Today’s guest is Carrie Finch, a pre-k teacher in LaHarpe - a small town in Hancock, IL.  Carrie walks us through her career in early childhood special education.  She leans into ways she taught at the beginning of her career and describes how tragedy led her to change her personal and professional mindsets.  Carrie shares her love of teaching and connecting with all students, how leaning into professional development and continuing education has given her the tools to impact her classroom, and how she has been mentoring countless educators along the way.  She may humbly say her district is rural but it’s clear as day that her impact is felt far and wide!

Today’s guest is Ronda McKee, an early childhood educator who has been in the field for more than 40 years.  Ronda is based primarily out of the McDonough County area of West Central Illinois, where she has been an ECSE teacher, director, Ag in the Classroom teacher, and substitute teacher.  In this podcast Ronda shares many of her experiences, insights, and memories of her time in the early childhood field.

Below are links to some of the things discussed in the podcast.

- Breathing Techniques (including Box Breathing and 4-7-8 Breathing)

- 4-7-8 Breathing Video Example (Dr. Andrew Weil)

- A Guide to Mudras

This is the third and final episode in a three-part series on inclusion and leadership.  This series covered topics such as: getting started in inclusion, maintaining staff-inclusive beliefs, and how to keep the inclusive culture thriving in schools when changes occur.  This third episode will focus on how to keep the inclusive culture thriving in schools when changes occur, with insights from professionals in positions of leadership in the early childhood field.

Resources: STAR NET and Early CHOICES

This is the second episode in a three-part series on inclusion and leadership.  This series will cover topics such as: getting started in inclusion, maintaining staff-inclusive beliefs, and how to keep the inclusive culture thriving in schools when changes occur.  This second episode will focus on maintaining staff-inclusive beliefs, with insights from professionals in positions of leadership in the early childhood field.

Resources: STAR NET

This is the first episode in a three-part series on inclusion and leadership.  This series will cover topics such as: getting started in inclusion, maintaining staff-inclusive beliefs, and how to keep the inclusive culture thriving in schools when changes occur.  This first episode will focus on getting started in inclusion, with insights from professionals in positions of leadership in the early childhood field.

Resources: STAR NET, Early CHOICES, CARA’s Kit

In this episode our conversation is on the topic of Selective Mutism.  There is a wide range of information in this podcast about Selective Mutism as our guests share stories of their journeys learning about SM as professionals and family members.  Below is a list of resources discussed in the podcast and on the topic.

Resources

Resources:

Advancing Preschool Inclusion in Community Based Early Childhood Education Programs

Policy Statement on Inclusion of Children with Disabilities in Early Childhood Programs

Dinnebeil, L.A., McInerney, W.F. (2011). A guide to itinerant early childhood special education services. Baltimore, MD: Paul H Brooks Publishing Co

Dinnebeil, L. A., Weber, G., & McInerney, W. F. (2019). The challenges of itinerant early childhood special education: The perspectives of practitioners. International Journal of Early Childhood Special Education, 11(1), 18–30. https:// doi. org/ 10. 20489/intje cse. 583501 http://doi.org/10.1016/j.ecresq.2012.03.001

Resources: 

Teaching Students with Visual Impairments 

ISVI Opening Doors 

Family Connect  

Seedlings

Perkins School for the Blind

Paths to Literacy

Hadley

American Foundation for the Blind

Exceptional Teaching Aids

Independent Living Aids

Resources

Beginning of the Year Lesson Plan with Paraeducator Guide

Fire Drill Social Story - Text only

Planning Based on Classroom Picture of Materials

Preschool Teacher Persona Template

AI Can Save Teachers Time and Stress.  

Resource

Resource Guide for Early Childhood Collaborative Itinerant Teaching Model

The Parent Guide Spanish

Procedural Safeguards-English

Procedural Safeguards- Spanish

Forms in Other Languages

ISBE Special Education Website

Resources:

NAEYC & DEC Inclusion Joint Position Statement http://www.naeyc.org/files/naeyc/file/positions/DEC_NAEYC_EC_updatedKS.pdf

Indicators of High Quality  https://ectacenter.org/topics/inclusion/indicators.asp

STEMIE https://stemie.fpg.unc.edu/

STEMIE Videos https://ectacenter.org/topics/inclusion/videos.asp

Compost Kate- Inclusion Infrastructure https://www.youtube.com/watch?v=X8iAQTneyXI

 What Makes Inclusion Work https://www.eclre.org/good-to-know/what-makes-inclusion-work/

Understanding Inclusion Modules https://www.eclre.org/good-to-know/understanding-inclusion/

STAR NET: https://www.starnet.org/ 

Early CHOICES: https://www.eclre.org/

ECTA: https://ectacenter.org/

Resources:

NAEYC & DEC Inclusion Joint Position Statement http://www.naeyc.org/files/naeyc/file/positions/DEC_NAEYC_EC_updatedKS.pdf

Indicators of High Quality  https://ectacenter.org/topics/inclusion/indicators.asp
STEMIE https://stemie.fpg.unc.edu/

STEMIE Videos https://ectacenter.org/topics/inclusion/videos.asp

Compost Kate- Inclusion Infrastructure https://www.youtube.com/watch?v=X8iAQTneyXI

What Makes Inclusion Work https://www.eclre.org/good-to-know/what-makes-inclusion-work/

Understanding Inclusion Modules https://www.eclre.org/good-to-know/understanding-inclusion/

No Small Matter: https://www.nosmallmatter.com/about-the-film

STAR NET:https://www.starnet.org/ 

Early CHOICES:https://www.eclre.org/

ECTA: https://ectacenter.org/

In this episode, we learn about Mannheim Early Childhood Centers Inclusion journey as one of Illinois’ 3 Community Inclusion Teams. We’ll hear from Ann Kremer, Project Director of Early CHOICES, Emily Ropars, Inclusion Specialist with Early CHOICES and Shannon Cribaro, Director of Early Childhood Education for District 83 and Principal of Mannheim Early Childhood Center.

Resources:

NAEYC & DEC Inclusion Joint Position Statement http://www.naeyc.org/files/naeyc/file/positions/DEC_NAEYC_EC_updatedKS.pdf

Information on the Community Inclusion Teams, the data and infographics https://www.eclre.org/planning-tools/implementation-of-inclusion-project/

Building Blocks for Teaching Preschoolers with Special Needs, Third edition 

Preschool Inclusion Toolbox

STAR NET:https://www.starnet.org/ 

Early CHOICES:https://www.eclre.org/

ECTA: https://ectacenter.org/

Resources:

NAEYC & DEC Inclusion Joint Position Statement http://www.naeyc.org/files/naeyc/file/positions/DEC_NAEYC_EC_updatedKS.pdf

Information on the Community Inclusion Teams, the data and infographics https://www.eclre.org/planning-tools/implementation-of-inclusion-project/

STAR NET:https://www.starnet.org/ 

Early CHOICES:https://www.eclre.org/

ECTA: https://ectacenter.org/

https://www.naeyc.org/resources/position-statements/dap/purpose

About the DAP Book

https://www.naeyc.org/resources/pubs/books/dap-fourth-edition

DAP Book Study Guide: https://www.naeyc.org/sites/default/files/globally-shared/downloads/PDFs/resources/naeyc_dap4e_studyguide_new.pdf

Share your own DAP story: https://www.naeyc.org/resources/dap_vignette

Guidance Matters Column with Dan Gartrell: https://dangartrell.net/guidance-matters-columns/ 

Bruce Perry Website: https://www.bdperry.com/ 

Pyramid Model: https://challengingbehavior.org/ 

Episode Notes: 

Implementing Play-Based Learning Across Illinois Classrooms Brief
https://online.fliphtml5.com/mgbmv/esmm/#p=1

Resources:
What You Should Look For in Your School as You Implement Play-Based Learning

Next Steps for Bringing Play-Based Learning to Your District

A Teacher's Guide to Advocacy for Play-Based Learning

Guidelines for Play in Kindergarten

KIDS Resource List

-Illinois Early Learning Project - https://illinoisearlylearning.org

-Early Childhood Professional Learning - https://www.eclearningil.org

-STAR NET Regions I & III - www.starnet.org/home

-Early CHOICES: An Inclusion Initiative of the Illinois State Board of Education - https://illinoisearlylearning.org

-Project Approach - Can find information on the Illinois Early Learning Project website

-STEMIE: Innovation for Inclusion in Early Education - https://stemie.fpg.unc.edu

Resources: 

Dr. Angela Searcy Author Page: https://www.gryphonhouse.com/our-authors/author-detail/angela-searcy-edd 

Workshop Downloadables: https://www.gryphonhouse.com/our-authors/author-detail/angela-searcy-edd 

ISBE Professional Development Calendar: https://www.isbe.net/Pages/PD-Calendar.aspx

Understanding Inclusion Modules: https://www.eclre.org/good-to-know/understanding-inclusion/ 

What Makes Inclusion Work: https://www.eclre.org/good-to-know/what-makes-inclusion-work/ 

STAR NET: https://www.starnet.org/  

ECPL home page. Look for the blue button to join our email list: https://www.eclearningil.org/ 

ECPL YouTube page for recorded sessions: https://www.youtube.com/channel/UCLbUMj08EmMNj8RJxfeOpOg 

Preschool English learners page: https://www.eclearningil.org/about-us/preschool-english-learners 

Collaborative DAP Series: https://drive.google.com/file/d/1u2HPJ77Rcvv9M4NOJGZRy7xUF8cnAzTP/view 

Dr. Dorsey shares some of the factors that prompted IEL to shift the title of one of their blog posts from "Children with Special Needs" to "Children with Disabilities and Developmental Delays." Check out the episode notes to read IEL's blog post, "Rolling with the Times: Updating Our Language" and for additional resources. 

Resources: 

Rolling with the Times: Updating our Language: https://illinoisearlylearning.org/blogs/disabilities/updating-language/ 

IEL Website: https://illinoisearlylearning.org/

Pick a Book, Any Book: https://drive.google.com/file/d/1N9tESLGlUcj80gOzKNDupEap7xbtzqgv/view?usp=sharing   

Session Notes:

Meaningful Math Activities in Pre-K, Part 1 (APPLES Video): https://www.youtube.com/watch?v=0mKAdg2Oq_I&t=172s 

Meaningful Math Activities in Pre-k, Part 2 (APPLES Video): https://www.youtube.com/watch?v=FuuXWaSdl3s 

DREME, Development and Research in Early Math Education: https://dreme.stanford.edu/projects/early-math-resources-teacher-educators 

Early Math Collaborative Idea Library: https://earlymath.erikson.edu/idea/ 

Register for Day Camp, June 10, 2022: https://starnet.org/home/events/day-camp-mathematical-concepts/ 

Session Notes (Resources):

Illinois Infant/Early Childhood Mental Health Consultation: https://www2.illinois.gov/sites/OECD/Pages/Illinois-Infant-Early-Childhood-Mental-Health-Consultation.aspx

When Someone Your Child Loves Dies (Fred Rogers Centers): https://www.fredrogerscenter.org/wp-content/uploads/2019/07/exceladocument.pdf 

Grief Resource List compiled by Elizabeth Frisbie 
https://drive.google.com/file/d/1fPZGlLCtTwXvr2dojTy2AjC4NnCcsbQH/view?usp=sharing 

Episode Resources:

Article, co-authored by Sallee Beneke: Calendar Time for Young Children: Good Intentions Gone Awry, https://www.naeyc.org/sites/default/files/globally-shared/downloads/PDFs/resources/pubs/calendartime.pdf 

Video, Rearview Mirror, Dr. Sallee Beneke reflects on learning with the use of project approach: https://illinoisearlylearning.org/pa/project-resources/rearview-mirror/ 

Learning and Teaching with Learning Trajectories: Early Math Birth to 3rd grade: https://www.learningtrajectories.org/ 

Erikson Institute Early Collaborative: https://earlymath.erikson.edu/ 

Episode notes: DAP Position Statement: https://www.naeyc.org/sites/default/files/globally-shared/downloads/PDFs/resources/position-statements/dap-statement_0.pdf 

Developmentally Appropriate Practice (Tool Kit)

https://illinoisearlylearning.org/toolkits/dap/

Developmentally Appropriate Practice for Educators (Resource List)

https://illinoisearlylearning.org/reslists/dap-educators/

IEL Podcast: https://illinoisearlylearning.org/resources/podcasts/ 

www.starnet.org

Early CHOICES website: https://www.eclre.org/

CARA's Kit: https://www.dec-sped.org/cara-s-kit-base

Understanding Inclusion Modules: https://www.eclre.org/good-to-know/understanding-inclusion/ 

Illinois Early Learning Project DAP page: https://illinoisearlylearning.org/toolkits/dap/

ISBE Professional Development Training Calendar: https://www.isbe.net/Pages/PD-Calendar.aspx

https://www.npr.org/2018/04/02/598119170/the-scarcity-trap-why-we-keep-digging-when-were-stuck-in-a-hole

https://www.tolerance.org/classroom-resources/tolerance-lessons/calculating-the-poverty-line

Produced by STARNET Regions I&III (https://starnet.org/home/). 

Children notice differences such as glasses, length of hair, or height. Children also notice skin color. It has been found that infants as young as 6 months old can recognizes differences in skin color. Further research states that by the age of 2.5 children prefer playmates that are similar in race and gender. And, as early as 3 years old children are forming judgments about people based on racial differences. Therefore, it is imperative that parents, all parents, recognize and talk about racial differences with kids from an early age. 

In this short podcast, we will discuss some strategies for all parents to dive into the conversation of race with young children. 

Before we dive into the strategies, it is important to acknowledge that some parents worry about introducing the concept of racism may be damaging or scary to a child. However, as we will learn through these strategies, providing a voice and empowering children to speak up for equity shows children that racism is not something to be scared of, but rather something to discuss, untangle, and be part of the solution of an anti-racism society. 

Now onto the strategies: 

First, is the notion that silence sends a message. With that being said, we actually need to talk about race. Dr. Margaret Hagerman, a sociologist and author found that “kids are learning and hearing about race regardless of whether parents are talking to them about it.” 

Second, do some self-reflection. Be comfortable with the fact that you do not know everything. And reflect, are you comfortable having discussions about race? Reflect on the TV shows you are watching. Think, does your network of friends look the same? Ask yourself why. “If you’re encouraging your children to have a diverse network of friends, but everyone who enters your home looks the same, that will leave an impression on them,” one professor states. Be the example. 

And remember, if you are able to avoid the race conversation, that is privilege to recognize and reflect on. 

Third: kids are curious. Encourage and help navigate their curiosity. How many children ask questions? All. They may do it in their own special way, but questions are part of our humanness and feeds our curiosity. Michele Chang, the Director of Facilitation and Curriculum for Challenging Racism states, 

Furthermore, when a child asks a question try to understand what they are actually talking about or asking. Maybe this creates a time to develop curiosity and questioning in a socially appropriate manner. And again, it is okay if you do not know. This shows that we are all learning and growing. You can always loop back. 

That leads to the fourth strategy: be open and willing to address your mistakes. Someone in my life always said, Mistakes happen, that is why they put erasers on pencils. That idea has stuck with me. We are human, we make mistakes. But our true character lies in how we address those mistakes.

At some point you may have offended some one. At some point your child may offend someone. Regardless if you understand why the offense happen, it is important to ask questions and actively listen to ensure the mistake is not made again. It’s not about being perfect; it’s about taking ownership when we’ve made a mistake and using it as a learning opportunity to be more aware in the future. This can also come into play with impact and intent as we discussed before. 

As a reminder, racism isn’t always as explicit as someone using a slur or telling an offensive joke. In fact, whether we realize it or not, even those who c

• Provide a variety of paper of all sizes, shapes, textures, and colors and multiple writing tools, including pencils, pens, crayons, chalk, markers, in all classroom centers.
• Provide many opportunities for children to write.
• Talk to children about their writing but stop if they seem more interested in their writing than in talking about it to you.
• Serve as a model. Let children see you writing for a purpose as you make lists, create labels for classroom items, jot down notes or write what they dictate to you.
• Have plenty of print material in the classroom.
• Talk about print and how letters work together to make words. Point out how a group of letters makes a word and that a space means the next group of letters is a new word.
• Identify letters the child writes and make their sounds.
• Help children listen for sounds in words.
• Read to children. When appropriate, without disrupting the story too often, point out words and their letters: “Look, this says ‘hop.’ H-O-P make hop!”
• Spell words for them when they ask you to.
• Accept all children’s writing as important, from earliest scribbles to conventional letters and words.

As adults, we use visual supports every day.  Think about going into a new building for the first time.  You look for visuals to tell you where to go – a sign that tells you which direction to go with a specific room name or number on it.  Signs to tell you where to go for the bathroom, vending machines, stairs, or elevator.  When you are driving, there are visuals that tell you what to expect along the road – such as a stop sign coming up, or that there is a curve in the road ahead.  Visuals are all around us in our daily lives, and they help us to prepare for what to expect. 

Visuals can be used the same way with young children in the classroom.  Some children struggle with behavior when they do not know what to expect.  They may become frustrated and act out during transitions.  We can set up a visual schedule that tells children what will be happening during the day to help reduce this anxiety.  When we set the visual schedule up, we can be mindful of creating it so that when an activity is over, children can help remove the item or turn the item over on the schedule to show that it is done – this can help children to visually see what is left to do for the day.  It is not enough to just have the schedule posted, we want to refer to it throughout the day and talk about what has already happened and what will happen next.  

When you think about your life as an adult, you may create lists of things to do, or things to get from the store.  You use that list as a reminder of what you still need to do, and you cross things off when you have accomplished the task or picked up the item.  Then you can easily see what you still have left to do.  This is what the visual schedule can do for children – help them to see what they still need to do during the day.  

With some children a daily schedule posted in the classroom is enough to help guide them when it is referred to throughout the day.  Some children may benefit from using an individual schedule that breaks down different parts of the day.  You may create an individual schedule for a child that has all the activities of large group pictured.  The child can then move the pictures to a folder that says done, move it to a list that says done, or even put a check mark next to the item that indicates that the activity is finished.  Not all children will need this much support for an activity, but it is a strategy that can really benefit the children who do need the additional support.

Visuals can also be used to help children throughout other times of the day.  We know that giving children choices can help to reduce power struggles in the classroom.  Especially when we give two options to the child and we are okay with either choice.  This gives the child some control over what is happening.  For example, when we ask a child, “do you wa

Even as adults if we aren’t engaged in an activity we find things to do to fill the time. We mess around on Facebook or Instagram; we doodle and so on. The only difference between adults and children is we are a bit further along with our self-regulation skills. If children aren’t engaged, it is natural for them to want to move or pester the person next to them for entertainment. 

While those transitions may only last a minute or two, they add up! When we stop, and think about all the times we are moving children from one activity to the next we really become aware of all the lost time. Often programs are only 2.5 hours and there is a LOT to cover during that time. Being mindful of even the smallest amount of time lets us be more intentional in making sure there is something happening that builds children’s knowledge and skills.  

In my own classroom and classrooms, I have visited, there is always a few times of day transitions are challenging. The first one I notice is after breakfast or morning snack (if not incorporated into centers.) Children are finishing up at different rates and majority of classrooms I’ve been in large group follows the meals. Children go to the carpet. They are expected to get a book and quietly look at it. They may start out looking at the book but after a minute or two they begin to get silly with one another. If at all possible an adult should head over to the carpet with the children. If books are the transition activity they can engage with the children and the books and make sure it is a meaningful activity and not a time filler. The adult could also choose to have children choose songs/finger plays until the majority of children are at the carpet and then begin large group. 

Another time that appears to get chaotic and sometimes frustrating is clean up from centers. The children are engaged and enjoying the freedom of playing with the materials they want and it’s hard to stop and come back together as a group. Dimming the lights or ringing a bell and giving the children a five-minute warning will help children start to wrap up what they are doing and lets them prepare for the transition. Once you have started the clean-up transition use a flannel board activity or game is one way to speed up the clean-up process. One of my children’s favorites was little mouse little mouse. Which was just a simple game with houses of different colors and a mouse. The children hid their eyes and I hid the mouse then had them open their eyes and we tried to guess what color he was behind. The children always wanted to come over and play a round or two so clean up was always a quick process.  

Lastly lines can be bothersome for both children and teachers. It never seems to fail when everyone is lined up and ready to go someone needs to use the bathroom and everyone needs to wait or during winter months putting coats, hats, etc. on seems to take a while.  To avoid children star

STAR NET is divided into six different regions in Illinois (see starnet.org). This form is to collect family information for STAR NET Regions I & III (starnet.org/home), which is northwest and central Illinois, with the intent to stay connected.

There are millions of apps available for download to smartphones and tablets.  When we look at these apps, we must consider several different features in order to choose quality apps that will enhance children’s development rather than just passively exposing them to screen time.

We want to look at apps that offer a divergent path and choice making opportunities for children to be able to actively engage with the app.  Think of the choose your own adventure books that you may have read as a child; these books gave you the opportunity to make your own choice during the story and then see what happens because of that choice.  When we think of apps that offer a divergent path, they provide that same opportunity for decision making, problem-solving, and exploring what happens next.

Children will go through stages of development when using apps, just like they do with real materials.  First, the children will tap and explore cause and effect.  Through exploring, children will develop the confidence and skills to make certain things happen within the app.  Finally, children will be able to use the app as it was intended to be used.  

So, with that in mind, we want to offer apps that are open ended and invite the children to explore the features of the app in a non-threatening environment.  Find apps that children can tap and explore in any way that they choose.  

Apps will never take the place of real-life experiences, so when you are choosing apps, try to find ones that will enhance hands on experiences or children’s knowledge about the real world.  Give them a chance to take pictures and edit those pictures with games.  You can also find apps that allow children to take pictures of their artwork, or even create their own stories and save them as a PDF that can be shared.  Find apps that will be relevant to the children’s life experiences, such as an app that simulates a trip to the doctor or a visit to the zoo.  

We want to keep in mind that when we are giving children the opportunity to use apps with smartphones or tablets, that choosing a quality app is not enough when we look at the appropriate use of technology with young children.  We want to think about how we are interacting with the children as they interact with the app.  Are we there with the children as they play, to help facilitate and guide the child on how to use the app?  Are we there to encourage conversations and questions about how the app connects to the real world? 

Technology is here to stay.  Model appropriate use of technology with children as you use it and children use it.  Children are always watching what we are doing, and they will learn from the example you set.  

Many children enjoy playing in the mud because it’s just plain fun. 

Think back to your own childhood…do you have fond memories of making mud pies or digging in the dirt?  We can take advantage of children’s intrinsic motivation to get their hands dirty as we foster their learning and development in many important ways through mud play.

The possibilities for what children might do with mud are limitless.  The open-ended nature of mud allows children to play with it in ways that support their developmental levels and their unique interests.  Younger children might simply enjoy the sensory experience of running their fingers through the mud or poking the mud, while older children might engage in more sociodramatic play where they pretend to serve up creative flavors of mud pies that feature special ingredients such as leaves or pine cones and rocks.  Children will work with mud in ways that are “just right” for them, allowing teachers to support and scaffold their development and learning in many different areas.

Mud play offers many opportunities for children to follow rules, work together, collaborate and assist each other.  Whether they are working together on a mud sculpture, taking turns jumping into a mud puddle or helping each other get cleaned up, they are practicing important social skills.  Children will also gain confidence as they assess and take risks, formulate plans and try out their unique ideas.  We often see children naturally exhibiting positive approaches to learning such as curiosity, persistence, creativity, problem-solving, self-direction, engagement and sustained attention as they engage in this type of play. 

Through mud play, children have multiple opportunities to use their large and small muscles, as well as to practice balance and coordination of movements.  

In addition, researchers have even found that playing in the mud can be good for both physical and mental health.  It has been found to reduce symptoms of allergies and asthma, to improve resistance to disease, to reduce anxiety/stress and to boost mood (thanks to the friendly bacteria found in soil that causes the brain to release serotonin – which is the “feel good” hormone).

Children will express themselves as they play and communicate about what they are doing.  As teachers, we can also introduce new and interesting words as we notice and describe their efforts, “Look at how your mud has changed.  At first, it was really thick but then you added water and diluted it…now it’s not as thick.”   

That same release of serotonin in the brain that triggers happiness has also been shown to improve cognitive function! How about that?  Playing with dirt and mud can even make children smarter!  In addition, we can facilitate learning in several content areas as children engage in mud play.  They will explore math concepts such as measurement, comparison and volume as they mix up their mud pies.  They will learn about one-to-one correspondence as they put just one pine cone onto each of their mud muffins.  They will learn spatial concepts as they navigate their toy truck over, under and through the mud trenches that they have created.  

They will explore science concepts when they make predictions, investigate and observe changes such as “What happened to the wet mud when it dried overnight?”   There are opportunities for literacy when we provide children with easy-to-follow recipe