Ms. Megan Teaches

Infant Massage

by Megan Timmons

Benefits for both child and caregiver

The benefits of an infant massage impact the child, mother, and father. For the mother and child, an infant massage helps to build a stronger bond between them. The sense of touch is one of the most important senses an infant has in their first few months of life. An infant cannot thrive if they are not touched. Therefore an infant massage helps the infant grow and thrive. Infant massages increase their bonding hormones and decrease their stress hormones. Because of these hormones, they are likely to have improved nutrition and neurological development, and better sleep. When the infant sleeps better this is a positive outcome for both the mother and father. When everyone gets good sleep there is more time for patience and learning opportunities. When the mother is giving the infant the massage a special bond is forming between the mother and child. This bond can actually help the mother overcome postpartum depression. Both baby and mom will have lower levels of cortisol which is a stress hormone linked to depression.

For an infant 6 months and under a daily massage is recommended. A daily massage will help create a bond between the infant and their caregiver. Infants who receive daily massages are less likely to be colic and have easier times relaxing. The video tells us that the time of day for an infant massage doesn’t matter. An infant massage can occur in the morning, afternoon, or evening. As long as the caregiver performing the massage is calm and relaxed, the time that the massage is given doesn’t matter.

Babys who receive massages have better self-esteem and positive body images. Infants feel this way because they have felt a sense of love from healthy touch. Something new that I learned about was that performing an infant massage can help mothers who are suffering from postpartum depression or anxiety. I think this is the knowledge that should be shared by doctors with new mothers because many women struggle with postpartum depression/ anxiety in private. Overall, I learned how an infant massage can positively impact the child and caregiver, while also promoting healthy bonds and the healthy production of hormones.

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Caring and Teaching

by Megan Timmons

Your teaching Practice:

Think about the children and families in your program. Do you know how each family feels about dressing themselves? Is it something they feel strongly about?

Based on my previous experience I know that dressing a toddler can be very frustrating based on the child. Some toddlers have strong opinions on what they wear, and what materials they wear. I know that for myself getting dressed in a comfy outfit can change the trajectory of my day. If I am uncomfortable I will likely be in a worse mood than if I was dressed comfy. I believe the same goes for a child. I do not personally know how each family feels about dressing themselves but I think this is something I should definitely look into further. I want to get to know the families in my programs as best I can to ensure that the students can have the best day possible.

When I get my nephew dressed for the day I focus on letting him choose as much as I can. Based on the weather I will give him options. If it is cold out I will show him two long-sleeved shirts he can wear and let him pick. I talk a lot with him as I am getting him dressed because this is part of an everyday routine. Since it happens every day it might as well be an enjoyable experience for both of us. I talk to him about what he wants to wear, what the weather is like outside, and what we are doing that day. I give him directions such as can I have your arm so I can put it in his sleeve. I do the same with his legs, and feet. We do talk about his articles of clothing as well. I will say do you want to put on your shirt or pants first? And let him choose. In the future, I will try to focus on letting him guide the conversation further. I also will talk to him more about what we are going to do that day (which is the reason why he is getting dressed.) I will use more descriptive words to talk about what materials he is wearing. I think this will help his vocabulary and make this process more enjoyable for both of us.

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Caring and Teaching

by Megan Timmons

Your Teaching Practice

Can you think of a bedtime ritual that you have used effectively with your own children or the children in your care? What was it? How did it make the child feel about going to sleep?

I work as a nanny for my nephew and he has a great bedtime ritual that we follow each night. We begin the night off with a warm bath by doing this he is able to start winding down and relaxing. Bathtime, brushing his teeth, and putting on lotion are indicators for him that bedtime is coming soon. After we take a bath I let my nephew (who is 2 years old) choose the pajamas he wants to wear to bed. This helps him feel like he has control over his bedtime routine. After pajamas, we find a book that we will read together in his rocking chair. Depending on how the nighttime routine has been going I will read 1 or two books with him. After that, I change his diaper one last time and put him in his bed. We make sure he has his stuffed animal, pacifier, and blanket. After I tuck him in we say goodnight with a hug and kiss, turn on his sound machine, and then he is off to bed. This routine makes the child feel loved, safe, and overall calm. Because he knows what to expect around bedtime he hardly ever fights sleep, and actually loves being in his own bed.

Take time to consider each child in your room. What are his sleeping patterns like? How does he prefer to fall asleep? What is his mood generally like when he wakes up?

In an early childhood care facility you very often have more than 1 infant/toddler in your care. It is important to keep in mind how this child prefers to sleep. One child may be more tired than another earlier in the day. It is important to talk with parents about their child’s sleeping patterns so both teacher and parent can work to support the child’s healthy sleeping habits. Some children prefer to sleep on their stomachs, back, or side. Depending on their age it is the caregiver’s job to help the child get comfortable and be safe at the same time. A child’s mood is also a big factor in an early childcare facility. If you know that one of your students gets very cranky when they wake up, you can allow for a few minutes of one on one quiet time with the caregiver after they wake up. By giving the child more time to wake up they may have a better attitude throughout the rest of the day.

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Eating and Mealtime

by Megan Timmons

Your Teaching Practice Reflection

Would you describe yourself as a healthy eater? How does your approach to nutrition influence how and what you teach children about healthy eating?

I would describe myself as a healthy eater. I of course indulge in my fair share of fast food, coffee, and sweets, but I make a conscious effort to only have those things some of the time. I grew up as an athlete and was taught about how what you put into your body helps you perform. I always wanted to be the best athlete I could be so I made it a priority to fuel my body with good foods. I think my approach to nutrition will influence how I teach children about healthy eating because I will be able to set a good example. Students will be able to see me eating healthy foods and drinking water. By doing this students can see that healthy foods are good and make us feel good. I would also talk to my students about how if we eat healthy we are able to focus, have more energy, and overall feel better. I will also talk to my students about how it is okay to have junk food and sweets sometimes. Just because you eat healthy doesn’t mean you can’t have a treat every once in a while. Growing up in this day and age fast food is glorified and can make the decision to eat healthy hard on students.

Think about meal time in your classroom. Do you encourage conversation among children and/or talk to preverbal children? How would you describe this routine time of the day?

In my classroom, I would encourage conversation among children. I would do this by having students share what they brought for lunch. This conversation could evolve into a conversation about different foods that different cultures have. When students share about their food it could encourage other children to try new things. Some picky eaters might see their friends eating a sandwich with lettuce on it and decide that they might like that too. I would also talk to preverbal students because talking with them creates a positive environment around mealtime. I think this time of the day should be educational and calm. Since this time of day happens every day it is helpful to establish a good foundation with your students.

Point of view of a woman having a healthy lunch box. Black olives,...

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Diapering and Toileting

by Megan Timmons

Your Teaching Practice Reflection

How do you feel when you are changing diapers? How do your feelings about diaper changing influence your interactions with children during this routine?

I view changing diapers as an essential part of caring for an infant/toddler. I know that for some infants and toddlers, this can be the worst part of the day. Many infants and toddlers do not like getting their diapers changed because it takes them away from their playtime. I view diaper changing as a time to interact with students and provide security. I think that changing diapers (although it’s not the most fun thing to do) is an important factor in showing children you care for them and will continue to take care of them throughout the time they are in your care. I think that my feelings towards diaper changing help students feel more comfortable and will ultimately make the process take less time. I think that my feelings about diaper changing influence my interactions with the students because I view this time as one on one time with the child. I can talk and interact with the child and give them the undivided attention they need during this time. Ultimately I think I am able to grow closer to the child because of my views on diaper changing.

How do you feel when a child has a toileting accident? What do you say or do? How does this make the child feel?

When a child has a toileting accident I view it as an accident. I do not think that the child who had an accident wanted to have negative attention drawn to them as it could be embarrassing and uncomfortable for the child. It also takes the child away from their playtime for a longer amount of time than it would have to just use the bathroom. I believe that the child is still learning and I remember that even some adults have accidents. I treat the child with the empathy that I would want to receive if an accident happened to me. When this happens I say to the child, “It is okay that you had an accident. Were you having too much fun playing? Let’s go to the bathroom and get you cleaned up.” I would not say this in front of other students because I do not want the child to feel embarrassed. Instead, I take the toddler aside and take care of the situation in private. I think this makes the cleanup portion of the accident easier for the child. It also opens a line of communication between the toddler and the caregiver. I think the child would feel safer with an adult that didn’t shame them on their accident than they would with an adult who yelled at them for having the accident.

What do you want to teach children about their bodies while they are learning to use the toilet?

When teaching children to use the toilet I believe it is important to use the correct terminology when describing their bodies. Although the children are young and the other terms sound “cuter” I think it is safer for the child to know the correct terminology when referring to their body. I ultimately think this could also protect the child if they are ever in a bad situation and someone is referring to their body parts. Toddlers also become more interested in their bodies and their body functions as they are learning how to use the toilet. I think explaining to them what their body is doing and why could be helpful for their curiosity.

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Your Teaching Practice

by Megan Timmons

As a future teacher, I believe that it is extremely important to implement a caring environment for both students and their families. A classroom that a parent feels comfortable sending their child to says a lot about the teacher. In my field experience, I do make it a priority to say hello to every student and parent when they come into my classroom. You never know how their morning could have gone and a simple hello could be the change in their day that they needed. I also believe it is important to say goodbye to your students despite the type of day they had in the classroom. Every day is a new fresh start and a simple goodbye could change the trajectory of the next school day. I think that a lack of hellos and goodbyes given to students could cause a disconnect in the relationship between the teacher and students.

I believe that when a child cries a lot when their parents say goodbye could be a sign that they have a very loving attachment to their parent. This could also be the student’s first time away from mom and dad which can cause a lot of big emotions they have never felt before. I feel sad for the students that cry when their parents leave because I often think they are scared. This also makes me want to work harder at connecting with the student or helping them make friends. I hope that these students will eventually be able to view the classroom as a safe and fun place that they want to go to each day. I do not feel different towards the children that do not cry when dropped off. I instead look at these children as the ones who are ready to have new experiences. These students are the ones that I would introduce to the children who are crying. Seeing a student who is excited to be at school could be a great influence on the child who is scared to leave mom and dad.

I believe that some parents leave without saying goodbye in hopes that it will make their child’s transition easier. If they don’t see them leaving they might not notice that they are gone. I think this might be easier for some parents if it is their first time leaving their child. I think these parents may feel that they are doing the thing that is best for their child as well. Some children may settle into the classroom well and then be triggered when their parent says goodbye to them. When I see parents leaving their children in this way it makes me sad. I believe that at some point the child could think they were abandoned. I think about how I would feel if I was that child and realized that my parents left me without saying goodbye. I would feel hurt and scared and possibly even abandoned. I think that these children could be feeling abandoned. I believe that every child should get to say goodbye and be reassured that their parent is going to come back for them and not leave them there forever. For a child, they may not know how school works and they may believe they will be there forever which can cause panic and sadness. I also think that if the child is affected by this enough they could even have trust issues in their later years.

I help parents reunite with their children at the end of the day by giving the children work from the day to show their parents. Children want someone to be proud of them so allowing them to share their work from the day shows both the parent and child something they can be proud of. I believe that a parent could feel sad that their child wants to keep playing instead of going home. I also think the parents may feel happy that their child has settled in so well and enjoys their new environment. Each parent is different and depending on how drop off went I think that has an impact on how the student’s pick up goes. I enjoy seeing the children reunite with their parents at the end of the day. I like seeing the smiles on their faces as they show their parents their work and talk about their day together. I also like that some of the children had such a good day that they don’t want to leave. It makes me feel like I did a good job creating a safe and welcoming environment for all students.

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Guided Reflection- Language for Learning

by Megan Timmons

Language for Learning: Infants and Toddlers by ncrlap

Describe 2 examples for each of these 6 areas of language encouragement:

Concept Development– using descriptive language

The teacher in the video showed pointed to photos of the child’s mom and dad. She pointed to the photo and said “mama.” The teacher repeated this multiple times, and the child then repeated the word “mama.” The teacher did the same thing when she pointed to the child’s father. These are familiar words for the students.
One of the teachers in the video was sitting with the children outside. The teacher used descriptive language to describe the color of the sky and the location of the sky. She used age-appropriate words like “look up” and “blue.” She also used some weather words, “sunny”, and “windy.”

Describing events and actions

One of the teachers was describing the actions of a car to an infant. She was demonstrating that the car rolls and rolled the car back and forth. She also demonstrated what sound the car makes when it is driving or moving. She used directional words like

“forward and backward.”

One of the teachers in the video was showing the child what to do when they wash their hands. This event is important to their everyday life. The teacher shows the child how to wash their hands. She demonstrates the action of scrubbing and rinsing. She also demonstrates the action of drying.

Social and emotional development

Teachers can quickly respond to crying to aid social and emotional development. By doing this they are teaching the students that they are in a safe environment. This can lead to teachers being able to show students how they can better express their needs.
Teachers can acknowledge positive interactions when they see students doing so. By doing this they are setting an example for the rest of the children. The other children can see what they should be trying to do with their peers.

Responding to communication attempts

One of the teachers in the video has an infant laying down on a play mat. The child is looking at the toys and begins to cry. Instead of letting the child cry the teacher responds and sets the child so they are sitting up. She asks the infant, “Would you rather do this sitting up?” The infant stops crying and engages with the teacher showing her a toy.
One of the teachers in the video is showing the child a toy block. She asks the child, “Can we build?” But the child answers by showing her a toy duck. The teacher responds to the child’s communication attempt and says “quack.” This allows the child to feel heard and responds to their communication attempt.

Positive language for guidance

In the video, the teacher is looking for a toy for a child. Another child comes up and begins helping her look for a toy. The teacher wants a toy that the baby can hold. She asks the other child to help her find a toy that he can hold onto. She gives the child another toy when he wants to take the toy that the baby has. She says “there you go!” as a positive language guide.
Instead of letting the infant take a book that another infant is looking at the teacher says, “Here let me give you this book to look at.” This helps avoid conflict and moves the activity along without saying “no you can’t have that book.”

Using language during daily activities

During meal time one of the infants starts crying when the teacher gets up. She responds to this by moving her chair closer to the infant and says “don’t worry I can sit by you.” She moves toward the child and begins talking to the child. She asks the child if she wants some milk and grabs the milk cup. The infant signs “more” and the teacher responds with the oral word. When the child spills the teacher verbally talks through the stages of cleaning up the spill. This furthers the child’s language development.
This same teacher uses language during the meal to explain to the child that she is eating a pop-tart and milk. She uses this language so the child can understand what the food and drink she is having are called. The student will become more familiar with these terms and will be able to recognize them in the future.

Reference

Language for learning: Infants and toddlers- uncaptioned. YouTube. (2011, February 4). Retrieved January 31, 2023, from https://youtu.be/97B__Cwk7vY

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Guided Reflection-Healthy Brains

by Megan Timmons

4 Components Infants Need for Healthy Brain Development with Angela Fraley

Before viewing this webinar I knew only a little bit about the things infants need for healthy brain development. I knew that infants rely on their caregivers to give them what they need. Without this, their needs would not be met and they could grow up to have trama. I also knew that you are supposed to talk and interact with infants because, at a young age, their brains absorb a lot of environmental stimuli. Lastly, I knew that have poor motor skills and need to grow properly in order to have functioning motor skills that are connected to their brain development. I feel that my knowledge of this topic was at a beginner level before watching the video.
After watching this video I feel that this approach to infant care and development is very beneficial. I feel this way because Angela Fraley talks about the benefits of being present, co-regulation, feeling safe, and face-to-face stimulation. Angela supports these four topics with examples of how they work. I think that presence is a great approach to infant care and development because infants need other people to help them survive. I believe that helping an infant feel safe can help their emotional development as they get older. I also think that face-to-face simulation can help infants recognize their caregivers which helps build their safety and bond with their caregivers.
I learned that infants need us to slow things down because their brains take longer to learn. I can use this in my teaching practice by allowing extra time for students to learn by themselves. Exploring and self-correction could happen more if I allow more time during the teaching of my lessons. I also learned that infants learn best through interactions. By interacting more with infants and being at their level they are able to have more healthy brain development than those who are ignored. I can apply this in my teaching practice by doing more activities one on one with students. I can also do more activities with them at their own level so they can be more connected to me during the lesson. During this video, I discovered that adults help regulate infants’ emotions. If an infant’s emotions are not regulated with the help of an adult they could end up not knowing how to self-regulate their own emotions as they grow. I can apply this to my teaching practice because I can set a good example of how I deal with my own emotions. I can also validate my student’s feelings by showing them solutions to their problems and teaching them calming techniques like deep breaths.
While exploring the Conscious Discipline website, I found a video about how to help children handle their emotions and what to do when dealing with everyday upsets, tantrums, and how to teach social skills. I learned that in order to deal with behaviors we have to help the children understand why they are having these behaviors. We also need to teach students that it is ok to have big emotions and that their emotions are validated. I learned that we can teach students to understand their emotions by teaching them patience, different ways to communicate, and how to use their social skills. By teaching children these skills they will be less likely to have big outbursts and might even learn how to solve their problems on their own. Learning these skills as infants can help them have a more successful childhood and overall school experience.

References

Handling everyday upsets, tantrums, and teaching social skills. Conscious Discipline. (n.d.). Retrieved January 31, 2023, from https://consciousdiscipline.com/e-learning/webinars/handling-everyday-upsets-tantrums-and-teaching-social-skills/

The 4 components infants need for healthy brain development. Conscious Discipline. (2020, September 16). Retrieved January 31, 2023, from https://consciousdiscipline.com/e-learning/webinars/the-4-components-infants-need-for-healthy-brain-development/

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by Megan Timmons