Kiss-and-Go Lane

Some of my favorite conversations happen in the Kiss-and-Go Lane. My little one and I have some of the best talks in the car on our way to and from school. Arrivals, departures, and waiting in the Kiss-and-Go Lane are routines during the day when we share with each other. Some might call it “small talk.” Personally, there doesn’t seem to me anything “small” about connecting with another human over talk. From the cashier to the baby in the stroller, I’m that person in the grocery store line who is talking with others. I love to talk with people. Having conversations is what we do as educators and students. We learn from one another.

I had a chance to talk with people about podcasting at the National Center for Families Learning (NCFL) annual meeting (Macy, 2023). It was such a fun conversation that I went home and wrote a paper based on a podcast I use in the university classes I teach. If you’re interested in using podcasts with coursework and curriculum follow the link to the Macy (2025) paper: “Let’s give them something to talk about: Podcasting as a form of pedagogy” (clink on the bold title for link to article).

One of my favorite things that students tell me is how they listen to the “audio only” of the BUTTERCUP iTunes show in their cars. I too listen to the BUTTERCUP podcast and others in my car. As I leave the Kiss-and-Go Lane waving goodbye to my little one, I am tuning into conversations about early childhood topics.

This year marks ten years that I’ve been doing the BUTTERCUP podcast. The exquisite researcher and author of many best-selling books, Ellen Galinksy, was my first guest. Hard to believe that was ten years ago. I’ve learned some things about conversations since I started the podcast in 2015. Here are a few.

• Be prepared. Before every conversation with a guest of the BUTTERCUP podcast, I try to read everything I can that my guest has written. I become a student of that person. I can hear it in my voice and see it in my eyes when I watch the podcast how impressed I am with the person. I’m mesmerized by what each of them has accomplished, but most importantly for who they are. Each one is inspirational and worth knowing and learning from in this platform.

• It’s okay to make mistakes. It is acceptable not knowing something, or making a mistake. Vulnerability. Sam Donaldson talked about being vulnerable when he was on the podcast. He shared this wisdom with me and said, “The more you let someone in to your life, the more they'll let you in to their life.” He has had many convos in his years as an award winning journalist. Check out his episode 12 (below) if you want to hear more things from Mr. Donaldson.

• Edit or cut content, if necessary. There is only one take per episode of the BUTTERCUP podcast. Professional podcasters and producers may have multiple takes and/or tools for production. I’m not a professional or have any formal training in podcast production. My husband, Robert, is the producer and he too has no formal training in podcasting. Everything we know about podcasting is what we have taught ourselves from trips to the library and YouTube videos, as well as professional advice and tips from our friend Garrett Weinzierl (episode 5 below). There is only minor editing of the BUTTERCUP podcast. I try to keep it as organic as possible, but sometimes editing/cutting is necessary. For example, I have terrible habits of fidgeting and saying “Umm” when I get excited and the ideas come faster than the words out of my mouth. If it is too distracting, we cut it from the podcast.

I make the BUTTERCUP podcast for my college students, but the audience has grown to parents and teachers. Last time I checked the analytics, there were over 12,000 listeners who have tuned in since 2015. All I can say is…Thank You! With immense gratitude to my guests who share their work and time, as well as the people who listen to our conversations. Thank you.

Can “small talk” make a difference in someone’s day? For me it does. I hope listeners take something good away from listening to podcast conversations. I’ve got a hunch… good conversations with our children can make a positive impact.

I took this picture on a rainy day in Lombardia with sunshine playing peek-a-boo with the clouds. I was here for an international conference where I did a presentation sharing the podcasting topic with an audience of higher education faculty. I won an award for best paper presentation (Macy, 2025).

Podcast paper appears in the Journal of Early Childhood Teacher Education (JECTE).

I’m honored to join the JECTE editorial board and begin my four year term.

Thank you to the amazing guests who share their work and stories on the BUTTERCUP podcast. I am grateful for our conversations and your trailblazing work in our field. Click on the person’s name if you would like to hear the conversation.

1. Ellen Galinsky

2. Toni Linder

3. Stefano Bagnato

4. Kristie Pretti-Frontczak

5. Garrett Weinzierl

6. Kurt Kondrich

7. Kevin Marks

8. Mary Jo Huff

9. Robert Gallen

10. Craig Ramey

11. Frances Page Glascoe

12. Sam Donaldson

13. Matt de la Pena

14. Jane Squires

15. Jean Feldman

16. Lou Mongello

17. Laurie Berkner

18. Steve Songs

19. Andrea and Cristina Lou Pepper

20. Natasha Wing

21. Diane Bricker

22. Rick Kubina

23. Hill Walker

24. Anna Eskamani

25. Shantel Hebert-Magee

26. Marie Tourell Soderberg

27. Jennifer Goldfinger

28. DJ Eagle Bear Vanas

29. Paul Dworkin

30. David Lawrence Jr.

31. Amanda Wilkerson

32. DeShawn Chapman

33. Shalander Samuels

34. Julie Wei

35. Harris Rosen

36. Chuck Dziuban

37. Arthur Sims

38. Bill Isler

39. Zibby Owens

40. Sylvia Acevedo

41. Celeste Headlee

42. David Dotson

43. Jennifer Ledford

44. Michael Linden

45. Olivia Okolue

46. Tony Orengo

48. Rhian Evans Allvin

49. Bo Stjerne Thomsen

50. Natalie Danner

51. Chrisanne Gayl

52. Walter Gilliam

53. Timothy Almon Askew

54. Al Spain

55. Iheoma U. Iruka

56. Michelle Kang

57. Emer Ring

58. Edward Melhuish

59. Scott McConnell

60. Robin McWilliam

61. Alessandra Landini

62. Danila Crespin Zidovsky

63. Emily Wiklund Hayhurst

64. Ann Anderson Berry

65. Ilene Schwartz

66. Micki M. Ostrosky

67. Anne Hillerman

68. Scott Chamberlin

69. Junlei Li

70. Sarah Browne

71. Ehichoya “Ehi” Edokhamhen

72. Jessie Brewster

73. Ruth Troyanek

74. Kine Melfaldn Tveten

75. Isabel María Gómez Barreto

76. Carlos Montoya-Fernández

77. Ana Maria Seranno

78. Denise Luscombe

79. Demet Gülaldi

I have a favor to ask you. Yes, YOU! If there is a topic or person you’d like to appear on the BUTTERCUP podcast, please reach out to me and share your thoughts.

P.S. If you are coming to the DEC conference this fall (2025), pretty please stop by my session entitled, “How can we use podcasts with implications for pre-service professionals?” 

References

Macy, M. (2023, October). Airtime for professionals via podcasting. National Center for Families Learning (NCFL) conference in Omaha, NE.

Macy, M. (2025). Let’s give them something to talk about: Podcasting as a form of pedagogy. Journal of Early Childhood Teacher Education, 46(2), 243-252.  https://doi.org/10.1080/10901027.2024.2410000  

Macy, M. (2025, May). Using a podcast to increase engagement in professional development and implications for early childhood workforce development. International Conference on Online Learning and Teaching (ICOLT - 25) in Milan, Italy. Award for Best Paper Presentation.

Graduation Day

“Nobody can take your education away from you.” This sentence was shared with me often by my parents when I was in middle and high school. They wanted me to go to college and get a degree. They did not care in what field I received a degree. They just wanted good things for me and that included a college education. I am a first-generation college graduate being the first in my immediate family to earn a college degree. Neither of my parents (or grandparents) graduated from college.

Graduation day is a celebration! I’m so excited that my nephew and Godson will be graduating from college this month (first grandchild of my parents to earn a college degree), along with my niece graduating from high school. I can’t wait to be with both of them to celebrate their accomplishments that they worked so hard to achieve. Congratulations!

Accessing higher education was a goal that I made for myself when I was 19. I promised my parents that I would go to college. I started out at a community college and then transferred to a 4-year public university in my home state. This allowed me to save money and make college more affordable by working multiple part-time and full-time jobs while I was a student. I became the first in my family to graduate with a 4-year degree. Then I went on to more educational opportunities and obtained my doctorate. Today, I am the John P. Ellbogen Foundation Professor of Early Childhood Education in the College of Education at the University of Wyoming.  

Five things that helped me obtain a college education as a first-generation student are:

~support from my family and friends,

~setting measurable goals and then tracking those goals,

~role models who were doing the job that I wanted,

~seeking mentors and meeting with them on a regular basis, and

~reinforcement by celebrating small and big accomplishments.

Something I tell my daughter and my students is to NEVER GIVE UP. Dream big. Chase those goals. A college degree can open doors to a good life.  

My role model (Mom) and me on graduation day.

A version of this blog post appears in First-Gen Campus Connection at University of Wyoming.

Together We Bloom

Warning. You might feel like you are in a Monet painting when you visit. Reggio Emilia is bursting at the seams with poppies everywhere in springtime.

 If you wonder what Reggio Emilia is like, experience it. Spoiler alert. It’s pretty magical. Seize the day and come to Italy with us where every route is the scenic route. Our group of ten Americans took several routes to learning and professional development while we were in this northern region of Italy called Emilia-Romagna.

 After World War II, people in the Italian town were disgusted by what the war did to their community. They wanted to rebuild. They turned to early childhood education in hope for their future. The Reggio Emilia approach was founded by Loris Malaguzzi and parents from Emilia-Romagna. The “100 Languages” poem (at end) was written by Malaguzzi and conveys some of the philosophy.

Reggio Emilia, Italia.

 An Italian company located in the heart of Reggio Emilia, created a 2-week itinerary for us to experience early childhood education in Italy. Reggio Lingua provided us with a translator during school visits. Being in a place where the primary language spoken everywhere is Italian, gave us English-speaking Americans a feeling of what it might be like for our children and families in U.S.A. whose home language is different from English.

 The people of Reggio Emilia measure the hours in a day by the church bells ringing in their village and rewarding social connections. We met many early childhood professionals from Italy, and around the world, who shared their love for teaching and learning. We explored Reggio Emilia programs for babies, preschoolers, and early elementary school children.

 Teachers gave us a warm “benvenuti” when they welcomed us in their schools, and they shared with us like we were their long-lost cousins with endless things to talk about. Early childhood professionals in Reggio Emilia took care in discussing what it’s like to teach in Italy, as well as special routines and rituals. One of my favorites was spending mealtime with them.

 We got to experience meals with Reggio Emilia educators and children. Mealtimes are a revered ritual in Italian culture. All day long, but especially during meals, their class family gathered where stories were the focal point (oh and delicious food too). They showed how food can bring people together.

 Benvenuti was how the children welcomed us too. The bambini, little ones, talked with us about their interests during mealtime conversations around the table. Children showed us the things they were proud of in their classrooms.

Here are ideas I took away from early childhood professionals and children in Reggio Emilia, Italy:

1.      Play is a universal language. Children speak the language of play fluently.

2.      Attuned caregiving starts with listening. If you listen carefully to what their behavior is saying, children communicate their wants and needs.

3.      Observation during children’s familiar routines and activities can be the basis for accurate assessment.

4.      Inclusion means we are creating a sense of belonging for everyone together.

5.      All members of the community are responsible for creating a healthy and happy environment where everybody can grow.

6.      Professional well-being and care strengthens the overall community.

7.      Kindness is spoken in hearts of early childhood professionals when families are respected in little and big ways.

Sometimes it’s necessary to explore afar in order to journey within. Our American delegation went to Italy together, and we collaborated with one another before, during, and after our time in Italy. In addition to expanding ideas about teaching, the trip to Italy with other professionals gave us time to reinforce the bonds we have with one another. I feel like our community of practice at home got stronger from going on location in Italy together. This shared experience was both personally and professionally rewarding for me. I now have nine American friends that I can say, “remember when we were in Italy and we (fill in the blank).” For example, “Remember when we were in Italy and we ate Erbazzone Reggiano out of a paper bag while watching Reggiani ride their bikes that were decorated in flowers like a parade float in front of the Reggio Emilia Opera House?”

 Speaking of music. One of my favorite songs to sing with children (and anyone who will sing along) is, “The More We Get Together.” The lyrics of the song highlight the importance of togetherness. Together we learn. Together we teach. Together we make a difference for children and families. All together. Together we bloom into the best version of ourselves. “The more we get together, the happier we will be.”

“The Beauty of the World Lies in the Diversity of Its People” (bulletin board at Northlake Park Elementary in Orlando, Florida)

Note: I wrote this for the Buffett Early Childhood Institute blog. Click on this link if you want to read it on the Buffett Institute website. Thank you Erin Duffy and Buffett team for inviting me to share this experience with your readers.

Reggio Emilia countryside.

Me stepping into a Monet painting in Reggio Emilia in the spring.

Things You Can Learn From Eating Lunch in the Teacher’s Lounge

I was a substitute teacher for a year and a half after college. It is one of the best experiences I could have ever imagined for preparing me for a career in education. One thing I learned during that time was how important other teachers would be in my life. We learn from each other.

 One of the best places to learn about a school’s culture is in the teacher lunch room. It was tempting to sit at the desk in the classroom and eat lunch by myself while grading papers or looking over afternoon lesson plans. However, I decided early on that I needed to eat lunch with other teachers to learn all I could from them. I didn’t know at the time that it was helping to acculturate me to the profession.

 They shared things like how to remove gum from classroom furniture. They told me the best place to get banners for bulletin boards. They explained ways to identify lice in the environment, my hair, and children’s hair.

 The things I have learned from my fellow educators is a treasure trove of information that are best found in the daily interactions that make up our working lives.

 Thank you, teacher friends. I think the world of you.

Photo credit: Erika Pritchard.

The Day I Went to Harvard

“Learn to Change the World,” were the words on flags that hung from lamp posts on tree lined streets in Cambridge, Massachusetts. These inspirational words struck a nerve for me the day I went to Harvard. Economic prosperity for a community hinges on early childhood care for families. The reason I went to Harvard is to learn more about how children, families, and neighborhoods can prosper in rural areas.

Taking a selfie with my Harvard CEEL profs. Finally got to meet these incredible people in person after taking their classes for 2 years online trough Harvard Graduate School of Education. Left to right: me, Dr. Danila Crespin Zidovsky, and Dr. Emily Wiklund Hayhurst from Harvard and Saul Zaentz Early Education Initiative.

I learned about ‘Strengthening State and City Early Education Systems and Policy for Today & Tomorrow’ from emails I received from Zaentz Early Education Initiative at Harvard Graduate School of Education.

During the COVID-19 pandemic I was part of a certificate program called, Certificate in Early Education Leadership (CEEL). It took me about 2 years and 15 classes to earn the CEEL. I learned tons of cool things in this program about policy work, and how to advocate and serve children and their families.

CEEL prof: Dr. Nonie Lesaux

I developed a proposal to create a cross sector team who could explore workforce development that could benefit children and families in rural areas. Education, business, and health coming together to address the needs of our children in rural neighborhoods. The title: Recruitment & Retention of Professionals for Rural Communities in Education, Business, and Health Sectors Serving Young Children and their Families.

The proposal I wrote was accepted and our team attended the ‘Strengthening State and City Early Education Systems and Policy for Today & Tomorrow’ hosted by Zaentz Early Education Initiative at Harvard Graduate School of Education. They accepted 12 proposals. Mine was one of them. Thank you, Zaentz Foundation and team!

My team consisted of: Carime Ruvalcaba (early childhood educator, Cadre member of Buffett Early Childhood Institute, and business owner of Karime Childcare LLC serving children and families whose home language is Spanish), Cathy Lang (executive director of the Nebraska Business Development Center), Dawn Mollenkopf (professor who studies personnel preparation at University of Nebraska Kearney), Nikki Carritt (Assistant Vice Chancellor for Health Workforce Education Relations & Director of Rural Health Initiatives at University of Nebraska Medical Center; Assistant Director of Community Outreach & Engagement of Fred & Pamela Buffett Cancer Center; Nikki leads rural health initiative for University of Nebraska) and I.

“Learn to Change the World”

 Our team had homework assignments and two meetings before we went to Boston. Harvard executive ed programs use case method instruction. We read an in-depth case study about New York’s PreK for All program.

L. to R.: Cathy Lang, Nikki Carritt, me, and Carime Ruvalcaba

My team is trying to develop ways that could help us recruit and retain professionals who can serve children who are multi-language learners and their families in education, rural healthcare, and business to serve our rural communities in Nebraska. Our goal is to expand access and enhance the capacity of higher education to develop a strategic plan for collaboration and forming a rural hub network in Nebraska.

Gutman Library at Harvard is where we worked together with other teams. L. to R.: Cathy Lang, Nikki Carritt, me, and Carime Ruvalcaba

Our schedule for the day.

Our interdisciplinary team is focusing on two areas: (a) discussing policy implications for recruitment and retention of workforce to support regional rural hub model, and (b) creating an action plan to build coordination and expand access to resources for child care, health care, business, and early learning programs in rural areas.

Nikki Carritt (University of Nebraska Medical Center), Charlotte Petty (Harvard Graduate School of Education), and Robin Kane (Harvard Graduate School of Education).

Spectacular teams from Iowa, Colorado, California, Texas, Connecticut, Tennessee, Georgia, Vermont, and Pennsylvania. And of course our team from Nebraska. We did the lightening round with the team from Iowa. So interesting to hear about what the other teams are working on to help children and families.

I love to see Carime Ruvalcaba shine.

Carime and me walking in the snow in Cambridge.

Be ready! You never know who you’ll run into. Nikki and I running into the magnificent Dr.Jack Shonkoff (Harvard professor of pediatrics) at our hotel, The Commander, in Cambridge. He was there for a meeting the day we checked in.

“Our work today is like an intricately woven quilt,” ~Dr. Danila Crespin Zidovsky, Harvard Graduate School of Education.

The day I went to Harvard to explore early childhood education will go in my “smile file” forever. It was wonderful being there with an amazing team to learn from passionate people about how to better serve children and their families. Epic conversations can propel ideas and potential solutions for our rural communities struggling with workforce shortages. Conversations to be continued.

What does Hollywood have to do with Early Childhood Educators and Harvard?
Tune in to episode of BUTTERCUP podcast (click bold link) to hear interview with Harvard profs who provide professional development and resources to educators thanks to a gift from a Hollywood film producer who was a philanthropist, record producer, and won Academy Award 3x. Dr. Danila Crespin Zidovsky and Ms. Emily Wiklund Hayhurst share the Zaentz Early Childhood Initiative and resources for professionals.

Macy, M., Carritt, N., Lang, C., Ruvalcaba, C., & Mollenkop, D. (December, 2023). Recruitment & Retention of Professionals for Rural Communities in Education, Business, and Health Sectors Serving Young Children and their Families. “Strengthening State and City Early Education Systems and Policy for Today and Tomorrow” of Saul Zaentz Early Education Initiative at Harvard Graduate School of Education, Cambridge, Massachusetts.

Young at Art in Heartland

She asked if I’d like to do a hands-on workshop for the virtual conference. Participants are early childhood professionals. I wasn’t sure what I would do to fit their theme, but immediately I said “YES!” Didn’t even have to think twice about accepting her invitation. Of course! I am thrilled anytime someone invites me to play.

Her invitation and request for an activity-based presentation that people can do from their computers for the virtual workshop dovetailed into other projects for which I’ve been spending time on. The projects have to do with two men. Both of them with the name Henri.

Robert Henri was an artist from rural Cozad, NE. His portraits of children grace the walls of the art museum and gallery in the boyhood home where he grew up less than an hour from where I live. My friend, Dr. Dana Vaux from UNK, and I have been doing an experiential education project with our college students who design spaces at the public Henri art museum to create pathways for community engagement for families and children. Our college students in design studio learned about ways to consider the environmental needs of families with infants, toddlers, preschoolers and young children that they incorporated into their design plans. For example, one of our students created a private space for nursing mothers. Another student added soft features like low furniture and pillows for infants and toddlers in the gallery. Partners at the museum listened to all the student pitches and provided input into designs. Students learned how to consider children and families as they design inclusive spaces to promote participation while we also strengthened partnerships with nearby community partners.

Cozad artist, Robert Henri, was a gifted educator who taught many famous artists like Edward Hopper and a group of male and female artists called the “Immortal Eight.” Robert Henri was an educator who is immortalized in the book “Art Spirit” written by his student Margery Ryerson who captured his teaching philosophy and techniques. I love how Robert Henri encouraged female artists in the early 1900s when it was uncommon to do so. I want to share this rich heritage from my state with others.

The other artist is Henri Matisse. He made a comeback at the end of his life when he suffered a setback. His innovative approach to using scissors in his art toward the end of his life to make shapes and designs in primary colors is how he was able to express himself when he became disabled. He was unable to physically do the kind of art he did earlier in his career and discovered he could physically use scissors to express his creativity.

With my two favorite Henris in mind…here is what I came up with for her conference that fit the healthy and fit children theme: Hearts!

The workshop is entitled, “Integrating Assessment with an Embedded Learning Activity: Hula from the Heartland.”

Teachers come to the virtual workshop with materials. Before the workshop their homework is to felt wool. I ask them to get an old sweater made from 100% wool. If they don’t have an old one they can use for this activity, then I encourage them to search for affordable and natural wool. Second hand and consignment shops, as well as tag sales (garage, yard and estate sales) have wool sweaters. It needs to be 100% pure wool in order for this to work. I give them directions to wash their wool at least once on HOT setting of washing machine. More washings is better, but once should be enough. Then throw the sweater in the dryer. When washing and drying is done the sweater shrinks and the fibers become tight and felted.

Once the wool is ready, then we make our hula hearts from the felted wool. What the heck is a hula heart? Early childhood teachers are given homework before the workshop to cut their hearts out of the wool sweater. In the style of Henri Matisse, hearts are cut out in a variety of sizes. No two are alike. That’s it for homework. Next, they hop on zoom for the workshop and bring the wool hula hearts.

Hula Hearts will be used to do Hula from the Heartland. Here in the Midwest we can dance hula to the song, “Pearly Shells.” In addition to the wool, we will need a way to play the Pearly Shells song. I have it on my phone in my music library. This song has come in handy when I play with children. I’ve used it while waiting in lines, playing outdoors at Thanksgiving dinner with family, and more. Good to have songs with finger plays and movement ready for such occasions when you have young children in your life. Chicken dance, hokey pokey, twinkle twinkle, and more are examples of songs that can be used to create interactive activities.

Okay now on to the next thing in our Hula from the Heartland activity. Review vocab. Review hula movements for vocabulary in the song. For example, when hearing the word “shell” bend down and act out picking up a seashell from the beach floor. When hearing the word “ocean,” sway arms and hips to replicate ocean waves. Pretend to use spyglass or binoculars when the word “see” comes up in the song. We practice together the movements. Then we dance hula to the song using hearts as a prop.

We have a conversation about how we can do this with our children. Possible examples are: (a) have children pretend the hearts are pearly shells, (b) teach the hula movements for the song, and (c) incorporate music and movement with fine arts. We talk about universal design elements of the activity for all children, as well as how to individualize for children who need accommodations. We then brainstorm developmental domains that are strengthened from doing Hula from the Heartland. Here is a brief list of what children could develop and learn across areas/domains from this activity:

Fine motor- children pick up shells/hearts with hands and fingers. Pincer grasp (or whole hand adaptation) can be used as toddlers and preschoolers use their eye hand coordination to do that part of the hula dance when they hear the word “shells.” If children have motor skills to do it, have them cut our hearts from the wool.

Gross motor- children will stand during the hula dance with bending and stooping when they pick up shells/hearts from the “beach” floor.

Adaptive- an extension activity could be to eat/drink foods during mealtime from Hawaii, like guava or pineapple juice.

Cognitive- children can discuss shapes and colors of the shells/hearts they find.

Social emotional- ask children to share things they like when they use the heart to share their loves.

Communication- facilitate receptive language by asking children to pick up a shell from the beach (one step direction); facilitate expressive language by having a conversation about beaches or hearts and encourage children be listener when others speak and talk when they have something they’d like to share (turn taking, social rules of communication).

Early literacy- children can learn some lyrics from the song. Extend the activity by incorporating Hawaiian poetry, picture books, and stories with children.

Early math- children learn one-to-one correspondence when they focus on each hula heart. Help them count their shells/hearts. Or facilitate their learning by prompting them to use math skills to talk about sets of hearts and other attributes. The sky is the limit here. Use your imagination and knowledge of your child’s zone of proximal development to individualize for each person based on what they can do.

These 8 areas/domains will be used to monitor what children learn. We can observe children to see how they are developing across the 8 areas. The responsive environment and teachers’ engagement with children are the secret ingredients. Have fun. Always! Children know when we are enthusiastic or just phoning it in. Show them how much you love them by giving each activity thoughtful consideration and your LOVE. We are all young at art when we do hula from the Heartland.

Hearts made from 100% wool.

It’s the Little Things That Count

The power of simple interactions can create a culture of wellness. It’s the little things that count. A smile. Kind words. Laughter. Dr. Shawn Achor says that only a quarter of job success is predicted by IQ, and that 75% of success in the workplace is predicted by social connections, level of optimism, and ability to see stress as a challenge instead of a threat (2011).

Social connections are good for us. Friendships can reduce stress and boost happiness (Achor, 2013, 2018; Alvarado & Shafer, 2017; Kohll, 2018). Training our brains for optimism could be similar to training for an athletic event. After taking a long hiatus from running, I recently started up again to prepare for a Thanksgiving Turkey Trot 5K race. Whenever I have a chance, I lace up my Asics and hit the road for a long and sweaty run. We can do similar things to prepare and train for happiness. Fake it until we make it. Here is a prescription for happiness from researcher, Dr. Achor, to train our brains to have positive and sustainable changes for happiness: (1) meditate (Dweck, 2007), (2) exercise (Babyak et al, 2000), (3) journal (Slatcher & Pennebaker, 2006), (4) practice gratitude (Emmons & McCollough, 2003), and random acts of kindness (Lyubomirsky, 2005).    

Responsive relationships support child development and learning (Harvard Center on the Developing Child). Early childhood educators use daily interactions to create high quality environments that are rooted in positive relationships. It is the little things that count that can give us the happiness advantage.

Sources:

Achor, S. (2011). The happy secret to better work [Video File]. Retrieved from https://www.ted.com/talks/shawn_achor_the_happy_secret_to_better_work

 Achor, S. (2011). The happiness advantage. London, UK: Virgin Publishing.

 Achor, S. (2013). Before happiness: The 5 hidden keys to achieving success, spreading happiness, and sustaining positive change. New York: Crown Business.

 Achor, S. (2018). Big potential: How transforming the pursuit of success raises achievement, happiness, and well-being. New York: Currency.

 Alvarado, S. & Shafer, L. (2017). The power of simple interactions. Usable Knowledge. Retrieved from https://www.gse.harvard.edu/news/uk/17/11/power-simple-interactions

 Center on the Developing Child. Three principles to improve outcomes for children and families. Retrieved from https://developingchild.harvard.edu/resources/three-early-childhood-development-principles-improve-child-family-outcomes/

 Kohll, A. (2018). 5 reasons social connections can enhance your employee wellness program. Forbes. Retrieved from https://www.forbes.com/sites/alankohll/2018/01/31/5-ways-social-connections-can-enhance-your-employee-wellness-program/#7e2e2d56527c

Professional Development

by guest blogger Melissa Hogan

Over the past two years, I have researched and studied at one of the finest institutions in our country that offer the Bachelors of Science in Early Childhood Development and Education. My goal was to discover better ways to support early childhood educators, directors, owners and staff. I discovered that this industry is still young in its development (Dr. Sharon Carnahan, Rollins College, 2019, Personal Conversation.) According to NAEYC (2018), the industry is equivocally educated. In my own seventeen plus years, I have found this to be true.

When I first opened a preschool with a popular local franchise, I interviewed applicants with no training, basic forty-five hour trainings, CDAs, and bachelor degrees. In addition to the varying types of education there were the factors of experience, personality, work ethic and professionalism to take into account. My eyes began to open to the fact that each person that I interviewed was valuable and special because they wanted to work with the fastest developing brains in the community, young children. The questions of how to solve this varying educational puzzle began to circle in my head, so I decided to go back to college and earn my doctorate in early childhood.

I am now in the practicum stage of the bachelor’s degree. I have at my practicum placement for one week and already I am applying what I have learned in my coursework at my prestigious college. I am excited to say that there are a whole team of professionals at this placement that are committed to assessing, coaching and supporting ECEs on a daily basis.

Using assessments, I have been given the opportunity to go into the early childhood classrooms and witness how Provider Services Specialists are helping early educators to provide the best teacher-child interactions possible. These teachers have many different educational backgrounds, yes even bachelor degrees, yet still needed the support and guidance of outside sources. This showed me that as the early childhood field strives to get all teachers on an even playing field educationally, the professional development piece is vital because applying all that is learned on an everyday basis can be difficult without the right kind of quality support for all staff involved, including directors.

I am excited to watch the early education field grow and evolve over time, but the biggest take away for me so far has been the value of supporting each other in the field with research-based practices. What we learn in college can be applied, but our education doesn’t stop there. Mentorship, professional development and collaborating with each other on a consistent basis are the keys to providing the best possible start for young children everywhere.

Reference: National Association for the Education of Young Children (2018). DRAFT: Professional Standards and Competencies for Early Childhood Educators. Retrieved from: https://www.naeyc.org/resources/position-statements/draft-professional-standardscompetencies

Message from today’s guest blogger:

My name is Melissa Hogan and the education of young children has been my whole adult life’s work. I knew since I was young that I wanted to be a teacher. I never imagined my passion would include the youngest of children and those that mean to serve them. I have had the honor to be a part of many experiences in the early childhood field including assisting, lead teaching, managing, facilitating community partnerships, and mentoring. It was opening a preschool franchise from the remodel phase to 100% enrollment that I realized my dream of supporting early childhood teachers, their careers and the teacher-child interactions that are vital to any successful early education experience. Motherhood has only strengthened my perspectives of the need for quality early childhood experiences and as I pursue a graduate degree at the University of Central Florida, I am inspired by my own sweet boys daily. I am proud to be a part of an evolving early educational system and hope to implement change for young children globally.