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Educators who engage in developmentally appropriate practice foster young children’s joyful learning and maximize the opportunities for each and every child to achieve their full potential.

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Centers for Disease Control and Prevention

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Skills such as taking a first step, smiling for the first time, and waving "bye bye" are called developmental milestones. Children reach milestones in how they play, learn, speak, act, and move.

Click on the age of your child to see the milestones:

"Learn the Signs. Act Early." materials are not a substitute for standardized, validated developmental screening tools.

Special acknowledgments to the subject matter experts and others who contributed to the review of data and selection of developmental milestones, especially Paul H. Lipkin, MD, Michelle M. Macias, MD, Julie F. Pajek, PhD, Judith S. Shaw, EdD, MPH, RN, Karnesha Slaughter, MPH, Jane K. Squires, PhD, Toni M. Whitaker, MD, Lisa D. Wiggins, PhD, and Jennifer M. Zubler, MD.
Sincere gratitude to Natalia Benza, MD and José O. Rodríguez, MD, MBA for their thoughtful review of the Spanish-language translation of these milestones.

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“learn the signs. act early.” milestones

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Developmental milestones are things most children can do by a certain age. Track your child's milestones and talk with your child's doctor at every visit about the milestones your child has reached

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This News You Can Use explores the meaning behind developmentally appropriate practice and working with infants and toddlers. Head Start programs will find the real-life scenarios informative, and will enjoy a closer look at the foundational role relationships play in developmentally appropriate practice.

Developmentally Appropriate Practice

Linda is new to working with young children. She sits at a training, hoping to learn more about babies. The presenter frequently says, "developmentally appropriate practice" to explain why one might do certain things in group care or on a home visit. Although she is not sure what that means, Linda does not want to raise her hand to ask for an explanation.

Developmentally appropriate practice is a term that you often hear when talking about young children. In the field of early childhood education, it is something that educators, presenters, and administrators use. It's an important term to understand, but what does it mean? How would you explain developmentally appropriate practice to the parents in your program?

Developmentally refers, of course, to development. Infants and toddlers are developing rapidly in the first three years of life. You can easily see infants and toddlers developing their physical skills-as they are able to first hold up their heads, then sit, crawl, stand, walk, run, jump and climb in just three short years! It may not be as apparent, but their brains are growing too. Infants' and toddlers' brains are constantly creating and strengthening connections in response to their experiences. Young children are also developing language, social-emotional, and thinking skills.

Appropriate means something that is fitting or just right. It may surprise you but often what is thought of as appropriate may have more to do with our culture than anything else! Take, for example, learning how to walk. In some cultures it is considered a sign of physical ability when children learn how to walk early. There are cultures, however, that believe children who learn to walk later will live longer. Think about how different beliefs, such as those about when children should walk, might lead to different parenting or caregiving practices.

Practice refers to what we actually do. How do we take the information about a child's development and our thoughts about what would be appropriate for them, and translate that into what we do in a home visit or in the classroom?

Putting It Together

Now, think about "appropriate" and "development" together. It would be normal for a young baby to pick up a toy and suck on it. This would not be considered appropriate for an adult! It is also true that some things are appropriate for older children-like sitting still for long periods of time-but are not realistic expectations for toddlers because of their developmental age or stage (e.g., a lack of self-control and their inability to understand concepts of time). Keeping the concepts of "development" and "appropriate" together helps us remember that we are deciding what is important on the basis of knowledge about each individual child.

When we talk about "developmentally appropriate," it is important to remember that babies' development happens within the context of the relationships with adults in their lives. Those who care for them not only take care of their physical needs, but also help to regulate their emotional and sensory understanding of the world around them. A baby is usually closest to the adults in his or her family. Because of this, when we consider the development of babies, we need to know something about their families. For example, when we are figuring out what is appropriate for each individual child, we have to take into account the goals and values of the family.

If you put these words together, the term developmentally appropriate practice means individualized, responsive care that is just right for the child's age, cultural context, and personality. How does that look when we are talking about home visiting, family, and center-based child care? Read on to find out!

Relationships: The Foundation of Developmentally Appropriate Practice for Infants and Toddlers

Your relationship with the children you care for makes a difference in their lives. This is especially true for social-emotional development. Being responsive is a key relationship element. Responsive adults read the cues babies give and then respond in nurturing ways. Because relationships are so important in the lives of infants and toddlers, having responsive, loving, nurturing relationships are the most important part of developmentally appropriate practice.

Building Relationships Through Continuity of Care

People who work with very young children and their families have amazing opportunities and awesome responsibilities! Research has shown that early learning is greatly influenced by the relationships infants and toddlers have with the important people in their lives. One of the best ways to support ongoing relationships is to practice continuity of care. Continuity of care is when the same teacher or home visitor stays with the family for a year or longer and, at best, over the course of their whole time in Early Head Start.

Georgia, a teacher in an Early Head Start classroom, is going on a home visit to meet the family of a baby who will join her group next week. Julisa and her 5-week-old baby, Amelia, meet Georgia at the door of their home. Georgia senses that Julisa is worried about leaving Amelia in her care. Georgia says, "Amelia is a wonderful baby! Tell me all about her." Julisa begins describing Amelia as a baby who likes to be held all of the time. She looks concerned because she has heard from other moms that, in child care, the caregivers don't have time to hold a baby all the time. Georgia says, "I wonder if she'll feel comfortable letting me hold her? May I try?"

The first home visit before a child enters a program is an opportunity to begin building a relationship with a family. Georgia may have been on many such visits, but for Julisa this is a brand new experience and she feels nervous. Georgia understands how hard this is for Julisa and takes a very gentle approach. She knows that she can help ease the transition from home to a child care center by helping Julisa understand that she will take excellent care of her baby.

Six-week-old Amelia is arriving at her first day of child care. Although they have made a few visits to the classroom, her mother has a very difficult time saying goodbye. Georgia is there to greet both mother and baby and suggests they spend some time together in the classroom before Julisa has to leave. Georgia has printed and laminated a photo of Julisa and Amelia together that she took on her home visit. She shows Julisa and tells her it is one way that she will help Amelia feel connected to her mom all day long.

Although it is hard for Julisa to leave, she feels that Georgia will take good care of Amelia. Julisa has gotten to know Georgia better through the home visit and a few classroom visits. Amelia's first day in Georgia's room is just the beginning of this relationship between teacher, parent, and child.

Georgia feeds 4-month-old Amelia her bottle. Amelia is gazing at Georgia as Georgia talks to her, "You were so hungry, weren't you? I'm glad you like that bottle. It must be delicious. Would you like me to sing to you while you have your bottle? How about the song your mommy sings to you? Arroz con leche me quiero casar..."

Julisa has shared some of the songs she sings to Amelia with Georgia. Now Georgia can sing the songs that Amelia knows from home. This is another kind of continuity that supports a child's connection to home while they are in child care. Sharing things like lullabies and home routines may be something that families do slowly, over time, as the relationship becomes safer and stronger.

One-year-old Amelia is toddling toward her caregiver, Georgia, with a smile on her face. Georgia kneels down to greet her and says, "Good morning, birthday girl!" Julisa smiles and thinks of the amazing year she has had as a mother. Throughout the year, Georgia has been more than a caregiver-she has been a source of support. Julisa has asked her about everything from diaper rash to feeding. Whenever Julisa has shared a concern, Georgia has responded with an open mind. Together, they have figured out an answer for any problem that has come up. Julisa is thrilled that Amelia will be able to stay with Georgia for the next 2 years. It took a long time to build the relationship they share, and now everyone is enjoying the benefits.

Building Relationships Through Primary Caregiving

Taking care of other people's children is intimate work. Primary caregiving is the practice of assigning one person to a small group of children and families. The main goal of primary caregiving is to build strong relationships between the family and the home visitor or provider and between the child and the home visitor or provider. Primary caregiving provides families and caregivers many opportunities to build relationships with each other. When practiced together, primary care and continuity of care are powerful tools to build relationships with children and their families.

Many programs that practice primary caregiving assign teachers or home visitors to families on the basis of availability. For some children and families, this works just fine, but sometimes a teacher and infant or toddler really connect with each other. What if they are not assigned to each other? Is it okay to change the assigned primary caregiver? Of course it is! It is natural for some people to connect with each other better than others. Some programs even wait until a child is enrolled for a while before determining the primary caregiver assignment. If you can't change the official "primary caregiver," find ways to respect the relationship a very young child has sought.

Four-month-old Anthony has been in Joanna and Elena's classroom a few months. He spent the first 2 months of his life at home and was held most of the time by his family. Elena, his primary caregiver, has spent as much time holding him as possible these past few months. She knows that if that is what feels like home to him, that is what will make him most comfortable in her classroom. Now when Anthony cries he looks for Elena. Her co-teacher, Joanna, will try to comfort Anthony but he really prefers Elena. Joanna tells Elena that Anthony needs to start getting used to some other people now.

Sometimes issues come up for people around primary caregiving. One person may build a relationship with an infant or toddler and then that child will prefer them when they need comforting. When a consistent caregiver responds to young babies who are upset, it actually helps them, over time, learn how to soothe themselves and develop the ability to regulate their emotions later on.

Primary caregiving supports the ongoing relationship between the caregiver, the child, and the family. When primary caregiving is practiced well, babies respond just like Anthony did and prefer their primary person when they feel distressed. Even toddlers will walk past other adults to look for the person they know best. Families also have the opportunity to build relationships over time with caregivers so they can feel even more comfortable sharing information about their child and themselves. Twelve-month-old Geneva has just joined Miss Ruth's family child care home. She follows Miss Ruth around whining and crying until Miss Ruth picks her up. Alone with Geneva and five other children, Miss Ruth is not sure she can meet Geneva's intense needs.

One-year-old Geneva seems to be having a rough time starting with Miss Ruth. She is in a new situation with new children and is trying to cope by being held as much as possible. Miss Ruth, who is also responsible for five other children, is feeling overwhelmed by the intensity of Geneva's sadness and her constant need for attention.

Miss Ruth decides to check in with Geneva's family to learn what might help Geneva feel more comfortable in her care. After some discussions, Miss Ruth and Geneva's family decide to try getting Geneva to Miss Ruth's house a little earlier in the morning, before the other children arrive. This gives Miss Ruth some one-on-one time with Geneva and also lets Geneva "find her footing" at Miss Ruth's before having to cope with the social interactions and energy level of the five other children. By taking some time to help Geneva feel safe and settled in the morning, everyone ends up having a better day! After just a few weeks Geneva has become very comfortable at Miss Ruth's house and easily joins in the daily routines and experiences.

Words You Can Use

Continuity of care - when the same teacher or home visitor stays with the family for at least a year and sometimes over the course of their time in Early Head Start. This also refers to continuity from home to child care setting. Home routines, songs, language, and even how a baby is held can all be ways that help him feel more at home.

Developmentally appropriate practice - individualized, responsive care that is just right for the child's age, cultural context, and personality.

Primary caregiving - the practice of assigning one person to a small group of children and families.

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Developmentally Appropriate Practice Working with Young Children | HeadStart.gov

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Explore the meaning behind developmentally appropriate practice and working with infants and toddlers in this News You Can Use.

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Children, especially teens, aren't likely to ask their parents to help them manage stress. Here's what to look for and how to help.

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We are all living in a time of increased stress these days. Our world as we know it has undergone a drastic shift. As a result, our children are not immune to the impact. Like adults, many kids are struggling right now. It reflects the current state of the world, not parenting skills.

Children are remarkable "noticers." Have you ever experienced your child parroting back something you may have said, thinking they didn't catch it? Been surprised by them mentioning a topic you thought they didn't know anything about? They pick up on these verbal exchanges. Even more so, they absorb feelings going on around them. And today, there are a whole lot of feelings going on. Children notice when their parents or caregivers are stressed and may react to our emotional states.

However, children don't always have the emotional intelligence or vocabulary to express themselves. They also lack an understanding of what is truly happening. To them, it just feels different, uncomfortable, unpredictable, and downright scary.

The best we can do is to become "noticers" of them. Tune into their emotional or behavioral cues to provide support and guidance in these turbulent times.

Stress in children can manifest as changes in their typical behavior. Each age/stage may show this differently. Common changes can include:

Being moody or irritable

Withdrawing from activities they once enjoyed

Routinely expressing worry

Complaining about school

Crying

Showing fearful reactions

Becoming overly clingy

Changing eating and sleeping patterns.

Stress in Children Ages 4-7 Years Old

This age group under stress might show signs of regression. For instance, children that have been successfully potty-trained may wet the bed again or have toileting accidents. A child may start sucking his or her thumb again. Children may have trouble paying attention to you. They may have temper tantrums and separation anxiety. Battles about eating and bedtime may be reoccurring.

Toddlers and young school-age children often show their emotional stress in physical ways. Complaints of their tummies hurting is a common reaction. This has some truth to it. When we are stressed, our bodies make chemicals that have physical effects. We call this the fight or flight reaction, a surge of hormones such as adrenaline and cortisol. Our guts also have their own nervous system called the enteric nervous system. These nerves react to the same to stress hormones and neurotransmitters that our brains do. Those hormones can make a stomach feel funny or hurt. Additionally, stress lowers the pain threshold. A hypersensitive nervous system sends signals up the spine and relays pain signals to the brain when a child is stressed.

Stress in Children ages 7-10 Years Old

This age group may be more aware of the unusual times we find ourselves in right now. They may have fears for their own health. They may also fear for their families because developmentally they are gaining the ability to consider another's perspective. It could present as worries about their grandparents. For example, they may release their fears as anger or irritability. This state of being on edge is part of our hard-wired fight or flight response.

Stress is often not a familiar term for children. It could be that they express distress with words like worried, confused, annoyed, or angry. Sometimes, it comes across in what they say about themselves or the situation. This can include negative self-talk such as "I'm dumb," or "nothing is fun anymore." They may alter their behaviors based upon the setting, seeming fine at home but acting out at school or in their sports activities.

Stress in Tweens Ages 10-13

This age group is in that uniquely tenuous stage of late elementary school and middle school, which are considered stressful without a worldwide pandemic. Adding to this stress are challenges of virtual learning. Homework expectations, less access and guidance from teachers, and requirement to be self-directed can be overwhelming.

Parents and schools are seeing an increase in:

Avoidance

Decreasing grades

Resistance to log in or complete their work

Children in this age group may also be less likely to talk about their worries and fears. This doesn't mean they aren't there.

Stress in Teenagers

Teenagers struggle with multiple issues. For example, due to the pandemic, they have lost important rites of passage - prom, graduation, college visits, their last years of sports or other extracurricular activities. High school is a time when peers and their support are often more important than family.

As a result, the sense of isolation is leading to:

Irritability

Sleeping all day and up all night

Breaking curfew and social distancing rules

Depression

A sense of helplessness and hopelessness

Increased anxiety

In some ways, teens are feeling trapped by spending more time with the family. Developmentally, they are ready to gain independence to move on.

Many teens are reporting a loss of energy, apathy, losing interest in previously enjoyed activities, and overall low mood. Parents may notice their child withdrawing from the family. Also, they may want to isolate more. Stress may also take the form of abandoning friendships or hostility towards family members.

How Adults Can Address Stress in Children

Caring adults can make a significant difference by providing safety, empathy, structure, age-appropriate information, comfort, and guidance.

Be sure to "notice out loud." If you see that something seems to be bothering a child, say so and name the feeling you think your child may be having in that moment. Make it in the form of an observation rather than an accusation. Consider the difference between "It seems like you're still mad about what happened at the park today," vs. "What happened now? Are you still upset about that?" The observation suggests that you want to hear more about your child's concern. Also, it allows you the opportunity to show that you care and want to understand.

Use active listening. Ask what is wrong and be patient and open. Avoid the urge to judge, lecture, or advise them of what they should be doing. The goal is to let the child express their concerns and feelings, and be heard. Ask questions to get the big picture such as "And then what happened?" Repeat back what you think your child may have been feeling. "That must have been frustrating," or "Gosh, that sounds really scary." Feeling heard and understood helps the child to feel supported, especially crucial when times are stressful.

For younger children without a broad emotional vocabulary, teach them to label what they might be feeling. That will allow them to learn better how to communicate with you. This emotional awareness can be key to avoiding behavioral meltdowns where feelings are expressed as behaviors rather than with words.

Tips to Help Children Manage Stress

In an excerpt from an article on stress management for kids and teens, the American Psychological Association provides the following tips for managing stress:

Sleep well. Sleep is essential for physical and emotional well-being. Experts recommend nine to 12 hours of sleep a night for 6- to 12-year-olds. Teens need eight to 10 hours a night. Sleep needs to be a priority to keep stress in check. To protect shut-eye, limit screen use at night and avoid keeping digital devices in the bedroom.

Exercise. Physical activity is an essential stress reliever for people of all ages. The U.S. Department of Health and Human Services recommends at least 60 minutes a day of activity for children ages 6 to 17.

Talk it out. Talking about stressful situations with a trusted adult can help kids and teens put things in perspective and find solutions.

Make time for fun - and quiet. Just like adults, kids and teens need time to do what brings them joy. That can be unstructured time to play with building blocks or uninterrupted hours to practice music or art. Also, while some children thrive bouncing from one activity to the next, others need more down time. Find a healthy balance between favorite activities and free time.

Get outside. Spending time in nature is an effective way to relieve stress and improve overall well-being. Researchers have found that people who live in areas with more green space have less depression, anxiety, and stress.

Write about it. Studies find that expressing oneself in writing can help reduce mental distress and improve well-being. For example, writing about positive feelings - such as the things you are grateful for or proud of - can ease symptoms of anxiety and depression.

Learn mindfulness. In a study of a five-week mindfulness training program for 13- to 18-year-olds, researchers found that teens who learned mindfulness experienced significantly less mental distress than teens who did not.

Promoting Healthy Habits

Parents and other caregivers have an important part to play by adopting their own healthy habits and helping children and teens find stress-managing strategies.

It's important to model healthy coping. Caregivers can talk with children about how they've thought about and dealt with their own stressful situations.

Let kids be problem-solvers. It's natural to want to fix your child's problems. But when parents swoop in to solve every little glitch, their children don't have a chance to learn healthy coping skills. Let your children try to solve their low-stakes problems on their own, and they'll gain confidence that they can deal with stressors and setbacks.

Promote media literacy. Today's kids spend a lot of time online, where they can run into questionable content, cyberbullying, or the peer pressures of social media. Parents can help by teaching their children to be savvy digital consumers and by limiting screen time.

Combat negative thinking. "I'm terrible at math." "I hate my hair." "I'll never make the team. Why try out?" Children and teens can easily fall into the trap of negative thinking. When children use negative self-talk, though, don't just disagree. Ask them to really think about whether what they say is true or remind them of times they worked hard and improved. Learning to frame things positively will help them develop resilience to stress.

Coping Specifically with COVID-19 Stress

The Centers for Disease Control has some specific COVID-19 suggestions as well. For example, it is important to talk with your child about the pandemic. Answer questions and share facts about COVID-19 in a way that your child can understand.

Reassure them that they are safe. Let them know it is okay if they feel upset. Share with them how you deal with your own stress so they can learn from you how to cope with stress.

Limit your family's exposure to news coverage, including social media. Children may misinterpret what they hear and can be frightened about something they do not understand.

Try to keep up with regular routines. If schools are closed, create a schedule for learning activities and relaxing or fun activities. Be a role model for them. Take breaks, get plenty of sleep, exercise, and eat well. Connect with your friends and family members. Spend time with your child in meaningful activities, such as reading together, exercising, and playing board games.

When to Seek Help

Be the "noticer." The emotional or behavioral cues your child exhibits are important in ascertaining information about potential problems. It's important to be able to work with them, guide them, and support them to successfully work through their stress and difficult times. Spend time and be available to answer their questions. Keep expectations reasonable. Validate how hard things can seem right now.

Know how to reach out for help if needed. Some kids might be stressed and struggling with anxiety or depression that seems "too big" to manage on their own. Parents may be overwhelmed as well. Nobody gave out an instructional booklet on parenting during a pandemic. It's OK to not feel like the expert on children's mental health. Therapy is an option many families find helpful. Kids are being seen both via telehealth and in person with safety protocols in place. Sometimes having a professional provide the space to discuss what they're feeling may be the lifeline they need right now.

Lee Health has a team of dedicated professionals at our Pediatric Behavioral Health clinic happy to help kids navigate their stress and develop tools and coping skills to feel better. We can be reached at (239) 343-6050 to make an appointment.

About the Author

Sandra Mills is a pediatric psychologist for Lee Physician Group Pediatric Behavioral Health.

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Stress in Children: Signs, Symptoms and Strategies

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Stress in children is common during the pandemic. Here are tips on how to know a child is stressed and how to help.

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Explore the different definitions of play and why it is so important in this News You Can Use. This is useful information for home visitors, program staff, caregivers, and others serving infants and toddlers through Early Head Start and Migrant and Seasonal Head Start. Play benefits every aspect of child development as infants and toddlers explore their world and their bodies, while also learning about and mastering relationships and social skills.

Introduction

Did you know that in every culture, all over the world, children play? The United Nations even considers play to be the right of every child. The American Academy of Pediatrics (AAP) published a report about how important play is and lists some of the benefits of play:

Play supports healthy brain development

Play is one way infants and toddlers engage in and interact with their environment

Play allows children to safely explore their fears and practice adult roles

Play is a way that children build relationships with their peers and caregivers

Play is a pretty important part of life. We have a biological drive to play, very much like our biological need to sleep. Satisfying the need to play can be very fulfilling. Play can bring deep joy for both children and adults.

What is Play?

When you think of play, what comes to mind? For adults, it might be organized sports or a hobby. For older children, it can be a world of make believe. For toddlers and infants, it can be delighted rolling back and forth on the floor, banging objects together, pouring water, or just running around in circles.

Play is different for everyone. For example, to some, a room full of infants and toddlers is a really playful place, whereas for others, it can be pretty scary!

Play, put very simply, is an activity that is fun and engaging for the player. Play is freely chosen by the player, although play opportunities may be provided by others.
Play and Exploration
Exploration is where play begins. When infants and toddlers explore new objects they will often try to discover what each object is and what it does. For example, young infants might explore a rattle by mouthing, shaking, banging, pulling, and throwing it. Toddlers have more experience with exploring new objects. Toddlers, given an empty but closed container, might try to open, shake, turn over, look at the object, or even ask a caregiver for help.

Generally, exploration happens before play. Exploration is how we come to know an object. Once we have some understanding, then we can play with the object. Once the infant understands that shaking the rattle makes a noise, he can shake for the pure delight of shaking! The toddler who has discovered how to open and close the container can move on to playing with it by putting smaller toys inside the container and closing it up.

Often while children play, they discover something new about the object they are playing with. Maybe while shaking the rattle, the baby accidentally hits a mobile hanging over her head. Perhaps the toddler just discovered that while some toys fit into the container there are many that do not. When toddlers play, it brings them to a deeper understanding of the objects and to a place where there is more to learn.
Theories About Learning Through Play
Another very important aspect of play, especially for infants and toddlers, is that play is a way they learn about and make sense of their world. Through play children can:

Manipulate and understand the physical properties of objects

Use and hear new language

Build their relationships with caregivers and peers

Use their bodies in new ways

The idea of learning through play can make more sense by understanding some of the theories about how people learn. Theories are ideas about how things work, and there are many theories about learning. The following are theories put forth by two famous people in the world of child development. In fact, you've probably heard of them before. Don't forget your own expertise, ideas, and experience. You probably have some of your own ideas about learning through play from spending time with infants and toddlers.

Jean Piaget (1896-1980) studied how people learn. He was very interested in how children use play to learn about their world. Piaget believed that children learn through actively engaging in their environment. He believed that through play, children are practicing new skills and ideas until they really understand them, or as he put it, "constructing knowledge." Piaget believed that play is the most important way children learn.

Lev Vygotsky (1896-1934) also believed that children learn through play. While Piaget focused mainly on how children manipulate objects, Vygotsky felt that the adults who supported play were just as important. Vygotsky thought that while young children could learn some things by themselves, they would learn much more if helped by an adult. The difference between what a child can do alone and what a child can do with help is called the "zone of proximal development." When adults help children through this zone of what they can almost do, but not quite, it is called "scaffolding." For example, think of a baby who can almost roll over, but gets stuck because his arm is in the way. An adult can scaffold, or help with their rolling over, by tucking in his arm.

Your Own Cultural Lens for Looking at Play
Play is a part of every young child's life. How we play is different depending on our home life and culture. Some cultures provide lots of free time for play; whereas in other cultures, children spend less time playing. In some cultures, children's play is more cooperative; in others it is more competitive. Some families believe that play objects should be educational or store bought; other families might prefer or only be able to afford homemade toys. Just as children learn to speak the language they hear around them, the people and objects in their lives will provide structure for their play. Play is one way children learn and practice the values that are important to their families, how to interact with one another, and how to use the objects and language of their communities.

Take a moment to think about some of the messages you heard about play from your family growing up. How was play valued in your family? Did your parents, grandparents, siblings, or other family members spend time playing with you? Did you have lots of "educational" toys or store-bought items? Did you have many hours of unsupervised play or were you mostly involved in activities?

Why is Play so Important?

Play benefits every aspect of child development. The act of play comes so naturally it seems to be little more than a simple, joyful experience. Many child development experts believe that play is how infants and toddlers learn about their world. Play provides children with opportunities to learn about and master relationships, language, math, science, problem solving, and their bodies. Let's look more deeply at all the ways play contributes to development.
Building Relationships Through Play
One of the most important things that young children learn through play is how to form and maintain relationships with others.
Play Builds Caregiver Relationships Three-month-old Cayden lies in the lap of his in-home family caregiver, Julisa. Cayden stares at her and then coos. Julisa watches Cayden and repeats the sound he makes. Cayden smiles and wiggles as Julisa smiles back. Both Cayden and Julisa clearly enjoy their play together.
Even very young babies enjoy play. They make eye contact and sounds to their parents and caregivers. When the adult responds back to them, they might wiggle or coo. These back and forth interactions are the first steps toward forming a relationship, and are the "play" of very young infants.

Play is an important part of the relationship between babies and caregivers. Babies who have nurturing relationships in their lives have better play skills. These close relationships support infant's and toddler's play.
Play Builds Peer Relationships Twelve-month-old Isaiah is standing at the door clapping his hands. He shouts "Hi" down the hallway. His caregiver, Elisa, comes to see who he is talking to. She realizes that 15-month-old Heidi is arriving with her mom. While Elisa greets them both, Heidi and Isaiah smile at each other and say, "Hi." Isaiah toddles off to get a ball and turns to see if Heidi is following him. She is! He gets the ball and says to her, "Ball," and hands it to her. Heidi takes the ball, and they begin to play by passing it back and forth.
Isaiah and Heidi might seem pretty young to be playing together. When babies have many opportunities to play together they begin to form early friendships. Have you ever noticed how even very young infants are interested in other babies? Maybe you've seen babies roll toward each other until they are close enough to touch. You may have noticed that some babies even seem to form friendships with each other. They might seek each other out every day, or you might notice they are pleased to spend time together. Each play episode adds a little bit more to the friendship, building up over time until children play easily together.
Play Builds Social Skills Thirteen-month-old Alliah takes her baby doll and brings it over to the chair where she and her friends eat. Alliah puts the baby in the chair and asks her caregiver for a spoon and bowl by pointing to the objects she wants. Alliah takes the spoon and scoops into the bowl and pretends to feed her baby. As she brings the spoon to the doll's mouth she says, "Mmmm." Tasia and Jo Jo are 2-year-olds who love the toy vacuum cleaner in their child care provider's home. If one of them has it, the other wants it. Jo Jo found it first today, and Tasia came over and tried to grab it from him. Their caregiver walked over to the struggling toddlers and said, "Tasia you really want the vacuum cleaner, but Jo Jo is playing with it right now. Can you ask him if you can have a turn when he is done?" Tasia and Jo Jo have been through this before. Tasia turns to Jo Jo and says, "Turn?" Jo Jo nods yes and continues to play for a moment, then brings the vacuum over to Tasia with a grin and says, "Here you go!"
Think about something you are really good at. Maybe it's changing a diaper on a wiggling baby. This is a skill that probably took some practice before you were such an expert. Play is a way children "practice" doing what they see the adults around them do. Older toddlers are likely to be found in the dramatic play area imitating the roles and routines they see around them every day.

It is not unusual to see a child feeding a baby doll and practicing other types of caregiving. Even younger babies might be seen chatting on a toy phone or gently holding a doll. Caregivers and parents can support this sort of play by providing props like dolls, dishes, and phones.

While it is always preferable to have multiples of a popular toy, sometimes it doesn't work out. Sometimes a toy that sat on the shelf for months without being noticed is suddenly a hot item! When two children both want the same toy, consider it one of the many opportunities presented through play for learning new social skills such as waiting and being patient. It is not developmentally appropriate to expect infants and toddlers to share a single toy. However, as they get older, they can understand the concept of taking turns. When toddlers are taking turns it can help for an adult to point out how patient they are while they wait for their toy. In the mean time, adults might offer the toddlers another play opportunity while waiting for their turn.

A sensitive adult can help children play successfully with each other. A child who has a difficult time playing with peers might play better with a little bit of help. The adult can also help toddlers' continue to play together. Much like the Tasia and Jo Jo's story earlier, it is not unusual for infants or toddlers to want a toy someone already has. When someone else is playing with a toy, it's like a commercial that just makes that toy look like so much fun!

Sometimes kids can work these differences out without help. It can be very interesting to watch the negotiation! However, if it looks like children might start hurting each other, then an adult will need to step in and encourage children to find ways to solve the conflict. Very young children may need suggestions from an adult to come up with possible solutions to work out their negotiations. A caregiver may suggest children can trade toys, do something else until their friend is done with the toy, or ask the child for the toy when she is done.

Learning About the World Through Play

Play is an important way that infants and toddlers interact with the people and objects around them. Through these interactions they learn about their world.
Understanding Concepts Through Mastery Play At drop-off, 9-month-old Hannah cries as her mother hands her over to her caregiver, Jenna. Hannah has spent the past six months with Jenna and knows her well. Jenna explains to Hannah's mother that at nine months, Hannah is just starting to understand that her mother is still "out there somewhere," even when she cannot see her. This makes Hannah sad that she can't be with her mother all of the time. After Hannah is calm, Jenna plays peek-a-boo with her. Jenna chooses this game because it helps Hannah begin to understand that while a person may "disappear," he or she will come back. Hannah delights in the disappearance and reappearance of her beloved teacher.
Mastery play is when play is used to practice (or master) skills and ideas. An example of that is in the previous vignette. At about 8 to 10 months, babies may begin to show signs of separation anxiety. A baby who may have been very happy going to child care might suddenly have a hard time saying good-bye to her family. This is because the baby has begun to master the concept of object permanence-a person or object continues to exist even when it can no longer be seen. Not surprisingly, babies at this age seem to enjoy the game of peek- a-boo, which gives them a chance to practice and test out this new idea. Playing also gives children a sense of control, which can be comforting. In the previous vignette, Hannah cannot stop her mother from leaving, but she can hide herself under a blanket and reappear whenever she likes.

Another important concept babies develop through play is cause and effect, or learning that an action can cause something to happen. Some of the first cause-and-effect experiences are when babies cry and someone comes to comfort them. Babies are learning that crying brings adults to care for their needs. Another way babies learn about cause and effect is by playing with objects; for example, if you push a ball it will roll away from you. If you shake a maraca, it makes a sound. Play is a way that infants and toddlers learn about complicated ideas through simple and repeated experiences.
Play and Problem Solving Three-month-old Diego lies on his back and mouths a rattle. He loses his grip on the rattle and it falls on his chest. Now he must find the rattle in order to keep playing with it. Thirteen-month-old Samora understands a lot about blocks. She's spent a great deal of time knocking down towers built by her mom and home visitor, but now she is trying to build one of her own. She has two stacked and is placing a third block on the pile. Before she even lets the block go, the tower falls down! Two-year-old Micah is running outside with his friends to play. Both he and Jayla run to the same bike. The two each try to climb onto the bike at the same time.
These children are all at the threshold of learning. What an exciting place for them to be! Will Diego find his rattle? Will Samora build her block tower? Who will get the bike, Jayla or Micah? These exciting episodes of discovery are happening every day in your group and during socializations. Children are using the skills they have in play, and their curiosity and interest push them to a point where they are going to have to learn something new in order to continue their play.

It might seem very difficult to watch Diego struggle with his rattle. He might seem frustrated and confused about what to do next. Observe him for a moment; let the frustration lead him toward a solution. The moment where his hand brushes the rattle on his chest is a thrilling moment of discovery for him! Of course, if a baby gets stuck or might get hurt, an adult should keep them safe. When you give babies a chance to solve the problems they create through play, it helps them learn new skills.
Play and Language During a home visit 3-month-old Dejah is making gurgles and coos to her mother. Her mother, Donna, waits for a quiet moment and then copies the sounds Dejah makes. The two have a playful conversation back and forth while their home visitor smiles nearby. Mayanna sits on the floor with the babies. Ten-month-old Nita crawls into her lap. Nita grabs Mayanna's hands and begins to clap them. Mayanna says, "You want to play patty cake!" as they clap and sing together. Mayanna ends the chant with the phrase,"Put it in the oven for Nita and me!" Twenty-eight-month-old Christian's favorite part of coming to socializations is the dramatic play area. He goes over and puts on his favorite hat and grabs a briefcase. He walks back over to his mom and says, "I go." His mother, Christina, says, "You are going somewhere. Where are you going?" Christian says, "Work." Christina responds, "You are going to work. What will you do there?" Their conversation continues with Christian giving small answers to her questions and his mother listening and responding to him.
As children grow and learn, their ability to understand and use language in play is growing as well. Even at the earliest stages of language development babies enjoy playing with sounds and hearing others make playful sounds too. Infants and toddlers love to hear songs especially when their names are used.

Play activities that involve adults are opportunities to use language with infants and toddlers. When playing with young babies, try repeating the sounds they are making. Babies can then make a sound with their voice and hear the same sound in your voice. They are likely to enjoy this game for many turns, and why not? This is an early form of conversation.

When infants' and toddlers' lives are full of songs and playful language they are likely to learn more words and have a better understanding of how to use them. It is important that adults who join in pretend play with children ask meaningful questions the child can answer in lots of different ways. Notice how Christian's mother turned his one-word answers into sentences and then asked him where he was going. She was asking open-ended questions. Open-ended questions don't have a specific answer and the child can say whatever she likes and be "right." Some examples of open-ended questions are as follows: "Where is your car going?" or "What do you think happens next?" Open-ended questions encourage children to think and give them the opportunity to express their own ideas.

Learning About Our Bodies Through Play

As babies grow toddlers they are gaining so many skills that help them move their bodies around. Play is a fun way to learn about what your body can do and to be motivated to try new things.
Play and Movement During one of their first few home visits Kayla talks to her home visitor, Diane, about her 8-month-old son Nate. She is concerned because Nate does not sit up well or crawl at all. Diane has noticed this as well and has been hoping for an opportunity to talk to Kayla about it. Diane notices that Kayla keeps Nate in his carseat for socializations. When Diane has gone on home visits Nate is often in a swing or an exersaucer. Diane begins gently by suggesting to Kayla that she give Nate more play time on the floor, at least half an hour a day to start. She shares that he might need more practice with using the muscles he will need in order to sit up or crawl.
In the first three years of life, infants and toddlers go from having little control over their bodies to becoming running, jumping, climbing, pushing, pulling, digging, active little people. That is a huge accomplishment! Babies are very motivated to learn how to use their bodies, and do so through active, physical play.

The National Association for Sports and Physical Education (NASPE) recommends that infants and toddlers have at least 30 minutes a day of physically active play. NASPE points out that although infants and toddlers are ready to be active, they need the support of the adults in their lives. That means limiting the amount of time babies spend contained in carseats, swings, or bouncy chairs. Make sure that even very young infants have supervised tummy time and opportunities for free movement. Tummy time can be more appealing if it is playful and there is an adult on the floor nearby.
Rough and Tumble Play Hattie's dad José is the star of the socialization! He began by picking up Hattie and lifting her into the air saying, "You're flying!" Soon other children were begging for a turn to "fly" too. Jose turned some of the older children upside down much to their giggling delight. Many of the children at the socialization really enjoyed and even seemed to crave this sort of exciting play. Toddlers Kenny and Molly are outside playing a game of chase that ends in catch and wrestle. Their squeals of laughter can be heard throughout the playground! Their caregiver Lisa is keeping a close eye on what they are doing, but she is not stopping their play.
The type of play called rough and tumble play involves giggling, chasing, wrestling, running, and flying. Teachers or home visitors might have different reactions to this sort of play. Caregivers might wonder if they can keep all of the children safe when there is such active play or wrestling going on. Rough and tumble play does need to be supervised to make sure children are enjoying it. As long as everyone is still smiling and having fun, there is little need for an adult to step in.

Another benefit of rough and tumble play is that it can appeal to children who aren't as good at joining groups in play. Energetic play can be easier to join than a group already involved in the dramatic play area or building in the block area. Adults can help children keep this play in safe areas such as on a mat or outside, and make sure that everyone who is playing is having fun.

Now that you know more about play, it is time to use what you have learned! As you observe infants and toddlers at play, think what they are learning about the people in their lives and the world around them. How might you build on and expand their learning and exploration? You can share with parents and colleagues all that you have learned about how play supports the healthy development of infants and toddlers. Most important, find some time to play yourself. Playing helps all of us feel better, learn new things, and stay curious about the world around us.

Words You Can Use

Cause and effect: Understanding an action can cause something to happen. When a baby pushes a ball and it rolls away, he is learning that his action caused the ball to roll.

Mastery play: Play that is an opportunity to practice skills and ideas. When toddlers pour water into containers they are practicing, or learning to master, their pouring skills.

Object permanence: Knowing that an object, or a person, exists even when he or she is out of sight. Understanding object permanence begins around 8-10 months and may be accompanied by separation anxiety.

Open-ended materials: Toys that can be used in many different ways, toys that encourage imagination such as blocks, pieces of fabric, water, and sand.

Rough and tumble play: Play that involves contact between children sometimes in the form of chasing and wrestling.

Scaffolding: When adults support a child in learning a new skill. When a baby is learning to walk, adults often help them (scaffolding) by holding her hand before she is able to walk by herself.

Separation anxiety: When a baby has a difficult time leaving, or separating from, his family or caregiver. These fears can begin around 8 months and intensify between 10 and 18 months.

Symbol: A symbol is a word or an object that stands for something that is real such as when a toddler uses a block as a phone.

Zone of proximal development: The difference between what a child can do alone and what a child can do with adult help. For example, a child who cannot walk yet will first be able to walk with the help of an adult.

" Go to News You Can Use

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Importance of Play in Early Childhood | HeadStart.gov

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Play benefits every aspect of child development as infants and toddlers explore their world and their bodies, while also learning about and mastering relationships and social skills.

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Why child's play is serious business in early education

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Play is such a powerful force, some research suggests, that it can be used as a tool to close achievement gaps and improve mental health.

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The Power of Playful Learning in the Early Childhood Setting

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This excerpt from Developmentally Appropriate Practice illustrates the ways in which play and learning mutually support one another and how teachers connect learning goals to children's play.

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​By: Michael Yogman, MD, FAAP

More than just a chance to have fun, play is serious business when it comes to a child's health and development. From peek-a-boo to pat-a-cake and hide-and-seek to hopscotch, the many forms of play enrich a child's brain, body and life in important ways.

The American Academy of Pediatrics (AAP) clinical report, The Power of Play: A Pediatric Role in Enhancing Development in Young Children, explains how and why playing with both parents and peers is key to building thriving brains, bodies and social bonds―all important in today's world. Research shows play can improve children's abilities to plan, organize, get along with others and regulate emotions. In addition, play helps with language, math and social skills, and even helps children cope with stress.

A prescription for play

Despite its many benefits, statistics show that the amount of time children get to play has been declining for decades. Tightly structured family and school schedules, fewer safe places to play and rising media use and screen time are among the reasons. To help keep play a key part of childhood, pediatricians may begin writing a "prescription for play" at every well-child visit through age 2. Pediatricians also advise parents to look for quality child care or preschool programs that include playful approaches to learning.

Age-specific ideas for playful learning

Learning is best fueled by tapping into a child's natural urge to play, rather than just outside factors like test scores. As they actively engage with and joyfully discover their world, children gain 21st century skills that increasingly call for teamwork and innovation.

The AAP encourages parents to use play to help meet their child's health and developmental milestones, beginning from birth. Some examples of ways to do this:

Birth to 6 months old

Playful learning can start with a baby's first smile. Responding with a smile of your own is a form of play that also teaches a baby a critical social-emotional skill:"You can get my attention and a smile from me anytime you want―just by smiling yourself."

Imitate your baby's coos and babbles and have back-and-forth "conversation" using your baby's sounds as a prompt. This sort of vocal turn-taking forms the basis of social language skills.

Show your baby interesting objects such as a brightly colored toy. Let them bring safe objects to their mouth to explore and experience new textures.

Place your baby in different positions so they can see the world from different angles. Supervised tummy time play is great for this.

7 to 12 months old

Make sure your baby has a safe environment to crawl and explore.

Give your baby opportunities to learn that their actions have effects -for example, when they drop a toy and it falls to the ground. Put a few toys within reach of your baby so they can take toys out and play with them.

Use a mirror to show your baby their different facial expressions.

Play peek-a-boo. This reinforces object permanence, the idea that something still exists even if you can see it. You'll know your baby gets the idea if you hide a toy under a blanket and they go looking for it.

Expose your baby to a variety of sensory experiences. Taking them outside to play on the grass or catch bubbles, for example, is a great way to do this.

1 to 3 years old

When choosing child care and preschools,look for those that include unstructured playtime. Playful learning, where children take the lead and follow their own curiosity, should be the main focus of high-quality early childhood education.

Let your child play with blocks, empty containers, wooden spoons, shape sorters and puzzles. Simple and inexpensive objects are some of the best ways to support a child's creativity and grasp of how the world works. Remember, it is parents and caregivers' presence and attention that enriches children―not fancy electronic gadgets.

Give your child opportunities to play with peers. This is a good age to try a parent-supervised playdate.

Help your child explore her body through different movements -for example, walking, jumping and standing on one leg.

Provide opportunities for make-believe play -for example, pretending to drink out of an empty cup or offering toys that enable pretend play.

Read regularly to and with your child. Encourage pretend play based on these stories. Ask your child to tell you what else might happen in the story.

4 to 6 years old

Provide opportunities for your child to sing, dance and draw. Activities that involve music and art support cognitive, social-emotional and multisensory skills.

Tell stories to your child and ask questions about what they remember.

Give your child time and space to act out imaginary scenes, roles and activities. You can provide dress-up clothes and props, but allow play to be unstructured. Remember that some boredom allows for creativity.

Allow your child to move between make-believe games and reality -for example, playing house and helping you with chores.

Schedule time for your child to interact with friends to practice socializing and building friendships. This are great opportunities to encourage sharing and cooperative play.

Encourage your child to try a variety of movements in a safe environment-for example, hopping, swinging, climbing and doing somersaults.

Balance media use and screen time to with "real world" activities. Age-appropriate media can have benefits for older children, especially if you watch and play with them. But real-time social interactions and play are much better for children than digital media for learning. Create a family media plan to set some ground rules such as no media at the dinner table or in the bedroom.

Encourage your child's school to offer recess and playful learning approaches in addition to more structured learning activities like reading, memorization and worksheets.

Play as a toxic stress buster

In addition to boosting a child's health and development, play helps to build the safe, stable and nurturing relationships that buffer against toxic stress and build social-emotional resilience. The mutual joy and one-on-one interaction that happens during play can manage the body's stress response. In one study, 3- to 4-year-old children, anxious about entering preschool, were two times more likely to feel less stressed when allowed to play for 15 minutes, compared to classmates who listened to a story.

Remember

Giving your child plenty of opportunities to play is one of the best ways to help them grow into curious, creative, healthy, and happy adults equipped with the skills they need today. Next time your child asks to play with you, jump at the opportunity! Share the joy of discovery as you connect with each other and the world around you.

More information

About Dr. Yogmamn

Michael Yogman, MD, FAAP, is past Chair of the American Academy of Pediatrics (AAP) Committee on Psychosocial Aspects of Child and Family Health. In addition to " The Power of Play," Dr. Yogman has authored AAP policy statements on toxic stress, resilience, addressing early childhood behavioral problems and other topics. He recently retired from practice and continues to teach, write and do research as Assistant Professor of Pediatrics at Harvard Medical School. He is also on the Leadership Council of the Center on Universal Education at the Brookings Institute and Board Chair of the Playful Learning Landscapes Action Network. Previously, he has served as Board Chair of the Boston Childrens Museum and a legislative appointee to the Massachusetts Advisory Board on Child Mental Health. Dr. Yogman received his medical degree from Yale University and a master's in Maternal and Child Health from Harvard School of Public Health.

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play; playtime; development; play to learn; prescription to play; physical coordination; physical activity; social skills; coping mechanisms; pretend; learning; well-being; anxiety; thrive; thriving; friendships; social interactions

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The Power of Play: How Fun and Games Help Children Thrive

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The AAP encourages parents to use play to help meet their child's health and developmental milestones, beginning from birth. Here are some age-specific examples of ways to do this.

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Trauma Informed, Evidence-Based and Research-Backed SEL Best Practices
Watch Our Story

NEW: Conscious Discipline Parenting Education Curriculum Yields Positive Outcomes

In a research study by ChildTrends, Conscious Discipline's parenting education curriculum was found to improve parenting knowledge and skills, increase parents' ability to manage their own emotions and respond to children's challenging behaviors, and improve emotional management and behavior in children. Notably, parents reported using Conscious Discipline skills and strategies more consistently six to eight weeks after parenting classes than immediately after classes concluded. Parents reported feeling happier, less frustrated and more interested in connecting with their children. Both directors and parents noted a positive change in the school-home connection.
Learn More

Conscious Discipline Excels in Harvard Analysis of Top 25 SEL Programs

In a study published by the Harvard Graduate School of Education and funded by The Wallace Foundation, Conscious Discipline was found to be one of only three SEL programs that focuses 75% or more of its content on Emotion/Behavior Regulation and Emotion Knowledge/Expression, and one of only 13 programs that focuses 50% or more its content on Interpersonal Skills. Conscious Discipline received high ratings in 8 of 10 categories. The study's authors say, "Conscious Discipline provides an array of behavior management strategies and classroom structures that teachers can use to turn everyday situations into learning opportunities."
Keep Reading

Four Components of Conscious Discipline

Conscious Discipline is an evidence-based, trauma-informed approach. It is recognized by the Substance Abuse and Mental Health Administration's (SAMHSA's) National Registry of Evidence-based Programs and Practices (NREPP), and received high ratings in 8 of 10 categories in a Harvard analysis of the nation's top 25 social-emotional learning programs. The Harvard study's authors say, "Conscious Discipline provides an array of behavior management strategies and classroom structures that teachers can use to turn everyday situations into learning opportunities."
Conscious Discipline encompasses these four components, which are scientifically and practically designed for success:

How Does Conscious Discipline Compare

Ten Reasons to Shift to Conscious Discipline

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Where to begin? You have a choice! You may...

Call 800.842.2846 x 219 to get more information about transforming your school, district and lives!

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Watch Our Story In a research study by ChildTrends, Conscious Discipline's parenting education curriculum was found to improve parenting knowledge and skills, increase parents' ability to manage their own emotions and respond to children's challenging behaviors, and improve emotional management and behavior in children.

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The Pyramid Model for Supporting Social Emotional Competence in Infants and Young Children. We have developed extensive, user-friendly training materials, videos, and print resources which are available directly from this website to help early care, health and education providers implement this model.

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Visit our states page to find more information about any of our state partners or new resources and information for all states.

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CSEFEL: Center on the Social and Emotional Foundations for Early Learning

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The National Center for Effective Mental Health Consultation (CEMHC) addresses the needs of Early Head Start/Head Start (E/HS) staff and families for practical guidance on effective ways to promote young childrenís social and emotional development and reduce challenging behaviors.

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Advancing Social and Emotional Learning - CASEL

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CASEL is helping make evidence-based social and emotional learning an integral part of education, preschool through high school.

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Social & Emotional Learning (SEL)

Providing families of students in preschool to second grade with strategies to bolster SEL skills can also strengthen family bonds.

Social and emotional learning happens everywhere-in the classroom, on the bus, at the kitchen table, on the playground, at a neighborhood barbecue-and families are core to a child's social and emotional development. Supporting social and emotional growth at home impacts not only the children but the entire family. When children and their grown-ups have the tools to navigate stressors, challenges, changes, and really big emotions, we build more emotionally resilient families and communities.

Educators have worked hard to build closer bonds with families during the pandemic, and maintaining and deepening family engagement is top of mind. Social and emotional learning is at the intersection of home and school, and supporting social and emotional development at home should be a critical aspect of any SEL initiative. Building a common language at school that's reinforced at home allows all of us to recognize the diverse and sometimes big emotions we have, express them in healthy ways, manage them appropriately, and hold one another accountable to do the same.

Here are five ways that educators can empower families to reinforce SEL at home.

1. Help Families Understand What SEL Means

Educators may have a clear understanding of "social and emotional learning," but families may not be as familiar with the definition or how it's referenced in education. Provide resources to families that will help them understand what SEL is and build awareness for their children's social and emotional development. Introduce them to the important terms they may hear about SEL, like self-awareness, self-management, social awareness, relationship-building skills, and responsible decision-making.

Find out what families already know about SEL, and meet them where they are. SEL can be a vulnerable process, and families may have strong feelings on the subject. Be ready for these sometimes difficult conversations, and have research and data on hand to help address concerns.

Throughout the year, support ongoing engagement that enables families to connect with each other and the school community. Districts have done this through building an SEL resource page on their website for families, incorporating SEL strategies or activities in the school newsletter, sending resources home in backpacks, and coordinating monthly SEL family events to bring the whole school community together.

2. Provide Lists of Recommended Books

There are endless benefits to encouraging families to read together at home. Educators can help families build their home library with books that highlight SEL skills in action. Providing additional discussion questions can help families more deeply engage with their learner and strengthen specific social and emotional competencies.

There are many helpful picture books that teach social and emotional learning-like the ones listed here, with the SEL competencies and skills that are featured in each book listed. The list includes How Many Seeds in a Pumpkin?, by Margaret McNamara, which fosters social awareness skills like respect and empathy; Rulers of the Playground, by Joseph Kuefler, which teaches relationship skills like listening and teamwork; and , by Lemony Snicket, which teaches self-management skills like resilience, to name a few.

Create a list of five specific things you're grateful for at this moment.

Pick one person and write a letter to them expressing gratitude for something they said or did.

If you could visit anyplace in the world, where would you go? What would you do? How do you hope to feel when you get there?

3. Spark Creative Reflections With Prompts

Young learners may not be ready to put pen to paper, but they can still reflect on journal prompts through creative reflections and creative expression. Provide families with prompts like these:

Offer families some reflection questions and creative modalities that their learners can use to share their ideas, like drawing their responses or acting them out. Families can also share these with older siblings as journal prompts.

4. Promote Family Bonding With Interview Activities

Another great way to promote SEL at home is to invite conversations about emotions. Educators can send home questions that invite young learners to speak with the adults in their family to learn about how they experience emotions.

Simple questions like "What does being happy feel like to you?" "How do you show that feeling in your face, your body, and your actions?" "When was the last time you were happy?" "What are some things or people who make you happy?" can ignite powerful learning conversations for preschool students.

5. Inspire Interaction With Participatory Podcasts

Interactive podcasts that encourage participation, movement, and social and emotional development are an easy way for families to engage their preschoolers in screen-free learning. Good options include storytelling podcasts like The Emotion Motion Podcast, from the Move This World Audio Network, which leads listeners through participatory SEL exercises, music, and movement; and Julie's Library, from American Public Media, which invites listeners to hear Julie Andrews read her favorite children's books.

Engaging families in SEL means giving families the resources to foster social and emotional experiences at home and the tools to reflect on those experiences together. When families reinforce key social and emotional skills and language at home, the impact ripples beyond the walls of a classroom. Now more than ever, educators play a key role in supporting social and emotional development at home.

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Resources for Promoting Social and Emotional Learning at Home

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Providing families of students in preschool to second grade with strategies to bolster SEL skills can also strengthen family bonds.

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The Color Monster, A Story About Emotions by Anna Llenas | Children's Books | Storytime with Elena

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DR SEUSS READ ALOUD 📚 - MY MANY COLORED DAYS - storytime for kids

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Read Aloud: Today I Feel Silly by Jamie Lee Curtis

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Breathe Like a Bear - Read Aloud With Author Kira Willey | Brightly Storytime

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I Am Peace, A Book of Mindfulness - By Susan Verde | Children's Books Read Aloud

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Should I Share My Ice Cream? by Mo Willems | An Elephant & Piggie Read Aloud

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Can I Play Too? by Mo Willems | An Elephant & Piggie Read Aloud

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Join In and Play By Cheri J. Meiners | Kids Book Read Aloud

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🦕How Do Dinosaurs Play with Their Friends? - Read Aloud

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Be Kind | A Children's Story about things that matter

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From film kits and lesson plans to the building blocks of a customized Learning Plan-texts, student tasks and teaching strategies-our resources will help you bring relevance, rigor and social emotional learning into your classroom-all for FREE.

Not sure where to begin? Get to know our Social Justice Standards, anchor standards and age-appropriate learning outcomes divided into four domains-Identity, Diversity, Justice and Action. The Standards provide a common language and a road map for anti-bias education at every grade level.

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Recommendations for Early Childhood Educators

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Use these recommendations to create a earing, equitable community of engaged learners.

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Mrs. Green leads the children in her preschool classroom in their morning song: "The more we get together, together, together, the more we get together the hap-." She stops abruptly to run after Miles, who has left morning circle to play with the musical instruments. As Mrs. Green approaches him, Miles folds his arms across his chest, then kicks his legs and screams. Mrs. Green gently places her hand on Miles's arm and looks him in the eye. She says, "Miles, I see that you are upset because you don't want to sit at morning circle and want to play with the musical instruments instead. Should we take the instruments to the circle and play with them after we've finished our calendar activities?" Miles smiles. Mrs. Green notes his response and says, "OK. First, please sit calmly at morning circle for three minutes; then you can play with the instruments. Is that a deal?" Miles nods. Mrs. Green responds, "Give me a high-five!"

Miles's actions are clearly a source of frustration for his teachers. Although teachers will want to evaluate whether they are planning activities that require children to sit for an extended time and ensure that the activities they offer children are active and meaningful, it is also important for teachers to understand how to support children who exhibit challenging behavior. Challenging behavior is defined as "any repeated pattern of behavior, or perception of behavior, that interferes with or is at risk of interfering with optimal learning or engagement in prosocial interactions with peers and adults" (Powell, Dunlap, & Fox 2006, 26). Challenging behavior can signal difficulty with social and emotional adjustment-foundational competencies that are linked to children's school readiness and later school success (Fantuzzo et al. 2007).

Although challenging behavior can occur in any classroom, research indicates that some children in urban communities experience conditions that contribute to risk factors for social and emotional delays (Fox, Dunlap, & Powell 2002). In addition, there is a specific need to support children who live in poverty, as children in poor families are twice as likely to be at risk for developmental, behavioral, and social delays as children in families earning 200 percent or more of the federal poverty line (Children's Defense Fund 2014). That is, while 10-21 percent of all preschool children show challenging behaviors such as aggression, noncompliance, defiance, tantrums, and property destruction, 30 percent of children who live in poverty exhibit such behaviors (Voorhees et al. 2013).

In this article we describe five culturally responsive core strategies to promote positive teacher relationships with young children in preschool and minimize challenging behavior: learn about children and families, develop and teach expectations, take the child's perspective, teach and model empathy, and use group times to discuss conflict. As African American boys experience a much higher rate of suspensions and expulsions from preschool settings than do other children (Gilliam 2005), these relationship-building techniques are particularly relevant for teachers as they reflect on their own practices and biases-especially toward African American boys-in early childhood classrooms.

Learn about children and families

A core consideration in developmentally appropriate practice and cultural responsiveness is that practitioners learn about each child and family and intentionally adapt and respond to each child's strengths and needs (Copple & Bredekamp 2009; Derman-Sparks & Edwards 2009). Culturally responsive practice is often defined as using the experiences and perspectives of children and their families as a tool to support them more effectively (Gay 2002). As this approach is child and family centered, it sets the stage for critical relationship building (Ford & Kea 2009).

Teachers can partner with families by inviting them to visit the classroom and participate in activities with their child. Teachers can also arrange to visit children at home, where they may engage in informal discussions with family members about what children enjoy doing for fun and learn about their favorite food, toy, or song. These interactions can reveal cultural values and norms in the home environment. Families may also share information about their child's temperament, primary play partners, and home language (NAEYC 1995). Meetings at school with families might address family routines, religious holidays and traditions, and activities the families enjoy in the community. Teachers can use information they learn about a child and family to support the child's social and emotional adjustment to the early childhood environment. Further, these conversations can demonstrate that not all children and families within a particular racial or ethnic group display similar characteristics, which is a potential teacher bias (Ford & Kea 2009). Sharing a short, warm anecdote with families, in person or in a note, about something their child did that day assures parents that the teacher cares about their child and makes an effort to know the child individually. This further connects families to their child's classroom community.

During a recent conversation with Miles's mother, Mrs. Green learned that Miles's father is a musician and that Miles really enjoys music. Miles's mother explained that Miles likes to dance and sing to his favorite songs, moving vigorously around the house. Mrs. Green used her knowledge about Miles's interest to plan music and movement activities for future morning circles to engage Miles.

Pyramid Model Framework

The five core strategies we suggest are informed by fundamental principles of the pyramid model (Fox & Hemmeter 2009)-a comprehensive framework for addressing the social and emotional outcomes of young children (Hemmeter, Ostrosky, & Fox 2006). The pyramid model includes three levels of support: universal prevention strategies for use with all children; secondary social and emotional approaches for children at risk for social and emotional delays; and tertiary individualized and function-based interventions for children with persistent challenges (Fox & Hemmeter 2009).

Develop and teach expectations

The second culturally responsive strategy in the pyramid model framework is developing and teaching two to five classroom expectations that are linked to the values and cultures of the children, teachers, and families. Expectations should be positively stated and developmentally appropriate, and should apply to both children and adults (teachers and families) (Steed & Pomerleau 2012). After cultivating a better understanding of children and families, early childhood teachers can base expectations on shared values and connections to cultures. Young children should be included in forming guidelines for behavior, as they are more likely to understand and follow them when they have input. Examples of expectations for preschool children include "Be a Friend, Be Safe, and Be a Helper" and "Use Listening Ears, Use Gentle Touches, and Use Walking Feet."

Expectations need to be consistently emphasized to prevent challenging behavior. In addition to responding to opportunities that arise during the day, teachers decide how and when they will teach, model, and positively reinforce the expectations across environments (circle time, music and movement activities, recess, lunch/snack) so that the guidelines and associated behaviors become part of the program culture (Benedict, Horner, & Squires 2007). Many teachers develop songs and hand movements to go with their expectations. Other approaches include modeling, using puppets, reading stories, and role-playing. Pictures of the children, teachers, and staff demonstrating the expectations can be posted in classrooms and common areas for further encouragement.

To reinforce positive behavior and to bring the actions to children's attention, it is important to verbally acknowledge children and adults when they demonstrate expectations. When a child's behavior reflects a great example of an expectation such as "Be a Friend"-like helping another child clean up a spill at lunch or inviting a new child to build a block tower-teachers can write a note of thanks or give the child an opportunity to wear a "Super Friend" cape. A bulletin board in a common area provides a public place to post notecards recognizing adults who demonstrate examples of meeting program expectations ("Miss Wilma was a helper today when she fixed Erin's hearing device!").

To be culturally responsive, it is important that expectations reflect the values and cultures of families and teachers and other staff in the school. For example, in the African American culture, in which community is valued over independence (Ford & Kea 2009), guidelines for some activities (like snack) may emphasize relationship-building behaviors-passing the food bowl-over independent adaptive skills-taking an appropriate portion of a self-serve snack.

Develop and teach empathy

Another culturally responsive strategy for supporting positive relationships is empathy-concern for others arising from an emotional connection. Empathetic individuals apply interpersonal sensitivity to understand the experiences of others in order to provide support or assistance (Berliner & Materson 2015). Researchers have long theorized that empathy is a critical component in teacher effectiveness in urban settings, positively impacting teachers' dispositions in interactions with students of color (Warren 2014). Thus, it is important for teachers in urban settings to model and encourage empathy to foster a culturally responsive classroom environment.

To develop and teach empathy, teachers first have to know themselves (Derman-Sparks & Edwards 2009). It is necessary for teachers to engage in critical self-reflection to uncover implicit personal biases and assumptions, and bridge understanding across cultural groups (Cooper, He, & Levin 2011; Price 2015). Whether subconscious or explicit, teachers' negative perceptions about children who differ from them in terms of culture, race, or ethnic identity can impact the teachers' ability to teach effectively and create empathetic classrooms.

Teachers can help children learn empathetic behavior by modeling warm and responsive actions, like anticipating and responding promptly to children's needs and worries, and greeting children with a smile (Twardosz 2005). Using storybooks, games, and music is another way to teach empathy. Teachers can create lessons and activities that highlight respect, kindness, compassion, and responsibility-and help children discover similarities with peers from different backgrounds (Berliner & Materson 2015). Teachers can ponder reflective questions, such as, What are my initial reactions to this child and her family?, What do my reactions tell me about my personal beliefs and assumptions?, and What can I do to build the child's and family's trust? (Collins, Arthur, & Wong-Wylie 2010; Price 2015). Although there is work to be done to unpack the contextual factors that may explain why African American boys are expelled and suspended at a higher rate than other preschool children, self-reflective questions like these and those offered throughout Anti-Bias Education for Young Children and Ourselves (Derman Sparks & Edwards 2009) are one place to start.

It is necessary for teachers to engage in critical self-reflection to uncover implicit personal biases and assumptions.

Historically, picture books have featured mostly white characters (Larrick 1965). When choosing high-quality books for the classroom, make sure that the characters reflect the ethnic makeup of your classroom (Larrick 1965; Koss 2014), as it is important for all children, and particularly those of color, to "see themselves" in books. During these lessons, teachers can teach relevant emotion vocabulary (Joseph, Strain, & Ostrosky 2008), read books, and sing songs that reflect the children's cultures. According to the tenets of Afrocentric teaching-which harnesses the skills African American children bring to schools to engage them in the classroom experience (Ford & Kea 2009)-combining music with creative movement, mime, and dance is a form of expression for many African American children and engages them in shared affective experiences that are useful for empathy development (Boykin 1994; Laird 2015).

For example, in a jubilant rendition, Miles and Carmen share a toy drum and a tambourine as they dance to a popular song heard in their communities. The song promotes unity, friendship, and love. Through group music making, children can express feelings and connect with the feelings of others, promoting positive social and emotional development.

Additional Resources

Center for the Social and Emotional Foundations for Early Learning (CSEFEL)- http://csefel.vanderbilt.edu

Technical Assistance Center on Social Emotional Intervention (TACSEI)- http://challengingbehavior.fmhi.usf.edu

Pyramid Model Consortium- www.pyramidmodel.org

Perspective taking

A fourth culturally responsive strategy, perspective taking, has been defined as the capacity to understand another's thoughts, feelings, or internal states (DeBernardis, Hayes, & Fryling 2014). Through the use of affective statements, teachers can reframe a child's challenging behavior and focus on the child's internal state. Affective statements are "I" statements that express a feeling, precisely describe a child's behavior, and make the child aware of the positive or negative impact of the behavior (Costello, Wachtel, & Wachtel 2009). Take, for example, a child who often transitions from lunch to outdoor time by pushing his way through classmates to discard his trash and dash to the playground door. A teacher might say, "Stop running in the classroom. When you run in the classroom, our friends are not safe." To reframe the child's behavior, the teacher might consider that the child is excited to play outside. From this perspective, the teacher could rephrase her statement: "I see that you are really excited about going outside. Thank you for putting your dish in the trash, but please remember to use your walking feet and move around your friends." When teachers use affective statements to reframe a child's challenging behavior, it demonstrates their understanding of the child's perspective. Miles's teacher used an affective statement that considered his perspective about morning circle when she stated, "Miles, I see that you are upset because you do not want to sit at morning circle and want to play with the musical instruments instead."

Using group time to discuss conflict

The final culturally responsive strategy drawing from the pyramid model framework is using group time to resolve conflict. This allows for a restorative justice approach, which offers those involved in the conflict an opportunity for reconciliation. Although many children benefit from the use of group time to address conflict and this approach can promote inclusion, as opposed to exclusion (e.g., time out), as a response to challenging behavior, it is important to develop methods and awareness so children do not feel shamed during the process but rather part of a trusting community of problem solvers. When done well, problem solving as a group can foster active engagement and learning and enable children and adults to build strong relationships. The teacher can establish the tone for the group by reading a poem about friendship or sharing a culturally relevant and familiar quote from a song, movie, or book. Next, it is helpful to remind children of the expectations for the discussion: "We've been practicing how to listen and how to talk at group time. Let's remember to wait calmly for our turn to speak, make eye contact with the person to whom we're talking, and use kind words." In some cases, teachers can minimize challenging behavior by conducting group time prior to situations with potential for challenging behavior (before a field trip, in the beginning of the school year, prior to implementing a change to the environment) (Costello, Wachtel, & Wachtel 2009; Pautz 2009).

Conclusion

Young children with challenging behavior are often rejected by their peers and receive less positive feedback from teachers than their peers do (Hemmeter, Ostrosky, & Fox 2006). Early childhood classrooms are a primary setting for teaching skills that are critical for young children's social and emotional development. Given the large amount of time many children spend in these settings, it is important that strong, positive teacher-child relationships be nurtured to ensure that children receive the support needed to promote positive social and emotional development (Bronfenbrenner 1977) and school readiness in general (Williford et al. 2013). Practitioners in urban settings play a valuable role in young children's social and emotional development by providing supports that are relevant and appropriate.

The five culturally responsive strategies described in this article can guide teachers in creating a classroom atmosphere that not only responds to children's challenging behaviors but also anticipates their needs. Implementation of these strategies helps teachers initiate sustainable relationships and nurturing classrooms where all children are valued and have opportunities to grow and develop. The more children get together and engage in prosocial interactions with teachers and peers, the happier everyone will truly be.

References

Benedict, E.A., R.H. Horner, & J.K. Squires. 2007. "Assessment and Implementation of Positive Behavior Support in Preschools." Topics in Early Childhood Special Education 27 (3): 174-92.

Berliner, R., & T.L. Masterson. 2015. "Review of the Research: Promoting Empathy Development in the Early Childhood and Elementary Classroom." Childhood Education 91 (1): 57-64.

Boykin, A.W. 1994. "Afrocultural Expression and Its Implications for Schooling." In Teaching Diverse Populations: Formulating a Knowledge Base, eds. E.R. Hollins, J.E. King, & W.C. Hayman, 243-56. Albany: State University of New York Press.

Bronfenbrenner, U. 1977. "Toward an Experimental Ecology of Human Development." American Psychologist 32 (7): 515-31.

Children's Defense Fund. 2014. The State of America's Children. Washington, DC: Children's Defense Fund. www.childrensdefense.org/library/state-of-americas-children/2014-soac.pdf.
Collins, S., N. Arthur, & G. Wong-Wylie. 2010. "Enhancing Reflective Practice in Multicultural Counseling Through Cultural Auditing." Journal of Counseling and Development 88 (3): 340-47.

Cooper, J.E., Y. He, & B.B. Levin. 2011. Developing Critical Cultural Competence: A Guide for 21st Century Educators. Thousand Oaks, CA: Sage.

Copple, C., & S. Bredekamp, eds. 2009. Developmentally Appropriate Practice in Early Childhood Programs Serving Children From Birth Through Age 8. 3rd ed. Washington, DC: National Association for the Education of Young Children.

Costello, B., J. Wachtel, & T. Wachtel. 2009. The Restorative Practices Handbook for Teachers, Disciplinarians, and Administrators. Bethlehem, PA: International Institute for Restorative Practices.

DeBernardis, G.M., L.J. Hayes, & M.J. Fryling. 2014. "Perspective Taking as a Continuum." Psychological Record 64 (1): 123-31.

Derman-Sparks, L., & J.O. Edwards. 2009. Anti-Bias Education for Young Children and Ourselves. Washington, DC: National Association for the Education of Young Children.

Dixon, H. 2016. "Making Peace in Kindergarten: Social and Emotional Growth for All Learners." Young Children 71 (4): 57-66. www.naeyc.org/yc/pastissues.

Fantuzzo, J., R. Bulotsky-Shearer, P. McDermott, C. McWayne, D. Frye, & S. Perlman. 2007. "Investigation of Dimensions of Social-Emotional Classroom Behavior and School Readiness for Low-Income Urban Preschool Children." School Psychology Review 36 (1): 44-62.

Ford , D.Y., & C.D. Kea. 2009. "Creating Culturally Responsive Instruction: For Students' and Teachers' Sakes." Focus on Exceptional Children 41 (9): 1-16.

Fox, L., G. Dunlap, & D. Powell. 2002. "Young Children With Challenging Behavior: Issues and Considerations for Behavior Support." Journal of Positive Behavior Interventions 4 (4): 208-17.

Fox, L., & M.L. Hemmeter. 2009. "A Program-Wide Model for Supporting Social Emotional Development and Addressing Challenging Behavior in Early Childhood Settings." In Handbook of Positive Behavior Support, eds. W. Sailor, G. Dunlap, G. Sugai, & R. Horner, 177-202. New York: Springer.

Gay, G. 2002. "Preparing for Culturally Responsive Teaching." Journal of Teacher Education 53 (2): 106-16.

Gilliam, W.S. 2005. Prekindergartners Left Behind: Expulsion Rates in the State in Prekindergarten Programs. New Haven, CT: Yale University Child Study Center.

Hemmeter, M.L., M.M. Ostrosky, & L. Fox. 2006. "Social and Emotional Foundations for Early Learning: A Conceptual Model for Intervention." School Psychology Review 35 (4): 583-601.

Joseph, G., P. Strain, & M.M. Ostrosky. 2008. Fostering Emotional Literacy in Young Children: Labeling Emotions. What Works Brief #21. Champaign, IL: Center on the Social and Emotional Foundations of Learning. http://csefel.vanderbilt.edu/kits/wwbtk21.pdf.

Koss, M. 2014. "Diversity in Contemporary Picture Books: A Content Analysis." Journal of Children's Literature 41 (1): 32-42.

Laird, L. 2015. "Empathy in the Classroom: Can Music Bring Us More in Tune With One Another?" Music Educators Journal 101 (4): 56-61.

Larrick, N. 1965. "The All-White World of Children's Books." Saturday Review (1): 63-65.

NAEYC (National Association for the Education of Young Children). 1995. "Responding to Linguistic and Cultural Diversity. Recommendations for Effective Early Childhood Education." Position statement. Washington DC: NAEYC. https://www.naeyc.org/files/naeyc/file/positions/PSDIV98.PDF.

Pautz, M.-I. 2009. "Empowering the Next Generation: Restorative Practices in a Preschool." Restorative Practices EForum. www.iirp.edu/iirpWebsites/web/uploads/article_pdfs/93908_rp_preschool.pdf.

Powell, D., G. Dunlap, & L. Fox. 2006. "Prevention and Intervention for the Challenging Behaviors of Toddlers and Preschoolers." Infants and Young Children 19 (1): 25-35.

Price, C. 2015. "Reflective Questions for Early Interventionists and Early Childhood Special Educators." Presentation at the Annual International Conference of the Division for Early Childhood of the Council for Exceptional Children, in Atlanta, Georgia.

Steed, E.A., & T. Pomerleau. 2012. Preschool-Wide Evaluation Tool (PreSet) Manual, Research Edition: Assessing Universal Program-Wide Positive Behavior Support in Early Childhood. Baltimore, MD: Brookes.

Twardosz, S. 2005. Expressing Warmth and Affection to Children. What Works Brief #20. Nashville, TN: Center on the Social and Emotional Foundations for Early Learning. http://csefel.vanderbilt.edu/briefs/wwb20.pdf.

Voorhees, M.D., L.V. Walker, M.E. Snell, & C.G. Smith. 2013. "A Demonstration of Individualized Positive Behavior Support Interventions by Head Start Staff to Address Children's Challenging Behavior." Research and Practice for Persons With Severe Disabilities 38 (3): 173-85.

Warren, C.A. 2014. "Towards a Pedagogy for the Application of Empathy in Culturally Diverse Classrooms." Urban Review 46 (3): 395-419.

Williford, A.P., M.F. Maier, J.T. Downer, R.C. Pianta, & C. Howes. 2013. "Understanding How Children's Engagement and Teachers' Interactions Combine to Predict School Readiness." Journal of Applied Developmental Psychology 34 (6): 299-309.

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Culturally Responsive Strategies to Support Young Children with Challenging Behavior

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Challenging behavior can signal difficulty with social and emotional adjustment-foundational competencies that are linked to children's school readiness and later school success.

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NAEYC's online professional development introduces early childhood educators to core ideas from NAEYC's position statements, books, journals and more. Designed with busy educators in mind, our online resources provide self-paced, interactive learning that connects professional knowledge to daily practice through practical strategies that bolster best instructional approaches.

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NAEYC's online professional development introduces early childhood educators to core ideas from NAEYC's position statements, books, journals and more. Designed with busy educators in mind, our online resources provide self-paced, interactive learning that connects professional knowledge to daily practice through practical strategies that bolster best instructional approaches.

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Get on the Early Childhood Bus | Erikson Institute

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A podcast from Erikson Institute sharing the stories and the science on why we need to prioritize the well-being of infants and toddlers.

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Hi, I'm Danielle Nuhfer. I help school leaders retain their best teachers by building programs into the teacher training that prioritizes teacher wellbeing. I do this by working as a school & teacher wellness coach. It's not enough to provide teachers with some free yoga class or once and done

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Hi, I'm Danielle Nuhfer. I help school leaders retain their best teachers by building programs into the teacher training that prioritizes teacher wellbeing. I do this by working as a school & teacher wellness coach. It's not enough to provide teachers with some free yoga class or once and done

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The Burned-In Teacher Podcast is for educators who want to talk about practical ways to break the cycle of burnout and find fulfillment in teaching and in life.

Ever wish you had a teacher burnout coach with over a decade of teaching experience to teach you all there is to know about managing your teacher burnout? That's exactly what you'll get when you tune into The Burned-In Teacher Podcast.

This podcast is for you if you have questions like, how do I recover from teacher burnout? How do I avoid negativity in my school? How do I manage my time as a teacher? How do I stop teacher burnout?

Hosted by a classroom teacher herself, Amber Harper will break down the challenging task of beating your teacher burnout into actionable steps that you can use today. Listen today for action, inspiration, and support as Amber teaches you how to navigate the tricky journey that is teaching and help you discover your path to becoming a Burned-In Teacher.

Discover why thousands of teachers from around the world have turned to Amber for guidance when it comes to all things teacher burnout, including her book Hacking Teacher Burnout and her online course Burned-In Teacher University. Whether you're a brand new teacher, have reached that pivotal 3-5 year teaching mark, or are a veteran teacher looking to reignite your passion for teaching and living your best life, each episode is designed to help you take your next best step towards a more fulfilling career in education and in life.

You can follow Amber on Instagram @burnedinteacher. To work with Amber go to www.burnedinteacher.com.

Absolutely love this podcast!

I bought Amber's book and course, and now I am making my way through her podcast. Teaching during COVID made me consider leaving the profession, but using Amber's system has allowed me to battle back and fall in love with my job again. The ideas are actionable and I love her interviews with teachers who were burned out but used her system to battle their way back.

Love this podcast!

Loving Teaching Again

I am so happy that I found the BIT podcast. I am falling back in love with teaching and not feeling as overwhelmed with the daily tasks both in and out of school. I am actually ahead of the game for the upcoming year due to strategies that I have learned through this podcast and university! This is a great resource for new teachers who can start solid systems now and for us veteran teachers, a way for us to remember why we do what we do... and not allow us to just be living for our summers! Thanks, Amber ❤️

Thank you so much!!

Amber, I am so thankful that I have found your podcast! It has helped me learn the importance of work/life balance and inspires me everyday to continue to work through my burnout! Thank you so much for everything that you do for teachers!

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the burned-in teacher podcast with amber harper

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‎The Burned-In Teacher Podcast with Amber Harper on Apple Podcasts

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The Burned-In Teacher Podcast is for educators who want to talk about practical ways to break the cycle of burnout and find fulfillment in teaching and in life. Ever wish you had a teacher burnout coach with over a decade of teaching experience to teach you all there is to know about managing your...

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Onward: Cultivating Emotional Resilience in Educators” by Elena Aguilar

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Guided Meditation For Teachers on Letting the School Day Be Easy