Be interested. To establish constructive relationships with parents, the very first step is to show genuine interest in each parent and family and to convey that interest in each interaction, starting from the first. Remind yourself often that every person has a story.

Be humble. When we approach parents with an attitude of curiosity and humility, parents in turn will be more likely to approach us and seek out our opinions and suggestions. Then we can figure things out together, which always has a better outcome for children.

Be respectful. Be intentional about expressing your belief that parents want what’s best for their child and that their role as the parent is incredibly important. When you acknowledge and affirm parents in this way, it helps establish trust and opens the way for dialogue in which your viewpoint is more likely to be considered.

Be inviting. We can’t assume that families know that we want to hear their perspectives. Although much of our conversation with parents will be about the child, also expressing an interest in the parent is likely to invite a deeper level of trust and openness.

Be a good listener. Do your best to give a parent your full attention. Convey the message “I’m listening” with your whole body as well as your words. Don’t be too quick to jump in when conversing; wait for a response.

Be positive. Don’t communicate only when there is a problem or concern, or when you want something from a parent. A proactive, multilayered communication plan, on the other hand, can help keep the majority of the messages to families positive, constructive, and encouraging.

Be creative. Never before have we had so many different ways to communicate with one another! Better to send the same message multiple ways and risk minor annoyance than to rely on one way of communicating that isn’t effective for all parents. Ask individual family members often whether they are getting information that you send out to all of the families and to them in particular.

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Children thrive in a well-ordered and predictable environment, where daily routines such as arrivals and departures, mealtimes, nap times, and toileting are dealt with consistently by all caregivers. The challenge is to develop appropriate daily routines for children which offer them a sense of consistency and security, yet remain flexible and responsive to the individual needs of each child.

Daily Schedule

• Create and follow a basic daily schedule.
• A schedule can help ensure the consistency that young children need.
• Provide a healthy balance for children, between group times and more solitary moments, quiet and noisy activities, indoor and outdoor play.

Transitions

• Well-organized transitions help make the day run smoothly.
• Allow enough time for children to make the transition gradually.
• Warn children in advance that a transition is coming.

Attachment

• Practice listening and paying attention to what the child is telling you – be sensitive to his cues.
• Pay attention to your own verbal cues and body language.
• Talk to babies, even though they may not be speaking yet.
• Don’t rush through daily tasks.
• Establish routines based on each individual children’s needs.
• Hold babies during bottle feeding to develop warm, nurturing relationships with them.
• Encourage children to taste everything but be careful not to force them to eat.

Eating

• Children eat at their own pace and some eat more than others do.
• Avoid tying food together with behavior either as a reward or a punishment.
• Eating should be a shared and cooperative experience with foods served family-style. Meals should be a time to chat, enjoy and help each other.
• Mealtimes are opportunities for children to be independent by making choices about foods.
• Encourage children to taste everything but be careful not to force them to eat.

Nap Time

• Create a relaxed and quiet rest time.
• Create a restful mood for children by reading quietly, playing soothing music, or rubbing their backs.

Toileting

• Do not rush children into using the toilet. The right time depends on each child’s physical and emotional readiness.
• Ask families to dress their child in clothing that the child can remove herself. Also, be sure there are plenty of extra clean clothes available for the child.
• Keep the toileting experience positive and relaxed. Toil learning is closely associated with how a child feels about himself and we never want to punish, humiliate or push children or compare their progress.
• Comment favorably when a child is successful. Never display disappointment in a child who is not successful.
• Handle “accidents” in a calm, matter-of-fact manner and reassure the child that he has done nothing wrong.
• Careful sanitation procedures are a must. Each child’s and adult’s hands should be washed thoroughly after each attempt.

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• Hand and finger strength: An ability to exert force against resistance using the hands and fingers that allows the necessary muscle power for controlled movement of the pencil.

• Crossing the mid-line: The ability to cross the imaginary line running from a person’s nose to pelvis that divides the body into left and right sides.

• Pencil grasp: The efficiency of how the pencil is held, allowing age-appropriate pencil movement generation.

• Hand-eye coordination: The ability to process information received from the eyes to control, guide, and direct the hands in the performance of a task such as handwriting.

• Bilateral integration: Using two hands together with one hand leading (e.g. holding and moving the pencil with the dominant hand while the other hand helps by holding the writing paper).

• Upper body strength: The strength and stability provided by the shoulder to allow controlled hand movement for good pencil control.

• Object manipulation: The ability to skillfully manipulate tools (including holding and moving pencils and scissors) and controlled use of everyday tools (such as a toothbrush, hairbrush, cutlery).
• Visual perception: The brain’s ability to interpret and make sense of visual images seen by the eyes, such as letters and numbers.

• Hand dominance: The consistent use of one (usually the same) hand for task performance, which allows refined skills to develop.

• Hand division: Using just the thumb, index, and middle finger for manipulation, leaving the fourth and little finger tucked into the palm stabilizing the other fingers but not participating.

What activities can help improve writing readiness (pre-writing) skills?

• Threading and lacing with a variety of sized laces.
• Play-doh (playdough) activities that may involve rolling with hands or a rolling pin, hiding objects such as coins in the playdough, or just creative construction.
• Scissor projects that may involve cutting out geometric shapes to then paste them together to make pictures such as robots, trains, or houses.
• Tongs or teabag squeezers to pick up objects.
• Drawing or writing on a vertical surface.
• Everyday activities that require finger strength such as opening containers and jars.
• Pre-writing shapes: Practice drawing the pre-writing shapes (l, —, O, +, /, square, \, X, and Δ).
• Finger games: that practice specific finger movements such as “Incy Wincy Spider”.
• Craft: Make things using old boxes, egg cartons, wool, paper, and sticky or masking tape.

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View our presentation and learn more about the Child Care Collaborative.

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What is the Child Care Collaborative?

Great question! It’s a tricky one too because every Collaborative relationship looks different! In a nutshell, any licensed child care provider within the Anoka-Hennepin school district can submit an application for the program. The provider is then matched with a licensed Early Childhood Family Education (ECFE) teacher. The provider and the teacher work together to determine areas in which the provider would like support, more information, or resources, and then develop a plan to meet those needs.

What is the cost of these services?

There is no financial cost for the Collaborative’s services. Your investment is your time spent working with your Collaborative teacher and implementing what you’ve learned.

I am really busy. I just don’t want to take on one more thing.

We hear you. The Collaborative teacher will work with you to schedule visits that work for your schedule. Visits often take place in the morning, because they involve the children in your care. Sometimes visits will take place in the afternoon while the children are napping. Visits usually take place every two weeks, but we will create a schedule that works for you.

The Collaborative experience is designed to be a benefit, not a burden. We meet you where you are at.

What kinds of things can you do for me?

We do lots of things, but here are some common requests we hear from providers:

• I need some help with behavior management.
• What exactly do I need to do to get these kids ready for kindergarten?
• How do I get these kids to clean up?
• I need some ideas that will work for my infants and my school-age children.
• I’m burned out. I love the kids, but I feel so isolated.
• I need some ideas for teaching math skills.

What does a visit look like?

Because we can work with you on a variety of needs, the visits can vary quite a bit too. Visits are usually in person, but we can also do visits via telephone or video. Sometimes we will model a “circle time” with the children and work on some sort of lesson. Sometimes a provider would like us to observe their interactions with the group in order to get feedback or ideas. Other times we may meet over naptime to discuss different ways to assess and communicate progress to parents. We can also help you implement new strategies with your group, like ideas for transition times, introducing a calming corner, or re-teaching clean-up procedures.

I already have a licensor and Parent Aware coach, the Collaborative is just one more thing.

We are not affiliated with either of these organizations and we have no impact on your license or funding. The goal of the Collaborative is not to add paperwork or requirements; rather, we are here to help you meet the goals you have for your program.

If you are working for a Parent Aware rating already, the Collaborative could help you to meet those goals.

Sounds okay…but what’s the catch?

We don’t think there is a catch. For transparency purposes, this is what is expected of you:

• Complete an observation and/or self-assessment at the beginning and end of our time together.
• Maintain communication with your Collaborative teacher.
• Work collaboratively with the ECFE teacher.
• Make efforts to implement new strategies and resources.
• Keep your scheduled visits and communicate timely with any changes.

I’m ready to move forward, what’s my next step?

• Complete the online application or call 763-506-6171 for more information.

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Visual timers are a specific type of timer. Visual timers allow you to “see” the movement of time through clear, visual signals. Visual timers include sand timers where sand falls in an hourglass and Time Timers where a colored dial or disc disappears as time passes.

Visual timers are effective tools to use in school or at home. Educators can use these timers to help children manage their time and stay on task, as well as help them transition from one activity to another. At home, visual timers can be used to help children move along with a task or chore, or even to set a specific time for activities like reading, playing, or screen time.

Why Use Visual Timers?
Visual timers have many uses and benefits. They can:

• Give children an understanding of time concepts without them having to be able to tell time. When using a visual timer, children can see the time remaining without having to figure out the hands on a clock – brushing their teeth for two to three minutes, for example.
• Teach the concept of “How much longer?” Children can look at a visual timer and know for themselves “how much longer” without having to ask – knowing they have only a few more minutes left to clean up their rooms, for example.
• Help children who have difficulty moving from one activity to another to anticipate and be ready for the change. If children know that an activity is almost over, they can begin to prepare to switch to a new activity.
• Improve children’s focus on tasks and activities. When they complete an activity, using a visual timer, children can see time passing and can use their time better.

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