DCRC Blog

Every child comes into the world with a unique way of engaging, responding, and interacting. This individual style, known as temperament, is not something a child chooses, nor is it shaped entirely by the environment. From the very beginning, infants and toddlers demonstrate distinct patterns of behavior that influence how they explore, connect with others, and adapt to change.

The end of any season brings a sense of transition, but for children and adults alike, the close of summer can feel especially bittersweet. Summer often means vacations, school breaks, and a slower, more carefree pace of life. Even for children in year-round programs, summer still tends to bring subtle shifts — more outdoor play, special activities, or different daily routines.

The back-to-school season is fast approaching, and it’s not just about the kids. Adults also face the rush of new beginnings, routines, and anxieties this time of year. Whether you’re an educator, caregiver, or parent, prioritizing your resilience and social-emotional health is essential for thriving in the months ahead. Why? Because the kiddos in your care are counting on you, and they need you at your healthiest and best. So, as you begin your preparations, we hope you review this “back-to-school list” for adults.

Whether your program has parents/families complete DECAs on their children, or only teachers/caregivers, it is important to discuss DECA results with families. Their interest and involvement are vital to their children’s resilience and social and emotional development. Here are some suggestions for sharing DECA results and collaborating with the families of young children in your care…

Family resilience – the ability of families to adapt, recover, and grow stronger through adversity – is vital for child well-being and academic success. Teachers, as key partners in a child’s development, play a crucial role in supporting and strengthening family resilience. Teachers can make a meaningful impact in a variety of ways.

Young children who develop resilience grow into adaptable, confident, and emotionally intelligent individuals. These qualities prepare them to handle academic, social, and personal challenges throughout life. By instilling resilience early, we empower children to approach life with optimism and determination, setting the stage for a lifetime of success.

Partnerships between teachers and families are essential in creating individualized and intentional experiences for young children. By working together, teachers and families can foster a child’s learning and development in a way that is consistent across home, community, and school environments. These collaborative efforts help children develop protective factors – characteristics, people, and supports that help a person get through tough times – that are crucial for their overall well-being and success.

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.