ChildCare Careers Newsletter - November 2017
ChildCare Careers

Directors' Corner

The Holiday Season is here!

ChildCare Careers is here to help with your holiday staffing needs.

We can provide your center with:

  • Short term Temps, to fill unexpected last-minute absences.
  • Long term Temps, to fill in for employees who take vacations or leaves of absence.
  • Permanent Placements to fill vacant positions.

All of our staff members meet or exceed state licensing requirements and carry those documents in their employee folder. Their fingerprints, background checks TB Tests, Health Screening, Reference Checks, and transcript verification are completed. Our hourly rate includes everything (payroll taxes, worker’s comp, and benefits). There are absolutely no hidden charges.

We look forward to providing your center with our high-quality teachers.


Thanksgiving Activity!


Big Turkey


  • Brown craft paper
  • Construction paper
  • Markers


Make a large Turkey out of brown craft paper. Make a bunch of large colored feathers out of construction paper and place them all around the turkey. On each feather glue a piece of white paper onto it that says: "child's name" "is thankful for" and then a blank line under that. During circle time one morning, have a discussion on what everyone is thankful for and write children's name and response on the feathers.

-Original Author Unknown

"Happy Thanksgiving!"

Nov. 15-18, 2017 2017 NAEYC Annual Convention
Atlanta, GA
Nov. 29-Dec. 1, 2017 Zero to Three Annual Conference
San Diego, CA
Jan. 17-19, 2018 Young Child Expo and Conference
Los Angeles, CA

Creating a "Yes" Environment

Think back to when you were a child. How often were you told “no”? It probably felt frustrating and discouraging. Think of the children in your classroom now. How often are they told “no”? Are they — and you — able to enjoy your day together if you have to say “no” all the time?

When a classroom environment is set up so that teachers have to constantly say “no” to the children, it is stressful for everyone. The teacher stops being a facilitator of the children’s play and learning, and instead becomes a police officer, monitoring what the children can and cannot do. To reduce this stress, a classroom must provide an environment where the children are able to feel successful through opportunities to explore without the limitations of adult expectations.

There are four important parts to a “yes” environment. Being thoughtful and intentional about implementing these qualities in the classroom allows for less stress and more success, for both the children and their teachers.

Respect for the child

It’s important to know where your children are in their development. You can then set up the classroom accordingly, providing areas or activities at which they can be successful without the assistance of an adult. Doing this shows that you have respect for what the children are able to do. Of course, giving them a few challenges isn’t a problem — but it becomes a problem when the children feel like they have to ask the adult to do it for them.

Process instead of product

In creating an environment of success, it is crucial to offer open-ended activities and not expect a particular end result. Children need opportunities to explore materials in their own way, at their own pace. They need to be allowed to make messes and make mistakes.

Opportunities for risk-taking

Children need opportunities to climb and run, to get messy and get wet. Fortunately, they’re still small, and if they fall down, they’re close to the ground. Falling probably scares them more than it does injury to their bodies. While you can do your best to prevent hazards, you can’t ensure that children will never get hurt. You can be there to help if they do get hurt, but you shouldn’t hover.

The teacher’s role

The most important role of teacher in a “yes” classroom is as facilitator. In this role, teachers give guidance and partner with children in their learning processes. This takes the emphasis off the teacher’s agenda and puts in on what children are doing and how the teacher can assist them.

If you’re feeling that the children are “out of control,” reflect on what is happening in that moment. Often, a teacher’s expectations of what should be happening don’t match where the children are developmentally and temperamentally. Rather than expect children to sit still for a story at circle time, you might have to change your own thinking in order to meet the children’s needs in that moment. If some children want to run, give them the option to run before the story. What if no children want to sit still for a story? Perhaps it isn’t the right time, and you can try again later.

Teachers set up the classroom, create the schedule of the day, and plan the curriculum. We also have to be flexible because the classroom is for the children. The focus should be on what the children want to do. If we try to control too many elements, it becomes easy to feel “out of control” and stressed out. In those moments, it might be best to take a breath, maybe laugh a little, and understand that it’s time to try something different.

Creating a “yes” environment in the classroom doesn’t mean that teachers allow the children to do whatever they want. It means that we have patience for the children and meet their needs in a developmentally appropriate way.

* Excerpts from “Creating a “Yes” Environment” by Teresa Gonsoski – Community Playthings (



We’re here for all of your staffing needs.
Call us anytime at 877-222-6070.
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