Category Archives: Managing Early Childhood Programs

When we begin to take a closer look at how we spend our time, we can begin to control it, and become more productive in the process. This is the essence of effective management. Continue reading →

In a world that seems to be moving ever faster, finding the delicate balance between our work and our personal lives is a goal to attain for many. Strategies, tips, short-cuts, realistic expectations, setting priorities, managing stress, and cutting ourselves some slack in the process of living and working help greatly. And so, I have included some resources we have found helpful. My hope is that you will find them helpful as well. Continue reading →

Reading aloud to children before they start school is a win/win situation for all concerned. The research is in. There are huge gains to be made – for children and adults alike. I’ll spend the next few minutes hopefully inspiring you to read, read, read aloud to the young children in your life and, as Mem Fox, author, professor, and respected literacy expert, says, “change the world one page at a time.”
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My desire for all of us who live and work with young children is to read, absorb, and reflect upon The Hurried Child. And if what David Elkind says speaks to you as well, make changes in your life – and in your work with these little ones. Continue reading →

There is good reason and solid research behind “de-cluttering our early childhood environments,” and it focuses our thoughts and energies on the children. If you have read my blog posts, you’ll understand that the rationale behind my decisions and actions as a teacher and director focuses on what is the best practice – for the children! De-cluttering our environments is one such practice. Continue reading →

Have we given enough thought to the many changes and many transitions that our children experience throughout the day? More importantly, have we thought about the impact of these transitions on the children? Are we producing anticipation, expectation, and excitement, or, are we causing uncertainty, anxiety, and stress? Read on. Continue reading →

“I learn from you who I am.
Within your eyes I see reflected me.
Within your voice I hear how you see me.
You are the mirror that I look into and mold the image of myself.” Continue reading →

After the planning, designing, arranging, and equipping has been accomplished, we will quickly know if the environment we have created for the children is or is not working! Our observations of the children’s behavior will tell us what we need to do next, and whether we need to improve the environment, the materials, or the activities. Continue reading →

Teachers who are aware of the power of the environment arrange their spaces thoughtfully and intentionally to send the messages they want children to receive. Continue reading →