Mind the gap: watching Mr. Rogers’ Neighborhood as experiential learning

Can watching Mr. Rogers’ Neighborhood be a way into mindfulness practice? Guest blogger Mary Harrison, PhD, LICSW, IMH-E, explores the contrast between our busy contemporary lifestyles and the slow pace of the beloved television program.

By Mary Harrison, PhD, LICSW, IMH-E®

Mary Harrison

In the early days of 2020—a time that seems both recent and incredibly distant—I wrote a blog post about why Mr. Rogers still matters to people. The post seemed to resonate with readers at the time and has continued to do so during the upheaval of the past year. I’ve tried to think through why that might be, and I keep coming back to the idea of slowness.

You might have heard of the slow movement and related ideas like “slow food” and “slow work.” We’re often told we need to slow down, practice self care, check in with our loved ones, and find balance. This all sounds appealing, but at a time when we are inundated with news and images and updates and advice, it is difficult to actually slow down, to practice some of those coping strategies that are constantly pressed on us.

For some of us, the COVID-19 pandemic did enable—or enforce—a slower lifestyle. Some of us have found it possible for human connections to flourish over Zoom, even having regular conversations with friends and families in a way that we were never able to before. I can also recall some lovely moments of in-person connection, chatting with neighbors from afar or with fellow mask-wearers at the grocery store across a polite six feet of space.

But are we actually experiencing the physical sensation of slowness? Are our minds ever quiet? My body and mind seem to have forgotten what it means to slow down and just be, or to give something my full attention and let my mind wander in deep thought. Quiet nothingness is a time during which we can feel emotions, form new thoughts, slow our heart rates, make connections. But such slowness can seem very elusive.

The beloved children’s TV personality Mr. Rogers moved at such a slow pace that it seems to me almost painfully so at times. In our world of clickbait, tweets, and text chains, connections happen quickly. And then we move on—quickly—to the next thing, and the next.

Fred Rogers on the set of Mr. Rogers' Neighborhood with puppets Henrietta Pussycat and X the Owl

Mr. Rogers’ whole way of being was different. His well-known shoe-and-sweater-swapping routines were predictable and deliberate. The way he spoke allowed for words and ideas and questions to hang in the air for consideration. Frankly, watching old episodes initially drives me nuts. It’s the same as sitting for silent meditation after an absence of practice. It creates an instant need for mental list-making and physical fidgeting.

Sitting with an old Mr. Rogers episode is an invitation to visit a past version of ourselves. This past self didn’t always scramble to see who just texted or scroll to see who just posted. Perhaps this past self was five years old, home sick from school, and eating chicken noodle soup and saltines. This past self was comforted by a favorite Mr. Rogers Neighborhood episode in which he visited the crayon-making factory. Or perhaps this past self was the parent of a preschooler searching for something that their child could watch that didn’t involve a screeching cartoon character.

Watching Mr. Rogers is experiential learning for a more mindful, slower way of living. Start an episode as an adult and you will be reminded of familiar sights and songs. The nostalgia might feel sweet as you settle in for a whole episode.

But I wonder if at some point you will start to feel waves of a different kind of emotion. Urgency? Boredom? Irritation? Perhaps one of these labels will fit this itchy feeling, or maybe you’ll just experience it as a nagging “I need to be doing something” train of thought. When I tried this exercise recently, this was exactly what happened to me. Adding to my unease was a sense that I wasn’t proud of having these thoughts and feelings.

But like silent meditation or any mindfulness practice, there is a gap period before your body can actually slow down, before your mind can actually grow quieter. It’s uncomfortable. Other tasks beckon. Other things need tending. You tell yourself this is “good for you” because it’s a “healthy form of self-care.” You will yourself to sit and be quiet.

Here’s where I’ll advocate for watching Mr. Rogers’ Neighborhood as a form of meditation. It works because he keeps you company; he talks and walks you through this uncomfortable gap period. Fred Rogers’ familiar routines and soothing cadence can dim our inner fluorescent lights and set the stage for the slowdown. Tolerating the transition from constant stimulation to slowness and silence is easier with Mr. Rogers, because he is already there. He is just ahead of you, waiting for you in that more intentional place. All you have to do is let go of the conscious or unconscious habit of responding to the call of half-finished tasks and buzzing notifications.

You can take the train to the land of make-believe, but in your case, it is from a place dominated by the crush of worries, tasks, and FOMO (fear of missing out) to a place of slowly untying shoes and zipping up sweaters. You can shed the layers of responsibility in favor of a safe learning experience. And all the while, your body can slow down, your mind can quiet, your heart beat can reset, and you can actually find yourself experiencing moments of just being.

Mr. Rogers can help us mind the gap between our fervent efforts at keeping our heads above water and living at a more natural pace. What are the benefits of slower living? For one, new ideas have space to come to light. We can experience a deeper level of exhale. Our human bodies can be open to the energy and light of others. Our children need this for learning; we need it for surviving and thriving.

I invite you to revisit Mr. Rogers’ Neighborhood when you can. Observe yourself as you watch an episode: your mind, your heart, maybe your restlessness, maybe your longing for the next thing. I invite you to join Mr. Rogers for the full episode and see how you feel as it unfolds. See how you feel by the end. Transitioning to his slower pace just might remind you how it feels and leave you longing to experience such slowness again soon.

Thinking through “how” and “why” when beginning reflective supervision: Q & A with Tracy Schreifels

Module author Tracy Schreifels, MS, LMFT, IMH-E® (IV), shares her reflections on building the new self-study module “A Guide for the Guide: The ‘How’ of Reflective Supervision.”

Tracy Schreifels, MS, LMFT, IMH-E® (IV), is a therapist, reflective consultant, and Executive Director for Ellison Center, a non-profit early childhood mental health agency in the St. Cloud area. Schreifels teaches in the marriage and family therapy program at St. Cloud State University and is the co-chair of the Advisory Board for the Minnesota Association for Children’s Mental Health – Infant and Early Childhood Division. In addition to teaching CEED online courses, Schreifels authored two of CEED’s self-study modules: A Guide for the Guide: The “How” of Reflective Supervision and The Plot Thickens: Reflective Supervision for Groups. In this Q & A, she discusses A Guide for the Guide.

Tracy Schreifels

Who would benefit from enrolling in this module?

Tracy Schreifels: This module is designed for professionals who are preparing to provide reflective supervision, either as supervisors or as consultants. In order to work as providers of reflective supervision, professionals should have a solid foundational understanding of the principles of infant and early childhood mental health. They should also be receiving ongoing reflective supervision. This module will help them marshal that knowledge and experience to transition to providing reflective supervision.

This module would also be useful for those who are moving their reflective supervision practice to a virtual format. I’d add that even when one has been providing reflective supervision for a while, revisiting the topics in this course could be helpful in refining that practice.

What reflections did you have while building the content for this module?

I always enjoy getting back into the literature around the dynamic and growing field of infant and early childhood mental health. As I explored the content and topics for this module, I found myself reflecting on the ways in which I initiate reflective supervision with those to whom I provide it. Reviewing content also made me more intentional and more aware of why I do what I do when I am getting started with a new supervisee. So although this module is called “The ‘How’ of Reflective Supervision,” I thought a lot about the “why” as well!

Preparing this module also prompted me to look back at how I learned to provide reflective supervision and how much the field has changed since that time. When I was being mentored on providing reflective practice, there wasn’t much research that we could draw upon to guide that process. It is amazing how much the field has grown in the past 10 years!

What drew you to the work that you do?

I was drawn into this field through amazing mentors. I have always had a passion for working with young children, so I earned a degree in child and family studies and worked as a preschool teacher. At one point, the agency I worked for as a teacher brought in a reflective consultant to support us in our work. I looked forward to our monthly sessions, but when the grant funding ended, so did our reflective practice. I decided to go to graduate school to earn my master’s degree in marriage and family therapy. I knew that I wanted to specialize in the field of infant and early childhood mental health. 

What are the top three takeaways that you hope students come away with from your module?

First, I want participants to leave this module with more competence and confidence in establishing reflective supervision as a supervisor or as a consultant.

Second, I hope that those providing reflective supervision can find comfort in the rupture and repair process that happens in these relationships.

Third, I hope that offering virtual reflective supervision will feel less daunting with the supports and resources offered in the module.

Would you like to share any additional thoughts?

We are never done learning. Professionals need the supportive relationships that are developed in reflective supervision. Those relationships support the professionals themselves as well as the children and families they work with. I hope that module participants enjoy the content and allow themselves to reflect and process as they work through it!

“Relationships set the stage for interactions”: Q & A with Ashley Midthun

Have you ever wondered what a classroom observer is looking for, or what sets high-quality classrooms apart? Find out in this Q & A with Program Quality Manager Ashley Midthun, MS.

Ashley Midthun, MS, is a program quality manager at CEED, where she has worked for more than eight years. In her work, Midthun uses the Classroom Assessment Scoring System (CLASS®) tool to observe and assess learning environments; she also trains others to use the CLASS®. In addition, she serves as the CLASS® Anchor and conducts monthly webinars for CLASS® Coaches through the Online Learning Community. In this Q & A, she explains how classroom observation works, what sets high-quality learning environments apart, and what parents and professionals should know about classroom quality.

Ashley Midthun

What drew you to the early childhood field?

Ashley Midthun: I have had the joy of working at CEED for the past eight and a half years. During my undergraduate career at Iowa State University, I worked with children in various settings—hospital, child care, shelter, and school. Those experiences solidified my passion for serving children. After working as an Early Head Start teacher, I decided to pursue a dual early childhood teaching licensure and early childhood master of science degree from the University of Wisconsin-Milwaukee. During that phase of my education, I learned how much I love the link between assessment, research, and the quality of care children receive. That’s why, upon completing my degree, I looked for a position that encompassed all three components and was fortunate to land at CEED.

Your work involves using the CLASS® tool as an observer and a trainer. Talk a little about how being a classroom observer works. What are you looking for? 

The CLASS® is a valid and reliable tool that is used around the world to help determine and enhance classroom quality. “Valid” means that the tool measures what we are intending to measure. “Reliable” means that the tool (and observers who use it) will yield consistent results over time. The CLASS® was created by Robert Pianta, PhD, at the University of Virginia, who incidentally completed his doctorate in psychology at the University of Minnesota. All of our PreK CLASS® observers here at CEED go through extensive training. We learn to use the CLASS® tool in a way that maintains a high level of reliability. We actually exceed the reliability standards set by Teachstone, the company that oversees the CLASS tool. 

As a CLASS® observer, I visit classrooms with an objective lens focused on interactions. Specifically, I look for ten dimensions of classroom quality that are set out in the PreK CLASS® tool. I write detailed and specific notes about what I observe in the classroom within a 20-minute cycle. I then spend ten minutes scoring the cycle and repeat the process up to three more times. The CLASS® emphasizes interactions between all the adults in the classroom and the children in their care. Notable interactions include teachers and children communicating in a positive way, teachers asking children to explain their thinking, and children’s ideas being embedded into classroom activities.

In my role as a CLASS® trainer, I tailor the information I deliver based on the trainee’s role within early childhood education. So, for example, trainings can be tailored to teachers, coaches, administrators, or directors. They can also be generalized to an entire program. They can be customized to meet the specific needs of an individual classroom or program. Training other early childhood professionals to use the CLASS® tool is one of the highlights of my work. The opportunity to share a tool that can improve the classroom environment and have lasting, positive implications for children is such a joy.

What can we learn from teachers who oversee high-quality classrooms?

Interactions matter. Specifically, positive, supportive, encouraging interactions make a difference in children’s long-term social-emotional development. Ultimately, these interactions support high-order thinking skills, such as analyzing situations or showing resilience. 

Let’s look at the first of those skills—analyzing situations. A lot of emphasis is placed on the curriculum and materials used in a classroom, but it’s how those things are used that makes a vital difference in children’s development. Let’s say that blocks are available for children to play with in a particular classroom. If children are never asked what they plan on building with the blocks or how they will build their structure, then the opportunity for high-order thinking is limited. In contrast, think about a teacher who not only has blocks intentionally available but also asks children to brainstorm about how they will use the blocks. By asking children to describe what they need to build their creations, the teacher helps them develop cognitive connections. 

Now let’s look at the second skill I mentioned—resilience. The relationship between a child and a teacher or provider is the foundation for the child’s perseverance in difficult moments. This is an important, but often overlooked, aspect of relationships. When children can rely on teachers’ support and guidance, they are more likely to answer challenging questions. That is because they know that even if they get the question wrong, they will not be ridiculed or ignored. Instead, they’ll be encouraged to think critically about trying again. 

Finally, relationships set the stage for interactions. Children who are welcomed daily with smiles, calm voices, and excitement are better set up to reflect those same experiences back to their peers.

What should parents know about classroom quality?

While having an aesthetically pleasing classroom environment has value, I encourage parents to dive deeper and ask questions about how teachers engage children in learning, how teachers guide children through challenging situations, and what resources are available to ensure children’s varied learning styles are recognized and supported. Teachers play a vital role in children’s lives. Experiences in early childhood have lasting impacts on children’s overall development. Using a valid and reliable assessment tool, such as the CLASS®, is important to ensure that each child receives high-quality care.

What do you like to do outside of work?

I’m currently immersed in early childhood both in my work and in my home life as a parent to a  four-year-old, a three-year-old, and a seven-month-old. Our current favorite family activity is pulling out every cushion and pillow in our house. We use them as “stepping stones” to avoid the “lava,” a.k.a. the floor! I also love to read, listen to The Office Ladies podcast, and watch past seasons of Survivor with my husband.

“People need a place for their struggles to be held by another”: Q & A with Angela Klinefelter

Module author Angela Klinefelter, MS, LMFT, IMH-E (III), discusses the concept of parallel process and why it’s applicable to all types of relationships.

Angela Klinefelter, MS, LMFT, IMH-E (III), is an infant mental health specialist and licensed teacher of parents and children. She provides parent education and home visiting for the St. Cloud School District Early Childhood Family Education Program. She also provides reflective consultation and training across Minnesota, specializing in the areas of social-emotional development of young children, the enhancement of parent-child relationships, and working with parents. In addition to teaching our online course on Working with Parents: Using Infant Mental Health Principles to Support Special Populations, Klinefelter authored the self-study module The Domino Effect: Parallel Process in Reflective Supervision.

Angela Klinefelter

Who would benefit from enrolling in this module?

Angela Klinefelter: Anybody who works with children and families can benefit from this module. The module was created with the early learning field in mind, but the content is also relevant for people who work with older children. In fact, I’d argue that it’s relevant for everyone at some level. Most concepts in infant and early childhood mental health provide opportunities for us to think more broadly about perspectives from all points of view, including our own. This is done while holding relationships in mind. This reflective lens is applicable to all relationships.

What does it mean to have a reflective lens?

Having a reflective lens is about being thoughtful, mindful, and intentional. It’s a way to transform the ways in which professionals view, wonder about, consider, understand, and respond to the families in which they serve. It’s the idea that we attend to all of the relationships within the family.

We need to feel safe to regulate our body and emotions. When parents are feeling safe and regulated, they have increased capacity to build relationships with providers. These relationships then give parents the opportunity to be reflective about parenting and their child. 

Infant mental health consultant Michelle Fallon created the “perspective pyramid.” The pyramid is a visual metaphor that helps us understand the true complexity of a system of relationships. Each corner of the pyramid represents a person within a system of relationships. 

As an example, let’s say a home visitor is working with a family where a five-year-old child is having tantrums. Using their reflective lens, the home visitor considers: “What does this situation look like through Mom’s lens? What does it look like through Dad’s lens? What does it look like to the five-year-old?” If we can have a conversation with all of the people in the perspective pyramid that takes into account their different viewpoints, we can bring everyone back to a space where we can consider what is best for the family. The facilitator—in this example, the home visitor—pulls all the different perspectives together using their infant mental health knowledge and their relationship with the parent or caregiver.

This brings us back to the concept of parallel process that we delve into in this module. If the home visitor makes the parent feel heard, then the parent in turn has greater capacity to listen to the child. And what gives the home visitor the capacity to listen and consider all perspectives? The relationship with a reflective supervisor. The supervisor creates safety and regulation in order to help the home visitor understand their own feelings so that they have the capacity to work with the family.

What drew you to reflective work in the infant and early childhood mental health field?

After graduating from college with my degree in education, I was licensed to teach Kindergarten through 6th grade. Although I’ve always been drawn to working with very young children, I was fortunate to begin my career in a combined 5th–6th grade classroom. That was also the year when my husband’s brother, who was a police officer, was killed in the line of duty. Our family tragedy occurred in January, five short months after beginning my new career. Through the chaos of that experience and the challenges of my first year of teaching, there was a student who stood out. 

With only a few days to prepare for my new job, several team members warned me about a student that would be in my class. Because of team members’ previous experiences, this student was expected to present multiple challenges. He proved to be just the opposite. He was the student who taught me that everyone deserves a chance to change their story. 

Our relationship began as I threw this student’s very large behavior report file from the previous year in the garbage, right in front of him. I wish I could say that I was being relationally intentional. The truth was that I had not had time to sort through the previous teacher’s files. The student responded with the following: “Thank you for saving my dignity.” Then he returned to his seat. That was the moment I realized I had much more to learn about understanding people than I had ever imagined. He made me think so much more deeply about relationships. I will forever be grateful he was in my class.

Relationships are my passion. Reflective practice promotes relationships. This work honors the parents and practitioners who are doing their best with what they have to improve outcomes for their families and communities. People need a sense of felt safety, more understanding, and a place for their struggles to be held by another without judgment. It just helps. Don’t we all want stronger families? They make the world a better place.

What’s the top takeaway that you hope students come away with from your module?

Understanding the parallel process is a way to increase your capacity so that you are able to continue the emotionally charged job of working with families. Because we are human, our hot buttons get pushed. Our buttons might have to do with the cleanliness of a home, a yelling parent, or an inability to nurture a young child. We may remain stuck and unable to see the parent through a different lens. Our reaction may project judgment for reasons that make sense. The parallel process reminds us that in order to strengthen the parent-child relationship, we also must consider our relationship with the parent. By doing that, we reach the child. Embracing reflective practice provides an opportunity for professionals to regulate around experiences with families—and perhaps, to reignite your sense of passion and purpose.

More news about our self-study modules.

Honoring the “unique cultural diamond” in each of us: Q & A with Barbara Stroud

Barbara Stroud, PhD, shares insights into how she developed self-study modules on Tackling the Elephants in the Room 1: Exploring Issues of Cultural Humility and Privilege and Tackling the Elephants in the Room 2: Unpacking Implicit Bias and Moving from Equity to Justice.

Barbara Stroud

Barbara Stroud, PhD, is a licensed psychologist and California-endorsed Infant, Family and Early Childhood Mental Health Specialist and Reflective Practice Facilitator Mentor. Stroud authored two self-study modules: Tackling the Elephants in the Room 1: Exploring Issues of Cultural Humility and Privilege and Tackling the Elephants in the Room 2: Unpacking Implicit Bias and Moving from Equity to Justice.

Stroud provides private consultation and training to the birth-to-five service community. She is also a founding organizer and past president of the California Association for Infant Mental Health and has authored several books, including How to Measure a Relationship: A Practical Approach to Dyadic Interventions, now available in Spanish. Additional resources can be found on Stroud’s YouTube channel and website

Who do you think would benefit from enrolling in this module?

Barbara Stroud: I think this content is valuable for any provider who works with children from birth to 10 years old and with families of children in that range. Our culture influences our identity development, supports ego functioning, and informs our relationships. We live our culture; it is an integral part of all of us. To deny another’s cultural identity or homogenize oneself and others as “all the same” is to deny oneself. Each child and each adult should be honored as the unique cultural diamond that they are in the world. My hope for participants in these modules is that they will see the cultural diamond within themselves and seek to discover it in others. 

Did you have any unexpected realizations while building the content for this module?

When working in the context of relationships, our feelings matter. We cannot truly examine issues of social injustice, equity, and implicit bias through the limited lens of cognition. These issues affect us all on multiple levels: somatically, emotionally, and cognitively. When we attempt to neatly place power, privilege, and social inequity in a cognitive box, we do a disservice to the topic and to ourselves. 

That’s why I realized that I needed to design these trainings to engage participants physically and emotionally. The modules had to “tackle the elephant in the room” from a multifaceted perspective. They needed to include somatic experiences, emotional responses, and reflective narratives.

More news about our self-study modules.

“There is always room to grow and learn as a supervisor”: Q & A with Una Majmudar

Module author Una Majmudar, MSW, LCSW, IMH-E®, shares top takeaways from the module Hand in Hand: Joining Administrative, Clinical, and Reflective Supervision Roles.

Una Majmudar, MSW, LCSW, IMH-E® is clinical director in the Division of Children, Youth, and Families, at The Health Federation of Philadelphia. She co-created the module Hand in Hand: Joining Administrative, Clinical, and Reflective Supervision Roles with Brandy Fox, LCSW, IECMH-E®, director of cross-sector IECMH initiatives for the Pennsylvania Key. In this Q & A, Majmudar shares her top takeaways from the module and reflects on what drew her to a career in infant and early childhood mental health.

Who is the main audience for your module? Who might benefit from enrolling?

Una Majmudar

Una Majmudar: This module was designed for supervisors who are balancing multiple roles. It will best suit supervisors who have some working knowledge of reflective supervision or who are already providing some reflective supervision. The goal of this module is to help them effectively integrate reflective tasks with other administrative or clinical tasks.

This module will also appeal to those who are looking to enhance their supervisory skills by adding reflective supervision. Program directors can benefit from this module by gaining insights that will make them better equipped to supervise and support managers who are balancing multiple roles. Our goal for this module is to challenge participants to think about the importance of reflection in all aspects of supervision.

What realizations did you have while building the content for this module?

The process of building this module made me reflect on so many things, including gratitude. I am profoundly grateful to those who developed reflective supervision and to those who have mentored me over the years and continue to do so. I am grateful that I work for an organization that believes deeply in the professional development of their staff. 

I remember interviewing for my first job out of graduate school, and I was reminded that the supervision you receive will be the most important aspect of your job. I hope that one day,  reflective supervision will be available for all providers in the infant and early childhood mental health field because it is absolutely best practice. The work we do is deeply meaningful and impactful. We “hold” so many infants, young children, and their families “in mind.” As supervisors, we are holding our supervisees in mind also. The notion of being held in mind by another, as described so eloquently by Jeree Paul, is the essence of our work. May we all do it with great care for those we hold—and for ourselves.    

I especially want to honor the memory of one of the pioneers of reflective supervision, Rebecca Shahmoon-Shanok, LCSW, PhD (1943-2020). Over the years, I’ve had the privilege of participating in many trainings and workshops facilitated by Rebecca. She has left a lasting impression on me as a clinician and supervisor. I will forever be grateful for her gentle, humble mentorship of myself and others in this field. You will see Rebecca highlighted in several videos in this module, and I hope you will feel the same way.  

What drew you to social work as a career and to work with young children in particular?

Why do we do the work that we do? That is always a question that involves a lot of reflection! I started my social work career working with teenagers in a residential setting and I always wondered about their early years. Graduate school confirmed for me that attachment and child-parent relationships were where I wanted to focus my career. Ultimately, my passion for Infant Mental Health clinical work really took off when I had opportunities through work to attend Zero to Three conferences. I learned about the work of Alicia Lieberman, who developed child-parent psychotherapy. 

There is something very special about witnessing the intimacy of a child-parent relationship and about supporting the dyad as they navigate and learn about each other. I am always humbled to be given the opportunity to hear stories and support journeys that promote healing. Impacting how a young child experiences the world and the relationships around them is by far the best investment we can make for our future. Sometimes that means helping to heal intergenerational traumatic experiences, and sometimes it’s as simple as supporting a family as they move into their first stable home.

What are the top three takeaways that you hope participants learn from your module?

First, reflective practice is the foundation of all aspects of supervision. Second, no matter where we are in our professional lifespan, getting support through reflective supervision or peer reflective supervision is crucial. Third, there is always room to grow and learn as a supervisor. We hope you find that spot where you can push yourself beyond your comfort zone.  

Do you have any additional thoughts you would like to share?

I’d like to say to participants that I hope this module is just a beginning for you. I hope that those who embark on this learning find themselves curious and able to be vulnerable. Doing this work is hard, challenging, rewarding, and healing all at the same time. Learning is a lifelong process during which we must be willing to reflect on ourselves, our work, our relationships. Always remember that as Jeree Pawl wrote, “How you are is as important as what you do.” Good luck, and have fun!

More news about our self-study modules.

Our top 10 blog posts of 2020

Read our 10 most popular blog posts from the past year.

Confetti and paper cut-outs of the number 2020

2020 is drawing to a close, and it was nothing if not memorable! We took a look back at CEED’s 10 most popular blog posts from the past year. From Mr. Rogers’ wisdom to kindergarten readiness at home, we hope you’ll revisit favorites or find a few gems you missed the first time around.

#1: Reflective practice in uncertain times: how you are is as important as what you do

#2: CEED releases e-book on reflective supervision

#3: Why Mr Rogers still matters—a lot

#4: Supporting kindergarten readiness at home

#5: New series of resource guides for early childhood professionals

#6: How COVID-19 has changed early childhood education

#7: Designing online learning for adults: three questions to ask before you start

#8: Meet CEED’s director: Q & A with Ann Bailey

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

#10 Meet CEED’s newest team member: Q & A with Anne Larson

To all our readers and every member of the early childhood workforce, we wish you a peaceful, safe, and healthy holiday season and a wonderful new year!

Announcing our new self-study modules!

We have released nine brand-new self-study modules for working professionals in all early childhood fields.

The Reflective Practice Center at CEED has just released nine new self-study modules. Several of these self-paced, standalone learning experiences explore fundamental aspects of reflective practice; others deepen practitioners’ knowledge of advanced topics. Created with working professionals in mind, each module delivers evidence-based content in a practical, three-hour format. Each module provides focused learning and companion resources that meet the professional development needs of people who work with or on behalf of young children and families. 

Dew on the petals of a yellow-and-red flower against a blue sky

The modules are designed for practitioners in any early childhood field where reflective supervision* is provided. They are suitable for people who provide reflective support as a supervisor or a consultant. Many are appropriate for managers who make decisions about staff participation in reflective supervision. 

“This suite of modules is appropriate for practitioners in any early childhood-related discipline,” says Deborah Ottman, Associate Director of Professional Development. “Many of the modules are also suitable for people in leadership positions in these fields. We have options that are equally useful to a child life practitioner, a child care center director, or a court-appointed guardian ad litem, for example.” 

Our new modules are:

The modules were created by experts from CEED and from around the United States. All modules are aligned with the Alliance for the Advancement of Infant Mental Health’s competency areas and meet Endorsement® professional development requirements. The cost is $85 per individual registration for each module. Group rates are also available. Participants who complete a module receive a Certificate of Completion for three clock hours.

“We’re delighted to offer a new professional development option for practitioners and supervisors in fields such as social work, healthcare, and early education,” said Ann Bailey, Director of CEED. “We know that these professionals are incredibly busy. They want to keep up with the latest research and practice, but they want to acquire that knowledge in efficient, concentrated doses. That’s what we have tried to do with the self-study modules. These were designed so that in one or two sittings, you can absorb new information that you can put into practice the same day.”

*Throughout this website, we refer to the provision of reflective support by either a reflective supervisor (within an organization) or a reflective consultant (from outside the organization) as reflective supervision.

Christopher Watson is the second recipient of the Deborah J. Weatherston Award

The national Alliance for the Advancement of Infant Mental Health honored Christopher Watson, PhD, co-director of the Reflective Practice Center, with the 2020 Deborah J. Weatherston Award.

Christopher Watson

The national Alliance for the Advancement of Infant Mental Health honored Christopher Watson, PhD, IMH-E®, with the 2020 Deborah J. Weatherston Award on November 16. Dr. Watson is the co-director of the Reflective Practice Center. He is only the second recipient of the award, which Deborah J. Weatherston received in 2019 as the inaugural recipient. Dr. Watson was recognized for his leadership in the field, including developing the Reflective Interaction Observation Scale™, described as “groundbreaking” by the Board of Directors of the Alliance. 

Deborah Ottman, Associate Director of Professional Development and a longtime colleague of Dr. Watson, attended the virtual presentation of the award.

“I noted that the presenters called attention to the patient and careful listening and observation skills that Christopher demonstrates. These are skills that invite colleagues’ connection and participation,” says Ottman. “I thought their description was spot on! In my experience working with Christopher, the only things that they may have missed were the kindness, humor, and thoughtfulness he brings to interactions and to our work space. This award is richly deserved.”

Meet Research Associate Alyssa Meuwissen

Alyssa Meuwissen, PhD, discusses reflective practice, supporting kids’ self-regulation skills, and parenting to your personality

Alyssa Meuwissen, PhD, is a Research Associate at CEED and Research Coordinator for the Reflective Practice Center (RPC). Dr. Meuwissen completed her doctorate at the University of Minnesota’s Institute of Child Development. She has worked at CEED since 2017 and is part of the team that created the Reflective Interaction Observation Scale (RIOS™), a tool for measuring components of reflective relationships. Her current research explores how reflective supervision can support early childhood professionals and the families they serve.

Alyssa Meuwissen

Q: Your research on reflective supervision has demonstrated its benefits for the early childhood workforce. What is your reflective supervision elevator pitch for people who are not familiar with it?

AM: People who work with young children and families form close relationships with those children and families as part of their job. To do this kind of relationship-based work effectively and without burning out, you need a deeper understanding of yourself. You need to be aware of your own emotions when you’re interacting with others. You need to understand how others’ behaviors show deeper meaning. Also, you need resources to help cope with the stressors and traumatic experiences that can pile up.

Reflective supervision is a model of professional support where professionals meet with a supervisor or consultant who is trained to help them process their thoughts and feelings about their work. In doing so, they are able to connect their experiences to the bigger picture of how to do effective, meaningful work. We all want our children to be well supported and cared for. We need to make sure that those doing that job are well supported and cared for as well.

Q: You worked with the Reflective Practice Center to develop the RIOS™, a tool for measuring reflective supervision relationships. Can you explain why it’s important to have a way of measuring what happens in reflective supervision sessions?

AM: The RIOS™ is an important tool, because it lets us go beyond collecting people’s own perceptions of their supervisory relationships. It is useful to know if people feel reflective supervision is helpful. We can reach a deeper understanding of the process, however, when we actually observe what occurs in the relationship. We can connect those observations to outcomes for professionals, and ultimately to outcomes for the children and families they serve.

With the RIOS™, we can measure the components of a reflective relationship. That helps us understand the importance of those components and how they lead to better outcomes for the workforce. The RIOS™ allows us to do research on how and why reflective supervision helps (or doesn’t help) groups of people. We need that kind of research to figure out how to make reflective supervision as helpful and cost effective for the workforce as we can.

Q: Your research has looked at how parents support children’s development of executive functioning and self-regulation. Could you briefly define these terms? Could you also share one or two takeaways from your research that might help parents support their children in this way?

AM: Executive functioning is a word for the brain-based skills that allow people to direct their behavior toward long-term goals. That means skills like keeping rules or goals in mind, inhibiting behavior that doesn’t serve the goals, and flexibly using strategies to reach the goals. Self-regulation is a broader concept that describes behavior in complex real-life situations. It actually includes executive function skills. It also encompasses other factors that you need to apply those skills, such as planning ahead and persevering through frustration.

One major takeaway from my research is that for children to practice and grow these skills, parents need to strike a balance between doing things for the child and letting the child flounder. On the one hand, if an activity is parent-regulated, the child doesn’t get much of a chance to practice self-regulation. But on the other hand, if the child is not supported, they may not learn much, or they may become too frustrated. The best way to support children’s development of executive function is for parents and caregivers to closely observe their child and only step in right on the border of when something is too hard for the child to manage on their own. It’s a tricky tightrope to walk!

Q: Your research on parenting has emphasized the role of fathers. What might people be surprised to learn about the role of fathers?

AM: One thing I’ve learned myself is the importance of not stereotyping or expecting people to fit neatly into categories. Parenting research has often taken such a mother-centric approach. It has treated fathers as less important, or only important in limited areas. In reality, mothers and fathers do many things the same, and they do many things differently. As with many psychological concepts, gender isn’t all that predictive of skills or interests. As long as parents are aligned in terms of major values and general structure, it is actually helpful for children to interact in different ways with different caregivers. There doesn’t have to be one “best way” to parent. The important thing is for parents to have positive, nurturing, stimulating interactions with their children. There are a thousand iterations of what that could look like, whether it’s reading quietly, wrestling on the floor, building blocks, cooking, or playing pretend. It’s OK to parent to your own personality and interests!

Q: What are some of your interests and hobbies outside of work? (That’s assuming that family life with young children allows for hobbies!)

AM: I’m a mom to two girls, two and a half years old and three months old. I love spending time with them and am so grateful to see the world through their eyes. I also love reading all kinds of books, hiking and being outside, and playing the piano.