Episode 4: A Conversation About 10 Tips on Returning and Transitioning to School

In our today's episode, “A Conversation About 10 Tips on Returning and Transitioning to school”, you will hear Natalie Busato, Registered ECE, Social Worker and Behaviour Consultant at ASCY and Joey Fallata, Child and Youth Worker and Behaviour Consultant with Lynwood Charlton and ASCY talk about helping parents, caregivers and educators transition and prepare children for school.

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Hello and welcome to podcast show. Can we talk conversations in early childhood education? In today's episode, a conversation about 10 tips on returning and transitioning to school. You'll hear Nellie masato. Sato registered ECE, social worker and behavior consultant and ASCII and Joey Fileta child and youth worker and behavior consultant with Linwood, Charlton, and ASCII. Talk about helping parents caregivers and educators transition and prepare children for school. We hope you enjoy listening. Today we are sharing some helpful tips, 10 of them that we want to assist children transitioning back to school. This is a conversation that we will have with you, for you as educators to share with your families that you're working with, or if there's families or parents listening as well. We're hoping that some of them. Tips will be helpful for you. I will start within a little bit of an introduction. My name is Natalie Passato and I'm a behavior consultant with affiliates services for children and youth ask you as the acronym. Um, and I'm part of the inclusion program. And today joining me is my name is joy I am a behavior consultant with ASCII, uh, Linwood as well. And I worked for the school aged behavior. Uh, so what we're going to be talking about, say, um, here's the scenario we're kind of gonna be working around. Um, so with educators and families, they may be, you know, wondering what we can do to support children when we reenter school, um, you know, children may be reluctant, unsure, or excited to go back, or they can have a combination of all of these feelings and emotions, uh, with all these different emotions. Here are some helpful tips do to you. Please support your children, especially coming in this year with everything that's been going on in the world. So here's 10 helpful tips, uh, that, you know, may help support your. Uh, so for the first one we have is playing, uh, had a few weeks before school, the business's playground, uh, reaching out to classmates of possible, uh, you know, begin to set up those routines again. So whether that means waking up early to getting the day going and kind of mimicking what our school day would kind of look like, um, you know, gradual exposure, even if the children team excited to prepare, to go back to school. You know, the brain likes predictability and during COVID, they didn't really have much of that. And there's a lot of things that have changed in that can change. Uh, we as adults like to have some of that consistency as well. Um, and then you like that. Yeah. So I think that one of the things, um, a resource that I'd like to mention as well is it's called echo training.org. So E C H O echo training.org, um, and Joey and I will at the end of our discussion today. Give you our email addresses so that you can reach out and let us know what you thought about this podcast, but also future discussions that we could have. But one of the things that I came across around what you were just saying, Joey, about planning a few weeks ahead. And I think understanding why that's important is really, yeah. A key thing for us. I think as caregivers, when we want to talk about regulating our nervous systems, our nervous systems can make us really excited or it can make us really, really low energy. So one of the things about having a predictable pattern is it actually does have a physiological way of within our brain system. So we'll have. That type of response for us within ourselves. So one of the things that we talk about with this pandemic is we can all relate to it. It's going to be different for each of us because this year has been different for each of us. Some of us may have had more difficult moments, some of us less. And I think just knowing that this has was something traumatic for us in some shape or form, especially children not being in school regularly, that we can classify this a little bit as toxic. So when we talk about toxic stress, it means that we might be more reactive. So our children might be more sensitive to the changes. They might be more explosive. They might be more irritable. You might be able listening to this right now. Nodding going? Yes. I've seen that. Yeah. Or they could be something called more of a, they called hyper arousal, but they're more withdrawn, more zombie, like more low. And for me, I do have a, a daughter who's eight years old. And I can honestly attest to this that I've seen these shifts in energy with her that are more, not subtle changes, but more dramatic changes. So she'll be really high energy sometimes and really low energy. So what we want to do is by creating a predictable pattern, a set of routines, what it does is helps the brain. Begin to make, um, a more calming way of responding to changes around us, as well as like Joey had just mentioned for adults that ourselves, we like a bit of predictability too, because what that does is builds connection and trust, right? Children begin to know what to expect. They know what to expect around the adults around them because we have a predictable routine for them, especially with a year that's had so much change. Anything else you thinking of Joey to that? Like I said, there's and that consistency, and like I said, this, making it consistent in building the expectation on what's going to happen. I think that's good. Like I know for myself personally, I mean, I don't have any kids, but I know for myself, I love having consistency and routine and knowing what my day know, like knowing what next week's gonna look like. So for children, I think that makes even all the more different, so I think, I think that's. Okay. So one of the other things, so that was kind of tip number one, tip number two that we wanted to share with you is the really hot word right now. I think I find them reading a lot about is that validating feelings. And what does that actually mean? Right. What does validating your feelings really mean? And I think one of the things I think of on a personal note is I feel heard somebody gets what I'm feeling, right. That they're not trying to jump into that, fix it mode and all of that. I'd probably see that happening, that when we are wanting to be helpful for others in the nature of the field of early childhood education and working with children or youth, we often want to help. Why we went into this field, but I think we want to be cautionary around that because one of the things about validating is actually helping the child sit with that feeling. So I'll give you an, example. So when we are listening to what a child might be feeling, if the child's sad, because they can't go to a friend Ann's house for play date because they there's COVID or whatever the case might be, instead of maybe saying, oh, you know, I see, I know you're sad cause you can't go to. Johnny's host to play, but you know what? There'll be another time you'll go at that point. I'm already in that fix it mode. I'm not really pausing to validate their feelings. So I'll give you an example. Another example. I know you're really sad cause you really wanted to go to Johnny's house to play after school. Because you really like going to his house because it's a lot of fun, isn't it? And I'm not really fixing anything. I'm just acknowledging whatever it is that the child might be feeling. And what I want to also mention too, is that when we're thinking about validation, it's might not be what we, as the adults think a child should feel. Right. We, we might be like, well, why are they worried about that? You know, Y you know, we might be thinking that, but we have to remember it's how they're feeling. So. It may not be how we might feel in this situation, but we know that's how they are feeling. So if we really want to validate, support the child, be with them in that moment, validation is about sitting in that place with them. And if we jump too fast to fixing the problem for the child, we won't be as effective. It won't be as meaningful. It won't be, that way. So I can relate to that to me as person, I have a partner and I've gotten really better at letting. Like my partner though, that when I'm feeling upset about something, I now will say, you know, I don't, you need to fix this. I just need you to listen to what I'm going through right now. Just be there with me. And I think as we teach children at a young age to be able to express themselves this way, if we really laying that foundation for them to build some of that, emotional, like call literacy, to be able to share with others on how they're feeling and coping when they are struggling. Yeah, no, I think those are all great points, Natalie. And I just like to chime in, and I think you made like a really good point there. And I think there's a difference between, you know, hearing somebody's feelings and validating them. And I think a lot of times, you know, we will listen to kids' emotions and feelings, but like you said, maybe we, we think that they shouldn't have those feelings, but, just again, just understanding that, you know, just because we. Look at the situation in certain ways, they may not look at it the same way. And just being there to validate those feelings and allowing them to sit with those feelings. But knowing that they're not alone in that. So like I said, it was just really good, even though we not, may not be feeling the same way, but we got to understand that everybody's emotions are differently and you know, they're gonna, they're gonna adopt a situation differently than we might. Right. So, so I'll go on to point number three now. So, we're going to talk about, co-regulation, and the importance of co-regulation. So what does this mean? So for me, a big thing right now, I've been working through, Stuart chain fruits. Self-regulation. And the big thing that he talks about is lending and your calm, and what this means is. Honestly like us adult educators, parents, you know, we need, Len dotcom by showing, you know, us to in communist situation. So if, if our kids are under distress or situation, us being also stressed and showing that will not help the situation. Whereas if we of course, situation in a calm manner, You know, lending that calm, it will help the children to self-regulate themselves. And they'll be able to build those skills themselves because that's the whole goal is for those children to be able to build those skills with them, to regulate themselves when they are in crisis or they are in red brain, that they are able to get back to that blue brain. So I think that's. You know, so emotion for these kids that develop these skills and they're going to develop them all at different ages and it's just working alongside with them and allowing them to develop those skills themselves. Again, I think it kind of ties into the last point and having, having them sit with those feelings and then helping them, you know, lend your calm and helping them self regulate and get to that point where they need to be. So, and then you want to add. No, I think that's, and I think what you were mentioning too, is that, like a good resource as well with Joe is just mentioning is the merit center, which again, you can email us about, those resources as well, but it has a really good way of explaining co-regulation the way Joey was just saying that being with the child in that moment, wait, we can't expect children to self-regulate at a young age. I think there is a bit of a. Uh, a myth around that that co-regulation is what they need. They need it now more than ever after going through such a unprecedented year of unpredictability. So when we are doing that curriculum with the child, that we are building a connection with relationships that we are, it's a natural way for. Brain to brain into brain. There's those kinds of terms that you'll hear. If you decide to sort of look a little bit deeper into this, but it's that connection that often happens when you have built that safety with the child, they know that you're a trusted adult. You're someone that's going to care and be there with them. And sometimes it's just sitting and being close with them because if their energy is really high, because they're very, excited, they're scared. They're free. If, if there's a fear, they're going into a place that's and oftentimes this is what, Stuart Shanker talks about red brain, but it's the amygdala it's on fire, right? The part of the brain is really hyper aroused. It's very, very, it's on alert. So when we see a child in that place, the more we are calm and I love that lending your calm. The more we are in that with that child and build that connection, it'll help them become more regulated, more calmer with us and more of what Joel does. Um, mentioned like a blue brain, which is the part of the brain, is that our thinking part of the brain where we can sort of assess the situation in a more calmer way. So we want that brain, that part of the brain to be turned on. And the way we turn that on is to be with the child in that moment. And I think when we are seeing a child low and their energy is really low, again, we want to be regularly. be present reassuring all the things that we do. And we've learned in the field of early childhood education and working with school agers, that we all want to be there with the child. So I love that because I think co-regulation, and self-regulation are two different things and children will learn to self-regulate eventually, but in the beginning they really need that connection that co-regulation with us. So I think what that could lead into as well. Number four, um, tip that we talked about, Joey and I, that felt would be really helpful for you to consider as well is reflecting with them on the last year, how far they've come, you can ask curious questions with them. So part of that is to help with, like in this echo training dot. A website, they talked about fostering post-traumatic growth. And I really liked that because it shows the possibility of being able to reflect with children on where they've been and where they've gone. So we know that there are qualities and skills that allow people to overcome the most devastating things they've experienced the hard things. So when we are in just survival mode and that can happen when we're trying to cope with stress, that problem solving and planning, being able to focus. And all those kinds of things are not as readily available, right. Because we're just trying to cope with the stressful situation. But when children are in that calm place and we're able to have that conversation with them, we can ask them questions like, you know, earlier this year, Going online or working, you know, having school from home was really difficult, but what were some things that were really helpful for you and having children's share with you what was helpful or, you know, we're going back to school right now and yeah. Yeah. It's pretty scary. Isn't it? But what do you think? So there's some things that we could do together to help with. And kind of helping them become part of that and recognizing what things that they may have experienced in the past that they've been fearful of and how they've worked through that, that just happened to me this summer with my daughter. She was, she fell off her bike earlier in the summer and was really, really scared to go back on the bike. So we started with just walking down the street with her bike and back, and then. The next step was going to be to ride to the corner and back, but she wasn't quite ready for that. So then we talked a little bit about some things that happened in the past. She was really nervous to try swimming lessons at one time. And I asked her, do you remember when we did that? And she's like, yeah, what was really helpful? How did mommy help you with that? How did daddy help you with that? And she talked a little as she was talking through it. She was slowly getting her shoes on, heading out the door, getting on her. And we made a bike ride. So again, it was just being with her in the moment, taking my time. But reflecting with her, asking those curious questions, and for me, it wasn't even knowing what the answer was going to be. Cause I really didn't know what she would say was really helpful because that can be that piece about, again, let's go back to validation. I don't want to assume, oh, this is how she should be feeling or this is the right answer she should have. Right. I want to take the time to really explore that with her because when she can figure out what's worked for her in the past, whether it's a deep. Whether it's, you know, visiting the place, all those things that really, really helpful to her and again, built her resiliency skills and make her feel more capable. Yeah. No, that's, that's, that's a great example, Natalie. I think one thing I just wanted to add too is, I think with this tip in particular, I think it's obviously very important this year with all the changes that all the children had last year, I think, you know, in and out of school, online learning stuff, but I think this is good. Any kid coming into a new school year. I mean, like things changed like over the summer, children develop differently. I think it's always good to just get an idea of how they felt last year at school and how they feel going into this year. It just gives you a good gauge of what they're feeling, I think any year, like I think except this year more than any year, but in general, I think it's always good to get a gauge of how social are feeling like going into school. I think it just helps getting them, you know, getting them started on the right foot and, Did you have any concerns or whatnot, work through it with them. Right. So definitely a great, okay. Onto number five we had. And again, it kind of ties into that last point too, but, you know, talking with them, about what they did miss from school and what they can look forward to. So kind of a, you know, different from like the last question, but like, you know, kind of just focusing on the positives, like you said, w what do you miss. Did you miss, seeing a certain friend, did you miss connecting with a certain, you know, a teacher or certain staff in the building? What they can look forward to? Right. So, maybe it's they miss playing on a certain part of the playground? You know, a lot of things that kids, unfortunately hasn't missed out on last year. Especially, and again, I think this is good for any summer, like being off for two months, but especially. Over the last year or so, there has been limited interaction with peers, teachers being on the playground, having that typical interaction, children, you know, that they love and they need for development. I think it's just good to get a feel for what they, they do miss. And, uh, I think it's focusing on those positives. So I think there might be, you know, some children that have, you know, some anxiety, some uneasiness and nervousness about going back to school. Um, so putting the, uh, putting a focus on. What they do miss, as opposed to what they're worried about might, uh, you know, turn that initial reaction, went back to school from a negative one to a positive one. So I think that's, I think that's very great to do, Yeah, no. And I think it leads into our number six tip really nicely that we, you know, we want to talk the children, how they can help with the virus. Right? Like it's reframing it. It's giving it a different way of seeing situation. Because when we have someone that might be really anxious or unsure and they might be in that negative. Lens, right. That negative view that, oh, I can't do this. This is really scary. And we want to help them shift to see the positives. Right. And one of the ways we can do that is helping them say, you know, so I, you know, I understand you're, you're scared of the virus and you're scared of getting sick or you're scared that your friend is going to get sick. Let's just say a child is sharing those worries. And we want to, you know, talk about, well, what are some things that we can do to stay safe? Right. And, you know, wearing a mask, has that helped? Yeah. Wearing a mask helps a lot. Right. They might just sort of acknowledge that I'm washing hands. It will give them a sense of control and reassurance. These are the things that you can do to stay safe with the virus, right. The physical distancing, also being honest of what we can control and what we can't. So if my daughter has come to me and says to me, mommy, now that you're fully vaccinated, cause I am. Well, does that mean that you won't get sick? She did ask me that and I said, well, no, that actually doesn't, I'm honest. That doesn't mean I won't get sick, but what it does mean is that I won't get as sick. It'll protect you as well from getting sick, because if mommy does. COVID-19 then, you know, I won't, I have to rest, I'll have maybe a really bad cold, but I won't get as sick as if I didn't have the vaccine. So I'm not making promises that aren't true, but I am sort of letting her know these are the things that I can do to keep myself safe. So I will continuously wear a mask when I need to wear a mask, wash my hands, physical, distancing, all those things and letting her know that she can do that too. Cause I did notice that we went to the. And a little person, one another little girl or child wanted to play with her. I was really reluctant. And so we talked about it and she was worried about the virus. Right. And she said, I didn't know if I could get too close to her. So I said, okay, well, you could still play tag, but here's some ways that we could play, take that safe. And then she came up with ideas of how to do that, too. So as you're entering back into your school age programs, right. The school aged children and after school or before programs that are going to have some great ideas of things that they want to do. And so what we encourage doing, and I encourage you to do is help them come up with a bit of a plan on how they can maybe play that game with the rules that we have to keep ourselves safe because of COVID-19 cause we want to keep as safe as possible. And what that does also do is fosters this sort of taking care of one another. You know, this, this collectiveness that we've seen happen. Couple of years now with COVID-19 is that people have reached out more and more to take care of one another. And we can do that within our programs and our classrooms. By again, using these opportunities of reframing something that has been very difficult to weigh that can be really caring and helping one another. That's great. Yeah. And, one of the things I wanted that, especially when it comes to wearing a mask, I noticed with, you know, with children, it could be, it can be a hard thing for them to fully buy into in terms of where I'm at. I'm sure some kids have done better at it than others, and some may not enjoy it as much. Even, even if possible, doing things to make that experience for them more enjoyable, whether it's on the children to pick a math data lake or a certain color or getting phone with them, maybe you can get like a blank mask and draw on it. And anything that makes them feel more involved in the process, because the reality is I know the masks are probably not enjoyable for a lot of people and for kids, especially for some young children, it might take some time for them to fully understand, why they're wearing a mask and, you know, the full on the meaning. How much they actually work and how they protect others for, for younger children instead said just make it, make it an enjoyable experience. I know, I know for some, it's obviously been hard and I think for even a lot of aisles, I think for, you know, where I massive it's been one for a while and whatnot. So I think just making it an enjoyable experience for kids and even things like, you know, washing hands, as you know, we're, we're mimicking things a lot. We're kind of show them that. Like I said, the more we show them, like as leaders, you know, leading them. I think it's great, honestly. So, yeah, so I'll go into the next point here. So it's kind of probably lean more towards older children, but I think he could be used for, you know, some different age ranges. So. For like an older child, maybe like they may enjoy something like a journal, and trying to make it special. So whether, you know, they have, you know, like a fun pen or a special pen aesthetic to use, you know, encourage them to write in the journal every day. I think this is good too because especially right now, with everything that's gone over the last year or so, like I said, we talked about it earlier on, but there's going to be a, a whirlwind of emotions about, you know, going back to school, what that looks like re-engaging with friends. Some children might struggle to re-engage at certain points. I think it's good for them to be able to reflect on their emotions. Especially if they are in that moment, they may not be able to talk to an adult or somebody that they want to talk to about it. So if they have somewhere where they can reflect and. Express those emotions. I think that'd be a super healthy way for children to handle their emotions. I think it's good for, you know, a lot of children's should understand like their moods and how they can change. And I think it almost gives them like a, a document to show that like, oh, like this day I wasn't, doing so great with HelloSign maybe about going back to school. But then as the days went on, I felt a lot better about it. So like I said, it's just good for me to be able to reflect and see how things change. And give them an understanding of like, you know, how there's this comfort. It won't be forever. And it helps them kind of shift their perspective on how even if, today isn't a good day or you're not feeling the greatest, the best situation today. It doesn't mean that tomorrow. You're not going to feel a lot better about it. No, I think, and I think that's great. I think it's just those things that. We are hoping that will help you support the children. And I agree. I think journals can be really helpful for children in being able to reflect back. And there is something about the power of pen to paper, right? Having some, an action to go with your feelings and thoughts can be really helpful as well as for you as an adult, right. We can always help with our own journaling. I find that when we take that practice for our own selves, it can be really therapeutic as well. So number eight, I think this is a really good one as well, planned for a special time at home at the end of the day, to celebrate them, going back to school, something to look forward to. And I'm, I don't mean this in a way of a reward system or they have to do well to be able to get this special thing. It's not about that. It's more about recognizing that, you know, today going back to school, it's going to be a big step for you, right? There's going to be good parts of it. Parts of you might be unsure of, so what's something fun we can do after school or at night, or do something together that will help you know, that mommy or daddy or whoever the caregiver might be is really proud of you. Because going back to school is a big step and you know, that kind of stuff is really important for children. And it's not necessarily something that they get like, money for that kind of, or a sticker, not like that. I w it's more of those experiences they have with their family. So playing a game together, or my daughter loves to have time with me to just kind of cuddle on the couch and maybe we will watch a favorite show together. Right. But I'm doing it with her. She's not doing it on her own, or we will go and take her scooter and maybe I'm going to let him stay up a little bit later to do a scooter ride around them. Because she really likes when the lights come on, anything like that, children will let you know what they enjoy. And I think back to some things that Joey has highlighted as well as that we want children to be a part of this as much as possible, because that gives them reassurance a sense of control over something that they may not feel they have much control over. And if we can give them and have them be part of that time with us and planning things, and again, be really helpful. Shift through the day, see something positive and you know, it can be anything that works for your family. Every family has their own traditions that are their own things that really are unique and special to them. So make sure you consider doing that because I think it's really helpful for children to think at the end of the day, how there's something to look forward to, especially if it's going to be tough. Yeah. And I'm just gonna echo one thing you said there too, Natalie, and in the terms of, it's not, it's not like the reward system. It's not about, you know, oh, they got this where they went to school and they got like an 80% on a test or something. It's I think it's really important to highlight that it's not about that. Like I know for us, and I think as adults, a lot of times. When we, we want to have that connection with our partners or our children or whatnot, the times that we want to do that are usually the times that we actually had the harder days. And I think it's important that it sounds like that is a reward. It's just, you know, now let's get it's the first day of math class get through today. And then tonight, you know, like I said, we'll play a game or, you know, we'll go for ice cream or we'll, You know, watch a movie together or something of that nature and like said, I think it's just something to look forward to, regardless of how did they go is because the reality is it may, it may be a fabulous day or it may be a tougher day for them. But I think at the end of the day, just to know that you're going to have that quality time with them, regardless of how the day goes. I think that's so important because then they're not worried about, you know, the whole day old being on like necessarily the best behavior or needing to get like, you know, that high rate on attached or. On that presentation, it just allows them, you know, regardless how the day went to just separate themselves and go home, have a relaxing evening and then it's restarted again tomorrow or the next day or the next week. Right. So I think that's super important. So onto number nine, I think this is a great point to, having something in their backpack from home, you know, something small, obviously, easy to bring to school, but something that means a lot to them. So let's get me something, you know, is important. Like, you know, a friendship bracelet, You know, something, something that the parent has, one, maybe the child has one too, something from them that allows them to feel comfortable and going into a year, especially at industry or where they haven't had a lot of socialization. Not a lot of, you know, time with their peers, teachers, et cetera. They've been, you know, a lot of children have been home for either the majority or the entirety of the last year and a half. So having said that. You know, I feel like the transition away from being around mom, dad, any caregiver, may be difficult so they can bring a piece from what they have at home with them, the school, it can make them feel a little more comfortable at the end of the day. They know what's in their bags. They can pull it out. They can look at it, they can wear it whenever the case may be. It's it's a piece of familiarity and it's a reminder that, you know, you're just at school for the day and you're going to go home and, you know, whoever whoever's there for you is going to be there and, you know, it just makes you feel a little more comfortable. I think those are great. And I think it's just knowing that the key thing, if you're going to do something where you as the parent or the caregiver, or, and you want to have something that's the same of the child. So the, the friendship bracelets are really good. So I say, for me example, as a model, So, what I did for my daughter was, she, I drew a little heart, like a little pen, shaped heart just on her arm and she drew one on my arm. And so I said to her, you know, when I need to think of you, I'm going to touch that through the day she did the same. That's just one example, but it's the key thing is I haven't, she has it. If you're a parent that has longer hair, you could have, and your child has longer hair, you could have a scrunchie, you have the same scrunchie. I'm going to have this in my hair during the day. You have it in yours. You can take it out whenever you want, but you know, it's always there and I'm thinking of you, anything like that, I can be really helpful for children. Again, during this time we're going to see separation anxiety it's going to happen. The first day a child might sail right into school and not have anything that we're noticing that, okay. They really eased in well, the next day might be. Right. Vice versa could be the opposite. And I think Joey just said something that was important too, that, you know, I'm just back to that whole planning, something fun at the end of the day, we're going to continue to do this throughout the year. Right? Like it could be the following week. It could be because we don't want to just be one day only. Right. We want this to have longterm. You know, impact for children and that we're always there as caring adults. So we're going to do this, you know, throughout the year, as much as we need to. So those are just some examples. I think that, I found as a parent really helpful in that I often will let educators know to, offer to families or those things, because we know that children will be transitioning in different ways, too. Yeah. No, if you don't mind me just before you go on to number 10, I think that's a great point too. And I think with, even with that too, it doesn't necessarily even have to be, how should I say, even if it's something that you guys already have planned, like, so you guys have a camping trip coming up next weekend or say, if you guys have, you know, you're going to see like your grandparents, it doesn't even have to be something. Different all the time. Just be like, Hey, this even just reminded them of good, like positive things that are coming up. It might help them get through the week, get through the day like, oh yeah. Did you remember? We're going to grandma and grandpa's for dinner tonight? You know, like things like that. It just, it might, you know, it might not be an activity of some sort outside of the normal routines, but even looking forward to those simple things, you know, might help them a lot. I love that. No, and I think that's so doable, right? Like it's something that you just do as a family for whatever it is that you have planned. Yeah. I think that's such a great point because I think sometimes we overthink, right. We try to plan these great things that we don't necessarily always need to do it that way. It could just be something that was already going to happen. Routine that we already do as a family that we look forward to. And I think that's such a good point, Joey. And I think it's a good reminder because I think sometimes I know me as a parent, I try to think about these grand experiences for my child, especially cause I'm excited as things have opened up during COVID. I want to, you know, get out there and do those things again, but it doesn't always have to be those big things. Children just want to be with us at the end of the day. You know, there was a great video I watched a little while ago about, who would you have dinner with? And they asked parents first, who would you going to have dinner with? And the parents mentioned famous people, right? They'd mentioned celebrities know Justin beaver was one, like all these kinds of things. And then these people that were doing this, this video turned. Question to the children. And so the children were invited in and the parents are watching this, right? And the children are asked, who would you have for dinner? And every single child said their parent. They didn't mention anybody else. It imagine a celebrity. They just wanted to have dinner with their parents. So at the end of the day, the caregiver, the parent is what the child wants. The connection. Nothing more than that. So I think it's so good. And I think the last one, if, you know, number 10 and I think it's can be very, this is really important. We don't often put ourselves first as caregivers, whether we are early childhood educators, educators, childcare, providers, parents, caregivers, self care is something that is very, very important to our own wellbeing. And if we can't take care of ourselves, it's going to be harder for us to take care of the children around. So we want to make sure that we recognize that this experience of the pandemic has been different for everybody, right? And some of us will jump right back into the fall routine or whatever it might be. And some of us will need a gradual approach. So some days will make you feel easier, some harder. And the more that we can reflect ourselves as caregivers on how we're feeling in those moments, the better it will be for us to respond and attend to the children's needs. So if we. Constantly worried, or if we're feeling that we have to be all end all. And I know I fall into that category really easily. If I don't take the time to get my proper sleep or get the time outside or do the things that I enjoy as an adult, even if they're just five minutes, right. To have a sip of coffee early in the morning, alone for five minutes. Is what I need to refuel for the day, right? That's just me. That's Natalie. Right? That's what I need. But if I, if I don't take the time to do that with some intention, I'm going to run out of fuel. I'm not going to be able to be there and lend my calm, or be that connection for the child to feel safe and secure. So make sure that you figure out, even if it's five, 10 minutes a day to do whatever you need to do for you to take care of your. That will be the key. I think definitely not just during a pandemic, but something we should always be thinking about because we won't be able to care for others if we don't, consider how we need our needs met as well. I think that's great. Yeah. A hundred percent. Like, I think you've nailed it. Where on the head, like we need to, if we're, if we want to be able to take care of others, we need to take care of ourselves. And, and like, I think you said too, it's not a, it's not a perfect science. There's going to be better days than others. There's going to be times where you have more time for self-care and others, but just making sure you find that time, even if it's five, 10 minutes a day, like you said, going outside for a car. You know, reading a little part of your book, just getting some fresh air, whatever it is that helps you take care of yourself. Just making sure you're finding time to do that because I was like the most important thing. If you're kind of take care of others, you need to be in a good mind, a good mindset in a good space for yourself. So I think you definitely set a greater Natalie. Awesome. That ends our conversation of 10 helpful tips to help you and your child transition back to school. So thank you. And thanks for listening.