November 10, 2025 • 15 mins
No two children are alike, and no two children experience their early childhood program in the same way. Join Cindy and Alison as they discuss what this means for the assumptions we make and how we need to teach each of the children in our care.
- Check out our website: https://www.howpreschoolteachersdoit.com/
- Be sure to like our Facebook page: https://www.facebook.com/howpreschoolteachersdoit
- Learn more about Cindy's work, including professional development, family education, and consulting opportunities: https://hihello.com/hi/cindyterebush-RXMBKA
Mark as Played
Transcript
Episode Transcript
Available transcripts are automatically generated. Complete accuracy is not guaranteed.
Speaker 1 (00:01):
Welcome to how preschool Teachers do It.
Speaker 2 (00:03):
I'm Cindy, I'm Allison, and we have a combined fifty
five years of experience working with children, families, and experts
in early education. We are not random influence. No, we
are not. Whether you are new or have been our
podcast peep since twenty eighteen, we are thrilled you found us.
(00:25):
Welcome back, preschool peeps. I'm laughing because if you were
with us for the last episode, and if you weren't,
go back, go back, go back. But if you were
with us for the last episode, we started a little
confused because we usually get an announcement when we're recording,
and we didn't get it. But this time we did it.
Speaker 1 (00:40):
So now we know we're on Because in the beginning
of that last episode of Mike, I hope it's extrue.
Speaker 2 (00:44):
I know, I was a little nervous, but it showed
that it was recording. Okay, we're good. We're good, but
are especially good now because now we got the announcement
letting us know that we are being recorded.
Speaker 1 (00:53):
Yes, now that we're used to that, Lady, there was
a time where we weren't used to it, and every
time you would come on I would be startled and like,
I think there's like.
Speaker 2 (01:00):
Thirty episodes of me be like, oh my god, maybe
I think so.
Speaker 1 (01:04):
Yeah, those of you who have binged us, you'll see
the progression.
Speaker 2 (01:09):
I see you out there, the people who contact us
and say I'm binging your podcast or tell me that
when they meet me. So if you've binged us, you're
probably laughing right now. We were startled for a while there,
but we're okay now, and we're so okay that we
did look up our stats to see who is listening
around the world and around the country, that country being
(01:29):
the United States where we are, So go ahead, all right.
Speaker 1 (01:33):
Today we are shouting out the people of Metro Manila
in the Philippines.
Speaker 2 (01:38):
Hello, people in the Philippines. We're so glad that you
found us. Tell everybody, Tell your friends and neighbors.
Speaker 1 (01:45):
We are also shouting out of state. We have never
shouted out before. I find that impossible.
Speaker 2 (01:49):
I bet you we did in much earlier episodes when
we used to do the shout out yeah, before we
started really documentary document that.
Speaker 1 (01:59):
Is the word.
Speaker 2 (02:00):
Yeah.
Speaker 1 (02:00):
So today we are shouting out Rhode Island, the entire state.
Speaker 2 (02:04):
It's a small stage it's a small state.
Speaker 1 (02:06):
You can drive across it in like less than a
half hour.
Speaker 2 (02:09):
No, a little longer maybe maybe, I don't know, but
it is Well, it depends which way you're going. Oh,
that's true.
Speaker 1 (02:15):
It depends on which way you're going.
Speaker 2 (02:17):
Are you going like across or like you're going across
it's like less maybe yeah. Yeah, so yeah, there's.
Speaker 1 (02:25):
Beautiful things there.
Speaker 2 (02:26):
Oh my god. I love Rhode Island and I've been
to several places there. I've enjoyed my time in Providence.
Speaker 1 (02:33):
Yeah. Providence is beautiful.
Speaker 2 (02:34):
Yeah, beautiful city. And I also have done the touristy
thing and gone to Newport. Yes, you you like you.
I love my touristy things. I don't just like them,
I love them. And I have been to Newport a
few times, yes, and toward the Gilded Age mansions there,
And if you're a fan of the Gilded Age, you
should put if you've never been there, put Newport, Rhode
(02:57):
Island on your bucket list of places to go. They
actually how they do film the Gilded Age some of
the scenes there, and they when you go now, they
have posters up in the rooms where they film particular
scenes so you can see it, and it's really very cool.
It also is just a super interesting place and beautiful
(03:17):
right on the water, right beautiful. So if you're in
Newport right now, love you, love your place, I'll be back.
I'm sure. Great shopping there too, great shopping.
Speaker 1 (03:28):
I feel like we should do like a tour of
like all these places and be like, Hi, we shouted
you out in this episode.
Speaker 2 (03:33):
Now we're here. You know what I should do? People
are waiting for this episode to start. Do you know
what I should do? So I am going to a
couple of places in coming weeks. Yes, And what I
should do is do like an Instagram No, well, Facebook,
it would be for this for the podcast. An instance,
I can do an Instagram or Facebook live from where
(03:55):
I am.
Speaker 1 (03:55):
We should do that.
Speaker 2 (03:57):
Maybe I'll do that. All right, let's start doing that.
Speaker 1 (04:00):
We'll start doing that.
Speaker 2 (04:00):
So on Instagram. I have an Instagram. It's at Cindy
terror Bush.
Speaker 1 (04:06):
Yeah. Mine is at Alison Joy seventy nine. Because it's
just my personal one.
Speaker 2 (04:09):
I don't have a professional No, I have a professional one.
My professional one is at Cindy Terribush.
Speaker 1 (04:13):
Let's see whole bunch of stuff, put my dog.
Speaker 2 (04:15):
There and then we could go live there and it
would share to my Facebook page, which is also Cindy
terror Bush. Yeah, we're gonna work this out, people, We're
gonna let's get to the top.
Speaker 1 (04:26):
I think we should do like a little we should
do things, we should do live be fun.
Speaker 2 (04:30):
Yeah, Okay, let's get to the topic though, because the
people are like, why are they doing it behind the
scenes during the scene, You should just do it.
Speaker 1 (04:37):
Behind the scenes.
Speaker 2 (04:38):
But okay, but it's sort of related to what we're
going to talk about. I believe it's about experiences and
and this episode is about the experiences that children have
with you and the fact that no two children experience
things in the same exact way.
Speaker 1 (04:53):
Yes.
Speaker 2 (04:54):
Uh. And that's important to remember because we kind of
expect children to react the same way. Yeah, and they're
not going to. They're not going to because they don't
experience anything in the same way. Everybody comes to us
with their own bag, and that bag has experiences. Culture.
Speaker 1 (05:16):
I feel like your emotional reactions are different your temperament.
Speaker 2 (05:19):
That's your temperament.
Speaker 1 (05:21):
Yeah, your personality, your did we say culture, yes, culture
person your temperament, which is basically your inborn personality.
Speaker 2 (05:31):
The life circumstances, you've experienced, your family context, your values,
the values of your family come from your values come
from your family, So it's your family values. All of
these things, their economic status at home, you know, which
then therefore dictates how they've experienced things. So that no
two children are seeing you, whoever you work with, your classroom,
(05:57):
the objects in it, No two children are seeing this
same way, right, which is when you think about it,
you know, what do you have? You can have eight, ten, fifteen,
twenty twenty five children in your classes all seeing things differently.
So I might have an interaction with one child and
that interaction goes really well, and I might go to
have that same interaction with another child and it flops. Yep.
(06:22):
Not on common.
Speaker 1 (06:23):
I find this in small groups a lot.
Speaker 2 (06:25):
I have to put a little air on in here,
sorry for it. That's fine, leaning.
Speaker 1 (06:28):
Back on we're old and we need that. I feel
like this with small groups, right when you have small
groups and you're working with like four or five three
year olds and you expect them all to just get it. Yeah,
because I'm teaching it and you're here and you're all
at the same table, and we're in the same class
that's not how it's going down in their heads.
Speaker 2 (06:47):
No, okay.
Speaker 1 (06:49):
And so then you do this small group and you're like, Okay, cool,
they got it, boom, let's move on, and you're like
realize later, like, wait, no, some of them didn't absorb
that information the way the other children do. And I
think that's where I see some issues, because you're planning
these lessons, these little small groups, thinking oh, everybody's gonna
(07:09):
have the same time, the same experience, and they're not.
Speaker 2 (07:12):
They're not. They're not having the same experience. They're not
interpreting it the same way.
Speaker 1 (07:16):
They're not absorbing the information necessarily the same way because
cognitively they're all different.
Speaker 2 (07:21):
Like why do you think there's this expectation that they're
they're so all the same? I I don't know.
Speaker 1 (07:30):
Like I work in a public school where they want
everybody to be like conforming, right, And I think we
grew up that way too. That's the way we were
expected to all act the same. And like you're you're
you're just there and you're supposed to be seen and
not heard kind of thing, Like you're supposed to all
be in line, you're supposed to all be like this
(07:50):
and now we're teaching these little people, you know, these
little children that maybe we kind of just assume, like
it's school, they're supposed to all.
Speaker 2 (07:59):
Be the same, but it's not.
Speaker 1 (08:00):
It's like I even think of, like in your family,
your siblings could like even though you all had the
same parents, you're all different. My siblings are totally different.
So late and we had the same environment, the same parenting.
Speaker 2 (08:16):
No, it's because no, you didn't know, but we didn't.
You didn't because you as a parent. We think we're
treating our children the same way, but I can't because
they each have their own personality and temperament, So you can't.
You can't. It is impossible to treat two human beings
in exactly the same way. Because there's there's a speaker.
(08:37):
His name is David Retinue. He has a ted talk
on YouTube. He's a parenting expert, and he talks about
how just like mountains, human beings create the weather around ourselves,
and we create the weather around ourselves based on our
own temperaments and experiences and personalities, and so we are
(08:58):
being who we are and people are reacting to us.
We create the weather, and the children also do. Now
in a classroom. I do create the weather around me,
so do the children. But see, I need to meet
them where they are, so I have to recognize that
not every child needs the same thing. I also, you know,
(09:19):
I get statements from people sometimes that you know, you
may be thinking, well, we don't expect them all to
be the same. Here's the sort of statements I've heard.
I've said to people. I've said to people, describe two
year olds to me, and they go, oh, my gosh,
they're all so funny and fun and care free and independent.
That's not true, not true.
Speaker 1 (09:38):
I find this with children who have, say, maybe more
anxiety than other children. Why can't they just be like
everybody else? How come it's taking them this long to
get used to school when they've never been in school
before in their whole lives?
Speaker 2 (09:53):
Right? And the look look at little Susie. Look at
little Susie. She's coping just fine. Fine, You should be
fine too. You've been in school for three months.
Speaker 1 (10:01):
You should be over this by now, right, Like that
kind of stuff I think you hear a lot when
it comes to like emotions, anxiety, like you shouldn't be
sad about that. Nobody else is. Look, everybody else is
having a good time, but you're not, you know. I
think there's a lot of like judgy things when it
comes to like emotions with kids that you expect them like, Okay,
we've been doing this for how long you should get
you should you should have gotten it together by now.
Speaker 2 (10:23):
When you say to people what are young what are
early learners like? What are young children like? They say
they're curious and independent and fun and funny. I rarely
get someone who says, sometimes they're a little withdrawn and
shy and quiet. Yeah, that's really rare. We have an
image in our heads of what young children should be like, yes,
And I think it's also partially because we just have
(10:44):
this idea of what young children should be like. When
when like when people say, you know, most two year
olds or they go old two year olds are just
so precarious and fun and funny. Now that's what your expectation.
Speaker 1 (10:55):
Is, Yeah, or maybe your child is like that, and
you're assuming they're all like that, and they're but.
Speaker 2 (11:00):
They're not necessarily going to all be like that. So
I think one of the first things we have to do,
if we're going to talk strategy, one of the first
things we have to do is let go of our
preconceived there you go. That's what I'm looking for, Like,
go of our preconceived ideas about who these children are.
Let go of the adjectives, Let the adjectives just float away,
(11:20):
and take each individual as they are. In order to
do that, though, we have to get to know each
child as deeply as possible.
Speaker 1 (11:28):
We got a former relationship with these guys.
Speaker 2 (11:30):
So we are going to observe them, yes, to figure
out how do you not only you know people say
to me, Oh, I always observe the children to see
what they're interested in, what their skill level is. We
also need to observe them to see how they react
to different situations in different people. You're looking for these
reactions so that you know how to approach situations with them, right,
(11:53):
So it's partially through observation. Also, you must partner with
their families. Please find out what they're like at home,
which can be very different than how they're behaving in school.
So you know, I've had the experience where I go
to a family and I say, you know, your child
sits back a little, watches other children do things first,
(12:15):
is sometimes cautious. So you know, we allow for the caution,
of course, and then we will offer invitations to come.
And the parents have looked at me and said, are
you kidding me? Because this child is like a bull
in a china shop at home, and when I take
him to the library, I can't even I have to
like hold him because he runs from me, like what
are you talking about? Yes, so we have to find
(12:37):
out what is happening at home, because we don't necessarily
have to have the same thing happen in our program.
But I need to know the whole scope of the
child's personality. Yeah, right. We need to do a lot
of talking with them, even before they're too young to
talk back. We have to see how they react to that.
So lots of talking with them and lots of asking
(12:58):
them questions. And we do need to devote one to
one time with children. Yes, even if it's you just
go over for a few minutes.
Speaker 1 (13:08):
A few minutes is all it really takes sometimes, yes, right,
need I feel like you need to go to every
single one of them every single day for just a
few minutes, and that's.
Speaker 2 (13:18):
Sometimes all they need. And to remember, they're all reacting
differently to the environment. What works for one child does
not necessarily work for another child. What one child's personality
is is not necessarily the other. And I think we
all have had this experience. I Am not going to
(13:39):
be every child's favorite adult some of them, yeah, some some,
and the other ones can go and be with the
person they prefer if they would like. Okay too, yeah, yeah, yeah.
Sometimes I have to remember that for adults too. I
don't have to be everybody's cup of tea. Yes, yes,
I like when I'm everybody's cup of tea. But it
(13:59):
does movies work out that way, and that's okay. It's
so hard, even professionally for me to remember, you know,
when you do what I do for a living. I
sometimes have to remind myself. Not every college student has
to love me. Not every professional development student or professional
who's come for professional development has to love me. I'm
not going to be everybody's cup of tea. That's so hard,
(14:22):
isn't It's really hard, it is, And sometimes adults, when
it's children, Sometimes adults feel a little insulted when there
that they're not the favorite. It's kind of daunting, you know.
All right, folks, we hope you'll go and ponder this
and take a even more careful look at how the
children are reacting so that you know how to approaches,
(14:43):
because their reactions tell us the best approach to them.
And we will catch you next time on the podcast
when we have two more places to shout out and
another topic, a topic that I'm really looking forward to recording.
All right, all right, catch you next time, my peeps. M.
Welcome to how preschool Teachers do It.
Speaker 2 (00:03):
I'm Cindy, I'm Allison, and we have a combined fifty
five years of experience working with children, families, and experts
in early education. We are not random influence. No, we
are not. Whether you are new or have been our
podcast peep since twenty eighteen, we are thrilled you found us.
(00:25):
Welcome back, preschool peeps. I'm laughing because if you were
with us for the last episode, and if you weren't,
go back, go back, go back. But if you were
with us for the last episode, we started a little
confused because we usually get an announcement when we're recording,
and we didn't get it. But this time we did it.
Speaker 1 (00:40):
So now we know we're on Because in the beginning
of that last episode of Mike, I hope it's extrue.
Speaker 2 (00:44):
I know, I was a little nervous, but it showed
that it was recording. Okay, we're good. We're good, but
are especially good now because now we got the announcement
letting us know that we are being recorded.
Speaker 1 (00:53):
Yes, now that we're used to that, Lady, there was
a time where we weren't used to it, and every
time you would come on I would be startled and like,
I think there's like.
Speaker 2 (01:00):
Thirty episodes of me be like, oh my god, maybe
I think so.
Speaker 1 (01:04):
Yeah, those of you who have binged us, you'll see
the progression.
Speaker 2 (01:09):
I see you out there, the people who contact us
and say I'm binging your podcast or tell me that
when they meet me. So if you've binged us, you're
probably laughing right now. We were startled for a while there,
but we're okay now, and we're so okay that we
did look up our stats to see who is listening
around the world and around the country, that country being
(01:29):
the United States where we are, So go ahead, all right.
Speaker 1 (01:33):
Today we are shouting out the people of Metro Manila
in the Philippines.
Speaker 2 (01:38):
Hello, people in the Philippines. We're so glad that you
found us. Tell everybody, Tell your friends and neighbors.
Speaker 1 (01:45):
We are also shouting out of state. We have never
shouted out before. I find that impossible.
Speaker 2 (01:49):
I bet you we did in much earlier episodes when
we used to do the shout out yeah, before we
started really documentary document that.
Speaker 1 (01:59):
Is the word.
Speaker 2 (02:00):
Yeah.
Speaker 1 (02:00):
So today we are shouting out Rhode Island, the entire state.
Speaker 2 (02:04):
It's a small stage it's a small state.
Speaker 1 (02:06):
You can drive across it in like less than a
half hour.
Speaker 2 (02:09):
No, a little longer maybe maybe, I don't know, but
it is Well, it depends which way you're going. Oh,
that's true.
Speaker 1 (02:15):
It depends on which way you're going.
Speaker 2 (02:17):
Are you going like across or like you're going across
it's like less maybe yeah. Yeah, so yeah, there's.
Speaker 1 (02:25):
Beautiful things there.
Speaker 2 (02:26):
Oh my god. I love Rhode Island and I've been
to several places there. I've enjoyed my time in Providence.
Speaker 1 (02:33):
Yeah. Providence is beautiful.
Speaker 2 (02:34):
Yeah, beautiful city. And I also have done the touristy
thing and gone to Newport. Yes, you you like you.
I love my touristy things. I don't just like them,
I love them. And I have been to Newport a
few times, yes, and toward the Gilded Age mansions there,
And if you're a fan of the Gilded Age, you
should put if you've never been there, put Newport, Rhode
(02:57):
Island on your bucket list of places to go. They
actually how they do film the Gilded Age some of
the scenes there, and they when you go now, they
have posters up in the rooms where they film particular
scenes so you can see it, and it's really very cool.
It also is just a super interesting place and beautiful
(03:17):
right on the water, right beautiful. So if you're in
Newport right now, love you, love your place, I'll be back.
I'm sure. Great shopping there too, great shopping.
Speaker 1 (03:28):
I feel like we should do like a tour of
like all these places and be like, Hi, we shouted
you out in this episode.
Speaker 2 (03:33):
Now we're here. You know what I should do? People
are waiting for this episode to start. Do you know
what I should do? So I am going to a
couple of places in coming weeks. Yes, And what I
should do is do like an Instagram No, well, Facebook,
it would be for this for the podcast. An instance,
I can do an Instagram or Facebook live from where
(03:55):
I am.
Speaker 1 (03:55):
We should do that.
Speaker 2 (03:57):
Maybe I'll do that. All right, let's start doing that.
Speaker 1 (04:00):
We'll start doing that.
Speaker 2 (04:00):
So on Instagram. I have an Instagram. It's at Cindy
terror Bush.
Speaker 1 (04:06):
Yeah. Mine is at Alison Joy seventy nine. Because it's
just my personal one.
Speaker 2 (04:09):
I don't have a professional No, I have a professional one.
My professional one is at Cindy Terribush.
Speaker 1 (04:13):
Let's see whole bunch of stuff, put my dog.
Speaker 2 (04:15):
There and then we could go live there and it
would share to my Facebook page, which is also Cindy
terror Bush. Yeah, we're gonna work this out, people, We're
gonna let's get to the top.
Speaker 1 (04:26):
I think we should do like a little we should
do things, we should do live be fun.
Speaker 2 (04:30):
Yeah, Okay, let's get to the topic though, because the
people are like, why are they doing it behind the
scenes during the scene, You should just do it.
Speaker 1 (04:37):
Behind the scenes.
Speaker 2 (04:38):
But okay, but it's sort of related to what we're
going to talk about. I believe it's about experiences and
and this episode is about the experiences that children have
with you and the fact that no two children experience
things in the same exact way.
Speaker 1 (04:53):
Yes.
Speaker 2 (04:54):
Uh. And that's important to remember because we kind of
expect children to react the same way. Yeah, and they're
not going to. They're not going to because they don't
experience anything in the same way. Everybody comes to us
with their own bag, and that bag has experiences. Culture.
Speaker 1 (05:16):
I feel like your emotional reactions are different your temperament.
Speaker 2 (05:19):
That's your temperament.
Speaker 1 (05:21):
Yeah, your personality, your did we say culture, yes, culture
person your temperament, which is basically your inborn personality.
Speaker 2 (05:31):
The life circumstances, you've experienced, your family context, your values,
the values of your family come from your values come
from your family, So it's your family values. All of
these things, their economic status at home, you know, which
then therefore dictates how they've experienced things. So that no
two children are seeing you, whoever you work with, your classroom,
(05:57):
the objects in it, No two children are seeing this
same way, right, which is when you think about it,
you know, what do you have? You can have eight, ten, fifteen,
twenty twenty five children in your classes all seeing things differently.
So I might have an interaction with one child and
that interaction goes really well, and I might go to
have that same interaction with another child and it flops. Yep.
(06:22):
Not on common.
Speaker 1 (06:23):
I find this in small groups a lot.
Speaker 2 (06:25):
I have to put a little air on in here,
sorry for it. That's fine, leaning.
Speaker 1 (06:28):
Back on we're old and we need that. I feel
like this with small groups, right when you have small
groups and you're working with like four or five three
year olds and you expect them all to just get it. Yeah,
because I'm teaching it and you're here and you're all
at the same table, and we're in the same class
that's not how it's going down in their heads.
Speaker 2 (06:47):
No, okay.
Speaker 1 (06:49):
And so then you do this small group and you're like, Okay, cool,
they got it, boom, let's move on, and you're like
realize later, like, wait, no, some of them didn't absorb
that information the way the other children do. And I
think that's where I see some issues, because you're planning
these lessons, these little small groups, thinking oh, everybody's gonna
(07:09):
have the same time, the same experience, and they're not.
Speaker 2 (07:12):
They're not. They're not having the same experience. They're not
interpreting it the same way.
Speaker 1 (07:16):
They're not absorbing the information necessarily the same way because
cognitively they're all different.
Speaker 2 (07:21):
Like why do you think there's this expectation that they're
they're so all the same? I I don't know.
Speaker 1 (07:30):
Like I work in a public school where they want
everybody to be like conforming, right, And I think we
grew up that way too. That's the way we were
expected to all act the same. And like you're you're
you're just there and you're supposed to be seen and
not heard kind of thing, Like you're supposed to all
be in line, you're supposed to all be like this
(07:50):
and now we're teaching these little people, you know, these
little children that maybe we kind of just assume, like
it's school, they're supposed to all.
Speaker 2 (07:59):
Be the same, but it's not.
Speaker 1 (08:00):
It's like I even think of, like in your family,
your siblings could like even though you all had the
same parents, you're all different. My siblings are totally different.
So late and we had the same environment, the same parenting.
Speaker 2 (08:16):
No, it's because no, you didn't know, but we didn't.
You didn't because you as a parent. We think we're
treating our children the same way, but I can't because
they each have their own personality and temperament, So you can't.
You can't. It is impossible to treat two human beings
in exactly the same way. Because there's there's a speaker.
(08:37):
His name is David Retinue. He has a ted talk
on YouTube. He's a parenting expert, and he talks about
how just like mountains, human beings create the weather around ourselves,
and we create the weather around ourselves based on our
own temperaments and experiences and personalities, and so we are
(08:58):
being who we are and people are reacting to us.
We create the weather, and the children also do. Now
in a classroom. I do create the weather around me,
so do the children. But see, I need to meet
them where they are, so I have to recognize that
not every child needs the same thing. I also, you know,
(09:19):
I get statements from people sometimes that you know, you
may be thinking, well, we don't expect them all to
be the same. Here's the sort of statements I've heard.
I've said to people. I've said to people, describe two
year olds to me, and they go, oh, my gosh,
they're all so funny and fun and care free and independent.
That's not true, not true.
Speaker 1 (09:38):
I find this with children who have, say, maybe more
anxiety than other children. Why can't they just be like
everybody else? How come it's taking them this long to
get used to school when they've never been in school
before in their whole lives?
Speaker 2 (09:53):
Right? And the look look at little Susie. Look at
little Susie. She's coping just fine. Fine, You should be
fine too. You've been in school for three months.
Speaker 1 (10:01):
You should be over this by now, right, Like that
kind of stuff I think you hear a lot when
it comes to like emotions, anxiety, like you shouldn't be
sad about that. Nobody else is. Look, everybody else is
having a good time, but you're not, you know. I
think there's a lot of like judgy things when it
comes to like emotions with kids that you expect them like, Okay,
we've been doing this for how long you should get
you should you should have gotten it together by now.
Speaker 2 (10:23):
When you say to people what are young what are
early learners like? What are young children like? They say
they're curious and independent and fun and funny. I rarely
get someone who says, sometimes they're a little withdrawn and
shy and quiet. Yeah, that's really rare. We have an
image in our heads of what young children should be like, yes,
And I think it's also partially because we just have
(10:44):
this idea of what young children should be like. When
when like when people say, you know, most two year
olds or they go old two year olds are just
so precarious and fun and funny. Now that's what your expectation.
Speaker 1 (10:55):
Is, Yeah, or maybe your child is like that, and
you're assuming they're all like that, and they're but.
Speaker 2 (11:00):
They're not necessarily going to all be like that. So
I think one of the first things we have to do,
if we're going to talk strategy, one of the first
things we have to do is let go of our
preconceived there you go. That's what I'm looking for, Like,
go of our preconceived ideas about who these children are.
Let go of the adjectives, Let the adjectives just float away,
(11:20):
and take each individual as they are. In order to
do that, though, we have to get to know each
child as deeply as possible.
Speaker 1 (11:28):
We got a former relationship with these guys.
Speaker 2 (11:30):
So we are going to observe them, yes, to figure
out how do you not only you know people say
to me, Oh, I always observe the children to see
what they're interested in, what their skill level is. We
also need to observe them to see how they react
to different situations in different people. You're looking for these
reactions so that you know how to approach situations with them, right,
(11:53):
So it's partially through observation. Also, you must partner with
their families. Please find out what they're like at home,
which can be very different than how they're behaving in school.
So you know, I've had the experience where I go
to a family and I say, you know, your child
sits back a little, watches other children do things first,
(12:15):
is sometimes cautious. So you know, we allow for the caution,
of course, and then we will offer invitations to come.
And the parents have looked at me and said, are
you kidding me? Because this child is like a bull
in a china shop at home, and when I take
him to the library, I can't even I have to
like hold him because he runs from me, like what
are you talking about? Yes, so we have to find
(12:37):
out what is happening at home, because we don't necessarily
have to have the same thing happen in our program.
But I need to know the whole scope of the
child's personality. Yeah, right. We need to do a lot
of talking with them, even before they're too young to
talk back. We have to see how they react to that.
So lots of talking with them and lots of asking
(12:58):
them questions. And we do need to devote one to
one time with children. Yes, even if it's you just
go over for a few minutes.
Speaker 1 (13:08):
A few minutes is all it really takes sometimes, yes, right,
need I feel like you need to go to every
single one of them every single day for just a
few minutes, and that's.
Speaker 2 (13:18):
Sometimes all they need. And to remember, they're all reacting
differently to the environment. What works for one child does
not necessarily work for another child. What one child's personality
is is not necessarily the other. And I think we
all have had this experience. I Am not going to
(13:39):
be every child's favorite adult some of them, yeah, some some,
and the other ones can go and be with the
person they prefer if they would like. Okay too, yeah, yeah, yeah.
Sometimes I have to remember that for adults too. I
don't have to be everybody's cup of tea. Yes, yes,
I like when I'm everybody's cup of tea. But it
(13:59):
does movies work out that way, and that's okay. It's
so hard, even professionally for me to remember, you know,
when you do what I do for a living. I
sometimes have to remind myself. Not every college student has
to love me. Not every professional development student or professional
who's come for professional development has to love me. I'm
not going to be everybody's cup of tea. That's so hard,
(14:22):
isn't It's really hard, it is, And sometimes adults, when
it's children, Sometimes adults feel a little insulted when there
that they're not the favorite. It's kind of daunting, you know.
All right, folks, we hope you'll go and ponder this
and take a even more careful look at how the
children are reacting so that you know how to approaches,
(14:43):
because their reactions tell us the best approach to them.
And we will catch you next time on the podcast
when we have two more places to shout out and
another topic, a topic that I'm really looking forward to recording.
All right, all right, catch you next time, my peeps. M.
Popular Podcasts
Stuff You Should Know
If you've ever wanted to know about champagne, satanism, the Stonewall Uprising, chaos theory, LSD, El Nino, true crime and Rosa Parks, then look no further. Josh and Chuck have you covered.
Dateline NBC
Current and classic episodes, featuring compelling true-crime mysteries, powerful documentaries and in-depth investigations. Follow now to get the latest episodes of Dateline NBC completely free, or subscribe to Dateline Premium for ad-free listening and exclusive bonus content: DatelinePremium.com
The Male Room with Dr. Jesse Mills
As Director of The Men’s Clinic at UCLA, Dr. Jesse Mills has spent his career helping men understand their bodies, their hormones, and their health. Now he’s bringing that expertise to The Male Room — a podcast where data-driven medicine meets common sense. Each episode separates fact from hype, science from snake oil, and gives men the tools to live longer, stronger, and happier lives. With candor, humor, and real-world experience from the exam room and the operating room, Dr. Mills breaks down the latest health headlines, dissects trends, and explains what actually works — and what doesn’t. Smart, straightforward, and entertaining, The Male Room is the show that helps men take charge of their health without the jargon.