12 Sep 2012

My Social Media Journey

13 Comments Personal Learning Network, Social Media

I have found myself reflecting a lot lately on my own foray into social media. This is in part because of two conferences that I have coming up in the next few months. The first is Blissdom Canada  a women’s social media conference, which I attended for the first time last year and the second is an Early Childhood Education and Social Media conference where I will be speaking about my experiences with Twitter. Social media, for me, has been an ongoing journey and I have learned a lot along the way. I have a much better idea now of what I want from this site and from Twitter, Facebook, Google+, Pinterest, etc. than I did when I first began. However, I don’t always feel that I’m moving at a fast enough pace.

Last year, when I left Blissdom Canada I was on Cloud 9; I had heard amazing speakers, met some incredible women and even had the courage to get up on stage and sing Karaoke. I felt confident and motivated to work on my brand, to blog more, to throw myself into CanadianECE. However, in the weeks that followed Blissdom, life happened. I made the very difficult decision to leave my steady, decent paying job and to try something new, something that isn’t as secure, but is on the path to what might be my dream job. Unfortunately this has meant that some of what I’d hoped to accomplish over the last year hasn’t happened. I haven’t had the time or the head space to blog as often as I had planned to, I haven’t built up my CanadianECE brand the way I had hoped. So now with another Blissdom Canada coming up in just over a month, I find myself feeling apprehensive, because I’m not much better off this year than I was last year. How do I face all those women who have accomplished so much, when it feels like I have accomplished so little?

That being said, I have still learned a lot this year, about myself and about what I want from Social Media. Initially, I thought that this site and social media in general was only about the content that I was creating, what I was putting out there to the world. However, what I have learned over the past year, in part due to my involvement with Twitter and #ecetechchat, is that what is most meaningful for me are the interactions and the relationships that Social Media supports. My Personal Learning Network has grown on a global level and as an Early Childhood Educator, this has become the most significant way that I can continue to reflect on and grow my own practice in the field. The connections that I have made and the conversations that I have had, may not feel as tangible as site visit numbers or blog post counts, but they have been significant for me. They have shaped my journey over the last year and supported my transition into my new career path.

I still have a vision for this site, though, and I still feel like I should be doing more, but I guess for today, what I’ve developed is enough, even if I can’t show it off to all those wonderful women in October.

Photo from apdk on Flickr

29 Aug 2012

Parents as Partners

No Comments Early Childhood Education, Parenting

TRUST

They bring their child to me
And hope I’ll come to know,
How much their offspring means to them,
Their trust in me bestowed.

They bring their child to me
With love and hope and pride,
Looking for a helping hand,
And a teacher who will guide.

They bring their child to me
And our partnership is clear:
To nurture and allow to bloom
A life we both hold dear.

They bring their child to me
A step toward letting go,
And trusting in our special plan
To help the child grow.

by Gloria Weber Henbest

 

I received the above poem from a member of the Reggio Group that I belong to. We’ve been talking over the last few days about infant programs and the importance of forming relationships with parents in infant care programs. Although parent involvement is always important, regardless of the age group, I think special emphasis needs to be placed on the role of the parent in infant and toddler programs.

This is often a family’s first encounter with child care, be it centre or home-based care. It is even likely that child care will be the first time the child has been cared for by someone other than the parents. You, the caregiver, are a complete stranger and they are in a position where they have to give you their baby and trust that you will care for their child and nurture their child just as well as they would. That’s a hard thing. One that’s incredibly hard where you are still getting to know your child and their likes and dislikes, when they are learning and developing at such a rapid rate that you can barely keep track of all the new things they are doing and when they are at an age where they can’t come home and tell you all about their day, so you can share in their experiences.

Early Childhood Educators (ECE) and parents should be partners. The lines of communications should be wide open, with the ECEs sharing the goings-on in the child care environment, sharing specific things the children do each day and asking questions to learn about the children and their families. Similarly, parents should feel comfortable asking about their child and sharing their own stories from evenings and weekends, sharing their children’s accomplishments and asking any questions they might have about the centre or their child or even parenting in general. It should be a community. After all, it takes a village to raise a child.

In my years in the field, I have developed many wonderful relationships with the children that I’ve cared for, and I’ve also developed many wonderful relationships with the parents of those children. Some of whom I am still in contact with to this day. Those relationships have made my work more meaningful and I am glad that I took the time to partner with parents, because it made a difference for me, for those parents and most important of all, it made a difference to those children.

I hope this will inspire you to think about how you partner with the parents in your programs as well.

 

Photo from FamilyMWR on Flickr.

09 Jul 2012

What does it mean to have a sense of self?

No Comments ELECT, Emotional, Infants, Parenting, Socio-Emotional Development
Infants (0-24 months)
Emotional 2.3 Sense of Self
  • sucking fingers, observing own hands
  • showing preference for being held by familiar people
  • beginning to distinguish known people from strangers
  • showing pleasure in mastery
  • playing confidently in the presence of caregiver and frequently checking in with her (social referencing)
  • increasing awareness of opportunities to make things happen yet limited understanding of consequences of own actions
Hold the infant securely when she is meeting a new person. Look at the person and reach out to them.
This helps the infant remain secure with new people and build confidence as she expresses her preference for certain people.

 

Infants are people.

Take a moment and think about that. I know it seems obvious, but I think as adults and as caregivers we can forget that these tiny little humans who depend on us so completely are also individuals. They are unique individuals who are developing their own identities and personalities as well as their “likes” and “dislikes”. Infants are people, just like you and I are people. Now, being conscious of that, how does this affect the way that we engage with infants? How can we not only appreciate them as individuals, but support them in the early stages as they begin to develop a sense of self?

My first tip- allow babies some time to be naked. No joke. Infants are learning about their bodies; they are discovering their hands, their feet and all the different parts of their bodies, but to be able to do that they need access. How will they ever learn they have toes if their feet are always covered with socks or slippers? Additionally, bodies that are free from clothing have freedom of movement. There’s a reason babies love to be naked, so why not turn the heat up a notch and allow your infant some time to explore their bodies freely?

Another suggestion is to provide lots of opportunities for uninterrupted, child-initiated play. By this I mean allowing infants the freedom to select a material to explore and the freedom to explore that material however they choose for as long as possible. Infants learn about themselves and the world around them through exploration. When we allow them to make choices and take initiative in their play, we support their sense of self.

Thinking about your infants interactions with others, strangers in particular, you can support your infant by paying close attention to their cues. “Auntie” might want to hold your infant, but is your infant alright with being held by a stranger? Maybe they need a few minutes to get to know each other before your infant will want to experience close contact. Allow your infant to dictate the pace, which will help them to make choices, to feel secure and will allow this introduction of a stranger to be a positive, and not distressful experience.

An infant who is still developing their sense of self, continues to rely on their caregiver to provide a safe and secure environment. They trust us to provide freedrom to explore, appropriate materials and a safe space. Infants learn how to be secure in themselves by being secure in their caregivers.

Photo from: MGD Photography

29 Jun 2012

The Value in Playing With Mud

1 Comment ELECT, Infants, Preschool/Kindergarten, Toddlers

Today is international mud day, a day when it’s more than okay to get a little messy.

I like the idea of having a mud day for many reasons. First of all, it promotes being messy and sometimes messy play is the most fun. It also promotes being outdoors, no matter what the weather, which I think is important. The beauty of mud day is if it rains, it actually makes more mud and therefore more fun. Finally, I like that mud is completely open ended, you don’t have to be a certain age to play in mud and there are so many possibilities. Once you get into it, playing in mud is freeing, it is an experience for the senses, its a way to let go of “product” activities and keeping things tidy and just allow the children (and yourself) to explore.

Online, I always find myself drawn to blog posts or photos or even videos of mud play. I am always inspired by early childhood programs that made mud a part of their everyday practice or even devote entire days to exploring mud. There is something about mud that fascinates and engages children and I think that they don’t always get enough opportunities to follow that interest and really explore with mud. However, we know that children are always learning and that they learn best when they’re engaged in something that really interests them.

Using the ELECT Continuum, here are just a few of the many different ways that children learn when playing with mud.

Infants

5.3 Tactile Discrimination (touching, rubbing, squeezing materials)

Infants and toddlers love sensory play. They almost always enjoy getting dirty and they learn best when they can completely immerse themselves and use all of their senses in play. Mud might be dirt-y but it’s all natural, so it shouldn’t hurt them if they try to check it out using their sense of taste. Infants don’t need any props in their mud play, just complete access so they can explore with their arms, legs, hands and feet.

Toddlers

4.1 Attention Regulation (maintaining attention for increasing periods of time)

4.4 Spatial Exploration (exploring containment by putting objects in containers and by dumping them)

5.3 Sensory Exploration (using all senses in the exploration of properties and functions of objects and materials)

Society often portrays very young children as having short attention spans, but those of us who have children or work with children know that when something really catches their interest, and we allow them the freedom to play uninterrupted, they can do so for significant lengths of time. Toddlers, like infants will enjoy exploring mud simply with their bodies, but at this age, you might also want to add different sizes of containers or even strainers and funnels to let them fill and empty with mud. At this age, you may also begin to see imitative or pretend play; their first attempts and mud pies or even mud soup.

Preschool/Kindergarten

3.5 Using Descriptive Language to Explain, Explore and Extend (using new vocabulary and grammatical constructions in their descriptive language)

4.3 Representation (using a variety of materials to build with and express their ideas & sustaining and extending their socio-dramatic play with language, additional ideas and props)

4.5 Observing (using all senses to gather information while observing)

Preschool and Kindergarten age children may enjoy exploring mud using a mud kitchen or even a mud laboratory. At this age, they engage in a lot of pretend play and will probably enjoy creating with the mud. They are also doing a lot of experiments, they are able to make predictions and solve problems they encounter in their play. There are many opportunities for language through mud play, just think of all the different ways we can describe mud- gooey, runny, sticky, bumpy, oozing, malleable, etc. They might enjoy making their own mud, experimenting with consistency and adding other elements from nature, such as grass, leaves, sticks or even flowers.

For us adults, I think that we should all spend some time with our hands in the mud. It’s relaxing, it’s freeing and it allows us to recapture the joy of playing and having fun!

Happy Mud Day!

For more mud reading, check out these links:

From Community Playthings: The Mud Center: Recapturing Childhood

From The Imagination Tree: An Outdoor Concoctions (read: mud) Kitchen

From Let The Children Play: Mud Play at Preschool

From Growing a Jeweled Rose: 30+ Mud Activities to Celebrate International Mud Day

Photo from Flickr- FreeLearningLife

22 May 2012

From the mouths of babes

No Comments Cognitive, ELECT, Preschool/Kindergarten
Preschool Kindergarten (2.5 to 6 years)
Cognitive
4.7 Reflecting and Reaching Conclusions
  • describing similarities and cause and effect in recurring events
  • identifying patterns of events
  • describing connections between different objects, events and experiences
  • making generalizations about different objects, events and experiences
Ask a child: “How do you know what comes next?”
Or: “How did you figure that out?”

This will invite the child to reveal his thinking and tell how he came to his conclusion.

 

A few months ago, I spent a day at the Royal Ontario Museum (ROM). While I was there, I overheard a young boy of about four say something that has continued to stick with me. He pointed to one of the “stuffed” animals in the exhibit and shouted out “Look, a fossil yak”. The reason that this has stayed with me is because that simple statement seemed to be such a wonderful indication of how he was learning and processing information. It was as though I could see the cogs turning in his head, I could see how he might have come to call this animal a “fossil yak”. This young boy and his family had been going through the ROM in much the same direction we had, and I had seen him in the previous exhibit we’d been in, which was the dinosaur exhibit. So, I could imagine how this young child could have learned that the dinosaurs that he was seeing were not alive, and he learned that these dinosaurs were instead fossil dinosaurs. Then, moving into another room and seeing animals that were not alive, he could have taken the information that he’d already learned, which is that something that isn’t alive is a fossil, and then apply that principle to a new situation. This could certainly lead to his declaration that the animal before him was a “fossil yak”.

All too often, children’s comments are remembered or repeated because they are “cute” and we often joke about what kids say. I wonder, though, how often we really think about some of the comments that children make about the world around them? I wonder if we think about what these comments can tell us about children, about their learning and development, about their observations of the world and how they process information. Children learn and grow so rapidly, especially in their early years; their brains are constantly changing as they take in and process new information and have new experiences. I think that we don’t spend enough time appreciating that process. Children are not empty vessels needing to be filled with knowledge so that they become more intelligent, more mature. They aren’t just cute. They are explorers and scientists and they spend a lot more time contemplating the world around them and trying to understand it than we do. So, next time a child says something “cute”, take a moment to really think about what they’re saying. It might be more revealing than you originally thought.

29 Nov 2011

Musings of an Early Childhood Educator

No Comments Canadian ECE, Early Childhood Education

We might not always feel that we’re valued and appreciated on a large scale, but we make a difference to each child…

  I have to admit that sometimes I feel a little disenchanted with the field of early childhood education. Don’t get me wrong, I’m very passionate about the early childhood years, child development and the importance of quality caregiving. However there are days when it just feels like there’s something about this field that’s too hard. As early childhood practitioners, we struggle for validation, we struggle for respect and we struggle to maintain fair wages without raising the cost of care. There’s a great desire to advocate for the field, caregivers want to be heard, but at the same time, we’re tired, we have families to take care of and it’s hard to find the time to get on our soap boxes and tell the world to listen up and hear the importance of the early childhood field. There are days when I hear someone say “babysitting” and I have to grit my teeth. There are times when someone comments on how lucky I am to get to “hold babies and play all day” and although I do feel lucky to do the work that I do, I hate for people to devalue what I do every day like that, because they say it as though it isn’t work, as though it isn’t significant, as though it isn’t important. I find it so frustrating sometimes.

However the thing about feeling this way is that there are days when I think I want to quit, to leave it all behind, but there are also other days, days when instead of quitting, I want to push back, I want to make a change. That’s one of the reasons I became involved in professional development. The first workshop that I presented came out of my own request. I was an infant teacher and was frustrated by the lack of professional development offered for those working with infants and toddlers. There was one workshop, which had been offered two or three times and that was all. So I spoke up, I approached a few people who were involved with a local organization that put on professional development for child care workers and made my request, loudly and more than once. Eventually my name must have gotten put on a list somewhere because a while later they called me and invited me to do a series of workshops for infant care workers. So I did, and being able to share what I had learned in my own research and my own practice and to hear about what others were doing was a great experience for me, and I was hooked.

It’s difficult sometimes, coordinating so many people, and my involvement is a lot of work. However at the same time, I really believe that it’s worth it.

 My involvement in a local advocacy organization, the Association for Early Childhood Educators of Ontario, came about in much the same way. I was always reading up on the changes in the field and talking to those I knew, both in and out of the field about the importance of early education and what was happening in the field. I realized that I wanted to make more of a contribution to support my local Early Childhood Educators and so I joined the board of my local branch. It’s difficult sometimes, coordinating so many people, and my involvement is a lot of work. However at the same time, I really believe that it’s worth it. Even if I don’t get a lot of feedback, even if there’s only a few people who respond to our newsletters and our events, that’s still enough. It’s not just about the many, it’s about the few, and I have to keep believing that every voice, that every contribution is important.

The field of early childhood is important, early childhood practitioners are important. The work that we do with children is really important. We might not always feel that we’re valued and appreciated on a large scale, but we make a difference to each child and to each family and that’s what really counts. Yes, I have days when I feel disenchanted about what I do, but then I think of the children and the families and I remember that what I do matters.

Photo from Flickr by David Woo (Wootang01)

27 Sep 2011

Sharing is Caring?

4 Comments ELECT, Parenting, Social, Toddlers, Toddlers
Toddlers (14 months -3 years)
Social 

1.1 Social Interest

  • observing and imitating peers
  • beginning to play “follow the peer” games
  • observing and playing briefly with peers (may turn into struggle for possession)
  • offering toys
  • engaging in short group activities
Incorporating singing games into play and routines. Engage one child at a time where other toddlers can observe. 

Toddler’s natural social interest in adults and children helps to focus their attention.

Observing the shared joy of the singing game will motivate involvement when a new game is being introduced.

There’s this phrase I hear time and again from parents and child care workers- “sharing is caring”. It bothers me every time I hear it, especially since it’s often used with toddlers and “twos”. I’m not sure where the phrase originated but I’m pretty sure it’s a big purple dinosaur that’s responsible for its popularity.

Now it’s not that I’m adverse to sharing (or caring for that matter), my issue is how this phrase is used and who it’s being directed towards.
I most often hear this phrase as a admonishment to a child. This child may be playing with a toy another child shows interest in or wanting to hold on to all of the cars or blocks. The phrase “sharing is caring” is used to tell the child to give up their current play so that another child can play. Now let’s imagine this same scenario in a more “adult” context. I’m working on a note in a client file and Joe wants to work on the same file. Joe and I cannot work on the file at the same time. Now it may frustrate or inconvenience Joe that I am working on this client file, he might even ask me to stop my work to give him the file. However, I am fully within my rights to refuse because I’m still using it. Now imagine that Joe’s recourse is to go to our boss; what do you think his response would be? Do you think my boss would ask me to give up the file to Joe stating “sharing is caring”? Doubtful. Would he set up a schedule for me to have the file for 1 minute and then Joe would have a turn for 1 minute and then it would be my turn again? Or would he just trust us to sort things out for ourselves?

Why don’t we allow children the opportunity to negotiate these property disputes on their own? Who are we to decide what is fair or unfair? It is difficult to watch children fight over toys and even more so when one child seems to always have toys taken from them. However, in those instances, does our intervention really help that child? In the short term perhaps, but in the long term, wouldn’t they benefit from learning how to hold onto their toys tighter or to tell other children “mine”? When we intervene, we take away those opportunities for children to negotiate these types of social situations on their own.

The other thing I’d like to touch on briefly is the expectations for very young children to share. Often I hear caregivers tell children as young as twelve or thirteen months to share. We need to remember that infants and toddlers are still very ego centric and they are supposed to be that way. At that age it is “all about me”. They might sometimes offer up toys or “share” with others, but only on their own terms. Our expectations should reflect this. I’m reminded of a poem I’ve read time and again:

Toddler Property Laws

What’s Mine is… Mine

If I like it, it’s mine

If I saw it first, it’s mine

If it’s in my hand, it’s mine

If I can take it from you, it’s mine

If I had it a little while ago, it’s mine

If it’s mine, it must never appear to be yours in any way

If I’m doing or building something, all the pieces are mine

If you are playing with it and you put it down, it automatically becomes mine

If it’s broken, it’s yours

I”m not against supporting children in turn taking and learning how to share, I just think that we need to use the right words and have the right expectations based on their age.

What do you think?

Photo by Andrew_mc_d (Flickr)

01 Sep 2011

Can you “spoil” a baby by picking them up?

No Comments ELECT, Emotional, Infants, Parenting, Socio-Emotional Development
Infants (0-24 months)
Emotional 

2.2 Self-Regulation

Emotion Regulation

  • becoming calm when comforted by familiar adults
  • comforting self with thumb
  • recovering from distress and over-stimulation in a secure relationship
Respond to infant’s distress by supporting his self-soothing behaviours. 

When recovery from distress is supported by an adult, the infant’s attachment to the adult is reinforced. The infant learns that strong emotions can be tolerated and recovery is hastened.

The one thing that I wish that I could tell every new parent and caregiver is that you can’t “spoil” a baby by picking them up too often. I know that seems like common sense to many people but unfortunately that old way of thinking is still present in our culture today. I think that almost every person I have encountered with a young baby has had an older relative or neighbour tell them not to pick up their crying child.

What we know now, however, is that you can’t “spoil” a baby by picking them up. We also have a much better understanding of how important it really is that we respond to an infant’s distress. It is through our consistent responses to an infant’s distress that we reinforce our attachment with that infant. This  helps them to feel secure and is the foundation upon which a child learns to regulate their own emotions and behaviours. By consistently demonstrating to infant’s and young children that we will be there if they need us, they are able to learn to calm their own distress, knowing that their caregiver will meet their needs.

Understanding this, I also want to caution caregivers to “look before you leap”. What I mean by this is rather than rushing in to swoop up a crying infant, take a moment to determine why the infant is crying first. Do they have a physical need; are they hungry or tired? There are times when intervention is required by the caregiver, but there are other times when the infant simply needs comfort or support. This might mean engaging the infant in a different way. Rather than picking up the infant, you might choose to get down to their level, talk to them or place a reassuring hand on their arm or back, as you would with an older child or adult. We can offer this type of support, especially as the infant  becomes older and is learning to self-regulate.

It is through the consistency of our responses to children’s distress that we form secure attachment relationships and within those relationships, children are able to learn to regulate their own emotions. The way that we respond to children’s needs is so important and although there are no expectations that we will be perfect, our consistency and responsiveness is key to helping children’s socio-emotional development.

Photo by: Dan Harrelson (Flickr)

26 Aug 2011

Race you to the potty: First one there wins?

1 Comment Parenting, Toddlers, Toilet Learning

There have been a number of articles which I have come across lately on the topic of toilet learning. As I’ve been reading and contemplating these articles, I thought that I would share some of my own thoughts and insights here.

Right off the bat, I want to say that I don’t like the term “potty training”, I prefer “toilet learning”. This is because it’s something that a child learns to do as part of their development, not something that should be forced on them by their caregiver, as I feel the term “training” implies. We say that children learn to walk, they aren’t trained to walk; why should controlling their elimination be any different? That also really seems to be a theme when I think about the different articles I’ve come across on toilet learning. On one hand there are those who believe that the child will learn in their own time, and those who believe it is the parent (or caregiver)’s responsibility to motivate the process. I’m of the first school of thought; what’s the rush? Why pursue something that your child might not be ready for? It’s not a competition.

Every child is different and will be ready both physically and emotionally in their own time. Just as they learned to walk and talk on their own agenda, so will they learn to control their bladder and bowels. We all have that friend or relative or neighbour whose child was “potty trained” right out of the womb, however their child is not your child. It’s rarely helpful to compare one child’s growth and development to another’s as we all have different temperaments and our own strengths and weaknesses which make us unique. The bottom line is, your child will be ready… when they are ready.

In order to help ascertain whether your child is ready, here are some things to keep in mind. First of all, children typically aren’t physically ready to control their bladder and bowels until somewhere around their second birthday. So, in my opinion, unless they’re really interested and showing a lot of signs that they’re physically ready, I wouldn’t worry about it until they’re two. Another thing I’ve found helpful is to remember that there are three stages of “readiness”. The first is when your child knows after they’ve eliminated. The second is when your child knows when they are in the process of eliminating. The final stage is when your child knows before they have to eliminate. This third stage, along with the physical ability to “hold it” are crucial for successful toilet learning.

A few other skills that will help your child’s toilet learning success are the ability to independently take off their own clothes, the ability to get on/off the toilet (or potty) independently and the verbal skills to let you know when they need to go. All this being said, there will certainly be children who show interest in the toilet before they are physically ready. I would certainly encourage their interest, however far it extends. However I would do so with the understanding that nothing may come of it until they are more ready. As caregivers, we need to make sure that we have appropriate expectations of what individual children are capable of and allow them to reach milestones in their own time. After all, development isn’t a race.

Photo by Mollypop (Flickr)

19 Aug 2011

Why are we in such a rush to sit down?

No Comments ELECT, Infants, Physical
Infants (0-24 months)
Physical 

5.1 Gross Motor

Sitting

  • sitting without support
While the infant is straddling your extended leg, hold her arms and bounce her gently. 

This rhythmic movement strengthens the muscles and balance involved in sitting.

I’m going to jump ahead to the Physical domain for this post because of something that happened to me yesterday. I had stepped in as a substitute facilitator in a parenting group for women with young babies. My co-facilitator, who regularly leads the group, asked me to bring out a breastfeeding pillow and show one of the mothers how to prop her six month old infant into a sitting position. I knew where we kept the breastfeeding pillows, however, it occurred to me in that moment that I don’t actually know the best way to prop up an infant into a sitting position. I don’t know because I’ve never done it.

In my practice I’ve never felt the need to use a pillow or other supports to hold a child in any position “independently” when they aren’t able to get into that position on their own. They are going to sit eventually, so what’s the rush? Why do we create these artificial milestones that children are only able to achieve with adult intervention? The ability to sit supported no longer matters when the child is able to sit unsupported. In the ELECT the milestone is identified as “sitting without support” with no mention of sitting with support as either a skill or even a strategy to support the development of the skill. So unless a professional has instructed you to prop your infant into a sitting position as part of an early intervention, don’t do it. You don’t need to.

At times I wonder if young children, especially infants, feel like marionettes with adults pulling the strings and manipulating their movements. Infants are definitely willing and able to move around on their own. With ample opportunities for free movement and exploration, children will achieve developmental milestones on their own, in their own time. That’s why the ELECT uses only the most general age guidelines, so that we don’t try and enforce a timeline. It’s a continuum of development with each new milestone logically following the previous milestone; that’s how we were meant to develop.  Children will get there in their own time, no need to rush.

Photo by Honza Soukup (Flickr)