We were fortunate to have Ruth Anne Hammond present a webinar  about Respectful Discipline for Toddlers & Twos on February 22, 2017. Many of the participants had questions that we were unable to ask the presenter.  She was kind enough to answer them and they are posted below.  Here is a link to the recording:  Respectful Discipline for Toddlers & Twos: The Administrator’s Role in Setting Expectations

Click here to:  Download the PowerPoint Slides

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Q.1. We are told that our classroom need so much material to keep it’s 3-star rating. Sometimes, I am overwhelmed by everything in the classroom, but our assessors will mark us for not having too much for the children to play.

A.1. Individual QRIS require different items, but having soothing colors, orderly arrangements, and less stimulation is up to you.

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Q.2. Art on the walls causes children to be stressed out?

A.2. It’s a matter of balance. It should not be overwhelming. She’s not saying to banish children’s work. She’s saying keep it orderly.

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Q.3. We have 2 chin up bars on our younger toddler playground but for license purposes we have to say its for musical exploration.

A.3. I just want to say I LOVE Karen Paskiewicz’s idea of saying the chin-up bars are meant as musical instruments!! I would love to see (and be able to share) any pictures she might have. That is the kind of creative thinking educators and administrators need to use to get around well-meant but unfortunate licensing guidelines.

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Q.4. is it wrong to say some of my co workers will put away things or close sandbox etc to make it easier for them if our toddler are fighting over things . But really what you teaching them they as children need to work through a problem and learn threw it am I wrong for thinking this way . just be beside those children need more assistance

A.4. Regarding the question about educators putting away toys that children are “fighting” over. Here’s my response:

I think it gets hard to manage repeated conflicts, especially if it is later in the day and everyone is a little tired and overstimulated. I’ve sneakily done the same thing myself…not as a form of discipline or even when the children are watching…but as a way to lessen the stress for everyone. However, in general, I think it’s important to support children through conflicts so that they can learn about their own uses of power, the other person’s uses of power (who is stronger? who cares more? who “wins” (this time)? how hard should I struggle over this?) and how to negotiate between peers. If we just avoid conflict (which never really works in the ultimate sense) we are not doing the job of helping children become socialized, which is why many people say they put children into early childhood programs. Many adults are conflict averse for themselves, which makes it harder to accept conflict as a given, not a problem. Tackling the reasons for the adults’ fear conflict may have to come first in some cases, before seeing much change in how they work with children in conflict.

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Q.5. Yes, the definition of Educarer.  Thank you

A.5. An “educarer” is someone who takes care of young children, who recognizes that the education of the child is completely tied into the quality of the care provided…and who educates young children while recognizing that without sensitive care, the child cannot fully take advantage of the educational opportunities and affordances she provides. I hope that helps!

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Q.6. Wages are not an administrators problem it is a government problem. Programs are stressed to the max financially and we can only charge parents so much. When government sees us as a profession and viable to the workforce as a whole then we can pay teachers a living wage.

A.6. I agree wholeheartedly with Dotti’s comment. Without policy and governmental support, programs have to do the best they can with what they have…but may not be in the position to provide truly the best of care and education for young children. I fully appreciate that. Working for change is an uphill battle, but one that must be waged. I thank her and others in this position for all you do for families….

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Q.7. When the little ones here are starting to get out of sorts, if I put on nursery rhymes via utube, i will start dancing and singing to them and they all join along or the baby will watch n clap.  i find it a great way to distract the “bickering.”

A.7. Regarding the question about using music, recorded or otherwise, to distract children from bickering…. Sometimes the energy in the room just needs a change. I would actually characterize this as a valid approach, if a few conditions are met: First of all, the transition to the music is not abrupt and jarring to the children; secondly, the adult actually enjoys the music time with the children; thirdly, the music is not too loud or intrusive (children need and like for the adults to sing with/for/to them more than CDs); and finally, the adult is sensitive to the level of stimulation that will help the children calm down, not just be distracted. I’m not big into distraction, because it doesn’t actually deal with underlying issues of self-regulation. Well-chosen and well-timed music, however, can be offered as a means of d-stressing a room. No question! I’m glad to have a chance to clarify this issue.

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Q.8. I love the idea of keeping kids in the same class/room no matter what age they are. how would you introduce this idea?

A.8. I would suggest taking advantage of the materials offered through PITC/WestEd on the topic of Continuity of Care. Staff have to be convinced, parents too, for it to work. Some people think, “I only like the babies,” or “I only like the toddlers,” and resistance to crossing over can sabotage the attempt. But it actually turns out to be more rewarding for the adults as the relationships grow over time.

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Q.9. I have participated in QRIS and have stressed I am an in home provider and prefer to keep a homelike environment

A.9. I really appreciated your comment that you like to keep a homey environment for the children in your care. I so agree with you that this is best practice, in so many ways. As I said…babies, toddlers and little two-year-olds do not really belong in institutions!

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Q.10. I have participated in QRIS and have stressed I am an in home provider and prefer to keep a homelike environment

A.10. I really appreciated your comment that you like to keep a homey environment for the children in your care. I so agree with you that this is best practice, in so many ways. As I said…babies, toddlers and little two-year-olds do not really belong in institutions!

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Q.11. Can you spell the name of Stuart??? you referred to during the webinar

A.11. Stuart Shanker is the name of the author of Self-Reg  (about breaking the stress cycle; stressed vs. “bad” behavior). It’s very in keeping with Regulation Theory…which takes into account not only neuroscience but Attachment Theory…and is sometimes called Modern Attachment Theory, which is a synthesis of John Bowlby’s and Allan Schore’s work. Good stuff! Essential, to me.

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Q.12. Can we email Ruth Anne Hammond with questions and ideas she may have

A.12. The answer is…yes, of course! I may not be able to get back to you immediately (like when I’m in China later this month, for instance) but I will do my best to be helpful.

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Q.13. We have had a huge positive change to decluttering, going to natural colors and staging the room to the interest of the children rather than a bunch of random toys. It has been so calm and supportive to children regulating their emotions and engaging in play

A.13. I just wanted to say thank you for your great testament to the benefits of simplifying the environment to help young children self-regulate. Your support was/is much appreciated. I’m so glad you were with me, and that you chimed in! There seemed to be a lot of worry about this, if not fear and resistance.

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Q.14. I so agree that over the years we have been encouraged to create over stimulating envirnoments,  over the last few years I have really become less but intentinal is the way to go!

Q.14. I just wanted to say thank you for your great testament to the benefits of simplifying the environment to help young children self-regulate. Your support was/is much appreciated. I’m so glad you were with me, and that you chimed in! There seemed to be a lot of worry about this, if not fear and resistance.

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Q.15. It takes a certain energy level to do the work, to keep a good pace.  Sometimes slow moving (not related to being calm) can create problems.  It is more than just how you feel it is how you move throughout the day

A.15. I agree that moving slow, of itself, is not the answer to every issue! Sometimes, in being responsive to children’s needs, we need to speed up a little! Being well-attuned is the key, right?

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Q.16. How would you stress this to licensing agencies that ban certain activities like the bar to swing on to build large muscles and how do you ensure you have safe fall zone materials inside for gross motor play inside because our licensor said we can’t have those activities

A.16. Group response to lots of the questioners/commenters re licensing and evaluator standards in conflict with “less is more” environments and gross motor equipment questions:

I just wanted to address, generally, the questions surrounding the issue of working with licensing regulations and evaluators when they have different ideas about developmental appropriateness of materials and equipment. Some of you have said you managed to do it your way, others not.

As I said up front, I don’t have all the answers to those issues, by a long shot. But I do know (as was reflected in some of the comments) that programs can stick up for what they believe without losing their license or accreditation, if they can communicate that their choices are intentional and founded upon good evidence. I believe Regulation Theory offers good scientific support for a less-is-more environment. The evaluators need to see that children are engaged and busy with meaningful activities, and it has been my experience that having the optimal number of toys/objects available, as well as large motor options, (along with secure relationships) provides for this. Of course, how you define “optimal” is the crux of the matter. Too much, as I said, promotes dabbling and not going deep, but looking for novelty in new things, not looking for it in new ways to manipulate and use the “same old” things.

We can all see that children will quickly find and explore anything new we provide…but does it sustain their interest? And does having something new all the time give children depth of curiosity or an addiction to constant novelty? If objects are open-ended enough and presented in an interesting way, with maybe small adjustments (like adding animals to the blocks when they seem “done” with just blocks for a while), their interest will be sustained. And putting away some things for a while will provide novelty when they come back out…because the children will be different (since they are constantly developing their thinking and skills) and have new ideas about how to use them.

So, a dialogue with assessors about why things are set up in a certain way can be productive. I know there are ITERS evaluators who have the same lens as I do…though, of course not all….

One other topic: Having climbing equipment indoors may not always be possible because of licensing and fall zones. But large motor activity can still be provided for if there are heavy things to carry or push around, like stuffed ottoman “tuffets,” water-filled jugs with the lids glued on, bundles of magazines, or suitcases. I still will lobby for a chin up bar 3 feet off the ground, indoors or out, for toddlers (slightly higher for twos). Hanging is not dangerous if you’re only three inches off the floor because you raised your feet up — and they love to do this in pairs or more!

All that being said, I just want everyone to know that I realize what’s ideal is not always possible…but if we can’t visualize “ideal” we can’t strive for it. And if we want a different vision to be codified in the standards, we ourselves must be the agents of change. I don’t mean to preach — I’m talking to myself, too!

Thanks again for your participation. Let me know if there is any way I can be of service to you and your program.