss Jen - An Early Childhood Music Class PodcastWelcome to the Music with Miss Jen podcast, an engaging early childhood music class full of playful songs, imaginative lyrics, and music that will make your child want to clap, dance, and sing along! While designed especially for the younger listener, this music class is one the whole family can enjoy, with simple instrumentation and a focus on high-quality music selections.In this episode, we are singing songs about Cinco de Mayo and learning some songs in Spanish:"Let's Sing Hello Together" - words © 2000 Music with Miss Jen, traditional music“Uno, dos y tres” - traditional“Mi cuerpo hace musica” - traditional“Meuves Las Manos” - words and music © 2026 Music with Miss Jen"Mexican Mariachi Music” - traditional Mariachi music licensed from Pixabay, license #290633“Bate, Bate Chocolate” - traditional Spanish rhyme“Goodbye, My Friends” - - words and music © 2025 Music with Miss JenVisit my website for printable song pages to go along with some of today's songs: https://www.musicwithmissjen.com/podcast/ep-40You can find more songs in my digital products available in my Teachers Pay Teachers store or on Etsy.Where to find more Music with Miss Jen:Website: https://www.musicwithmissjen.comYouTube: https://www.youtube.com/@musicwithmissjenInstagram: https://www.instagram.com/musicmissjen/About Miss Jen -Miss Jen has been making music with young children for over 25 years. While she has taught all ages, early childhood has been her area of expertise for her entire teaching career. She has taught in both public and independent schools in a number of urban, suburban, and rural settings in 3 states. For the past 20 years, she has taught music outreach programs in preschools and day care centers, as well as conservatory-based music programs for infants up through fourth grade. She still actively teaches in multiple preschools and daycare centers, working with nearly 300 students and 45 teachers each year.

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Have you seen the standards that govern expectations for children's learning? Many people work with and raise young children without knowing the expectations for their learning and development. Join Cindy and Alison as they discuss the value of understanding the standards and how they impact early educators and families.Check out our website:  https://www.howpreschoolteachersdoit.com/Be sure to like our Facebook page:  https://www.facebook.com/howpreschoolteachersdoitLearn more about Cynthia's work, including professional development, family education, and consulting opportunities:  https://hihello.com/hi/cindyterebush-RXMBKASubscribe to Cynthia's SubStack for free to receive articles and more in your email:  https://substack.com/@cynthiaterebush

→ Prayer CalendarThere are moments in motherhood when emotions feel louder than everything else. Your child is overwhelmed, you're overwhelmed, and it can feel like the only thing to do is react to whatever is happening in the moment. But what if feelings were never meant to lead in the first place?Instead of ignoring feelings or being controlled by them, we're inviting mothers to see them as something deeper: a window into your heart's need for God. This episode walks through how to help children process emotions in a way that leads to truth, not confusion. It's not about behavior management, but heart transformation for both the child and the parent.Episode Highlights00:00 — The purpose of feelings06:00 — What the Bible says about feelings14:00 — Nurturing wisdom with your feelings22:00 — Practical examples & takeawaysPlease send us your questions if you'd like to have them discussed on the podcast: themindofachildpodcast@gmail.com The Mind of a Child is an early child development podcast that exists to encourage and equip parents to raise their kids to love God and love others. If you're looking for Biblical principles, practical parenting solutions, and science-backed research, our discussions are specifically tailored for you. Our hosts are Leslie Dudley Corbell and Diane Doucet Matthews, who each have a combined 50+ years of experience in the early child parenting space.

Sound based emotional regulation is an emerging approach which uses carefully designed auditory experiences including voice, rhythm and specific sound frequencies to help children regulate their nervous systems. This article and podcast episode explore the science behind sound-based emotional regulation, why it matters in early childhood, and how sound can support emotional wellbeing in a variety of developmentally appropriate ways.   Read the article here: https://thevoiceofearlychildhood.com/what-is-sound-based-emotional-regulation/   This episode is sponsored by HushAway   HushAway® is a sound-based emotional regulation initiative designed to support children's nervous systems, particularly those who are neurodivergent or experience sensory overwhelm. Using gentle soundscapes, calming voice, predictable rhythms, and ASMR-informed audio, HushAway® creates the conditions in which children can feel safe, settled, and ready to engage. Rather than focusing on behaviour management, HushAway® supports regulation at a physiological level, recognising that emotional regulation begins in the body, not with instructions. The approach is grounded in lived experience, early-years practice, and emerging research around sound, co-regulation, and nervous system safety. HushAway® works with children, families, and educators to embed compassionate, neuro-affirming regulation support into everyday environments, helping children feel understood, not corrected.   To find out more visit: www.hushaway.com   Listen to more: If you enjoyed this episode, you might also like: ·       It's not time out, it's time in' for both of us by Julie Robinson and Charlotte Hannah: https://thevoiceofearlychildhood.com/its-not-time-out-its-time-in-for-both-of-us/ ·       Aligning learning environments with the needs of the brain by Dr Kathryn Murray: https://thevoiceofearlychildhood.com/aligning-learning-environments-with-the-needs-of-the-brain/   Get in touch and share your voice: Do you have thoughts, questions or feedback? Get in touch here! – https://thevoiceofearlychildhood.com/contact/   Episode break down: 00:00 – Introducing the episode: sound-based emotional regulation 02:10 – Guest introduction: Nikki's background and expertise 03:45 – Why emotional regulation matters in early childhood 05:30 – Behaviour as communication and understanding children's internal state 07:40 – The nervous system and co-regulation 09:50 – Why sound is powerful for emotional regulation 12:00 – What sound-based emotional regulation involves in practice 14:10 – Supporting children to develop independent regulation 16:20 – Introducing Hushaway: purpose and key features 18:50 – The inspiration behind Hushaway: sleep, routines and unmet needs 21:30 – Frequencies, ASMR and immersive storytelling 24:00 – Evidence base and research informing sound-based approaches 25:40 – Why sound regulation matters in today's context 27:10 – Using sound in educational settings and classrooms 28:40 – Considerations for educators: choosing appropriate sounds 29:10 – Advice for parents and educators 29:40 – Final reflections and key messages For more episodes and articles visit The Voice of Early Childhood website: https://www.thevoiceofearlychildhood.com

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Hear the recording of a live CESA 2 podcast, celebrating the Week of the Young Child. CESA 2 Early Childhood consultant Nicole Aldworth chatted with Amanda Morgan, author of "Not Just Cute: How Powerful Play Drives Development in Early Childhood," on how to include both play and academics in early child development. They discuss how play truly lays the foundation for academic learning, and what intentional, high-quality play looks like in real classrooms.Resources:Check out the video version on YouTube: ⁠⁠⁠https://www.youtube.com/watch?v=u47RIrbxicsContact Nicole Aldworth: ⁠⁠⁠https://cesa2.org/contact⁠⁠⁠Subscribe to our CESA 2 podcast email list!: ⁠⁠⁠⁠⁠⁠⁠https://lp.constantcontactpages.com/su/S091xli/podcast⁠⁠⁠⁠⁠⁠⁠Check out all our episodes at ⁠⁠⁠⁠⁠⁠⁠https://cesa2.org/building-educator-capacity-podcast

Ep. 40 - Earth Day! - Music with Miss Jen - An Early Childhood Music Class PodcastWelcome to the Music with Miss Jen podcast, an engaging early childhood music class full of playful songs, imaginative lyrics, and music that will make your child want to clap, dance, and sing along! While designed especially for the younger listener, this music class is one the whole family can enjoy, with simple instrumentation and a focus on high-quality music selections.In this episode, we are singing songs about Earth Day and caring for our planet:"Let's Sing Hello Together" - words © 2000 Music with Miss Jen, traditional music“Reduce, Reuse, Recycle” - traditional“Every Day Can Be Earth Day” - words and music © 2024 Music with Miss Jen“A Little Seed” - traditional fingerplay“Go Round and Round the Garden” - traditional, words and arrangement © 2025 Music with Miss Jen"Way Up High in the Apple Tree” - traditional fingerplay, additional music and words © 2025 Music with Miss Jen“Here is a Nest for a Robin” - traditional fingerplay, additional words and music © 2025 Music with Miss Jen“Wiggly Wood” - traditional, additional words © 2026 Music with Miss Jen“Goodbye, My Friends” - - words and music © 2025 Music with Miss JenVisit my website for printable song pages to go along with some of today's songs: https://www.musicwithmissjen.com/podcast/ep-40You can find “Every Day Can Be Earth Day” in video format on my YouTube channel: https://www.youtube.com/watch?v=Ai3DcnkC2DQYou can find more songs in my digital products available in my Teachers Pay Teachers store or on Etsy.Where to find more Music with Miss Jen:Website: https://www.musicwithmissjen.comYouTube: https://www.youtube.com/@musicwithmissjenInstagram: https://www.instagram.com/musicmissjen/About Miss Jen -Miss Jen has been making music with young children for over 25 years. While she has taught all ages, early childhood has been her area of expertise for her entire teaching career. She has taught in both public and independent schools in a number of urban, suburban, and rural settings in 3 states. For the past 20 years, she has taught music outreach programs in preschools and day care centers, as well as conservatory-based music programs for infants up through fourth grade. She still actively teaches in multiple preschools and daycare centers, working with nearly 300 students and 45 teachers each year.

What's the difference between today's AI toys and talking toys from the past? Today's AI toys can learn from their interactions with children and adults. Join Cynthia and Alison for a discussion about what these toys can and maybe shouldn't do.Check out our website:  https://www.howpreschoolteachersdoit.com/Be sure to like our Facebook page:  https://www.facebook.com/howpreschoolteachersdoitLearn more about Cynthia's work, including professional development, family education, and consulting opportunities:  https://hihello.com/hi/cindyterebush-RXMBKASubscribe to Cynthia's SubStack for free to receive articles and more in your email:  https://substack.com/@cynthiaterebush

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This episode breaks down how the early years SHAPE the brain without the fear based parenting messaging.We talk about how a child's brain is built through relationships, play, and emotional experiences, and why your presence matters more than perfection. From handling big toddler emotions, to supporting kids who aren't talking yet, to understanding how your own stress impacts your child's nervous system, this conversation helps moms focus on what truly makes a lifelong difference.In this episode, we talk about:What people mean when they say early childhood shapes brain developmentHow toddler brain development is shaped by relationships and daily interactionsReleasing parenting pressure while still supporting healthy emotional developmentThe powerful things happening in early childhood that parents often underestimateSimple at-home rhythms that support emotional regulation in toddlersHow to raise emotionally intelligent kids starting in toddlerhoodEmotional validation vs over-validating toddler emotionsEveryday parenting moments that shape a child's emotional brainHow to support emotional development in babies and toddlers who aren't talking yetHow a parent's mood, stress, and nervous system affect a child's developing brainWhy play is critical for brain development, connection, and emotional resilienceHow play builds emotional intelligence in early childhoodSimple daily ways to build strong, resilient, emotionally healthy kidsThis episode is a must-listen for moms of babies and toddlers who want to support healthy brain development, emotional intelligence, and secure attachment — without spiraling into parenting perfectionism.----------------------------------------------------------------------------IMPORTANT LINKS•✨ Join our Mom Club on Patreon HERE ✨

In a rare How Preschool Teachers Do It occurrence, Cindy and Alison disagree! In this episode, learn about the new tech being developed and decide how you feel about it. Who do you agree with? Let us know by visiting https://HowPreschoolTeachersDoIt.com and navigating to the poll page.Check out our website:  https://www.howpreschoolteachersdoit.com/Be sure to like our Facebook page:  https://www.facebook.com/howpreschoolteachersdoitLearn more about Cynthia's work, including professional development, family education, and consulting opportunities:  https://hihello.com/hi/cindyterebush-RXMBKASubscribe to Cynthia's SubStack for free to receive articles and more in your email:  https://substack.com/@cynthiaterebush

→ Prayer CalendarIt usually starts with a quick search. A tough parenting moment, a tired afternoon, or a question you just want answered fast. So you open your phone, type in a question, and suddenly you're pulled into a world of parenting philosophies that all promise peace, connection, and better outcomes.But what if some of those ideas are quietly pulling your heart in the wrong direction? In this conversation we gently but honestly explore the dangers of modern parenting trends, using “gentle parenting” as a lens. It's a reminder that parenting isn't about mastering a method, but about stewarding a heart: both yours and your child's.Episode Highlights00:00 — Why parenting trends can be a slippery slope06:00 — The pressure and fear modern parenting creates12:00 — Parenting beyond behavior: focusing on the heart16:00 — Control, fear, and trusting God with your childPlease send us your questions if you'd like to have them discussed on the podcast: themindofachildpodcast@gmail.com The Mind of a Child is an early child development podcast that exists to encourage and equip parents to raise their kids to love God and love others. If you're looking for Biblical principles, practical parenting solutions, and science-backed research, our discussions are specifically tailored for you. Our hosts are Leslie Dudley Corbell and Diane Doucet Matthews, who each have a combined 50+ years of experience in the early child parenting space.

In this episode of PNC C-Speak, Saskia Epstein, senior vice president for client and community relations at PNC Bank, discusses her journey from the nonprofit sector to banking. She shares her focus on employee engagement, social impact, business development and brand communications. Epstein also highlights PNC's long-standing commitment to early childhood education as a core community focus and the work she helps advance through her leadership in community relations.“There is an incredible need for a wide diversity of opportunity for early learning and family-based care is providing an expansion to the options. [In-home childcare] also creates self- sustaining business opportunities for individual entrepreneurs,” Epstein said.Powered by PNC Bank.Download a transcript of this episode.

In this episode of PNC C-Speak, Saskia Epstein, senior vice president for client and community relations at PNC Bank, discusses her journey from the nonprofit sector to banking. She shares her focus on employee engagement, social impact, business development and brand communications. Epstein also highlights PNC's long-standing commitment to early childhood education as a core community focus and the work she helps advance through her leadership in community relations.“There is an incredible need for a wide diversity of opportunity for early learning and family-based care is providing an expansion to the options. [In-home childcare] also creates self- sustaining business opportunities for individual entrepreneurs,” Epstein said.Powered by PNC Bank.Download a transcript of this episode.

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Children's basic needs must be met for them to be the best version of themselves. Join Cynthia and Alison for a discussion about what it looks like when those needs are not met, which unfortunately happens more often than we may think.Check out our website:  https://www.howpreschoolteachersdoit.com/Be sure to like our Facebook page:  https://www.facebook.com/howpreschoolteachersdoitLearn more about Cynthia's work, including professional development, family education, and consulting opportunities:  https://hihello.com/hi/cindyterebush-RXMBKASubscribe to Cynthia's SubStack for free to receive articles and more in your email:  https://substack.com/@cynthiaterebush

Hawaii feels more expensive every year, but the breaking point for a lot of families is childcare. When preschool tuition rivals rent and infant care can hit $2,000 a month, parents get trapped between working to survive and paying just to keep working. I sit down with Malia Tsuchiya from Hawaii Children's Action Network to talk about what's driving that pressure and what's actually moving at the Hawaii State Legislature to make life more livable for local families.We get into the real story behind early childhood education and why preschool is not babysitting. Malia explains what kids are learning from ages 0 to 5, how play builds language, self-regulation, and learning readiness, and why early investment can change a child's whole path. We also talk through major policy efforts like Preschool Open Doors, how subsidies work for community-based preschools, and why expanding income eligibility matters for the “too much to qualify, too little to afford it” families.Then we zoom out to civic engagement and power. Malia breaks down how bills are drafted, how public testimony can change outcomes, and why election years make accountability real. We also touch on federal funding cuts that threaten programs like SNAP and Med-QUEST, plus the ripple effects on Native Hawaiian education and health resources, and what Hawaii can do when federal dollars shrink.If you care about childcare affordability in Hawaii, public pre-K, paid family medical leave, or simply keeping local families from having to move away, hit play. Subscribe, share this with one parent who needs it, and leave a review telling us what issue you want lawmakers to hear next.