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375: 3 Questions That Reveal What a Child Really Needs With Stephanie Corley · ChildCare Conversations

• 0:00
  Childcare Conversations: Welcome to Child Care Conversations, the podcast where early childhood leaders like you get real-world strategies, honest talk, and a whole lot of support.
• 0:10
  Childcare Conversations: Whether you're running one center or many, we're here to help you lead with confidence and clarity.
• 0:17
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• 0:25
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• 0:37
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• 0:41
  Childcare Conversations: Now, let's get into today's conversation.
• 0:44
  Childcare Conversations: One we think you're really going to love.
• 0:48
  Kate Woodward Young: We are so glad that you are joining us today.
• 0:51
  Kate Woodward Young: Um, and nothing like trying to make the guests laugh right as I hit the record button.
• 0:55
  Kate Woodward Young: So, with that, um, we brought some more folks in from Louisiana.
• 1:00
  Kate Woodward Young: Um, you know, love our neighboring states.
• 1:02
  Kate Woodward Young: For those of you who don't know, I am Kate Woodward Young.
• 1:05
  Kate Woodward Young: I am one of the co-hosts of Childcare Conversations, and I am based in Austin, Texas.
• 1:10
  Kate Woodward Young: And today's guest is Stephanie.
• 1:13
  Kate Woodward Young: And Stephanie comes all the way from Louisiana.
• 1:17
  Kate Woodward Young: And if you aren't familiar with your US geography, literally that's one state over.
• 1:21
  Kate Woodward Young: But um, based on where I am, she's probably actually about four and a half to five hours.
• 1:26
  Kate Woodward Young: So um depending on your perception of how close states are, if you're in New England, um, like like we're we're like a whole New England away from each other.
• 1:36
  Kate Woodward Young: So uh with that, Stephanie, tell us a little bit about how you got into early learning, how you got into childcare, and um, then I've got some questions for you.
• 1:47
  SPEAKER_02: Hi, everyone.
• 1:49
  SPEAKER_02: So my name is Stephanie Corley.
• 1:52
  SPEAKER_02: Um, the funny part of me getting into early child care was I was doing ABA therapy.
• 1:58
  SPEAKER_02: And I did ABA therapy in the school systems in New Orleans.
• 2:02
  SPEAKER_02: And uh one of the special education teachers, she was like, I really think that you need to look into early intervention.
• 2:08
  SPEAKER_02: And I was like, Me, no, like I can't do it.
• 2:12
  SPEAKER_02: And so she was like, No, you're gonna love it.
• 2:15
  SPEAKER_02: Like you're really good at it.
• 2:16
  SPEAKER_02: You don't see it, but I see it for you.
• 2:19
  SPEAKER_02: And after a while, I thought about it and I looked into it, and I actually went into an early childhood classroom and I taught and I loved it.
• 2:29
  SPEAKER_02: It was the best thing ever.
• 2:33
  SPEAKER_02: So, what was your favorite part?
• 2:34
  SPEAKER_02: Tell me more.
• 2:35
  SPEAKER_02: I want to know what your favorite part was.
• 2:37
  SPEAKER_02: Oh my goodness.
• 2:38
  SPEAKER_02: You know, um, working with children with um exceptionalities, um, it brightened my horizons.
• 2:45
  SPEAKER_02: You know, they are so smart and intelligent that you don't even realize half the time that, you know, they're outsmarting you.
• 2:54
  SPEAKER_02: And they tell you whatever they want or they say it.
• 2:59
  SPEAKER_02: Um, I had a student that when she would be mad, she would not talk.
• 3:03
  SPEAKER_02: She would sign.
• 3:04
  SPEAKER_02: So it pushes me to learn sign language.
• 3:07
  SPEAKER_02: I had one that he could read a book backwards and frontwards, all kinds of words.
• 3:12
  SPEAKER_02: And he would um, his thing that we would work on the most was handwriting and him potty training.
• 3:19
  SPEAKER_02: And so he will always tell me, I'm like, okay, where does poo-poo go?
• 3:22
  SPEAKER_02: And he's like, on the butt.
• 3:24
  SPEAKER_02: I'm like, no, it does not.
• 3:26
  SPEAKER_02: You know, it does not go on the butt.
• 3:29
  SPEAKER_02: It goes in the potty.
• 3:31
  SPEAKER_02: And he would be like, mm, like whatever you say, you know.
• 3:34
  SPEAKER_02: And um, I had another student that he wouldn't talk.
• 3:38
  SPEAKER_02: And one day, out of the blue, we were coming back from um breakfast, and I would sit in the classroom while another teacher would bring them into my class.
• 3:48
  SPEAKER_02: And he said, There she is.
• 3:51
  SPEAKER_02: And she said, There who is?
• 3:53
  SPEAKER_02: And she said, Miss Stephanie.
• 3:55
  SPEAKER_02: And I bawled.
• 3:57
  SPEAKER_02: I cried so much because I'm like, he said my name.
• 4:02
  SPEAKER_02: I'm like, there I am.
• 4:03
  SPEAKER_02: I am here.
• 4:04
  SPEAKER_02: Like, I'm here.
• 4:06
  SPEAKER_02: And from there, I'm like, I she was right.
• 4:12
  SPEAKER_02: She was right.
• 4:12
  SPEAKER_02: That's my passion.
• 4:14
  Kate Woodward Young: I love that.
• 4:16
  Kate Woodward Young: So you, so somebody else saw it in you.
• 4:19
  Kate Woodward Young: I think that is something to really kind of resonate and share with people.
• 4:24
  Kate Woodward Young: Because as leaders in early learning, a lot of times we see things in our staff long before our staff do.
• 4:31
  Kate Woodward Young: So if you are listening to this episode and you're a director or a lead teacher or an owner or a professor, if you see something at somebody, make sure you're telling them because a lot of times they don't see it in themselves.
• 4:45
  Kate Woodward Young: And I think that that teacher who told you you would really like early childhood intervention sounds like she was right on.
• 4:52
  Kate Woodward Young: So hopefully you have, you know, praised her and thanked her numerous times.
• 4:57
  Kate Woodward Young: But Stephanie, I know it doesn't stop there.
• 5:00
  Kate Woodward Young: You actually have like, like you out, you're out there like, you're gonna go with advocating for the kids who can't necessarily advocate for themselves.
• 5:10
  Kate Woodward Young: So if somebody is listening to this podcast episode or they're watching this video and they're like, I don't really know what that means, or I'm an owner or I'm a director, that's a parent thing.
• 5:23
  Kate Woodward Young: How do the leadership and early learning, why do they need to know?
• 5:28
  Kate Woodward Young: And what do they do?
• 5:29
  Kate Woodward Young: How do they, how can they advocate for those kids?
• 5:32
  Kate Woodward Young: How can they be little Stephanies in their program?
• 5:35
  SPEAKER_02: So what they can do is um ASQs.
• 5:39
  SPEAKER_02: So if they're doing ASQs within their system or they're doing um teaching strategies gold, um, they can actually use those to kind of refer the child off to early intervention um posts um where they can receive assistance if they see the delay in that child.
• 5:59
  SPEAKER_02: They can also communicate with the parents and let them know um that those children are meeting those developmental milestones.
• 6:08
  SPEAKER_02: So often when I go into schools and I'm talking with them, I'm actually working with them through the process and I actually talk to parents if they know that the parent may be um in a denial space because it is difficult to kind of say that child has a disability.
• 6:26
  SPEAKER_02: I often go in there and I say, well, call the parent and let me speak to the parent.
• 6:31
  SPEAKER_02: And I explain to them um early intervention doesn't last always.
• 6:36
  SPEAKER_02: You can have the best of the best therapies, and that child may have you from birth to one and by age one, age out of the program.
• 6:46
  SPEAKER_02: They may not need the services, or they've done so good by age three, they might not need to transfer over to the school system.
• 6:53
  SPEAKER_02: So we are the starting points, and we can't fear that that child doesn't have that developmental um need, or they don't need that assistance, and it's not our place.
• 7:05
  SPEAKER_02: It is our place.
• 7:06
  SPEAKER_02: We're educators first, and we also I also um tell the the owners and the directors that they need to provide training for teachers.
• 7:18
  SPEAKER_02: Um, it's not easy having children um with autism or Down syndrome or G2 feeding tubes um in their classes because most programs do not talk about those things.
• 7:32
  SPEAKER_02: Um, where I currently am an adjunct professor, I teach those classes.
• 7:37
  SPEAKER_02: I teach autism 101, I teach the beginning um exceptionalities course.
• 7:43
  SPEAKER_02: Um, so I work with my teachers on what it looks like in the classroom setting um on things that they can do with those children who have exceptionalities.
• 7:53
  Kate Woodward Young: So I love the fact that you are encouraging folks to actually get specialized training.
• 8:00
  Kate Woodward Young: Um, I think one of the things that's really hard for a lot of teachers, and you've probably seen this, is that everybody in the school all gets the same training.
• 8:09
  Kate Woodward Young: But they don't all have the same kids, and even within their classroom, they don't have the same kids.
• 8:13
  Kate Woodward Young: So what might be questions they might ask, or what might be a great source?
• 8:18
  Kate Woodward Young: Because again, we've got 124 countries, we've got folks in every state.
• 8:23
  Kate Woodward Young: What might be uh things they might ask to know if this trainer is a qualified trainer, or you know, maybe what's the background they might want to look for for somebody who's providing this kind of specialty training for their staff?
• 8:37
  SPEAKER_02: Um, if when was the most recent of them working in um that setting, in an early intervention setting, in a special education setting?
• 8:47
  SPEAKER_02: Um are they a parent?
• 8:51
  SPEAKER_02: Because parents do have background that they can assist with.
• 8:55
  SPEAKER_02: Um they know their children better than we know their children.
• 8:59
  SPEAKER_02: So sometimes they can ask those questions.
• 9:01
  SPEAKER_02: Um, some questions I get, what activities?
• 9:04
  SPEAKER_02: How can I do hand over hand?
• 9:06
  SPEAKER_02: How can I do feedings?
• 9:08
  SPEAKER_02: Um I actually started on my Corley Discovery Um Institute page where I do teacher tip Tuesdays and I do parent corners where I'm actually giving them those tips and those different questions that I hear all the time from teachers when I'm going in.
• 9:25
  SPEAKER_02: Um, or even direct them when they're asking me questions on how can they um train those particular teachers.
• 9:33
  SPEAKER_02: Um what levels should uh they look for, or what things that should they look for if the child is not giving you eye contact, or um it can be autism, but that child can also be a shy child, or it can be um a religion base that some uh religions and countries do not look you straight in the eye for communication, so you have to kind of feel it out to know um, or if the child is not talking, that sometimes children have selective mutism um where they talk to some people and don't talk to others.
• 10:12
  SPEAKER_02: Um so I actually go in there and I'm like observant of the child.
• 10:16
  SPEAKER_02: And you know, we talk to the parents.
• 10:19
  SPEAKER_02: If I see certain things, we'll talk to the parents together because I feel like having that support and that background from somebody that has been doing this for years is what um these directors and owners need sometimes.
• 10:33
  Kate Woodward Young: Absolutely.
• 10:34
  Kate Woodward Young: Difficult conversations.
• 10:35
  Kate Woodward Young: And for a lot of parents and a lot of directors, this is a difficult conversation.
• 10:40
  Kate Woodward Young: But I loved your statement early on about the earlier the intervention doesn't necessarily mean that it's gonna last forever or that it's gonna last longer.
• 10:49
  Kate Woodward Young: And I think that is really important, even for an educator, because I know that I have met directors and educators that are like, well, the parents are in denial, so we're just gonna keep an eye on it.
• 11:01
  Kate Woodward Young: And it's like, we're not doing anybody a favor, we're not doing the child any f any any favor by waiting.
• 11:09
  Kate Woodward Young: We're not doing the family any favor.
• 11:12
  Kate Woodward Young: But one of the things that I know that I struggle with, so um, in my background, um way before I actually was in early learning, I was actually in nursing care.
• 11:22
  Kate Woodward Young: And my second husband was a medical professional.
• 11:26
  Kate Woodward Young: And I know one of the things that I am kind of a stickler for is when people start to give a child a label or a diagnosis that's never actually officially had that.
• 11:37
  Kate Woodward Young: And I think you kind of tiptoed around it because you brought up that it could be this or it could be this or it could be this.
• 11:44
  Kate Woodward Young: And I think one thing I would really want to encourage everybody who's listening is don't give a child an actual medical diagnosis unless that's what you do for a living.
• 11:55
  Kate Woodward Young: So, unless a parent has brought you a doctor's note that says this child has been diagnosed with A, B, or C, you can do the learning, you know, you can do the support and you can encourage.
• 12:12
  Kate Woodward Young: Um, and if that child needs that diagnosis, then you absolutely need to do that because there's gonna be limitations on what you can do in your program without it.
• 12:20
  Kate Woodward Young: Um, but definitely watch that vocabulary.
• 12:22
  Kate Woodward Young: That is a component of um privacy violations, HIPAA violations.
• 12:28
  Kate Woodward Young: But also, last time I checked, if you're an early learning, you probably are not a diagnostician, um, which basically means you don't have your doctorate, you're not an MD.
• 12:38
  Kate Woodward Young: Um, I work with a doctorate in occupational therapy.
• 12:41
  Kate Woodward Young: And she basically does those assessments, just like what you talked about.
• 12:45
  Kate Woodward Young: But she can't, like, she's been working in elementary and pre-K programs for over 20 years, but she can't actually give the child a diagnosis, right?
• 12:54
  Kate Woodward Young: Like she can put together all of the work for the doctor.
• 12:57
  Kate Woodward Young: So, you know, that's my my my one little tip.
• 13:00
  Kate Woodward Young: Don't let a parent or a teacher tell you, oh, well, that child's got autism.
• 13:05
  Kate Woodward Young: Because you know what?
• 13:06
  Kate Woodward Young: That child could be hard of hearing.
• 13:07
  Kate Woodward Young: That child could be the youngest of four, and they don't have to talk because everybody knows what they want, right?
• 13:12
  Kate Woodward Young: So exactly.
• 13:16
  SPEAKER_02: Oh my goodness.
• 13:17
  SPEAKER_02: I don't need to talk.
• 13:18
  Kate Woodward Young: I got three siblings that talk for me.
• 13:20
  Kate Woodward Young: They all talk too much, right?
• 13:21
  Kate Woodward Young: Like all that kind of stuff.
• 13:23
  SPEAKER_02: They I say that all the time.
• 13:24
  SPEAKER_02: I have literally, um, most of the time with my nonverbal kids, that's the first thing I do is um as an instructor, I go in and I say, well, let's get their hearing checked, because they may not be hearing correctly.
• 13:38
  SPEAKER_02: And so some of them, when they get their hearing checked, they instantly turn and they start talking.
• 13:43
  SPEAKER_02: And it's like, when can you stop talking now?
• 13:47
  SPEAKER_02: You know?
• 13:48
  SPEAKER_02: And so the teacher's like, oh my God, they're talking, they're this, and then I'm like, you know, or I'll tell them, like, oh, they got tubes.
• 13:55
  SPEAKER_02: I'm like, so they can hear you, they're just ignoring you, you know?
• 13:59
  SPEAKER_02: And so the teachers are like, oh my goodness.
• 14:01
  SPEAKER_02: So I'm like, let's do some strategies to get them to focus and listen when you're talking.
• 14:06
  SPEAKER_02: And most of the time it's like, if you work through the problems, or I'm I'm big on differentiation.
• 14:15
  SPEAKER_02: Not every kid learns the same way anyway.
• 14:18
  SPEAKER_02: So, regardless of what that child disability is or exceptionality is, we still have to approach all children as if they learn different.
• 14:29
  SPEAKER_02: I am a visual learner, you know.
• 14:32
  Kate Woodward Young: I mean, all adults, I mean, let's be real, Stephanie.
• 14:35
  Kate Woodward Young: You and I probably learn differently.
• 14:36
  Kate Woodward Young: And it probably also depends on content, right?
• 14:39
  Kate Woodward Young: Like, I, you know, gotta love a Zoom, right?
• 14:42
  Kate Woodward Young: But um, you know, as a result, we've all gotten very like, I have to do it this way or this way, because otherwise we wouldn't have classrooms that have, you know, little desks all lined up, or we wouldn't go to conferences and in the conference, everybody sitting at a round table, um, staring at a screen.
• 14:58
  Kate Woodward Young: Now, let's be realistic, how often is that really going to benefit everybody in that room?
• 15:03
  SPEAKER_02: It's not.
• 15:04
  SPEAKER_02: And I often go um when I do trainings, oftentimes I kind of point out to teachers, I'm like, have y'all ever been to a teacher training?
• 15:13
  SPEAKER_02: It's like the first thing I say.
• 15:15
  SPEAKER_02: And they're like, Yeah, I've been to trainings and blah, blah, blah.
• 15:18
  SPEAKER_02: And I'm like, okay, so let me say this.
• 15:20
  SPEAKER_02: You're on your phone, you're doing, uh, you're eating snacks, you're fidgeting, you're drawing, you're scribbling.
• 15:28
  SPEAKER_02: I say, do you know A B C D F G H I T G Y Z?
• 15:33
  SPEAKER_02: And they're, I'm like, what is the last thing I say?
• 15:35
  SPEAKER_02: And they're like, how can you get mad at the little babies?
• 15:39
  SPEAKER_02: How can we be so upset?
• 15:41
  SPEAKER_02: And we do it.
• 15:42
  Kate Woodward Young: Yeah, my favorite is they don't stand still, and then you you're watching them, you know, and you got you you got the bouncing knee and you got the, like you said, the fidgeters, right?
• 15:51
  Kate Woodward Young: And it's like, you know, and it's really interesting when you meet the parents of those kids.
• 16:00
  Kate Woodward Young: Yeah.
• 16:01
  Kate Woodward Young: You go, okay, that's a learned behavior.
• 16:03
  Kate Woodward Young: How many of you in that household do that, right?
• 16:06
  Kate Woodward Young: And um, and I'm sure you've probably seen it because I know that I have and we look at kids that developmentally they're they're on point, they don't have a diagnosis, but yet they're still like they're not quite like things aren't working in the classroom.
• 16:20
  Kate Woodward Young: And then all of a sudden we have a conversation and we realize that this child has been home with grandma for the last three years.
• 16:26
  Kate Woodward Young: Well, that's not necessarily anything developmentally, but socially they've never done parallel play.
• 16:36
  Kate Woodward Young: Socially, they might have been in front of a tube a big chunk of the day.
• 16:39
  Kate Woodward Young: Even if they weren't, they still only had one caregiver who did everything for them.
• 16:44
  Kate Woodward Young: So they didn't have to talk.
• 16:45
  Kate Woodward Young: They didn't have to, you know, use nice words.
• 16:49
  Kate Woodward Young: They they they never had somebody poke a poke them, you know.
• 16:53
  Kate Woodward Young: So um I and like you said, part of that could be culturally, there could be a faith component.
• 16:59
  Kate Woodward Young: We don't know why that situation maybe changed.
• 17:02
  Kate Woodward Young: Maybe like my favorite are the four-year-olds that come for the first time to your school, and I'm sure you've seen this.
• 17:07
  Kate Woodward Young: I want them to be socialized before kindergarten.
• 17:10
  Kate Woodward Young: So they expect you to do four years of socialization in one year.
• 17:14
  Kate Woodward Young: Yeah.
• 17:14
  Kate Woodward Young: With a child who has had everything handed to him over the course of the last year.
• 17:19
  Kate Woodward Young: And, you know, inevitably we get people who put labels on them who are like, oh, they're difficult children, blah, blah, blah.
• 17:26
  Kate Woodward Young: And it's because we didn't ask enough questions.
• 17:29
  Kate Woodward Young: So, what would be some questions that staff, teachers, owners, directors could ask parents in a nice way to get some of this information, maybe without being too terribly nosy.
• 17:44
  Kate Woodward Young: You got any questions that you think this is a question to ask?
• 17:48
  SPEAKER_02: So I often tell my schools to do an all about me.
• 17:54
  SPEAKER_02: Um, what has this child day looked like prior to them coming here?
• 18:00
  SPEAKER_02: That's the first question.
• 18:02
  SPEAKER_02: Um, and then that's when you kind of find out they were at an in-home daycare or they were with mom.
• 18:09
  SPEAKER_02: Um, and mom was juggling them and the baby.
• 18:13
  SPEAKER_02: So they may be a little more needier than some other kids because it was like mom is juggling me and my other sibling.
• 18:22
  SPEAKER_02: Um then from there I ask them, what are some educational things that they do at home?
• 18:29
  SPEAKER_02: And they can say, Oh, I I've I've done puzzles or I read books to them, or um, they watched um the iPad and do games on the iPad.
• 18:40
  SPEAKER_02: And you're like, okay, so they're gonna be probably TV babies.
• 18:44
  SPEAKER_02: So we know we gotta limit their time or we have to remove the iPad from them and get them more involved in you know, functional play.
• 18:52
  SPEAKER_02: And so functional play will be more showing them and modeling them.
• 18:56
  SPEAKER_02: So we kind of get those ideas.
• 18:59
  SPEAKER_02: Um, I think those are my two main questions to ask because to me that tells me everything I need to know on how to approach that child, how to handle that child.
• 19:12
  SPEAKER_02: Um, you know, because they say, even like my babies with exceptionalities, oh, they're not lovable.
• 19:17
  SPEAKER_02: Like all minds love me.
• 19:19
  SPEAKER_02: They hug me.
• 19:20
  SPEAKER_02: I say I'm very a given person.
• 19:22
  SPEAKER_02: I say, if you're the same way, they're gonna love you back, you know.
• 19:26
  SPEAKER_02: And after that, I just tell them, welcome them in.
• 19:30
  SPEAKER_02: You know, you have to teach.
• 19:32
  SPEAKER_02: It's a teaching process.
• 19:33
  SPEAKER_02: I feel like with um early childhood teachers and therapists and directors and owners, they have gotten this code of we're babysitters, we're babysitters.
• 19:45
  SPEAKER_02: Um, and we're not, we're educators.
• 19:47
  SPEAKER_02: You know.
• 19:48
  SPEAKER_02: Last time I checked, I haven't sat on one yet.
• 19:50
  SPEAKER_02: Have you?
• 19:50
  SPEAKER_02: I have not.
• 19:52
  Kate Woodward Young: I have not sat on a baby yet.
• 19:54
  Kate Woodward Young: You know?
• 19:55
  Kate Woodward Young: So I got another question for you.
• 19:59
  Kate Woodward Young: All right.
• 20:00
  Kate Woodward Young: So um before we wrap up this episode, what would be things that because I know that I have met directors that get squeamish about difficult conversations, and we've all met very um gonna go with confident parents, right?
• 20:17
  Kate Woodward Young: Nothing's wrong with my kid.
• 20:22
  Kate Woodward Young: How can you, what would be some advice that you would give a director who who doesn't like conflict, is very nervous about this difficult conversation.
• 20:32
  Kate Woodward Young: Um other than so they they've got the assessment.
• 20:35
  Kate Woodward Young: So I think that was a great first step, right?
• 20:37
  Kate Woodward Young: Make sure you have a real developmental assessment.
• 20:40
  Kate Woodward Young: Make sure you're you've been trained in it, you understand it.
• 20:43
  Kate Woodward Young: But man, you just know in your heart you just are a conflict avoidant, like you're gonna avoid that like the plague.
• 20:49
  Kate Woodward Young: Stephanie, help them understand why they need to have that conversation.
• 20:54
  SPEAKER_02: You need to have that conversation because it will help you in the long run.
• 21:00
  SPEAKER_02: It will help your teachers, it will not make your team, it will have your teachers less frustrated.
• 21:06
  SPEAKER_02: You will not have the high turnover rates that most early childhood centers have because they have children with disabilities in their classroom.
• 21:15
  SPEAKER_02: Um you will also in the long run help that child and that parent come around.
• 21:22
  SPEAKER_02: Because most parents do come around, because 10 out of 10, they see those behaviors at home.
• 21:28
  SPEAKER_02: And they are afraid to admit it because some of them it's a lack of I didn't do what I was supposed to do.
• 21:35
  SPEAKER_02: Um, you have some parents that look at it as, you know, it's my fault that they're that way.
• 21:42
  SPEAKER_02: And they don't want to admit that, you know.
• 21:45
  SPEAKER_02: Um, or they think because I didn't sit long enough when I was pregnant with that child, or they have different reasons.
• 21:53
  SPEAKER_02: And I think sometimes you have to come and approach that parent, even though it's a difficult conversation, you have to approach them with love.
• 22:00
  SPEAKER_02: I think with most parents, even in difficult conversations, if they realize that you care for their child, like they care for their child, there'll be more um and and there'll be more, they'll listen more.
• 22:16
  SPEAKER_02: You know, they'll listen to you more and they'll be willing to work with you.
• 22:21
  SPEAKER_02: And I think once you have that step of them listening, call me.
• 22:26
  Kate Woodward Young: I love that.
• 22:28
  Kate Woodward Young: I can have it, I can help you some more.
• 22:30
  Kate Woodward Young: I think that is perfect.
• 22:31
  Kate Woodward Young: Getting that coaching call with Stephanie would absolutely be beneficial if you're nervous about making those calls.
• 22:38
  Kate Woodward Young: I think the thing that you said that you didn't quite say, but I'm gonna say it for you.
• 22:42
  Kate Woodward Young: You can tell me if I'm wrong, is just like the kids need to know, and just like your staff need to know, the parents need to know, like, and trust you.
• 22:51
  Kate Woodward Young: And they need to know that you care for their child more probably than they do, but they're not gonna say that.
• 22:59
  Kate Woodward Young: Yeah.
• 23:00
  Kate Woodward Young: But you know, when's the last time y'all did the math on how many hours those kids are awake and interacting with your program versus with their parents?
• 23:10
  Kate Woodward Young: Um, when I have teachers who go, Well, they're just not learning this at home, and then I have them do the math on how much time they're spending with their teacher versus how much time they're spending at home, kind of makes that teacher scratch their head a little bit.
• 23:26
  Kate Woodward Young: Yeah.
• 23:28
  Kate Woodward Young: Because a lot of these kids are spending significantly more time at your program awake than they are with their families at home.
• 23:38
  Kate Woodward Young: And so um, if you love them like you say you do, it's the reason why you got into this industry.
• 23:45
  Kate Woodward Young: Absolutely go connect with Stephanie, go follow Stephanie.
• 23:48
  Kate Woodward Young: Um, we've got information about this awesome micro school that she is starting, which if you get a chance, definitely check it out.
• 23:56
  Kate Woodward Young: Connect with her on socials.
• 23:58
  Kate Woodward Young: And if you are very stuck having a difficult conversation, absolutely connect with Stephanie, or you can always uh send us a message at Childcare Conversations on your podcast player of choice.
• 24:12
  Kate Woodward Young: There's a way you can send us a send us mail and we will get back to you and or connect you with Stephanie, and maybe we'll even share a tip in our newsletter.
• 24:22
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• 24:31
  Kate Woodward Young: It's down on the bottom.
• 24:33
  Kate Woodward Young: And we can't wait to talk to you in a few days.
• 24:37
  Childcare Conversations: Thanks for tuning in.
• 24:38
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• 24:44
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• 24:50
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• 24:56
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• 25:03
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• 25:08
  Childcare Conversations: We'll see you next time on Childcare Conversations.