From Toy Story To Tablets: What Screen Research Really Says

Toy Story 5 has everyone arguing about kids and screens again and I want to pull this conversation back to reality. Screen time isn’t automatically “good” or “bad,” and the research doesn’t support bumper-sticker parenting. What matters is context: what children watch, who watches with them, what you talk about after, and what the screen replaces. A family movie that sparks pretend play, drawing, building, and storytelling is a very different experience than hours of algorithm-driven videos meant to keep kids quiet.

From there, we shift into the part of early childhood education leadership that keeps directors up at night: safety and trust. One staff decision can undo years of credibility, and what destroys families’ confidence fastest isn’t always the mistake, it’s the cover-up. I talk about supervision that goes beyond quick walk-throughs, why culture is what happens when you’re not in the room, and why “years of experience” can still hide years of bad habits if nobody is coaching and correcting.

Then we go where many programs need to grow: representation that isn’t seasonal. If Black culture only shows up in February, children learn that story too. I break down how year-round representation supports identity, belonging, and respect through books, classroom visuals, dolls, newsletters, and everyday curriculum choices that reflect the world as it actually exists.

We also answer listener questions about sick leave pressure and stepping into an assistant director role, plus practical leadership basics like first impressions for families and onboarding for new staff. We close with a clear policy reminder on background checks and why ongoing screening matters, followed by quick childcare industry headlines on funding and subsidy rates. Subscribe, share the episode with a director or teacher who needs it, and leave a review with your biggest takeaway.

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Transcript

Welcome And The Screen Time Panic

SPEAKER_00 0:06

Welcome to Stumbling Through Work where Educators Figure Shit Out. I'm your host, Dr. Jared Cuff, and this is the place where we try to make sense of the good, confusing, and completely unnecessary one workday at a time. Let's get into it. Hey team, welcome to another episode of Stumbling Through Work where Educators Figure Shit Out. Let's take a moment to talk about Toy Story 5. It has everybody talking again, and not just because Woody and Buzz apparently have better job security than most Americans, but because every time a family movie comes out, parents start asking the same question. Are screens really that bad? Spoiler alert, the villain in the movie is a tablet. Just ruin it for you if you haven't seen it. But, you know, social media, of course, responds with its usual nuance. You know, one side says, Children should never look at a screen until they're 47 years old. And then the other side says, My toddler taught himself quantum physics on YouTube. Neither of those people should be writing parenting books. Let's start with that. But we're going to talk about what the research actually says, what early childhood educators should be telling families, and why this conversation is actually much bigger than Disney. Because this isn't really about Toy Story, it's about who's raising, you know, children's imagination, the toy or the tablet. You know what's actually funny? Every generation thinks the next generation is being ruined by something. At one point it was like comic books, then it was television, then it was video games, then it was like rap music, Pokemon, TikTok. You know, apparently every generation has survived exactly one apocalypse, and now it's just iPads. And before somebody clips this for Facebook, no, I'm not saying unlimited screen time is fine. I just want to be clear about that. I'm saying adults love turning complicated developmental science into bumper stickers. Screens are evil. People love to dumb things down to that. And no, that's actually not what the research says. For example, the American Academy of Pediatrics has actually shifted its guidance over the years. The conversation isn't just about many minutes children spend on screens, it's more about what they're watching. Who are they watching it with? What conversations happen afterward, what activities replace it. See, context matters. Because here's the reality: watching Toy Story with your family and talking about friendship afterwards is not the same thing as a four-year-old watching, you know, algorithm-driven videos along alone for five hours while somebody says they're quiet though. Well, I mean, technically they are quiet because you know they're hypnotized at this point. But I actually love movies like Toy Story. Those movies encourage imagination. Kids pretend they're buzz light year for year for weeks. You know, they build forts, they rescue stuffed animals, and suddenly every spoon has a personality. That's play and creativity, that's language development. But here's where adults mess it up as usual. The movie ends, and that's the end. No conversation, no pretend play, no drawing, no building, no acting, and I bet half of you all listen never even thought about that. After all of these things of not doing stuff, you just turn around and just kind of just go, well, what's next on Disney Plus? We've somehow turned imagination into binge watching. The movie was supposed to start the play, not replace it. That's like buying a Lego set and just leaving them in the box because it looks prettier in the picture. And it was easier. The magic isn't the movie, the magic is what happens after the movie. I don't think children have a screen problem. I really don't. I think adults have a convenience problem. Let's talk about it. See, we keep asking how much screen time should kids have? Meanwhile, grown adult folks can't make it through dinner without checking Instagram six times. And let's be honest, we've all seen it. Family goes out to eat, parent on Facebook, teenager on TikTok, toddler has an iPad, and somehow the two-year-old is the one getting blamed for too much screen time. Now that's rich. We have normalized being physically present and mentally somewhere else. Children didn't invent that, we modeled it. Now let's bring this back to early childhood education. Because every director listening knows exactly what happens. A parent walks in and asks, Do y'all use tablets? That's the wrong question. The better question is, how are screens being used? There's a huge difference between intentional technology and babysitting technology. See, if you're using a short video to introduce, you know, butterflies before children go outside to find caterpillars, that's intentional. If you're using music and movement videos that get children dancing, that's intentional. If you're video chatting with another classroom across the country or across the world or something like that, that's intentional. But if you're putting on YouTube videos because you're having issues with, you know, behaviors in your class and transitions are extremely hard, now we need to have a conversation. That's babysitting. And directors, be honest, how many staff meetings have you had where somebody says the tablet keeps them calm? Yeah, so would recess. So would sensory play. So would a dramatic play center that actually has materials in it and is not bare because the teacher done put all the shit up because she didn't feel like cleaning up the room. Sometimes the issue isn't children's behavior. Sometimes the issue is we haven't planned enough engaging experiences. So when parents ask, is screen time bad? Here's my answer: no. Replacing childhood with screens is bad. Children still need people, conversations, messes, running, falling, asking, you know, why 18 million times, pretending building, even getting bored is healthy. Because boredom is where imagination starts working. Toy Story didn't become one of the biggest movie franchises because kids wanted to stare at a screen, it became successful because afterwards, children believe their toys came alive. That's imagination, symbolic thinking, that's cognitive development, and the movie isn't the destination, it's to spark.

When Childcare Safety Goes Viral

SPEAKER_00 7:15

Okay, moving along, here is a news story for y'all. One employee, one decision can destroy years of credibility. Recently, a lawsuit was filed against a California Fitness Club after a surveillance video allegedly, and I have to use the word allegedly, even though I seen it with my own eyes on the video, uh, showed a childcare worker throwing a 23-month-old child into the air and failing to catch him. The lawsuit alleges the child suffered a traumatic brain injury and the parents were initially given an an inaccurate account of what happened. The Fitness Club has said it cannot comment because the case is in litigation and has stated that safety is its highest priority. Y'all let's get something straight. Children get hurt, they trip, they fall, they bump heads. Anyone who has worked with toddlers for more than I don't know, 12 minutes knows this. Toddlers are tiny scientists conducting experiments with gravity. That's just who they are. The problem for me isn't that the injuries happen. The question is, how did the adult get to this process? Because as an educator, I have I it just doesn't make sense to me. Who taught you that throwing a toddler six feet into the air was an appropriate interaction? And for you all that don't know me, I've worked in this field for years. I've supervised teachers, I've trained staff, I've been a director, I have run preschool businesses. Never, not once has anyone said today's professional development topic is aerial toddler gymnastics. Where did that come from? That's not developmentally appropriate. That's not best practice, that's not even common sense. And here's the thing sometimes people hear stories like this and they immediately think that person must have been evil. Maybe, maybe not. What concerns me even more is the possibility that someone thought this was just harmless fun. Because if that's true, that's a training issue, that's a supervision issue, that is a culture issue. The cover-up is what destroys trust. And honestly, the part that bothered me the most wasn't even me watching the video. It was the allegation that the parents were initially told a completely different story. Now, according to the lawsuit, the parents were allegedly told the employee fail while holding the child close to the ground, while the complaint argues the surveillance video shows something much different. Those allegations are disputed in court, but if true, that's the part that should terrify every director. If you were to see the video, n if that's what they said, that was a lie straight from the pit of hell. That is not what happened. That baby was tossed in the air, she tried to catch it, tried to catch the baby, miss catching the baby. She grabbed like the legs, the baby went back behind her head, then she fell on top of the baby. Like all of that happened. If you see it, it's one of the craziest, saddest things that you can see. So listen carefully. And I want to be very clear. Parents can forgive accidents, they really can. But see, they struggle to forgive deception. As directors, some have some directors have instincts to protect the school, to protect the reputation, to protect the staff, the enrollment. And some directors just have the instincts to protect the child and just burn down the rest of the shit. I mean, it is what it is. And I think in a way, you can kind of do both. I'm not saying to burn your burn your school down, but just know that once parents believe you're hiding information, you've lost them. And once you've lost trust, good luck ever getting that back. If you're a director listening, don't wait until something goes viral. Ask yourself, when was the last time I actually watched my classrooms? Not walk through, but watched. Because here's the truth culture isn't what's written in your handbook. Culture is what happens when you're not in the room. Do teachers roughhouse? Do they yell across classrooms? Do they pick children up in unsafe ways? Do they joke about children's behavior? Do they think that supervision is optional? It sounds crazy to say, but that's stuff that happens. Those little things become big things. And directors, I'm going to challenge you. Stop assuming experience equals competence. Because it doesn't. I have met teachers with 20 years of experience who've developed 20 years of bad habits. I've met teachers with six months of experience who had excellent judgment. As a leader, you have to observe, you have to coach, you have to correct, and then repeat. Because leadership is not paperwork. Leadership is presence. You know, this story also reminds it's a reminder that every viral childcare story becomes public opinion of all early childhood education. One video, and suddenly parents are saying, Can I really trust this preschool? That's unfair to the thousands of phenomenal educators showing up every single day. But perception matters, which is why professionalism matters. See how I did that? This field doesn't need fewer standards, it needs more professional identity. Teaching infants and toddlers is not babysitting, it's a profession. That means judgment, training, ethics, accountability, the same things we'd expect in any other profession, trusted with people's lives, because that's exactly what we're talking about. So, what's today's lesson? It's not don't play with children. Play is essential, joy is essential, laughter is essential, relationships are essential. But professionalism has to be stronger than impulse. And directors, remember this your reputation isn't built by your marketing, it's built by what your staff do when they think no one is watching. And we'll be right back.

Book Break For Program Leaders

SPEAKER_00 14:01

Let's just be honest, leading a program or center sounds cute until the staff calls out, the goals make no sense, the policies are doing backflips, and somehow everybody is looking at you for answers. That's why I wrote The Program Leader: How to Lead, Set Goals, and Achieve Lasting Results in Your Program. This book is for directors, supervisors, coordinators, and leaders who are trying to build structure without losing their minds. We talk leadership, goal setting, systems, staff development, and how to lead with intentions, even when work is getting on your nerves. You can get your copy at abbreviatedlearning.com or just continue to do what you're doing, making no progress. Welcome back.

Representation Cannot Be Seasonal

SPEAKER_00 14:54

So the BET Awards was about two weeks ago, and I know you're thinking right now, Dr. Jarek, what does the BET Awards have to do with preschool? Answer everything. Because representation matters. For one night, black culture wasn't an add-on, it was the center. Meanwhile, in many classrooms, black culture gets 28 days, a bulletin board, a coloring page, and then disappears on March 1st. So today's question is what can ECE learn from this? Every February, classrooms suddenly become Wakanda. MLK Pictures, Rosa Parks, Harriet Tubman, maybe George Washington Carver if they feel in fancy, and then March arrives, and everybody disappears. I'm like, did Frederick Douglass clock out? Did black authors just stop writing books? Did you know Mae Jemison quit being an astronaut? Representation cannot be seasonal. Children notice. They notice who gets celebrated, who gets ignored, who gets displayed, and who never appears. That isn't decoration, that's curriculum. This isn't, you know, politics, this isn't DEI, this is child development. Let me put on my Doctor of Education hat on for a minute because this isn't just my opinion. Different organizations like NACI have spent years emphasizing anti-biased education and helping children understand in identity, diversity, fairness, belonging. Children start noticing differences incredibly early. And not because they're racist, not because they're prejudiced, because they're just observant. That's what children do. They notice patterns. Who's the teacher? Who's the doctor? Who's the principal? Who's the superhero? Who's the princess? Who's the scientist? Who's always the helper? Who's always missing? I mean, representation teaches children what's possible. When children consistently see positive examples of people who look like them, they're building identity. When other children see those same examples, they're building respect and everybody wins. Can we have an uncomfortable conversation? Because I think we need to. Some programs genuinely want to celebrate diversity. I believe that to my core. They just don't know how. So every February, here comes the same lesson plan, collard greens, jazz music, and Martin Luther King, and then repeat. Now listen, I mean, I do enjoy me some collard greens, and I love jazz and some Dr. King. But black culture didn't stop in 1968. Black excellence isn't frozen in history. That's one reason the BET wards matter. You see entrepreneurs, executives, actors, you know, artists, business leaders, women leading industries, not just, you know, black struggle yesterday. And that's where ECE sometimes misses the mark. We teach black history like it ended. Meanwhile, there are black astronauts, engineers, pediatricians, professors, architects, CEOs, preschool directors, you know, black little boys who love dinosaurs, black little girls who want to build robots. These stories belong in classrooms too. Sometimes I walk into classrooms and every black picture on the wall is somebody who survived oppression. Can we can we please read books where black children just go camping, bake cookies, lose a tooth, learn to ride a bike, go to grandma's house? Not every story has to start with despite adversity, somehow we're just surviving, we're just living. Now, directors, I'm talking to you specifically right now. Representation is not your teacher's job alone, it's leadership. Because culture starts at the top. Ask yourself what books are in your classrooms? Who appears on your wall? What dolls do children play with? Who do families see in your newsletter? Who, you know, whose stories get told? If every classroom library has 50 books and only two feature black children, that's not diversity, that's decoration. Representation isn't hanging up just one poster. Representation is normalizing excellence year round. Not because it's politically correct, because it's educationally correct. Children deserve to see the world as it actually exists. So here's my challenge this week. Walk through your program, not with your licensing checklist, not with your QRIS checklist. Walk through your building asking one question. If a black child walked into this classroom today, would they see themselves? Surely early childhood education can manage to make representation more than a February bulletin board because children don't need diversity once a month. They need diversity every single day.

Sick Leave Pressure At Work

SPEAKER_00 20:31

Moving on, it's time for asking for a friend. Question number one. Unfortunately, I got very sick. I have strep throat and fluid in my lungs. They're checking if I have bacteria in my bloodstream. They're taking my condition seriously since I came in unable to breathe and they had to monitor my condition. I am not 100% stable, but I'm better than I was. This morning I couldn't even get up to eat or go to the bathroom. Whenever I force myself to get up, I feel extremely dizzy and couldn't breathe. At the ER, they actually had to assist me because I was at risk of passing out. Walking is still not recommended. My boss still wanted me to come in on Friday, so I kept a mask on and tried to get through the day. I should have trusted my gut. I woke up that morning feeling extremely weak. Working was very, extremely difficult. I was wondering why I had issues with breathing. My boss is expecting me on Monday. I didn't know it would be this bad. It's nearly 5 a.m. and I am still in the ER getting labs and tests. My current nurses are shocked that I made it through a 9 hour shift in my condition. On Friday, all I had was an itchy throat, but it intensified throughout the day. I'll be gone for a week or two. Will I keep my job or will they likely let me go? Okay, lady person. Um, this employee, let's just sum it up. So this employee is currently in the emergency room trying to breathe. And y'all know somebody is apparently still looking at the staffing calendar, like, okay, but can you open tomorrow? Let us start with the most important point. Your health has to take priority right now. You cannot perform a job if your body is actively shutting the office down for emergency maintenance. You cannot push through fluids in your lungs. You cannot demonstrate commitment by passing out next to the copier. That is not laziness. This is not poor attendance. This is not somebody waking up and deciding they would rather stay home and watch Love Island. The fact that you made it through a nine-hour shift means you forced yourself through something dangerous because you were worried about disappointing your employer. There is a difference. Employees are often praised for coming to work sick. We call them dependable. We call them dedicated. We say they never miss a day. Meanwhile, the employee is standing there sweating, uh, coughing, dizzy, seeing three copies of each parent at drop-off. That is not dedication. That is a workplace culture that has convinced people their value is measured by how much suffering they can hide. When workers are afraid, you know, calling out could affect their hours, you know, their reputation, promotion, you know, they may feel pressured to report to work even when they know they shouldn't. Sometimes a boss does not directly say come in or else. They'll say things like, We're already short staffed. I really need you. Is there any way you can make it? Can you just come in for a few hours? Or like my personal fave, see how you feel in the morning. I already see how I feel, I feel sick. That's why I called you. You know, when directors say these things, they sound polite, but they can still place pressure on an employee who is already still vulnerable. Now, will the job fire you? I can't say that because there's a lot of other variables that you know are into that. You know, I mean it depends on your workplace policies, your attendance history, how long you've worked there, um what document what documentation you provide, what are your employment laws for your state or your jurisdiction? There's a lot of variables happen. So I cannot respond to that. Um, but what I can say is you kind of have two different types of responses. You're gonna have some employer that's gonna say, you know, they're gonna respond appropriately. They'll ask for medical documentation, they're gonna arrange coverage, they're gonna explain, you know, what what leave may look like for you and tell you to focus on your recovering. And then you will have the other employers who will, you know, reveal that their entire staffing model depends on every single employee remaining healthy for 365 days a year, and on that leap year, 366. And that is not a staffing plan, that is a wish. What you need to do now is communicate clearly and document everything. Do not simply just say I don't feel well. State that you're receiving emergency medical care and that your medical providers have advised that you are currently unable to work. Tell your employer that you are expected to be absent for approximately one to two weeks, but that exact return date will depend on your medical clearance. You know, ask what documentation is required and where it should be submitted, and keep copies of your messages. Keep copies of medical notes, discharge paperwork, work schedules, any responses from management. And please, please, do not promise to return on Monday because your boss expects you to. Also, read your employee handbook and workplace attendance policy and look for information about leave, paid sick time, all of that jazz. And if your company has a human resource department, contact them directly. Explain that you're hospitalized and receiving emergency care and need information about the formal medical leave process. That's the best that I can get you. Now, next

Surviving Your First Leadership Role

SPEAKER_00 26:53

question. I was recently offered a promotion to assistant director. I was hesitant to take it but ultimately accept it. I want to advocate for our teachers and provide extra magic to the center. What is some advice teachers or directors can give for my first year? I'm ultimately so nervous because I want to do right by everybody while also learning that not everybody will be happy. A positive thing is most of the staff pushed me to take it, so that is what I'm clinging to. Well, let me just start off with girl, you love the word ultimately. But congratulations. You are now officially responsible for problems you did not create, schedules you did not approve, and conversations that somehow begin with, I don't want to complain, but. But you know, not everybody is going to be happy. And honestly, that is a lesson number one that I can give you. Some people will be unhappy because you changed things. Some people will be unhappy because you did not change something. Some people will be unhappy because you asked them to complete the responsibilities listed in the job description they signed. You could walk into a center with coffee, breakfast, gift cards, extra planning time, a four-day work week, and somebody will still say, I just feel like the energy is different. Yes, the energy is different. I brought bagels. But the good news is that your nervousness is not a bad sign. The leaders who concern me are usually the ones who are not nervous at all. They receive a promotion on Friday and they arrive Monday acting like they personally invented early childhood education. They have been assistant director for 11 minutes and are already saying, you know, when I took over this building, girl, you ain't take over no building. You received a key and access to the staff schedule. Good God, girl, get a grip. Calm down. The fact that you care about doing right by people means you understand that leadership affects people. Your decision affects workloads, schedules, morale, communication, and whether teachers sit in the parking lot 10 minutes before coming inside. But be careful not to confuse doing right by everybody with pleasing everybody. Trying to please everybody means avoiding conflict, saying yes when you know you should say no, and eventually hiding in a supply closet pretending to organize construction paper. You cannot lead effectively if your main goal is making sure nobody is ever disappointed with you. Sometimes you will have to deny a request. Sometimes you will have to address poor performance. Sometimes you will have to say, I understand your concern, but the expectation is still the expectation. Now that sentence will get you through a large portion of management. But do not walk into the role and immediately launch, you know, 12 initiatives, redesign every system, create three committees, and announce a new theme called the Year of Excellence. The teachers are tired. They is tired. They do not need a theme. What they need is coverage. Ask teachers what is actually working. Ask what makes their job harder. Ask which procedures are useful and which ones were just apparently written during a power outage. Then look for patterns. One person complaining may be a preference, but seven people naming the same problem may be a broken system. And your relationships with staff will also change. It just will. Even if they encouraged you to take the promotion, even if they hugged you and said you are going to be amazing, the moment you join management, something shifts. You cannot gossip with teachers on Tuesday and supervise them on Wednesday. It's not gonna work. You cannot complain about the director of the staff and then expect the staff to respect the leadership team. It's not about becoming everybody's favorite assistant director, it's about becoming a reliable one. Being visible, being fair, being clear, being consistent. Support teachers in ways that actually matter. And please do not lose your personality trying to sound like management. Nobody needs you walking into a center saying, going forward, we are going to leverage our core competencies. Child, just tell people what time the staff meeting starts. Now, if you want more help with this, I recommend a book called The Program Leader, which gives you set goals and tells you how to achieve these goals. I'm just saying. And on that note, we'll be right back.

Training That People Actually Use

SPEAKER_00 31:40

Let's talk about training and professional development. And no, not the kind where everybody sits in a room, pretends to be engaged, eats the snacks, signs the sheep, and leaves doing the same thing they were doing before. That's not the goal. Through Abbreviated Learning, we provide practical training and professional development for early childhood programs, schools, and organizations that need strategies people can actually use when the meeting is over. So if your team needs more than another cute handout, book your next training with us at abbreviatedlearning.com where we know how to make the work make sense. Welcome back.

First Impressions Build Or Break Trust

SPEAKER_00 32:23

It is time for my leadership advice. And today's advice is first impressions matter. More specifically, why do first impressions matter to families? Why do they matter to new staff? And why do some centers act like first impressions are just a suggestion? Because some programs really believe that people will overlook the unanswered phone, the cluttered lobby, the missing paperwork, the employee who looks shocked that someone just entered the building, and the mysterious smell floating somewhere between the kitchen and the toddler room. They also assume that new employees would just ignore the confused orientation, the missing schedule, the gossip in the break room, you know, the fact that nobody knows who is supposed to be training them, and the warm welcome of you can just sit over there for now. Excellent. Nothing says we are prepared for you like putting someone in a chair next to the copier and just hoping the rest works itself out. The truth is people form opinions quickly. Families are looking around, new employees are looking around, everybody is collecting evidence. They are asking themselves, is this place organized? Is this place safe? Do these people communicate? Does anyone know what is happening? And will my child be cared for here? Or will I be supported if I work here? And in some centers, the answers arrive before the director does. A family's first impression does not begin when they sit down for that official tour. It begins when they call. Does someone answer the phone? Does the person answering the phone sound helpful? Do they know basic information about their own program? Or does the conversation sound like this? Hello? Yes, I'm calling about childcare. Oh, hold on. Then the family spends six minutes listening to classroom noise while someone yells, Does anyone know if we have room in toddlers? Like, nothing inspires confidence like hearing your enrollment inquiry becoming a building-wide announcement. Families notice whether calls are returned, emails are answered, whether the website has current information, even whether the person speaking to them sounds interested, or whether they sound personally offended that a parent asks the question. A family is preparing to trust your program with the most important person in their life. They are not choosing where to order lunch. They are trying to decide whether your center is safe, stable, caring, organized, professionally operated, and yet some programs answer basic questions like the family is interrupting something. A parent asks, What does your daily schedule look like? And then the response is, Well, it depends. Wow. Thank you. That was very informative, and now I understand the entire educational program. During a tour, families are paying attention to things staff may no longer notice. They notice the condition of the lobby, the smell of the building, the noise level, the way teachers are speaking to children, whether employees even greet them, if the director knows staff members' names, where the children appear engaged, whether the person leading the tour can explain the program without reading it from a brochure. Families also notice how adults interact with one another. You may think they did not see that teacher roll their eyes when the assistant director walked out, but haha, they saw it. You may think they didn't hear someone say, We're short again, they heard it. You may think the dramatic sigh coming from the toddler's room went unnoticed, it did not. Families are not only evaluating the classroom, they're evaluating the culture. Because if staff appears irritated, disorganized, or disconnected during a scheduled tour, families are really going to wonder what happens when nobody's visiting. This is the problem with first impressions. People assume what they see at the beginning is a sample of what they're going to experience later. If the center is clean, the staff are welcoming, you know, communication is clear, families may think this program is organized. If the director is late, nobody's prepared, the classroom teachers look surprised that a new child may enroll, the family may think. If this is how they manage a tour, how are they going to manage supervision? Maybe the center had a rough morning. Let's talk about it. Maybe three people called out. Maybe a child became sick. Maybe seeing maybe licensing arrived. Maybe the printer finally decided it had given enough to this organization. The family does not know that. They only know what they experience. And that experience becomes a story they tell themselves about your program. Sometimes it becomes a story they tell everybody else too. Now, let us talk about new staff. Centers will spend hours preparing for a family tour and then welcome a new employee like the person appeared unexpectedly through a portal. The new teacher arrives on the first day, nobody knows where they're supposed to go. And the director is in the meeting, the assistant director is covered in the classroom, and the person assigned to train them called out. And someone just says, just follow her. Who is her? Where is she going? What exactly am I supposed to be learning? And why does she already look irritated that I just exist? See, you know, new employees notice whether people were expecting them, if their paperwork was ready, whether their schedule makes sense, if someone explains procedures, whether staff welcomes them, or whether everybody looks disappointed that management hired another person. They also notice that current staff began sharing workplace drama before the new employee learns anyone's name. The new teacher has been there 45 minutes, and someone is already saying, just so you know, the director has favorites. Dang! Please allow the person to find a bathroom first. Or someone says, Do not trust the infant room. Wait, wait, wait, what happened in the infant room? Is there like an organized crime unit operating near the cribs? Why are we even why are we giving new employees warning labels before we give them a handbook? Some staff treat new hires like fresh audience members. They cannot wait to explain who is lazy, who is difficult, who gets away with everything, who management likes, why the entire building would collapse without them. Meanwhile, the new employee is standing there thinking, oh, I made a terrible mistake. Then leadership wonders why retention is low. Maybe the teacher didn't leave because early childhood education was too difficult. Maybe they left because one day felt like joining a family argument that was already in progress. If onboarding is organized, they may believe the leadership is prepared. If expectations are clear, they may believe they can succeed. If staff is welcoming, they may feel like they belong. If nobody trains them, the rules change every hour, and three people give them three different answers, they may decide the center is just chaotic, and then management will turn around and have the gall to say, they didn't give us a chance. You did not give them a schedule. What chances were they supposed to give? Now, new staff do not expect perfection. Most reasonably, people understand that centers are busy. They understand staffing changes, emergency call outs, unexpected problems. But there is a difference between a busy center and a center with no functioning system. A busy center says, This morning became hectic, but here's the plan. Here's who will support you, and here's, you know, here's when we would check in again. Right? A chaotic center just says, just figure it out and make it enough. Then they'll turn around and get irritated when the person figures it out incorrectly. First impressions matter because they affect trust. Families need to trust that their child will be safe. New employees need to trust that they will receive support, training, and fair treatment. Trust does not begin with the mission statement hanging in the hallway. Trust begins with basic behavior. Things like answering questions, being prepared, following through, greeting people, explaining what happens next, doing what you said you will do. And let us discuss greetings. Because apparently saying hello has become an advanced leadership skill. When a family enters the building, someone should acknowledge them, not stare at them, not look away, not continue a personal conversation while the family stands there holding a child, diaper bag, enrollment paperwork, and the last remaining piece of their patience. Say hello. Welcome them. Tell them someone will assist them. The same applies to new employees. Introduce them. Do not just, you know, place them in a classroom and let everybody discover them naturally. Just say, hey, this is Jordan. She is joining the preschool team. Jordan, this is Maria and Alexis. They will help you learn the classroom routine today. See how simple that was? That took 12 seconds. Instead, some centers choose mystery. A new person appears, staff stare, children stare, nobody explains anything. And then by lunch, rumors have started. Is she permanent? I thought she was afloater. Somebody said she's replacing somebody. I heard she got hit by three zebras and a monkey. Wonderful. We have turned staffing into a suspense series. So yes, first impressions matter because families are deciding whether they can trust you with their children. New staff are deciding whether they can trust you with their careers and well-being. And both are asking, does what this program say match what the program actually does? A first impression is not everything. People can have bad mornings, people can misunderstand situations. One difficult moment should not define an entire program, but first impressions create the starting point. And it is much harder to repair trust than it is to establish it correctly from the beginning. Programs need to ask, what does a family expect from the first phone call through the first day of enrollment? What does a new employee experience from the job offer through the first 30 days? Does anyone guide them? Does anyone follow up? Does anyone notice when they look confused? Or do we wait until the family withdraws or the or the employee resigns and say, I wish they would have said something. So yes, answer the phone. Prepare for the tour. Greet the family. Expect new employee. You know, explain the plan. Train people properly and follow up. Families should not leave a tour wondering whether if anyone is in charge. New staff should not leave orientation wondering whether they accidentally joined a group project where nobody reads the instructions.

Background Checks And Ongoing Screening

SPEAKER_00 43:43

Alright, it is policy time, and remember something became a policy because someone then messed this shit up for all of us. Today's policy is background checks. So, this is what it says to ensure the safety and well being of all. All children in our care, every staff member is required to submit a criminal history background check, motor vehicle license report, and possibly other background checks as the company deems necessary. Background screenings will be processed as part of the pre-employment process throughout your tenure. So why is this in the handbook? Because apparently we work with children is not enough explanation for everybody. Everybody is always shocked. What do you mean I need a background check? Ma'am, you are applying to supervise eight toddlers, administer medications, speak with families, access confidential records, and possibly drive a company vehicle. We are not hiring you to stop napkins at a gas station. The company needs to know who is entering the building, who is interacting with children, and whether that person has a history that could create a safety concern. This is not the organization being nosy. Well, a little bit nosy, but this is the appropriate kind of nosy. The let us make sure we're not, you know, placing children in danger kind of nosy. A criminal history background check helps the company identify convictions, pending issues, any information that can affect whether someone can safely work around children. And no, this does not mean every mistake automatically prevents someone from being hired. Different laws, licensing requirements, all that look into your jurisdiction and all that to see what that means. But if the job involves children, the company cannot just simply say, Well, you know what? Brenda seemed nice during the interview, so you know we decided not to check. Uh no. Nice is not a screening process. A pleasant smile and a cardigan are not evidence of eligibility. People can interview extremely well. They arrive early, they answer every question, they talk about their passion for children, they say things like, I have always felt called to early childhood education. And then the background check returns with enough information to support a 12-part documentary series. This is why companies verify. Not because every applicant is suspicious, but because but because employers have a responsibility to look beyond the interview performance. The policy also mentions a motor vehicle license report. Now, why would a childcare company care about your driving records? Because some employees may transport children, drive company vehicles, complete errands, travel between locations, perform duties that may require driving. If the job includes transportation, the company needs to know whether the employee has a valid license and a responsible safe driving history. Again, this should not be controversial. If Brenda has 17 speeding tickets, three suspended license, and believes stop signs are more of a suggestion, maybe Brenda should not be driving the preschool van. Brenda may be wonderful at circle time. Brenda may create beautiful lesson plans. Brenda may know all 17 verses of the wheels on the bus, but Brenda should not be behind the wheel of an actual bus. Know your gifts. The policy also says the company may conduct other background checks as necessary. That language gives the employer some flexibility. Depending on the position, location, or legal requirements, additional screening might include employment verification, educational verification, reference checks, child abuse registry, sex offender registry, all the things that need to be in place. Because people occasionally stretch the truth on job applications. That was a fancy way of me saying that they lie. And I know, shocking. You know, someone writes lead teacher for five years, then employment verification reveals they covered lunch breaks twice and helped decorate a bulletin board. That is not five years of leadership experience. That is proximity. And someone says they have a degree in early childhood education, then you know the company requests documentation, and then suddenly the degree is still being processed by an online institution operating from a mailbox next to a frozen yogurt shop. Verification protects the organization. It also protects qualified employees because people who completed the education, maintained their credentials, and followed the law should not have to compete with someone who created a diploma and a free design app last Tuesday on Canva. Now let's talk about the part employees often miss. Background screenings may happen throughout your tenure. That means passing the pre-employment screening does not grant you lifetime clearance. You do not complete one background check in 2015 and then move through the rest of your career with the diplomatic immunity, things can change. License can become suspended. New charges or convictions can occur, credentials can expire. Information that affects eligibility may arise after someone is hired. The company may be legally required to conduct recurring checks, or it may choose to rescreen employees as part of its safety practice. And this is where people become offended. I already completed a background check. Yes, Brenda, six years ago. Since then, you have, you know, you have moved four times, you've changed your name twice and arrived at work yesterday in a vehicle with one door. The company would like an update. This policy is also in the handbook so employees can, you know, reasonably claim they did not know screening could continue after hire. And the handbook establishes the expectation from the beginning. Some people believe that what happens outside of work has nothing to do with the employer. And sometimes that is true. Your employer does not need to know that you argued with your neighbor about a trash can. They do not need details about your dating life. They do not need to know why you left the family group chat. But if something outside of work affects your ability to safely supervise children, to transport children, to maintain a required license or meet legal employment requirements, then it may become relevant. For example, let's talk about Brenda. Brenda is a preschool teacher. Brenda is dependable, Brenda makes excellent sensory activities. The children love Brenda. One weekend, Brenda attends her cousin's birthday party. Now, Brenda has been told repeatedly not to drive after drinking. But Brenda says I only had two. And you know, whenever someone says I only had two, the number is rarely two. Brenda gets in the car, Brenda backs into a mailbox, then Brenda drives across the lawn, enters a decorative fountain, and somehow ends the evening arguing with the police officer while wearing one shoe and holding a tray of deviled eggs. On Monday morning, Brenda arrives at work and says, My weekend was crazy. Yes, Brenda, we saw the news. Now, imagine Brenda is scheduled to drive the center van for a field trip. Do we still believe the employer has no reason to review Brenda's motor vehicle record? Absolutely not. Brenda is no longer driving the van. Brenda may not even be allowed near the parking lot without supervision, to be honest. This is why ongoing screenings matter. The company is not only checking who you were when you applied, it may need to confirm that you remain eligible for the position. Children's safety cannot depend on management assuming nothing has changed. This policy also protects families. Families are trusting the program to make responsible hiring and retention decisions. They expect the people caring for the children to meet legal and professional requirements. If something happens and the company ignored required screenings, families are not going to accept. Well, we thought Brenda had, you know, probably learned her lesson. Probably is not a risk management plan. Background checks are not perfect. They do not predict every future action. They do not replace supervision, training, accountability, or leadership. A clear background check does not mean someone can never make a bad decision. It means the company completed one important part of the safety process. Centers still have to observe employees, they still need to address concerning behaviors, you know, they need to, you know, have proper supervision systems. They need to, you know, respond when staff violate policies. You cannot run the background check, put the results in a file, and then ignore everything the employee does for the next 10 years. Well, Brenda passed in 2018. Brenda is currently attempting to take 12 preschoolers to the zoo in a vehicle with an expired registration and a check engine light blinking in Morse code. We have current concerns. So why is this in the handbook? Because childcare programs have a legal, ethical, and professional responsibility to screen the people who work around children. Because hiring decisions should be based on verified information, not instinct. Because some positions involve driving, because circumstances can change after hire. And because the company needs employees to understand that continued employment may require ongoing eligibility. The purpose is not to embarrass people, the purpose is risk reduction. It protects children and families, it protects employees, and it protects the program from claiming surprise when information was available and no one bothered to look.

Childcare Funding And Industry Headlines

SPEAKER_00 54:05

Moving along, I have a few important ECE stories from last week that I want to share. The first one is the federal government rescinds a $10 billion child care and social service funding freeze. The US Department of Health and Human Services resends a $10 billion freeze affecting child care subsidies and social servicing funding for California, Illinois, Colorado, New York, and Minnesota after legal obstacles block the freeze attempt. I just wanted to mention this because programs should watch federal and state funding updates closely because subsidy interruptions hit low-income families and providers first. Another story is that a new report shows subsidy rates still do not match the true cost of childcare. A summary from Childcare Aware of America report found that many states still reimburse providers below the actual cost of care. The report noted that 27 states primarily use market rate surveys, while only nine states in DC have approval to use cost models as an alternative method for setting subsidy rate. It also stated that 15% of federally eligible children receive subsidies. I mentioned this because this supports advocacy for cost-based reimbursement, especially for infant and toddler care, high-quality care, and programs serving subsidy families. Another story I want to mention, which is very dark, is Australia's child care abuse case intensifies. A Sydney childcare worker, Harmish Tot, yes, we're shaming him and calling him out by name, was publicly identified as facing more than 320 charges tied to alleged abuse of 136 children over a 16-year period, according to ABC Australia. Police have uh police said 12121 families have been contacted with 22 alleged victims still unidentified. Every center should revisit child protection procedures, so bathroom supervision, one-on-one interactions, camera policies, staff references, you know, substitute vendor access documentation, and how concerns are escalated. And then finally, New York City launches a free parents' night out child care program. So New York City announced its first Parents Night Out program offering free care for 500 families with children between the ages of 6 to 13 at five recreation centers. The program includes supervised games, sports, arts and crafts, fitness activities, and dinner. Programs can use this story to discuss extended care, um, you know, community partnerships, family stress, and how child care supports the entire household, not just the child.

Final Takeaway And Closing

SPEAKER_00 57:13

Well, that's all that I have for you this episode. This has been Stumbling Through Work, where background checks matter because Brenda Seems Trustworthy is not the defense you want to give licensing, a parent, or an attorney. Talk to y'all later. Bye. This has been another episode of Stumbling Through Work where educators figure shit out. If this episode entertained, educated, or inspired you, go ahead and subscribe and share with others. I'm Dr. Jarek Huff. Catch you next time, Stumbling, but still showing up.