3 ECE “Back to School” Strategies to Help Young Children Succeed
August 24, 2018
Home > Blog > 3 ECE “Back to School” Strategies to Help Young Children Succeed
Early childhood educators can ease the new school year transition for young children and their parents using creative ways to integrate the children into activities and ensuring families feel comfortable by building trust through routine and relationships. It’s also important to create a culture where all children and families are accepted, including those with special needs and/or dual language learners.
This blog focuses on how positive guidance, an inclusive environment, and icebreakers can help children to transition into a new program and feel at ease with their new peers and teachers.
Kesley Shaw, senior manager of Instructional Design at the Council, suggests, “I believe that by using activities, positive guidance and inclusion it provides the child the opportunity to increase their social and emotional competency while at the same time promoting a caring classroom community for the child. Creating this type of classroom community is essential when it is the child’s 1st day of school.”
Foster Positive Guidance
Early childhood educators can create environment where positivity thrives starts with the little things during the everyday routine.
As Katorra Enoch-Longshore, the Council’s manager for Strategic Alliances, remarks, “Two things I found always worked when using positive guidance strategies is to offer the child specific choices that lead to logical consequences, e.g. selecting art materials, toys, etc. For this to be effective, try not to compromise on the agreement already in place.”
Use these tips and positive guidance as part of your “back to school” strategy to help all children succeed in the classroom and develop trust to help them feel at ease in a new classroom2:
Follow the recommended adult-child ratios and group size – Having the right group size per teacher can help develop attachment and trust between child and caregiver.
Maintain appropriate expectations for each developmental stage – Being mindful of every child’s age and development level can provide an open-minded perspective on appropriate developmental milestones.
Be prepared to help children cope with feelings – Giving one-on-one attention to a child who exhibiting negative behavior can help ameliorate the situation. Listening, talking to a child or simply helping to address their needs can foster more positive behavior in the long run and minimize challenging behaviors.
Develop relationships with families – Create a family welcome packet and hold an open house for families feel welcome. Always keeping in touch via phone, text, or email with the family to provide updates on their child’s progress can help ease the transition anxiety some parents may have during the first weeks.
Create an Inclusive Environment
CDA Candidates are required to obtain 120 clock hours of education based on 8 subject areas that include the need for acquiring knowledge on children with special needs.
Inclusion is not a choice of a preference, it is a social justice issue –all children with disabilities have the right to live, learn, play, and work alongside their typical peers. When teachers acquire knowledge, they develop empathy and awareness and become more comfortable and prepared to work with children with special needs and their parents,” says Vilma Williams, senior manager of Multilingual and Special Programs.
To welcome children with special needs into your program, the U.S. Department of Education (ED) and Health and Human Services (HHS) encourages ECE programs and families to work together to ensure children have access to inclusive high-quality early childhood programs3:
Partner with Families:
Programs should ensure all families are knowledgeable about the benefits of inclusion and include them in policy development, advocacy efforts, and public information initiatives.
Adhere to Legal Provision of Supports and Services in Inclusive Settings with IFSPs/IEPs:
Local educational agencies, schools, and other local early intervention service providers should review their IFSP/IEP processes to ensure that inclusive settings are meaningfully discussed for each child.
Enhance Professional Development:
A high-quality staff should have knowledge, competencies, and positive attitudes and beliefs about inclusion and disability to foster the development of all children. Early childhood programs could consist of a skilled teacher or provider and an aide, supported by specialized service providers.
Have Fun with New School Year Activities
Children love any opportunity to laugh, be silly, and have a good time, and what better way to make new classmates feel comfortable than with activities to get to know more about each other and their new classroom. Kim Cephas, Council manager and ECE professional, shares some ideas on how you can incorporate some fun activities for new preschool students4:
During gathering time have children toss a bean bag or ball to each other and share their name and one favorite thing they like.
Name game chant – Children sing a song to the tune of a nursey rhyme and the child’s name is inserted into the tune.
Give the children a “tour” of the classroom and explain the use and purpose of each area. (i.e.; this is bathroom, we flush the toilet and wash our hands after toileting, etc)
Help children learn the rules through activities. (i.e.; while doing a cut and glue activity, explain to the children safety rules about scissors and using glue; explain the clean-up process after playing with play-doh).
These tips can help you oversee how the new school year will go and how the children under your care will potentially respond. Fostering relationships since day one can encourage a positive start for new students. It can also bring perspective to current students who will be adapting to having new faces and personalities around the classroom. It is in your hands to make children feel empowered and confident about themselves, so they can freely develop and reach the necessary milestones to succeed as they grow.
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Elisa Shepherd is the Vice President of Strategic Alliances at the Council, where she leads initiatives to advance the Council’s mission and strategic plan through designing, managing, and executing a comprehensive stakeholder relationship strategy.
With over 25 years of experience in early childhood education (ECE), Elisa has dedicated her career to developing impactful programs, professional development opportunities, and public policies that support working families, young children, and ECE staff. Before joining the Council, Elisa held numerous roles within the childcare industry. Most recently, she served as Associate Vice President at The Learning Experience and as Senior Manager at KinderCare Education, where she influenced government affairs and public policies across 40 states.
Elisa’s commitment to leadership is reflected in her external roles on the Early Care and Education Consortium Board of Directors, the Florida Chamber Foundation Board of Trustees, and as the DEI Caucus Leader for KinderCare Education. She has been recognized as an Emerging Leader in Early Childhood by Childcare Exchange’s Leadership Initiative.
Elisa earned a Bachelor of Science in Psychology with a focus on child development from Pennsylvania State University in State College, PA.
Andrew Davis
Chief Operations Officer (COO)
Andrew Davis serves as Chief Operating Officer at the Council. In this role, Andrew oversees the Programs Division, which includes the following operational functions: credentialing, growth and business development, marketing and communications, public policy and advocacy, research, innovation, and customer relations.
Andrew has over 20 years of experience in the early care and education field. Most recently, Andrew served as Senior Vice President of Partnership and Engagement with Acelero Learning and Shine Early Learning, where he led the expansion of state and community-based partnerships to produce more equitable systems of service delivery, improved programmatic quality, and greater outcomes for communities, children and families. Prior to that, he served as Director of Early Learning at Follett School Solutions.
Andrew earned his MBA from the University of Baltimore and Towson University and his bachelor’s degree from the University of Maryland – University College.
Janice Bigelow
Chief Financial Officer (CFO)
Jan Bigelow serves as Chief Financial Officer at the Council and has been with the organization since February of 2022.
Jan has more than 30 years in accounting and finance experience, including public accounting, for-profit and not-for-profit organizations. She has held management-level positions with BDO Seidman, Kiplinger Washington Editors, Pew Center for Global Climate Change, Communities In Schools, B’nai B’rith Youth Organization and American Humane. Since 2003, Jan has worked exclusively in the non-profit sector where she has been a passionate advocate in improving business operations in order to further the mission of her employers.
Jan holds a CPA from the State of Virginia and a Bachelor of Arts degree from Lycoming College. She resides in Alexandria VA with her husband and dog.
Janie Payne
Vice President of People and Culture
Janie Payne is the Vice President of People and Culture for the Council for Professional Recognition. Janie is responsible for envisioning, developing, and executing initiatives that strategically manage talent and culture to align people strategies with the overarching business vision of the Council. Janie is responsible for driving organizational excellence through strategic talent practices, orchestrating workforce planning, talent acquisition, performance management as well as a myriad of other Human Resources Programs. She is accountable for driving effectiveness by shaping organizational structure for optimal efficiency. Janie oversees strategies that foster a healthy culture to include embedding diversity, equity, and inclusion into all aspects of the organization.
In Janie’s prior role, she was the Vice President of Administration at Equal Justice Works, where she was responsible for leading human resources, financial operations, facilities management, and information technology. She was also accountable for developing and implementing Equal Justice Works Diversity, Equity, and Inclusion strategy focused on attracting diverse, mission-oriented talent and creating an inclusive and equitable workplace environment. With more than fifteen years of private, federal, and not-for-profit experience, Janie is known for her intuitive skill in administration management, human resources management, designing and leading complex system change, diversity and inclusion, and social justice reform efforts.
Before joining Equal Justice Works, Janie was the Vice President of Human Resources and Chief Diversity Officer for Global Communities, where she was responsible for the design, implementation, and management of integrated HR and diversity strategies. Her work impacted employees in over twenty-two countries. She was responsible for the effective management of different cultural, legal, regulatory, and economic systems for both domestic and international employees. Prior to Global Communities, Janie enjoyed a ten-year career with the federal government. As a member of the Senior Executive Service, she held key strategic human resources positions with multiple cabinet-level agencies and served as an advisor and senior coach to leaders across the federal sector. In these roles, she received recognition from management, industry publications, peers, and staff for driving the creation and execution of programs that created an engaged and productive workforce.
Janie began her career with Verizon Communications (formerly Bell Atlantic), where she held numerous roles of increasing responsibility, where she directed a diversity program that resulted in significant improvement in diversity profile measures. Janie was also a faculty member for the company’s Black Managers Workshop, a training program designed to provide managers of color with the skills needed to overcome barriers to their success that were encountered because of race. She initiated a company-wide effort to establish team-based systems and structures to impact corporate bottom line results which was recognized by the Department of Labor. Janie was one of the first African American women to be featured on the cover of Human Resources Executive magazine.
Janie received her M.A. in Organization Development from American University. She holds numerous professional development certificates in Human Capital Management and Change Management, including a Diversity and Inclusion in Human Resources certificate from Cornell University. She completed the year-long Maryland Equity and Inclusion Leadership Program sponsored by The Schaefer Center for Public Policy and The Maryland Commission on Civil Rights. She is a trained mediator and Certified Professional Coach. She is a graduate of Leadership America, former board chair of the NTL Institute and currently co-steward of the organization’s social justice community of practice, and a member of The Society for Human Resource Management. Additionally, Janie is the Board Chairperson for the Special Education Citizens Advisory Council for Prince Georges County where she is active in developing partnerships that facilitate discussion between parents, families, educators, community leaders, and the PG County school administration to enhance services for students with disabilities which is her passion. She and her husband Randolph reside in Fort Washington Maryland.
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