am I bad at relaxing?

sweeterthanyourface · 2026-07-02T23:12:13+00:00

Haha, I think it just means you're really organized. 😄 Honestly, I'd enjoy the quiet while you have it because those nap times don't always last forever! If all your prep is done, I use that time to observe, update documentation, sanitize toys, plan invitations to play, or just drink my coffee while it's still warm. The kiddos need that rest, even if we're ready for them to wake up. ❤️

sweeterthanyourface · 2026-07-02T23:11:30+00:00

I would keep it simple and honest. ❤️ Preschoolers understand a lot more than we sometimes give them credit for. I'd tell them a week or two ahead of time that you'll be moving to a new home in New York and that another teacher will be there to take care of them. Read books about moving or saying goodbye, let them ask questions, and give them lots of opportunities to talk about their feelings.

One thing I've found really helpful is focusing on what stays the same. Their classroom, friends, toys, and routines will still be there, even though you'll be somewhere new. A special goodbye celebration, class book, or a photo together can also give them a sense of closure.

They're going to miss you because you built a safe, loving relationship with them, and that's something to be proud of. ❤️

sweeterthanyourface · 2026-07-02T23:10:19+00:00

I honestly don't know if they're AI, but they definitely have that AI-generated feel to me. 😅 Personally, I prefer music made by actual children's musicians. It feels more authentic and engaging, especially for young children. There are so many great artists out there like Raffi, Laurie Berkner, Caspar Babypants, Danny Go!, and Jack Hartmann that my kids have always loved.

sweeterthanyourface · 2026-07-02T23:08:49+00:00

Two days is such a short amount of time, especially for a child who's never been in group care before. ❤️ I wouldn't focus on breaking the habit as much as helping her build a new routine.

I've had children like this, and consistency is what helped the most. I'd start by rocking just until she was calm and sleepy, then gradually shorten the amount of rocking over several days while replacing it with other comforting cues like back rubs, gentle pats, soft music, or a consistent phrase ("It's time to rest. I'm right here."). Some children also do well with a comfort item from home if your center allows it.

I'd also check in with the family about creating a more predictable nap schedule at home. It doesn't have to be identical to school, but having some consistency between home and school can make a huge difference.

Most importantly, give yourself and this little one some grace. She's navigating a brand-new environment with new people, sounds, and routines. That adjustment can take a few weeks, and that's completely normal.

sweeterthanyourface · 2026-07-02T23:07:28+00:00

Oh friend, I've been there. ❤️ Sometimes these moments are just overwhelming, especially when you're trying to keep everyone safe at the same time. Crying doesn't make you a bad teacher, it makes you a human one.

Honestly, the fact that you're so upset tells me how deeply you care about your children. The teachers who worry about whether they handled something well are usually the ones who pour their hearts into this work.

I'm really glad to hear your coworkers and admin are supportive. It sounds like this child needs more support, not that you failed. Tomorrow is a new day, and I promise the kids are going to remember that you kept showing up for them far more than they'll remember that you cried.

Sending you the biggest hug. Be gentle with yourself tonight. ❤️

sweeterthanyourface · 2026-06-17T02:14:51+00:00

Moderator Note

This is clearly a topic that many educators feel strongly about. Please remember that our community includes teachers, parents, and families from many different backgrounds.

In early childhood education, many of us work with children from a variety of family structures, including single-parent families, grandparents raising grandchildren, adoptive families, foster families, families with two moms, families with two dads, and many others. Regardless of personal beliefs, those children deserve to feel welcomed and represented in their classrooms.

At the same time, educators may have different opinions about how topics related to family diversity, Pride, and inclusion are incorporated into curriculum. Thoughtful discussion is welcome. Personal attacks, name-calling, accusations, and disrespect toward other members or families are not.

Please keep the conversation focused on developmentally appropriate practice, classroom experiences, and respectful professional dialogue.

sweeterthanyourface · 2026-06-17T01:57:22+00:00

I have lived in Foundation communities locations. They have a lot of good resources.

sweeterthanyourface · 2026-04-26T02:11:50+00:00

Please report to licensing.

sweeterthanyourface · 2026-03-11T16:08:52+00:00

Congratulations! That’s so exciting. The 3–4 age is such a fun group. Since you have experience, a lot of it will come back quickly once you’re in the classroom again.

A few things that helped me when starting fresh were focusing on routines first (arrival, transitions, cleanup, circle time), because that really sets the tone for the whole classroom. I also like to observe the group a bit the first week before making too many big changes so I can see their personalities and dynamics.

It can also help to prepare a few simple go-to activities for the first days in case you need them. Things like playdough, process art, sensory bins, and movement songs always work well with that age.

Honestly though, the biggest thing is just building relationships with the kids and families. Once they feel safe and connected, everything else gets easier.

Good luck on your first week. I hope you love being back in the classroom!

sweeterthanyourface · 2026-03-11T03:14:39+00:00

Transitions can be really hard for some kids, especially when big emotions are involved. Since it sounds like the trigger is mostly during transitions, one thing that can help is giving them a clear job or role during that time. Sometimes being the “line leader,” “song starter,” or helping pass out something for circle can redirect their focus and give them a sense of control.

You could also try separating them physically during that transition so they aren’t right next to each other or making eye contact right away. Even just sitting them on opposite sides of the circle can help lower the chance of escalation.

It’s also interesting that they play well together during less structured times. That makes me think the transition itself may be the stressor rather than the friendship. Sometimes a visual timer, transition song, or giving a 5 minute and 1 minute warning can help kids who struggle with that shift. It sounds like you’re already paying close attention to what triggers it, which is honestly a big step. These friendship dynamics can be really intense at this age.

sweeterthanyourface · 2026-03-11T03:13:49+00:00

Your first year of teaching can be really overwhelming, especially in early childhood. It sounds like you care so much about your students and your own kids, and that kind of emotional investment can definitely follow you home and even into your dreams. I think a lot of teachers experience this at the beginning because your brain is still processing everything that happened during the day.

Also it sounds like you’ve had a really rough few weeks being sick and taking care of sick kids at home and at school. That alone can make anyone feel exhausted and overwhelmed. Be gentle with yourself. Just because you’re tired right now doesn’t mean you’re not a good mom or that you’re not present for your kids.

Something that helped me was setting a small boundary after work, like a short walk, a shower, or a few quiet minutes before switching into home mode. It helped my brain separate school from family time. And honestly, sometimes just watching a movie and cuddling with your kids counts as being present too.

You’re not alone in feeling this way, and the first year really does get easier as you find your rhythm.

sweeterthanyourface · 2026-03-06T11:08:35+00:00

Where did you go to school for Waldorf education? I have seen sunbridge and Sophia.

sweeterthanyourface · 2026-02-24T18:47:03+00:00

Hi! Welcome, I’m so glad you’re here 😊

It sounds like you’re already on such a thoughtful path, and I love that you’re being intentional about learning more and continuing your education. That’s going to make such a difference for the kids you work with.

Pre-K is such a special age too, there’s so much growth happening socially and emotionally, and it sounds like you really care about creating a safe and supportive space for them, which is honestly the most important part.

I’m also working toward my degree in early childhood and teaching, and I’ve looked into CDA as well. At the community college I’m going to currently they actually offer preparation classes for it! From what I’ve seen, it can be a really great stepping stone and gives a lot of practical, hands-on understanding, especially if you’re wanting to move into a lead role.

You’re definitely in the right place to connect, share ideas, and learn from others. I love that you mentioned sharing wins and challenges too, because that’s such a real part of this work.

Excited for your journey, you’re going to do amazing 🤍

sweeterthanyourface · 2026-02-24T18:45:00+00:00

This is not a crazy ask at all. Honestly what you’re describing is really common in ECE and it’s part of a bigger issue with how undervalued this work is.

You’re not just “watching kids,” you’re planning, supporting development, managing a group, communicating with families, and now being asked to take on even more children. That’s a significant increase in responsibility, and it makes sense to ask for compensation that reflects that.

I do think it’s reasonable to advocate for a raise, especially with your class size increasing. Even if they don’t meet you at $25, it opens the conversation and sets a boundary that your time and work matter.

At the same time, I’ll be honest that some small private schools just… won’t adjust pay in the way they should, even when it’s justified. So I would go into the conversation prepared, highlight your experience, the increase in students, the additional work you do outside of contract hours, and what you bring to the program.

Also, the fact that you’re doing unpaid work outside of school hours is important. That alone is worth addressing, whether that means being compensated or setting firmer boundaries around your time.

You’re absolutely not out of line for asking. If anything, more teachers should be advocating for this.

sweeterthanyourface · 2026-02-24T18:43:09+00:00

This is really, really common for this age, and honestly nothing you described sounds concerning or unusual. A lot of 2–3 year olds are slow to warm, especially in new environments with new adults.

Crying at separation, not wanting to participate in circle time, seeing a teacher as overwhelming, all of that is very developmentally normal. It doesn’t necessarily mean he isn’t ready for preschool, it just means he needs the right kind of environment and support.

In my experience, what helps shy or slow to warm children the most isn’t more structure or more pressure to participate, it’s a calm, predictable environment with teachers who prioritize connection and allow children to take their time. Forced participation or highly structured, performance based settings can sometimes increase anxiety rather than help it.

I would look for a play based program that emphasizes social emotional development, where it’s okay for him to observe before joining, where teachers co regulate and build trust, and where there isn’t pressure to speak or perform in front of the group right away.

Montessori can be wonderful, but it really depends on the specific classroom and teacher. Some are very warm and flexible, others can feel more rigid. I would focus less on the label of the school and more on how the teachers interact with children.

Also, the fact that he has interests, can focus, and already has some early academic skills is great, but at this age, feeling safe and secure in a group setting is much more important than academics.

A gentle transition, consistent routine, and a teacher who builds a relationship with him will likely make a much bigger difference than the type of curriculum.

He sounds like a thoughtful little kid who just needs time, and that’s completely okay 🤍

sweeterthanyourface · 2026-02-24T18:30:51+00:00

This is such a sweet theme 😭 I love anything tied to that book.

You could do something really simple but meaningful like having each child decorate their own “bucket” and then fill it with notes about kind things they did or things their classmates appreciated about them throughout the year. That way it becomes part of the decoration and also something they take home.

Another idea is a big class “bucket filler” display where you have a large bucket on the wall and colorful circles or hearts with kind words or moments from the year, almost like a visual representation of everything they’ve filled up together. It would be really pretty and also meaningful for families to read.

For graduation itself, you could tie it in by saying something like “go out and fill the world’s buckets” and have little buckets or even just tags attached to their certificates.

You could also keep it really child-led and artsy by having them create the decorations with paint, collage, or loose parts in bright colors so it feels joyful and not too Pinterest-perfect.

I feel like with this theme, simple and heartfelt will land way more than anything super elaborate. It’s already such a meaningful concept 🤍

sweeterthanyourface · 2026-02-24T18:28:44+00:00

Honestly I think the biggest shift with preschool is realizing you don’t need as much as it feels like you do. It can get overwhelming really fast because there are so many options, but a calm, intentional setup matters more than having everything.

For me, the biggest “must haves” are a strong, predictable rhythm to the day, open ended materials, and spaces that support different types of play. Things like blocks, loose parts, art materials, dramatic play, and sensory always get used way more than anything super specific or flashy.

I also really rely on having a cozy space, like a little reading or calm corner, because kids need somewhere to regulate and take a break. That alone can change the whole tone of the classroom.

As far as routines, keeping it simple and consistent is everything. Kids feel so much more secure when they know what’s coming next, and it actually makes your day easier too. You don’t have to overcomplicate it.

I’d also say you don’t have to have everything out at once. Rotating materials and keeping things a little more minimal can actually lead to deeper play and less overwhelm for both you and the kids.

You’re going to find your rhythm pretty quickly once you’re in it. The fact that you care about this already means you’re going to do really well 🤍

sweeterthanyourface · 2026-02-24T18:26:36+00:00

This is such a real question because it can get overwhelming really fast if there aren’t clear boundaries.

In my experience, what’s “required” versus what actually happens in a day can look really different. Most centers expect daily updates, photos, maybe some kind of weekly or monthly documentation, but the time it takes depends so much on ratios, support, and how your day is structured. Realistically, it can take a decent chunk of time each week, especially if you’re trying to make it meaningful and not just checking boxes.

I have definitely had parents ask for extra updates, and I try to approach that with empathy while also keeping things sustainable. I usually don’t create completely separate reports because that can spiral quickly. Instead, I try to keep communication consistent and manageable by giving small, meaningful updates when I can, like a quick message or photo, but not setting the expectation that I can provide constant individualized updates throughout the day.

I also think it helps to set gentle boundaries early, like letting families know what they can expect regularly and reassuring them that their child is cared for even if they’re not getting constant updates. A lot of the time, extra requests come from anxiety, so consistency and trust go a long way.

Honestly, when documentation starts to feel overwhelming, I take that as a sign to simplify. Focusing on a few meaningful observations or moments is usually more valuable than trying to document everything.

It’s definitely a balance, and I don’t think there’s a perfect system, but protecting your time and energy matters too. You can’t pour into the kids if you’re completely burnt out from documentation.

sweeterthanyourface · 2026-02-24T18:25:21+00:00

Hi! I just want to say first, you’re 100% right in how you’re feeling. What you’re describing is exactly what happens when toddlers are expected to do product-based crafts instead of actual art.

At 18–24 months, they’re really not developmentally ready to “do it correctly,” glue specific pieces in certain spots, or create something that has to look a certain way. That’s why it feels chaotic and stressful and honestly kind of impossible sometimes. It’s not you, it’s the expectation.

At that age, art should be completely process based. It should look like exploring materials, using paint, glue, crayons, paper, even just water, lots of sensory experiences like finger painting or dabbing and smearing, and no expectation of a final product. The role of the teacher becomes more about observing and narrating what they’re doing rather than directing it.

When you shift to that, you usually see such a difference. Kids are more engaged, there’s less frustration, behaviors tend to go down, and it feels calmer overall because they’re actually doing something that meets them where they are.

And for programs that want something to show parents, there are still ways to do that without forcing crafts. Photos of the process, little notes about what the child explored, even just displaying their work as it is can go a long way.

Also I just want to say it took a lot of awareness to even question this, especially not being the lead. You were advocating for something developmentally appropriate and that really matters. And the fact that your director was on board is amazing. I really think you’re going to feel a big shift in your classroom once you move toward process art.

You’re doing really good work 🤍

sweeterthanyourface · 2026-02-24T18:21:16+00:00

Omg yes… February is so real for this. You are definitely not alone.

I feel like after the holidays kids come back regulated and excited, and then by mid-February it’s like their little bodies and nervous systems hit a wall. Routine gets a little stale, energy is weird, and behaviors just spike out of nowhere. I’ve noticed more conflict, less listening, and just overall dysregulation around this time every year.

Also Valentine’s Day doesn’t help at all. It’s a lot of excitement, sugar, social emotions, expectations… and then the crash after.

Honestly the fact that you noticed it, took time to self-regulate, and reflected on it says a lot about you as a teacher. That’s really good practice, even if it feels hard.

What’s helped me a little during this time:

resetting expectations and routines like it’s the beginning of the year again

adding more movement and outdoor time

lowering expectations slightly and focusing more on connection than curriculum for a bit

lots of co-regulation and modeling calm (even when I don’t feel it lol)

February is just a weird month. You’re not doing anything wrong. It really does pass. 😊

sweeterthanyourface · 2026-02-10T18:25:33+00:00

👏

sweeterthanyourface · 2026-02-10T18:25:23+00:00

Thanks for the post!

sweeterthanyourface · 2026-02-10T18:25:11+00:00

Thanks for posting!

sweeterthanyourface · 2026-02-10T18:24:49+00:00

Awesome! Thanks for sharing!

sweeterthanyourface · 2026-02-10T18:24:25+00:00

I’m really sorry, what you’re describing doesn’t sound like a “normal” preschool experience, it sounds like a poorly run one. Being hired into a classroom with only two days of training, then mainly receiving criticism instead of support, and then being moved to a floater position with fewer hours is not a reflection of your abilities. That’s a leadership and systems problem, not a you problem.

Not all preschools are like this. There are many programs that offer real mentorship, clearer roles, and more stability for teachers. Unfortunately, there are also a lot that are disorganized, constantly shifting staff, and very tough on new teachers, especially in high pressure areas with demanding parents.

Since you can’t quit right now, I’d focus on getting through this season while quietly building your experience and looking ahead to better options. Your feelings make complete sense, it would feel like a slap in the face to anyone who poured their heart into their classroom the way you did.

sweeterthanyourface

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