Podcast

Mary Beth Kelley and Martha Moriarty share common red flags for Attention Deficit Hyperactivity Disorder and who should make the diagnosis. Cindy Croft and Priscilla Weigel facilitate the conversation with their guests and discuss common misconceptions between a learning disability and ADHD. ADHD as a disorder is defined and the process of a diagnosis is covered based on the criteria in the DSM-V.

Cindy Croft and Priscilla Weigel welcome guests Martha Moriarty and Mary Beth Kelley from the Learning Disabilities Association of Minnesota for further discussion on what a learning disability may look like in young children. We will also discuss what the road to diagnosis can look like for families.

Cindy Croft and Priscilla Weigel welcome special guests Martha Moriarty and Mary Beth Kelley from the Learning Disabilities Association of Minnesota. This podcast series begins with an overview of services that this organization provides to children and adults of all ages in Minnesota.

In the second part of our series on using therapeutic language with young children, Colleen Dockendorf is a guest speaker with Cindy Croft and Priscilla Weigel. She will discuss specific ways to use therapeutic language as a philosophical framework to help you transform your interactions with children. Please listen for some practical ways to promote emotional literacy in young children, particularly those who need to communicate 'big' feelings.

Cindy Croft, Priscilla Weigel and guest Colleen Dockendorf discuss this positive and intentional tool for calming dysregulation in young children. In the two-part podcast series, we will discuss the definition of therapeutic language and how benefits children in their social emotional development. In particular, we will discuss situations where our words can diffuse a situation for young children and help them feel safe and secure.

In this podcast, Cindy and Priscilla encourage listeners to have confidence in your skills and abilities to provide an environment that gives children what they need based on developmentally appropriate practice rather than whatever the 'prevailing winds" may be. When it comes to the push for academics, we need to trust our early childhood education and training in what children need most to be successful learners in our environments. We also need to learn to articulate why our practices are part of 'readiness' for children along all their developmental domains.