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For this artifact, I plan to follow a podcast by Cindy Terebush, “How preschool teachers do it.” Her podcast covers ways to understand behavior and child motivation. Her podcasts are for family members, teachers or any of the adults that create an impact on a child’s life.

Cindy posts every Monday different topics and has guest consultants to give their insight into ways to help children thrive, learn and develop.

Cindy is also the author of “Teach the Whole Preschooler:

Strategies for Nurturing Developing Minds.” She is a sought after presenter and consultant for helping young child and families. She also has a popular blog,

“Helping Kids Achieve with Cindy Terebush."

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Alison Kentos is the co spokesperson on “How preschool teachers do it,” she has been a teacher, leader, and advocate in early childhood education for over 20 years. Alison is a board member of the New Jersey Association for the Education of Young Children and is an advocate for early childhood education.

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Unit One: WEEK ONE: EVEN I DON’T LIKE THAT; EPISODE 161

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Unit One: WEEK ONE: EVEN I DON’T LIKE THAT; EPISODE 161

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During this week’s episode, Alison and Cindy go over things that children don’t like, especially if it’s something adults don’t like as well.

As teachers we can’t expect children to be ok with how some things are taught. For instance, group activities and expecting everyone to participate in it equally. Also during circle times, forcing a child to speak if they are showing clear signs of anxiety.

Another interesting thing was how they mentioned that separating some children from their friend could hinder them, that friend may be their emotional support and moving them apart could be more harmful than helpful that child.

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Unit Two: WEEK TWO: TO KNOW OR TO GOOGLE; EPISODE 162

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Unit Two: WEEK TWO: TO KNOW OR TO GOOGLE; EPISODE 162

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This week’s podcast covers cognitive bias between the google effect and brain memory.

Our brains subconsciously pushes out information that is something that can be quickly looked up on google; any search engine. Ours simply doesn’t hold onto information like it once did before technology became popular and a daily part of routine. Without digital access, we’d be more inclined to memorize information like phone numbers, addresses, etc.

The biggest take away from this episode is, “What is our impact on children when depending on technology?” Can we rally give them all the tools add knowledge to succeed if we as teachers have to turn towards Google to learn in order to teach?

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Unit Three: WEEK THREE:THE VALUE OF PUTTING IT TOGETHER;EPISODE 163

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Unit Three: WEEK THREE:THE VALUE OF PUTTING IT TOGETHER;EPISODE 163

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During this podcast, Cindy and Alison continued speaking about cognitive bias. They put it in terms of building Ikea furniture. This term is called the Ikea Effect; “refers to our tendency to attach a value to things we helped create.”

Cindy and Alison mention that as an adult we may not notice that we do this. We’ve become so wrapped up in the building process you develop pride in your lessons. In order for children to gain that value, they must be a part of the creating process and allowed contribution to the outcomes.

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Unit Four: Week Four:  “Enhancing and Practicing Executive Function Skills with Children from Infancy to Adolescence.” 

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Unit Four: Week Four:  “Enhancing and Practicing Executive Function Skills with Children from Infancy to Adolescence.” 

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https://www.howpreschoolteachersdoit.com/

On Cindy and Alison’s website, they have books we can read through and I came across “Enhancing and Practicing Executive Function Skills with Children from Infancy to Adolescence.” It goes over, Executive function and self-regulation skills provide critical supports for learning and development.

There are three basic dimensions of these skills:

Working memory — The ability to hold information in mind and use it.

Inhibitory control — The ability to master thoughts and impulses so as to resist temptations, distractions, and habits, and to pause and think before acting.

Cognitive flexibility — The capacity to switch gears and adjust to changing demands, priorities, or perspectives.

Center on the developing child; Harvard University

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Unit Five: WEEK Five: Fairy Tale Expectations 165

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Unit Five: WEEK Five: Fairy Tale Expectations 165

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In this episode, Cindy and Alison spoke about how life has fairy tale expectations. Many people believe fitting in is the norm; to conform to the stereotypical way of life.

They mention thinking this way can harm children’s thinking and blur their version of reality and what’s considered fantasy.

Children should know that life is hard and that everyone struggles somewhere in their lives. They should be asked, “ what would happen if help never came?” and that “ happily ever after looks different for everyone.”

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Key points spoken:

Help with writing, mailing and correspondence

A literacy skill & exercise

Can be done in a preschool setting

Spoken word is written word

Writing to someone gives dimensions

Your networking when you write a pen pal

In order for children to understand the value of writing they need to experience the act of pen to paper

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Listen in two different ways:

Option One: Video

Option Two: Podcast

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The podcast speaks about the importance and hindrance to giving preschool students homework. Some homework can oftentimes be too hard or too easy for some or not challenging enough for some.

Often times teachers will assign homework for lessons not yet gone over that can be hard for a child to do and it adds pressure to the parent who now has to figure out how to help their child understand their homework.

A lot of sending homework home is to give parents an understanding of what is being taught in the class, what their child knows or needs help with.

https://podcasts.apple.com/us/podcast/167-homework-with-cindy-and-alison/id1405026486?i=1000551034862

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At long last, Cindy and Alison talk about their take on homework. Should it be assigned? What should we think about? What would actually be a way to partner with families about what their children