Welcome to Inclusion Matters, a podcast about childrens development

from the Center for Inclusive Childcare.

Welcome to Inclusion Matters, a podcast for the Center for

Inclusive Child Care.

I'm Priscilla Weigel.

And I'm here again with Vicki Thrasher Cronin, our dear friend

and colleague.

And we're talking about the family child care setting.

And we know that often times, I think a lot of the trainings

and supports that are out there are really focused to more

of a Center based.

And it's great to have someone who's really lived it and

experienced the success of providing quality for all, as

we like to say here at the Center for Inclusive Childcare.

So, Vicky, I'm glad you're here with us today.

And I look forward to talking more about environment.

Well, I'm excited to talk with you about environment.

Good.

So as we begin in our recent podcast together, we talked

about just really looking at the attitude of the provider

before enduring somewhat.

You shared your own experience of just the building of a

program that rooms really accepting of children of all abilities.

And as you noted, in the family child care situations across

the state and across the country, that kind of as an essential

it's already there. Multiple abilities and levels of learning

are happening.

But then you throw in a few other things, and it can make

it a little challenging because you're by yourself.

So today we're going to talk about setting up your environment

to kind of support you as the teacher and the provider and

the educator, and that nurturer so that it doesn't feel so

overwhelming. But you feel like we can do this.

We've got this.

So what are some things that come to mind as you think about

the setting that are those tips for setting it up for success?

Well, I think the setting becomes like the palette, the artist.

And you look at it and you start to decide what the colors

are going to be, what you're going to do with it.

And the children really become your partners in that because

the children know what they want to do.

And the children know with your guidance how to be with each

other. And in building the friendships that they have with

each other, they can become your partner in helping you have

what you need for each child most of the time.

So it really is you who sets the stage for that.

And at least for me, instead of thinking of it as an environment

that I was adapting to the needs of a child, it was the environment

that supported the child.

So there really wasn't an adaptation involved so much.

I mean, granted, sometimes you have to have a ramp or sometimes

you have to have a schedule for medications or they're all

kinds of exceptions.

But at the same time, the children learn all of that along

with you scripting as you're doing what you're doing with

each child really helps children become partners with you.

If I'm changing a diaper on Joey, you know, I can say to

Joey, you know, Joey, we're going to wrap this up pretty

quick now because Emma is waiting for us.

Emma needs our help with the block.

So we're going from here to Emma, and it really helps Emma

know, as a two-year-old or a three-year-old or an 18 month

old that I see her, I'm thinking about her.

We're going to come to her and the baby.

The baby doesn't care so much about what I say, but rather

 my face, my tone of voice.

And I do like to say my script fitting what it is that we're

doing and moving to next.

And it's not just Emma who hears that.

Everyone hears.

That one does.

And then as we get over to Emma, we can talk to Emma about

we just heard something else happen.

I'm going to help you here.

I'm going to move over and do this.

And then I'm coming back.

These are my words.

These are my words.

Today, when you're actually in it, you have your own words.

You have your own phrases.

The children learn that from you guidance, and you start

to hear them saying your words.

Actually, children teach us a lot about what we say because

they say it.

And so we know that we have to also monitor that.

I love the way you're reassuring the whole group that you're

in charge as well.

And I think that not in charge in a restrictive, authoritarian

way. But you know what, guys?

I've got this.

Even though it seems that I'm far from you over there because

I'm changing this baby, I still see all that's going on,

and I can still talk to you, and you can still see me, and

I can still hear you.

So just that whole the reassurance of that adult who has

things under control.

We know, especially children who may have special needs that

can be a little disconcerting to peers.

It can be overwhelming for the child themselves, because

they're in this setting going, Is someone going to get me?

Is someone going to know what I need when I need it?

How are they going to take care of me?

And so with your tone and that reassurance and that script

you just shared, it just says, you know what?

Vicky is going to take care of everybody.

Everyone can sigh and relax.

And I think it's important to see your role as that of a

facilitator of building cooperation, building, love, building

 vision about seeing what children need.

You aren't alone.

You do have all of these other little eyes.

I'm sure you've had experiences with an 18 month old going

and getting a diaper for you because you've said something

or they know that that's what's next.

You need the diaper to change an infant so they're far more

able then we think they are.

And if we start giving ourselves to that role, the children

find it, and then they start helping each other.

When we have a child who does have some behavior issues that

concern the children or concern parents, we do have to

come up with a plan, and that plan needs to be with the child

as well as any other or any outsiders.

But we need to be able to have a plan for success for that

child. And we need to have resources.

We need resources to help us.

And an example of that is the Center for Inclusive Child

Care and getting in touch with them.

If you have some concerns and we're here, we are here to

answer those concerns and try to brainstorm together with

you, either through our coaching or our tip sheets or self

studies or just a phone conversation with one of our team.

Excuse me for interrupting, but I don't want to forget to

say your tip sheets.

They are fabulous.

I can't tell you how many times as a coach with CICC that

I referred people to the website where you can just go and

touch it and it's right there.

You also can print it and then share it to a parent.

And it's something that says to the parent, You see, I'm

looking at this, and it's a handout that can be shared with

all of the parents.

True.

True.

So that they know you got this.

You're learning about this, and it tells the parents who

are concerned.

Feel free to let me know you're concerned because your help

will be very helpful to me.

I appreciate your concern.

Yeah, I am alone.

I am alone with the children in our partnership.

So I appreciate your insight that welcomes parents to give

you thoughts.

I've learned as a parent educator that parents have the same

concern talking to us as a child care provider that we have

often in talking with the parent.

You know, that Street is uncomfortable on both sides.

Yeah, that's a good point.

Sometimes we just have to be the one that that names it and

say, This is hard to talk about, and I understand that.

And actually, sometimes it's hard for me to talk about.

But what I know is we have to talk about it.

Yeah.

Well, you know, Vicky, once again, you've created another

topic for a podcast by just what we've ended on is just that

whole parent communication piece.

And how do you bring up those tough conversations?

So I look forward to having you back again and sharing more

of your wisdom with us.

So thank you for being here.

You're so Welcome.

I look forward to coming back.

Thanks for listening.

For more resources, visit us at Inclusive Childcare org.