The Early Years Opportunity:
Building a Strong Foundation:
Hosting Notes
1. A Café focused on “building a strong foundation” offers
an opportunity for parents/caregivers to explore their
critical role supporting optimal early childhood development.
This conversation is a chance for parents to explore ideas, opportunities and share their
thoughts by:
 reviewing the key points from “The Core Story”
 connecting a healthy environment, their relationship with their child and experiences to
supporting their child’s overall development.
 exploring the essential importance of ‘play’ in supporting development and learning.
 examining the impacts of stress and media
 highlighting their own strengths as a parents and the opportunities for sharing these
strengths with their child.
2. The conversation starters are offered in a numbered, ordered series only as a
suggested flow to the conversation (see below). However, conversations should be
organic and the suggested topics are provided as a tool for the host keep the conversation
flowing and to offer quality resources when participants wish to explore topics further.
When welcoming parents it is important to provide an introduction to Parent Café
conversations (see hosting manual), and introduce the topic to determine if there are any
other burning questions around literacy parents would like to discuss. Recording questions on
flipchart/blackboard/newsprint on table, allows host to check back in with parents to make
sure they had a chance to discuss topics of interest. Asking parents something they enjoy
doing with their child is a good icebreaker for this conversation.
3. What brought you here today?
What motivated you to take time out from your busy life?
There are many reasons that parents/caregivers have for taking the time to learn more about
their child and explore their important role as a parent. This discussion may provide an
indication of questions that the group may wish to address.
Finding why parents have committed to coming out to the Café offers a chance for parents to
share something personal about themselves and the opportunity to get to know one another.
There are many reasons that parents/caregivers have for taking the time to learn about their
child. Something motivated each parent/caregiver to be here.
Suggestions:
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Make a point of letting all parents be heard - what they would like to get from
these conversations?
Validate parents efforts and commitment to their child by being here.
Emphasize the shared interest among the group in their children – talking with
other adults offers a great support and chance to share knowledge and experience.
Consider the wealth of knowledge and experience that the group possesses!
4. What do you think were the most important ideas from our
conversation last week?
Creating a summary of key points from the last discussion is an opportunity to clarify
questions, reinforce key points and summarize for parents that weren’t part of the first
discussion.
You may want to review the short video, particularly if there were parents that were not at
the first conversation:
How Brains are built: The Core Story of Brain Development
as a starting point for the conversation.
Reviewing the key points from “The Core Story”:
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Brains are born and then built, based on our experiences. While our genes
determine the timing and sequencing of brain development, our experiences and
environment will shape how this unfolds
•
Brains are built from the bottom up, with early skills supporting later more complex
skills, so its easier to get it “right the first time”. The “foundation” of the brain is
built in the early years of a child’s life and impacts development in all areas.
•
Stress can cause changes to the brain that leave a child at risk for behavioral and
learning challenges and as well as physical health concerns throughout their life.
•
Serve and return interactions between a child and caregiver are the bricks to build
a healthy brain foundation! Development happens in the context of relationship!
•
A child’s “air traffic control system”, their executive function and self-regulations
skills need to be up and running as soon as possible.
•
Children can’t do this on their own! Parents play an essential role helping their child
to reach their optimal development. Communities and our society have a
responsibility too.
Additional suggested resources:
Brain Architecture and Development Summary – (Alberta Family Wellness Initiative)
Sharing the Brain Story: The AFWI’s Knowledge Mobilization Strategy
The Science of Early Childhood Development, (video) - J.Shonkoff, Centre for Developing Child,
Harvard Education.
Watch the BBC short video Early Brain Development 01
5. What are some of the ways you are supporting your child’s
development? Environment you create? Your relationship? Experiences
together?
How are you making the most of the early years opportunity?
We know that parents want the best for their child! Sharing what they are already doing to
support their child and hearing suggestions from other parents can help to build confidence
and capacity.
Parents support the healthy development of their child in many ways! They impact their child
through their relationships, the environment they support and create, providing for physical
needs to be met and of course opportunities for rich experiences and interactions. Some
examples of making the most of the early years:
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Providing an environment that meets the physical needs of the child, is secure and
predicable and includes a consistent, loving caregiver
o Examples: nap times, bed time routines, healthy food…
Providing a caring, stable relationship, with consistent, positive interactions,
responding to the child’s needs
o Examples: comforting a crying child, spending time together…
Providing opportunities for learning through “serve and return” interactions and
exploration and play
o Examples: playing peek-a-boo, babbling back and forth, taking turns, answering
“why” questions, “floor time”, going for a walk and talking about what you see…
Suggested Resource:
View Promoting Healthy Brain Development: You can Make a Difference for further examples
and background information for the host.
6. How can knowing about early childhood development help you and
your child? What does ‘typical development’ look like?
Where can you find out more? Who can you ask?
Typical Progressions of development:
•
The sequence that skills are learned in follows a predictable pattern. Development is
generally described as happening in stages. In each stage there are specific skills, or
sets of skills or tasks that the child is working to learn. Chances to repeat and practice
the skills are key. Once these skills are mastered, the child will move on to the next
stage, with new, more challenging skills to learn.
•
Skills beget skills. Skills that have been mastered are then built upon, with foundational
skills building to more complex skills (eg. children learn to hold up their head before
sitting, before standing, before walking and running!). Strong foundational skills allow
later skills to be learned more easily.
•
Progression from one developmental stage to the other follows a common path,
however, timing or precise age that a child learns a skill varies. Each child will develop at
their own pace. Developmental milestones are the markers we use to see if children are
developing as we would expect. Each stage of development has specific developmental
milestones, and the age range that children will typically reach that milestone.
•
Parents know their child best. If parents have concerns about how their child is
developing they can find resources at Parent Link Centers, and of course through Health
Link, a public health nurse or their medical practitioner.
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Development doesn’t happen at a steady pace. As children are busy mastering a new
skill they might stop doing things they used to do or become more emotional for a short
period of time, like a toddler that cries more often when learning to walk or a child
having difficulty sleeping as they get used to kindergarten.
•
Typical development and learning applies to physical and thinking skills, language and
social and emotional skills.
Alberta’s Early Childhood Mapping project is measuring child development with the EDI tool
(early development instrument). With this population‐ based tool, developmental
information about children at Kindergarten entry has been collected by neighborhood, area
and municipality. The EDI measures development across five domains:
Physical Health & Well‐ being, Social Competence, Emotional Maturity, Language & Thinking
Skills and Communication Skills & General Knowledge. On average more than 25% of children
in Alberta are vulnerable in one or more domains of development. This data has is now
available to community coalitions to respond to the results in a locally relevant way.
Additional Resources:
Parent Link Centres
Alberta Health Service’s resource Healthy Parents Healthy Children:
Developmental Stages, Tasks and Milestones , Development Doesn't Happen At A Steady Pace
Health Link Alberta toll-free in Alberta at 1-866-408-LINK (5465).
The Ages and Stages Questionnaires can be accessed online.
7. How do you play and have fun together with your child?
How is this supporting learning and development?
We may not be thinking about it in the moment but the fun, playful activities that we share
with children are great brain builders. A parents’ favorite ways to spend time with their
children not only nutures the bond they share with their child and builds feelings of
competence and confidence as a parent, but also supports their child’s growth and learning.
Having parents make the connection between their “fun” and the realms of development
helps reinforce this.
Suggested Activity:
This activity helps parent to explore how everyday activities contribute to learning and
development? Have parents write down their ideas of how they have fun together with their
child (one per sticky. Post the 5 areas of development on a poster or white board and have
parents match each idea to a key area of development that it supports).
Examples:
 commuting on the bus together
(communication and general
knowledge)
 cooking (physical health and
well-being, communication)
 swimming, (physical health and
well being)
 playing hide and seek (language
and thinking skills, physical
health)
Everyday activities can build a strong foundation for literacy in the early years:
 Baby brain lights up with reading, talking, singing and playing
 Communication and early literacy builds connections that support all aspects of
development: Social, emotional, physical, cognitive
 Talking, reading, exploring, playing, and singing all support the development of
foundational literacy skills.
Encourage parents to find the joy in all these experiences they share with the child!
Reinforce that parents support all areas of development when having fun together!
Note: Many of the activities may overlap and support more than one area – use best guess.
Most important is to highlight the impact of ‘just playing” on all realms of development
Explore:
Pinterest is a great place to find visual ideas and suggestions for having fun with our
children.
8. Why is play so important?
How can we make sure there is time for play?
The words of Mr. Rogers (“Play is the work of childhood”) and Albert Einstein (“Play is the
highest form of research.”.are consistent with what brain research and child development
studies tell us: Play is an essential part of healthy development. Play isn’t a
distraction or break from learning but really HOW children learn and develop!
During play, a child’s brain takes in information using all five senses, creating and responding
to sound, sight, touch, taste, and smell. These combine to create connections in the brain
that help the child to make sense of the world and create the foundation for future learning
and development. There is a role for structured play – but unstructured, independent play is
important too; it helps children discover their own interests and develop imagination. Play
really is the ideal way to learn, tailored to a child’s interest and their individual developmental
needs, promoting repetition and practice! Play provides opportunities to:
 rehearse and practice skills
 explore and learn to understand their environment and relationships
 build strong bonds with caregivers
 build understanding and thinking skills
 build self esteem and confidence (by doing things over and over and experiencing
success) Remember, the more often something is repeated, the stronger the brain
connections!!
 build connections in brain, supporting brain development, learning and growth in all
realms of development (physical, social, thinking, language, emotional) Creative
play- executive function!
 Have fun! This of course inspires more exploration, repetition and learning!
Play really is the ideal way to learn, tailored to a child’s interest and their individual
developmental needs, promoting repetition and practice!
Things that can “get in the way of
play”:
•More structured activities (sports, lessons)
•Focus on academic activities for children
•Lack of resources or family time
•Television, electronics and media
•Fewer safe areas where children can play
Things we can do to promote play:
• Incorporate play in daily activities – keep
it fun!
• Embrace free time
• Turn off television of screens
• Get outside with our children
• Take the pressure off – limit structured
activities
• Remember you can still play too
Explore:
For a more in depth look at play, share Stuart Brown’s Ted Talk: Play is more then just fun.
Read more:
Play: How it Shapes the Brain, Opens the Imagination, and Invigorates the Soul, by Stuart
Brown and Christopher Vaughan (2010)
9. What are the best toys for young children?
What is your child’s favorite toy? What do you think they like
about it?
Great toys for young children:
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Allow the child to explore and create
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Provide sensory stimulation
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Are developmentally appropriate: provide an opportunity to practice and explore
the skills they are currently reinforcing and acquiring.
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Are safe!
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Do not need to be expensive, electronic or complicated (think of a child on the floor
with a cardboard box, pots and pans, plastic containers in the bath)
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Others?
Some say that a loving, responsive caregivers and a safe environment to explore in are the
best “toys”
Explore:
Brainstorm around common household objects that can be great play toys.
10. How do you and your family use technology and media?
What do you think about “screen time” for children?
Much has changed in the last decade. Media and “screens” are now pervasive in our society.
Parents today must make choices about how, when and how much media they and their child
will consume. With iPods, iPads and other personal devices, children can consume hours of
media each day, from a very young age. Parents are generally motivated with best intentions,
but studies have shown that educational videos do not support language or other learning.
We know that children learn words best when interacting face to face; when they are
engaged with all senses. Media images can also be over-stimulating for children which can be
stressful for young children. There have been links between media and the development of
attention challenges.
The Canadian Pediatric Society’s still recommends no screen time for children under 2 and
less than 1 hour per day for children 2-4 years of age. This is in contrast to the amount of
screen time many children are consuming. The CPS sedentary behavior guidelines also
recommend caregivers minimize the time infants, toddlers and preschoolers spend being
sedentary for more than 1 hour at a time. Of course, entertaining, captivating media can
promote sedentary behavior. Healthy Parents Healthy Children – Screen Time, Alberta Health
Services
The CPS Physical Activity guidelines for healthy growth and development suggest infants (<1
yr of age) should be physically active several times daily – particularly through interactive
floor-based play. Toddlers (1-2 yrs) and preschoolers (3-4 yrs) should have at least 180 min
of physical activity spread throughout the day, with a variety of activities in different
environments and develop movement skills. By the age of 5 years children should have at
least 60 minutes of energetic play, with more daily physical activity provides greater benefits.
A parents use of screen time also impacts how one is connecting with their child. Parents and
caregivers absorbed in their own devices lose the opportunity for active exploration, physical
activity and of course serve and return interactions - real learning, brain-building activities.
While there may be some skills and knowledge that are built and supported using media we
need to ensure that technology isn’t “getting in the way” of these other activities that we
know are important contributors to healthy development. When technology is used with older
children, it is best to ensure that it is a learning asset by:
 Sharing the experience with your child and talking about it
 Ensuring it is developmentally appropriate
 Using media for entertainment “wisely” – this might include making a plan and
setting limits.
Resources:
Media and Children in this TED talk Dr.Dimitri Christakis explores early brain development,
the link between fast-paced media and attention challenges and advocates for more real time
play.
11. What are your strengths?
How do you share your strengths and talents with your child? With other
children?
What special characteristics do you have that are really great for your child?
What do you like most about being a parent/caregiver?
Have parents explore their strengths in the context of: If “the best toy for baby is you”? –
then what are the things that make this toy great?
Recommended activity:
Have parents explore: What are your strengths and talents?
Have parents brainstorm their talents of the head, hands and heart (see activities: Gifts I can
give my child and community*). Have parents note one idea per sticky note and add to wall
chart. This question may help with the ideas:
What do you like most about caring for a child?
Examples:
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Love to sing – We sing silly songs together!”
“I am very patient – I enjoy all the “why?” questions.”
“I love to be active – We walks to the park and play soccer together.”
Others…?
Some points of discussion:
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Parents may need encouragement and examples - it can sometimes be difficult for
adults to ‘blow their own horn”!
By recognizing our own strengths we can find the joy in parenting!
Parents have unique and diverse gifts and talents.
There are many strengths even in this small group – if we think about our families,
entire community it is amazing.
Imagine if we shared our strengths and drew on each other’s strengths as
opportunities for our children.
Suggestion: end with another question
How do you share these strengths with other children? In your family, in your neighborhood,
in your community?
12. After our discussion today, would you like to set a goal or try
something new to make a difference for your child?
For other children?
Great ideas from parents:
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Parents can connect with their local ECMap Coaltion to find out what is happening in
their area.
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Learn more about the EC Map initiative and First 2000 Days Coalition.
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Parents can share this information with others.
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Keep the conversation going; host a conversation around the amazing early years.
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Check out their local Parent Link
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Start a playgroup…..