Why Mr. Rogers still matters (a lot)

Mary Harrison, Ph.D., Research Associate at CEED, shared her thoughts about why filmmakers and TV producers continue to revisit both the life and philosophy of the real Mr. Rogers and the imaginary world of characters that he created.

The voice of the beloved television personality Fred Rogers still echoes across the American media landscape some 17 years after his death. If you hurry to the movie theater, you can still catch A Beautiful Day in the Neighborhood, a 2019 drama starring Tom Hanks as Mr. Rogers. A highly successful biographical documentary, Won’t You Be My Neighbor?, was released in 2018, as was Mister Rogers: It’s You I Like, a PBS special that commemorated the 50th anniversary of Mister Rogers’ Neighborhood. A video clip of Mr. Rogers testifying before Congress about the importance of funding for public television circulates regularly on social media. And as many parents know, Daniel Tiger’s Neighborhood, an animated spinoff of Mr. Rogers’ original show that debuted in 2012, has become a staple among the toddler and preschooler set.

Mary Harrison, Ph.D., LICSW, IMH-E®, Research Associate at CEED, shared her thoughts about why filmmakers and TV producers continue to revisit both the life and philosophy of the real Mr. Rogers and the imaginary world of characters that he created.

Q: Why do you think Mr. Rogers has such staying power? Why is he still a presence in Americans’ everyday lives, almost 20 years after his TV show stopped airing?

MH: I wonder if we are at a time in our history when we are craving a return to what Mr. Rogers had to offer. The show stands in such contrast to much of the programming available to children and families. The pace is so much slower. It is not a cartoon. It leads with its heart and not its head by focusing on unconditional positive regard and a reminder of each human’s inherent worthiness. It reminds us to be curious and to consider our world from a child’s perspective. There is an authenticity and earnestness that we are, perhaps, missing in other parts of our lives. As a parent, it can feel like the world is changing so quickly and we are not always sure how to keep our children safe. Mr. Rogers is familiar and consistent—something we all crave.

Q: What is unique or unusual about what Mr. Rogers has to say about children?

MH: When Mister Rogers’ Neighborhood began, it was unusual to have a television show give such careful consideration to young children’s emotional experiences. The premise, the set, the puppets and characters, the dialogue, and the subject matter were all created and produced with a child’s perspective in mind. The routines of his show created a sense of belonging where children were invited to wonder and learn in carefully paced ways. It was as if each child was having his or her own experience with Mr. Rogers—going with him between his house and community and the land of make-believe where they could join beloved characters as they tried to make sense of the world.

Mr. Rogers also did not shy away from more serious subjects. Instead, he spoke directly to children. He modeled kind, calm, consistent ways to talk about big, hard things that balanced a straightforward approach with attention to children’s emotional safety. In each episode, he looked straight into the camera and told them: “I like you just the way you are.” Even as an adult, Mr. Rogers was able to hold in his mind how it might feel to be a child in different situations. It reminds me of Selma Fraiberg’s ability to write from a child’s perspective in her seminal 1959 book, The Magic Years: Understanding and Handling the Problems of Early Childhood.

Q: What can parents learn from Mr. Rogers about supporting children’s growth and development? What are key parenting takeaways from Mr. Rogers?

As a parent, it is so helpful to be reminded that children need to hear—and, most importantly, need to feel—like they are inherently worthy of love just as they are. Of course, parents want their children to know that we love them just the way they are, but I wonder if we all succumb, at times, to pressures to do things “right” and to be “good” in order to be worthy of love. I wonder whether we unintentionally give children the message that they need to do something to be special and worthy.

We live in a time when accomplishments and talents are highly valued. Parents often feel that they are evaluated based on their child’s accomplishments and behavior. Children are praised for working hard, listening, paying attention, and following the rules. While these skills are important, so are empathy and creativity and compassion. For many children—and for many families—less and less time is spent in settings where they are able to just be together in their own ways and at their own pace. Parents are juggling many demands and it can be hard to slow down and see things from a child’s perspective. But young children need adults to create opportunities, as well as provide relational safety, for them to just be themselves as they are—where “being” looks more like curiosity and exploration and play than “doing.” Mr. Rogers provided an excellent example of what that can look like.

Photo of Trolley from Mister Rogers' Neighborhood on set at WQED studios in Pittsburgh.
Trolley from Mister Rogers’ Neighborhood set at WQED studios in Pittsburgh. Photo by David PinkertonCC BY-SA 2.0.

Q: Do you have a favorite character from Mister Rogers’ Neighborhood or Daniel Tiger’s Neighborhood?

Daniel Tiger is my favorite character—more from the original show than the cartoon, although my own children also love the cartoon. As a child, I got to see Daniel Tiger wrestle with big questions and big feelings within a safe, consistent relationship. That experience is a gift.

Q: Are there stories or songs from Mister Rogers’ Neighborhood or Daniel Tiger’s Neighborhood that have had a positive impact in your life or your children’s?

There are so many wonderful parts of these shows! We loved the songs “You can take a turn, and then I’ll get it back,” “When you feel so mad that you want to roar,” “When you have to go potty, stop and go right away,” and “Grownups come back.” Music is so helpful in parenting because it can create a shared experience and routine around new learning.

It was especially helpful for my children to see Daniel Tiger struggling with frustration, anger, worry, and jealousy, because I think it helped them realize that they were not alone in their internal experiences and that there were things they could do to feel better. As a parent, you want to teach your children and empathize with them, but there is only so much you can do with your words and in your role. When characters like Daniel Tiger or other beloved characters in books wrestle with hard things, they connect with children on a different level.

Training for reflective supervision and consultation: CEED’s new report is based on our nationwide survey

Evidence suggests that reflective supervision/consultation has a range of benefits for people who work with young children and their families.

Reflective supervision/consultation (RSC) is growing by leaps and bounds around the country—and it’s no wonder. Evidence suggests that this relationship-based form of professional development has a range of benefits for people who work with young children and their families. (Download our free e-book to learn more about how RSC is used in fields like child care, healthcare, education, and social work.)

Researchers at the Reflective Practice Center (RPC) at CEED wondered how those who provide reflective supervision, either as managers or consultants, acquire their skills. We conducted a landscape survey to find out about the state of RSC training around the country. We asked:

  1. What RSC training is currently available nationwide?
  2. What are RSC providers’ perceptions of the training they have received?

Our new report, Training in Reflective Supervision/Consultation: Nationwide Survey Results, details our findings. These included:

  • RSC providers in this sample most commonly held an advanced degree with some clinical training, combined with specialized training in RSC.
  • The majority of RSC providers had 17 or more hours of training on how to provide RSC.
  • State associations offer the most RSC training, but professional organizations and employers offer it as well.
  • There are multiple modes of RSC training, and they vary in type, content, length, intensity, and consistency. Didactic and experiential training are both seen as necessary for building the skills of reflective practitioners.
  • Face-to face RSC training is most common, but a substantial amount of RSC training is also conducted online.
  • The requirements or qualifications for taking RSC training vary by training organization.
  • RSC providers were eager to deepen their knowledge and skills in the provision of RSC. They identified gaps in training content and modes of training.

In the report, you’ll also find direct testimonials from survey respondents that provide insight into why and how RSC works, like this quotation from a practitioner:

“Participation in RSC has been life-changing for me. It has made me a more patient, mindful, and observant practitioner. It has helped me learn how to use myself and awareness of what I am thinking and/or feeling to be more accepting of my clients and colleagues and frankly, myself. It has decreased my stress, made me feel less ‘alone’ in the work with young children and their families. It is the hour I look forward to the most each month.”

Funding for this project was generously provided by the Lynne & Andrew Redleaf Foundation.  Download the report.

Training in Reflective Supervision and Consultation: Nationwide Survey Results

What reflective supervision training is currently available around the country? What are providers’ perceptions of the training they have received? Read our findings from a nationwide landscape survey.

Our new report examines the training currently available around infant mental health reflective supervision and consultation (RSC) in the United States. We conducted a landscape survey that helped us answer questions like:

  1. What RSC training is currently available around the country?
  2. What are RSC providers’ perceptions of the training they have received?

Key findings included:

  • RSC providers in this sample most commonly held an advanced degree with some clinical training, combined with specialized training in RSC.
  • The majority of RSC providers had 17 or more hours of training on how to provide RSC.
  • State associations offer the most RSC training, but professional organizations and employers offer it as well.
  • There are multiple modes of RSC training, and they vary in type, content, length, intensity, and consistency. Didactic and experiential training are both seen as necessary for building the skills of reflective practitioners.
  • Face-to face RSC training is most common, but a substantial amount of RSC training is also conducted online.
  • The requirements or qualifications for taking RSC training vary by training organization.
  • RSC providers expressed an eagerness to deepen their knowledge and skills in the provision of RSC and identified gaps in training content and modes of training.

Download the report

Meet CEED’s Director: Q & A with Ann Bailey

We’re delighted to introduce Ann Bailey, PhD, director of CEED. Dr. Bailey worked with CEED as a research associate for six years prior to taking on the role of director in 2019.

We’re delighted to introduce Ann Bailey, PhD, director of CEED. Bailey worked with CEED as a research associate for six years prior to taking on the role of director in 2019. And her passion for supporting young children and the people who care for them? That goes back decades.

Talk about your educational background and how you came to be interested in early childhood development.

Ann Bailey

Ann Bailey: I knew at a very young age that I wanted to work with children. I originally intended to be a pediatrician, but chemistry classes were not a good fit. When I took my first developmental psychology class, I knew psychology was a better choice for me. I went on to get degrees in psychology, developmental psychology, and evaluation studies. I’ve spent the majority of my career providing technical assistance to either Head Start centers in Minnesota and other Midwest states or to state departments of special education and early intervention programs. Because CEED is the new Training And Relationship-Based Professional Development (RBPD) Support System (TARSS) grantee, I am excited to be enhancing what I know about child care systems and using my experience to support the professionals who train, coach, and support child care providers throughout Minnesota.

A deeply formative experience was the seven summers I spent with Migrant Head Start while I was in graduate school. It was one thing to sit in a classroom and talk about developmental psychological theories. I needed and wanted hands-on experience. Because I worked with the same families for all seven years, I was able to form relationships with parents and grandparents and watch their children grow and develop. I got to see how hard these families worked and how much they cared about their children’s education. I rode the bus for four hours a day, picking up children and dropping them off, so I got to know their older siblings and learn about their lives back in southern Texas. This experience gave me insight into a culture different from my own. It also shaped my ideas about the kind of career I might want—a career in which I could work with and support young children and their families. Later, I also realized that my time at Migrant Head Start gave me admiration and empathy for early educators who work long hours for not a lot of pay because they care so deeply about young children.

Why does CEED focus on research and practice that impact the youngest children, from birth through kindergarten? Why is early childhood so important?

CEED was started in 1975 by Rich Weinberg, a faculty member in the University of Minnesota’s Institute of Child Development. He founded CEED as a way to “give child development away”—in other words, to freely provide information, grounded in research, on this critical period of human development. The mission of CEED has stayed essentially the same throughout the past 46 years, but what we know about early childhood development has changed dramatically. We have learned so much about infant brain development, infant mental health, social-emotional development, early literacy and numeracy, authentic assessment, how young children learn, the demands being placed on all early childhood professionals—I could go on and on.

Why does early childhood matter so much? We now know a great deal about the effects of trauma and adverse childhood experiences on brain chemistry and development. Research has found that adverse childhood experiences are linked to poor health outcomes, poor academic performance, a greater likelihood of incarceration, a lack of employment opportunities, and a host of other outcomes that negatively impact both individuals and our society. Implementing high-quality early childhood programming for all children benefits all of us.

What do you see as CEED’s major strengths?

One of CEED’s greatest strengths is our staff’s ability to take academic research and translate it into usable information that can inform the practices of early childhood professionals and parents of young children. In addition to getting research into practice, CEED excels at the development of high-quality, useful, and relevant professional development and program quality efforts. As the new TARSS grantee, we will be able expand our reach and the impact of our work, whether it’s online or in-person.

CEED personnel are passionate about supporting the early childhood workforce and working to meet their growing needs. Our team strives to be proactive in what we can offer to early childhood professionals. We believe that it’s on us to recognize what these professionals need to support their work—work that is often underpaid and underappreciated.

What is something that most people don’t know about early childhood development?

I think the general public is better informed about child development now than ever before. That being said, parents and other adults are not always aware that they can positively influence early childhood development during everyday activities, such as bath times and meal times. Simply talking to your infant influences their literacy development, so you could describe what you’re buying at the grocery store or what’s happening during bath time. You can work on math skills while folding laundry—counting the socks, for example. You can ask questions about emotions while reading a book, drawing pictures, or discussing a child’s day. These are all important ways to support a child’s development that can be easily integrated into your existing routines.

If you weren’t working at an early childhood research center, what would you be doing?

I like jobs where I get to problem solve, help people, and learn new skills, so I would enjoy reprising my role as a technical assistance specialist. Otherwise, I’ve always thought it would be fun to distribute funding to worthy organizations as director of a foundation. But if I won the lottery, I’d love to travel the world, learning new languages, playing pickleball, reading, and finishing crossword puzzles.

CEED releases e-book on reflective supervision and consultation

The Reflective Practice Center at the Center for Early Education and Development (CEED) has just released Reflective Supervision/Consultation: Preventing Burnout, Boosting Effectiveness, and Renewing Purpose for Frontline Workers.

The Reflective Practice Center at the Center for Early Education and Development (CEED) has just released Reflective Supervision/Consultation: Preventing Burnout, Boosting Effectiveness, and Renewing Purpose for Frontline Workers. This free e-book introduces reflective supervision/consultation and its benefits for people who work with young children and their families.

A young woman working in a daycare smiles as she interacts with toddlers and a boy touches her hair
RSC practitioners include educators, daycare workers, healthcare professionals, social workers, early intervention specialists and others

Download the e-book.

Reflective supervision/consultation (RSC) is a professional development model for frontline workers like educators, social workers, healthcare professionals, and early intervention specialists. RSC involves regularly scheduled discussions, either one-on-one or in a group. These conversations take place between a trained reflective supervisor or consultant and staff members.

During RSC sessions, practitioners can share thoughts and feelings about their work. Being on the front lines with families who are experiencing challenging problems can be very stressful. RSC helps frontline workers manage their stress and increase their effectiveness through what the Reflective Practice Center has termed the “4Rs” model:

Release: RSC provides an outlet for participants to voice concerns and frustrations that arise in their work.

Reframe: RSC provides a safe context within which participants can ask themselves questions, consider multiple perspectives, and unpack their own biases.

Refocus: RSC helps practitioners identify how they feel they can have the greatest impact. They can also come up with new strategies to try.

Respond: Participants report approaching their work with greater flexibility rather than a fixed agenda. They are better able to nurture trusting relationships with families.

Our e-book explores how RSC works and the training and tools that are available to supervisors and supervisees.

In the e-book:

  • Access results of a 31-state landscape survey conducted by the Reflective Practice Center. This survey of current practitioners reveals RSC’s impact, supports, and barriers to wider adoption.
  • View testimonials from professionals who have benefited from RSC in their workplace.
  • Learn about tools like the Reflective Interaction Observation Scale (RIOS™), developed at CEED. The RIOS™ pinpoints the ingredients that make reflective interactions so beneficial.
  • Find out our predictions for the future of RSC as it relates to the early childhood field.

Download the e-book.

Reflective Supervision and Consultation: Preventing Burnout, Boosting Effectiveness, and Renewing Purpose for Frontline Workers

Based on research conducted at CEED, this e-book gives an overview of the growing practice of reflective supervision and how it benefits early childhood professionals as well as those who work with young children and families in other fields.

Based on research conducted at CEED, this e-book gives an overview of the growing practice of reflective supervision and how it benefits early childhood professionals as well as those who work with young children and families in other fields.

In the e-book:

  • Access results of a 31-state landscape survey conducted by the Reflective Practice Center. This survey of current practitioners reveals reflective supervision’s impact, supports, and barriers to wider adoption.
  • View testimonials from professionals who have benefited from reflective supervision in their workplace.
  • Learn about tools like the Reflective Interaction Observation Scale (RIOS™), developed at CEED. The RIOS pinpoints the ingredients that make reflective interactions so beneficial.
  • Find out our predictions for the future of reflective supervision as it relates to the early childhood field.

Download the e-book

CEHD Connect magazine highlights reflective supervision work at CEED’s Reflective Practice Center

CEHD Connect magazine spoke with Christopher Watson, director of the Reflective Practice Center at CEED, for an article in its latest issue focusing on the Reflective Interaction Observation Scale (RIOS).

Christopher Watson Head shot
Christopher Watson, PhD,
IMH-E[IV], Research Associate
and Director of the Reflective
Practice Center at CEED

CEHD Connect magazine spoke with Christopher Watson, director of the Reflective Practice Center at CEED, for an article in its latest issue focusing on the Reflective Interaction Observation Scale (RIOS). Watson led the development of the RIOS at the Reflective Practice Center. It was conceived as a tool to document and measure the interactions between participants in reflective supervision/consultation (RSC).

RSC is a form of professional development for people who work with young children and their families. It entails regularly scheduled conversations, either one-on-one or in a group setting.  During these conversations, childhood professionals—educators, child care providers, child welfare workers, and others—have the chance to talk freely about their work with trained supervisors or consultants. RSC presents an outlet for the thorny problems and intense emotions that arise when working with children and families in high-stress situations. 

RSC has been found to ease burnout and reduce staff turnover. Unsurprisingly, therefore, it is growing in popularity in the early childhood field. This quotation from a nationwide survey of RSC participants recently conducted by the Reflective Practice Center says it all:

“Participation in RSC has been life-changing for me. It has made me a more patient, mindful, and observant practitioner. It has helped me learn how to use myself and awareness of what I am thinking and/or feeling to be more accepting of my clients and colleagues and frankly, myself. It has decreased my stress, made me feel less ‘alone’ in the work with young children and their families. It is the hour I look forward to the most each month.”

The RIOS was developed “to help us identify the active ingredients in reflective supervision and consultation and to measure its impact,” Watson told CEHD Connect. Along the way, this tool has taken on an important secondary purpose as a guide to effective RSC sessions. Read more about the RIOS and the work of the Reflective Practice Center in the full story, “Reflective Supervision.”

Routines to the Third Power

The final post in our series recapping the 2019 Minnesota Early Intervention Summer Institute outlines how to embed instruction in your daily schedule.

Embedding Instruction in Your Daily Schedule

It’s officially fall, but we still have more great content to share from the 2019 Minnesota Early Intervention Summer Institute! This last post in our series recapping the Summer Institute comes to us courtesy of volunteer Betsy Rust, SLP, CCC, ECSE Professional Development Facilitator with the MN Centers of Excellence for Young Children with Disabilities.

“The Pyramid, Classroom Engagement, and Beyond! Maximizing Instruction Using Embedded, Naturalistic, and Peer-Mediated Strategies to Meet Children’s Individual Goals in Inclusive Settings” was the full title of this session, taught by Ted Bovey, Associate Director of the Positive Early Learning Experiences Center at the University of Denver.

Bovey led participants through an intense dig into the Pyramid Model of classroom engagement. As the title of the session implies, a lot of ground was covered in two days! I asked Bovey what key concept he hoped participants would take away with them. His hope was that that they would think about maximizing learning opportunities by embedding them in routines. He also encouraged participants to build a data collection system into their routines.

Consistent routines are important to the overall functioning of a classroom and to individual children as well. According to Bovey, routines promote several desirable outcomes:

  • Independence…because children know what’s expected
  • Participation…because they know what to do
  • Learning…more on this one shortly!

You can maximize learning opportunities within your day by breaking the day’s schedule down into smaller and smaller increments. This process will help you identify what Bovey describes as “a routine within a routine within a routine.” Let’s look at Bovey’s example of a routine³ (or routine to the third power):

Diagram shows daily schedule then breaks down opening circle into separate activities. Calendar activity is further broken down into routines.

The major events of the day (listed in the first column) form their own routine, but each event also comprises a consistent series of activities (listed in the second column). Break each of these activities down one step further, and you’ll discover routines³—a hidden wealth of opportunities to embed instruction in your day! Bovey stressed that these must happen in a consistent way, every day, for them to truly be called routines.

Let’s say that you’ve identified consistent routines in your daily schedule. The next step is to figure out which routines lend themselves to working towards children’s learning targets, or embedded objectives. Returning to Bovey’s example, there are a number of learning objectives that can be readily embedded in a calendar routine.

Calendar Routine

  1. Month (embedded objectives: counting, language, preliteracy)
    • Ask children what the month is
    • “Hands up,” clap out syllables, ask children “How many?”
  2. Days of the week (embedded objectives: motor imitation, participation, preliteracy)
    • Sing song (“There Are 7 Days” or “Days of the Week”), embed motor actions in song, point out days as you say them
  3. Date (embedded objectives: counting, motor imitation, patterns)
    • Pick a child to roll cube for motor action for counting
    • Count days to today
    • Allow child to put today’s number on calendar
    • Review pattern: What will tomorrow’s be?

To Bovey’s second point regarding data collection, he recommends building data collection into your routines just as you would build in learning opportunities.

  • Set up specific times and activities during which data collection will happen.
  • Assign data collection to specific people before the day begins.
  • Review data daily to ensure that progress is being made towards objectives. (This should take only 5-10 minutes at the end of your day.)

This strategy makes data collection more manageable. It’s also more effective, because you are actively monitoring children’s progress. This means you can quickly modify your instruction techniques if you note a lack of progress.

Two teachers and five students play together with toys

Bovey shared a favorite data collection system with participants—one of whom exclaimed “This is like Christmas!” Your team may have a preferred system, or you can build one of your own. You could start by searching online for data collection tools for teachers (there are many for sale for a dollar or two on Teachers Pay Teachers).

Thanks to our presenter, participants, and volunteer Betsy Rust, and to the Minnesota Department of Education’s Division of Early Childhood Special Education—sponsors of the Summer Institute for the past 36 years!

How Can We Capture What Kids Really Know?

This post from the 2019 Minnesota Early Intervention Summer Institute draws on the session, Flipping Your Assessment Practices from Standardized to Personalized.

Personalizing Your Assessment Techniques

Today’s post from the 2019 MN Early Intervention Summer Institute draws on Flipping Your Assessment Practices from Standardized to Personalized. This session was presented by Kristie Pretti-Frontczak, PhD. Pretti-Frontczak is an author, speaker and educational consultant. She offers a blog and podcast with resources for early childhood professionals.

Pretti-Frontczak argues that even in an age of accountability, it’s essential to be playful and let the child take the lead in assessments. Not only does this make for a more enjoyable experience for everyone, but it also produces authentic results. According to Pretti-Frontczak, there are three key components to authentic assessment.

  1. Familiarity: The assessment should consist of familiar activities using familiar objects in a familiar setting with familiar people.
  2. Accuracy: Have you ever heard comments like the following? “That’s not all she can do!” “He was doing it yesterday!” Those comments are an indication that the assessment is less than accurate. The assessment activities and results should resonate with those who know the child best.
  3. Play: Assessment should look just like play, and the child’s own inclinations should steer the activity.

Check out Preschooler Movement and Brain Development and other online courses from CEED that allow you to earn clock hours where and when you want.

A child plays with a row of multicolored lumps of clay
Assessment in early childhood should look like play, and the child should take the lead.

Pretti-Frontczak recommends taking plenty of time to do an assessment. It can be difficult to slow down and match your pace and attention to a child’s when you have a packed agenda. Ultimately, though, you’ll get better results if you engage in organic play and conversation with the child, rather than checking items off a list.

That core strategy—connecting with a child on his or her level—is at the heart of what Pretti-Frontczak calls personalized assessment. Her blog post Five Ways to Flip Your Assessment Practices from Standardized to Personalized delves more deeply into the topic.

Thanks to our presenter, participants, and volunteer Jess Moen, and to the Minnesota Department of Education’s Division of Early Childhood Special Education—sponsors of the Summer Institute for the past 36 years!

A Holistic Approach to Challenging Behaviors

This installment from the 2019 Minnesota Early Intervention Summer Institute recaps Understanding and Responding to Challenging Behavior Using a Holistic Approach.

Understanding Why Children Act the Way They Do with Tools from Education, Mental Health, and Neuroscience

We’re back with another installment from the 2019 MN Early Intervention Summer Institute! Today’s post recaps Understanding and Responding to Challenging Behavior Using a Holistic Approach, presented by Sally Hansen, MA, MFT. Hansen is an early childhood special education professional development facilitator with the Minnesota Centers of Excellence for Young Children with Disabilities.

Hansen explained that, like the proverbial tip of an iceberg, children’s behavior provides some clues as to what’s going on under the surface, but it doesn’t tell us the whole story. So she shared ideas from different evidence-based disciplines to help professionals dig deeper. Participants took a look at challenging behaviors through a behavioral or education lens, a mental health lens, and a neuroscience lens.

Photo of an iceberg
Photo by Paolo Nicolello on Unsplash

From a behavioral or education perspective, every behavior has a purpose or “function.” In essence, a behavior’s function is either to obtain something or to escape something.

We can add complexity to this basic breakdown using a mental health lens. We may ask questions like:

  • Why is the behavior happening?
  • Is the child trying to communicate an emotional need?
  • Does this behavior help the child organize, regulate, and calm him/herself?
  • Has the child experienced trauma, toxic stress, or abuse/neglect? How might that knowledge impact the way you view the behavior and plan supports for the child?

We can also take into account genetic and environmental influences on a child’s behavior. We know that a child’s genes and environment combine to shape his or her body, brain and nervous system. These factors also impact the child’s development of executive function skills.

Learn what executive function is and why it’s so important in an all-new class from CEED!

Photo of four large sheets of paper headed with "Ways I am a behaviorist," "Ways I am a bonder," "Ways I use info and neuro-science to support kids," "resources, videos, etc." and covered with post-it notes
Summer Institute participants explored new practices for addressing challenging behaviors and categorized those they were already using.

From a neuroscience perspective, then, behaviors result from children’s neurological and biological processes. They can also be an adaptation to a child’s history and present circumstances. 

Each discipline sheds light on a different aspect of challenging behaviors. The various disciplines also offer different solutions for such behaviors.

  • Put your educator cap on, and add some behavioral solutions to your toolkit:
    • Teach children a replacement skill to substitute for a challenging behavior.
    • Embed instruction into routines.
  • From a mental health perspective, support social and emotional development through play and social stories.
  • Neuroscience tells us that adults can best encourage children’s development of executive function skills through activities like imaginary play, storytelling, movement challenges (such as songs and games), puzzles, cooking, and matching and sorting games.

Child psychologist and educator Ann Gearity, PhD, LICSW, writes, “Before you try to change a behavior, admire it. It represents the child’s best effort to communicate.” That’s good advice, but sometimes, it’s easier said than done. Hansen shared pro tips for when children’s behaviors start pushing our buttons.

  • Be calm (regulate yourself).
  • Be quiet (give time for child to calm).
  • Be with (keep the child company; use your calm, quiet body to help him/her regulate).
  • Be kind and empathetic (remind yourself that the child is asking for help).
  • Repair (new learning). 

Anne Gearity writes, “Repair happens through interactions, repeated again and again.” (Her Developmental Repair: A Training Manual is a valuable guide to working with young children who have experienced complex trauma.)

Recognizing that managing challenging behaviors takes a toll on early childhood professionals themselves, Hansen built information on self-care into the session. What practices might professionals use to “put their own oxygen mask on first,” as the saying goes?

Hansen recommends mindfulness apps like the free Insight Timer, as well as reflective practice. Reflective practice is a form of professional development for early childhood professionals. 

You can learn about reflective practice in an introductory course on reflective supervision/consultation from CEED. (Find all our online courses.)

For those who don’t have access to reflective supervision or want to engage in reflection outside of a reflective relationship, Hansen offered these guiding questions:

Image of list of reflective questions for when things are hard

Thanks to our presenter, participants, and volunteers Jessica Bosacker and Jodi Altringer, and to the Minnesota Department of Education’s Division of Early Childhood Special Education—sponsors of the Summer Institute for the past 36 years.