DCRC Blog

For more than 20 years, I have been faithfully using and teaching others to use the FLIP IT strategy with children during challenging moments. Now, as I arrive at the ripe old age of 50, I have learned that my life as a professional, a partner, and a parent is made easier and better when I “walk my talk.” The four FLIP IT steps can and have been applied to every relationship in my life, regardless of age. Using FLIP IT on myself and with other adults has increased my empathy, my healthy boundaries, and my ability to collaboratively co-create solutions to life’s challenges. FLIP IT reminds us to “never let a problem to be solved become more important than a person to be loved” (Barbara Johnson).

We can all agree that when children find positive, healthy ways to meet their needs, it is a wonderful moment. We can also agree that there are times when children may use not-so-positive ways. Often, the reasons behind this include: (1) to gain or get something they want or need, such as a toy or object, sensory stimulation, or attention; or (2) to avoid or escape something they don’t want to do such as an activity, a place, or an interaction with another child or adult. But can you really pinpoint the specific reason behind a behavior, even when it seems like it came out of nowhere? It’s certainly possible!

Before we can expect children to understand the feelings of others, we first need to make sure they understand their own feelings. This learning process starts from the moment a baby is born – yes, that early! A baby who cries is feeling something troublesome. Their caregiver may not understand why the baby is crying but knows that something is wrong. When the adult quickly attends to the baby’s needs, the baby is learning two important prerequisites for empathy: (1) I matter and (2) my feelings matter. When babies learn that they matter and their feelings matter, the foundation for empathy skills is being set.

Early care and education environments are opportunities for us to invest in and create the kind of world we want to live in. We at the Devereux Center for Resilient Children want to live in a world where the safety, dignity, and inherent goodness of each child is understood, honored, and celebrated. During these early and critical years of development, we have the beautiful and overwhelming honor to help shape children’s sense of identity, community, connection, and interconnection. Creating these communities requires us to confront bias and uproot oppressive systems that hinder our ability to create a true sense of belonging. Let us take a closer look at confronting our bias by exploring some key questions.

For many of us, the end of the calendar year provides an opportunity to reflect and set positive intentions for the year ahead.

You may have already started thinking about a New Year’s resolution and how this will be the year it finally sticks. Fun fact: 80% of New Year’s resolutions fail by February. But before you set common goals like improving your fitness routine, diet or spending habits, how about trying something new? I invite you to join me in my “2025 Commitment to Curiosity.”

It is officially the season of gratitude and giving, two concepts that young children can absolutely learn. But teaching them about the concept of giving is not enough. We must also teach them about the many joys of giving. Cultivating a spirit of generosity in young children is an invaluable gift that can last a lifetime. Teaching them the importance of giving not only fosters empathy but also strengthens community. Here are some ways you can instill the joy of giving in young children.

Gratitude is a strong emotion that can shape how children view the world. By teaching gratitude, we show them to always appreciate what they have, recognize the kindness of others, and develop an overall positive outlook on life. As teachers and caregivers, you have the amazing opportunity to be the ones to engrave this important value in the children in your care. Read on to learn more about introducing gratitude in your classroom, along with helpful activities!

Have you ever found yourself relaxing by a running stream or enjoying the splendor of watching an early morning sunrise? Or have you ever found yourself tensing up as soon as you enter a bright, crowded grocery or department store? Our environment can affect our mood, how we interact with others, our behavior, and even our resilience and ability to “bounce back.”

Young children are also sensitive to their surrounding environment. Their behavior and their development are affected by how we arrange both our indoor and outdoor spaces.

Supportive interactions occur every day when teachers eagerly greet children as they arrive in the classroom, offering loving hugs and big hellos. Supportive interactions also occur when family members engage children in conversation about how it feels to be upset or scared about changes. Supportive interactions are the basis for relationship building, and relationships are the foundation for the warm and caring bonds that help both children and adults feel safe. Young children experience their world as an environment of relationships, and these relationships affect just about every aspect of development – cognitive, social, emotional, and physical.

Circle time is one of the most powerful moments in a preschooler’s day. It’s a time when children gather together, not just to learn, but to connect with each other and their teacher. Far from being just another routine, circle time is a golden opportunity to build a strong sense of community, encourage active listening, and develop essential social skills.