ChildCare Conversations with Kate and Carrie
Sep 1, 2026 · 25 min · 11 segments
Send us Fan Mail What if we stopped waiting for a diagnosis before supporting a child who needs help? Stephanie Corley joins Kate Woodward Young to…
Stephanie CorleyGuest
Kate Woodward YoungHostYou actually have like like you're out there like, I'm gonna go with advocating for the kids who can't necessarily advocate for themselves.
So if somebody is listening to this podcast episode or they're watching this video and they're like, I don't really know what that means or I'm an owner or I'm a director, that's a parent thing.
How do the leadership and early learning Why do they need to know and what do they do? How do they how can they advocate for those kids? How can they be little Stephanie's in their program?
So if they're doing as cues within their system or they're doing teaching strategies gold, they can actually use those to kind of.
refer the child off to early intervention posts where they can receive assistance if they see a delay in that child.
They can also communicate with the parents and let them know that those children are meeting those developmental milestones.
So often when I go into schools and I'm talking with them, I'm actually working with them through the process.
And I actually talk to parents if they know that the parent may be in a denial space, because it is difficult to kind of say that child has a disability.
I often go in there and I say, well, call the parent and let me speak to the parent.
Or they've done so good by age three, they might not need to transfer over to the school system.
We are the starting points and we can't fear that that child doesn't have that developmental need or they don't need that assistance.
And we also I also tell the owners and the directors that they need to provide training for teachers.
G2 feeding tubes in their classes because most programs do not talk about those things.
You actually have like like you're out there like, I'm gonna go with advocating for the kids who can't necessarily advocate for themselves.
So if somebody is listening to this podcast episode or they're watching this video and they're like, I don't really know what that means or I'm an owner or I'm a director, that's a parent thing.
How do the leadership and early learning Why do they need to know and what do they do? How do they how can they advocate for those kids? How can they be little Stephanie's in their program?
So if they're doing as cues within their system or they're doing teaching strategies gold, they can actually use those to kind of.
refer the child off to early intervention posts where they can receive assistance if they see a delay in that child.
They can also communicate with the parents and let them know that those children are meeting those developmental milestones.
So often when I go into schools and I'm talking with them, I'm actually working with them through the process.
And I actually talk to parents if they know that the parent may be in a denial space, because it is difficult to kind of say that child has a disability.
I often go in there and I say, well, call the parent and let me speak to the parent.
Or they've done so good by age three, they might not need to transfer over to the school system.
We are the starting points and we can't fear that that child doesn't have that developmental need or they don't need that assistance.
And we also I also tell the owners and the directors that they need to provide training for teachers.
G2 feeding tubes in their classes because most programs do not talk about those things.
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