1. Introduction to the HighScope Curriculum Adult-Child Interactions and Learning Environment

2. A.M.Objectives Identify the Elements of Adult Support.
Identify and use strategies to participate as a partner in children’s play.
Discuss the differences between praise and encouragement

3. Experiencing the Elements of Adult Support

4. Key Elements of Support
Sharing Control
Focusing on Children’s Strengths
Forming Authentic Relationships
Supporting Children’s play
Adopting a Problem Solving Approach

5. Contrasting Climates for Children
Supportive
(shared initiative)
Directive
(authoritarian)
Laisses-Faire
(permissive) C A A C C A
Children construct
knowledge through
interactions with
people and things
It happens
Children Grow
Tell children what
they need to know

6. Adult Interaction Styles
What was the adult interaction style used in your family when you were growing up?
How did this style affect you?
How might each of these leadership styles look in the classroom? What might be the positive aspects of each style? What might be the negative aspects of each style?

7. The Effects of a Restrictive climate
Dependence on adults
Decreased initiative
compliance and conformity
Fear, aggression
Desire to avoid being caught
Guilt rather than problem solving

8. The Effects of a Supportive Climate
Independence
Confidence
Trust in others
Empathy and caring
Problem solving

9. Participating as a Partner
Watch the classroom video clips and write down 3 things the adult does to support children’s play and learning.

10. Adult Child Interaction Strategies
Offer children comfort and contact
Converse with children
Participate in children’s play by following children’s leads
Encourage children’s problem-solving

11. Dear Meredith
Calling the Doctor

12. I’m a SOUL Man!
Silence
Observation
Understanding
Listening

13. SOUL
Silence –remain silent until you know what children are doing Observing —observe as children work to understand their actions Understanding—think about what you see children doing to fully understand what is happening Listening—listen to what children are saying so that you know what is important to them

14. Practice SOUL Step 1 Watch silently
As the child plays, position yourself on the child’s physical level.
Watch and listen to the child to determine what kind of play the child is engaged in.
Do not interact with the child

15. Practice SOUL Step 2 Enter Non-Verbally
The child continues play from step 1.
Enter the child’s play non-verbally by following the child’s cues and using the materials in a way similar to the way the child is using them.

16. Practice SOUL Step 3: Converse
Continue to play with the materials following the child’s leads and ideas.
Look for an opportunity for conversation. When one arises, converse using comments, observations, and acknowledgments (rather than questions).

17. Interaction Style Checklist
Complete the Checklist while thinking about your
own interaction style or those that you work with.

18. Moving Past Praise

19. The Perfect Teacher
In table groups, create your idea of a perfect preschool teacher using the art materials available.

20. Instead of saying…. “Good Job!”
Think & ask yourself….
“What did the child do”

21. Alternatives to Praise21

22. Then children will think…
Participating in children’s play says to them…
I’m really interested in what you are doing!!
I’m so interested, that I want to try it too!!!
Then children will think…
Wow!! I must be doing something great! The teacher wants to copy me!! 22

23. Encourage children to describe their own efforts, ideas and products
Tell me how you’re making your sand castle.
The teacher is interested in what I’m doing. I feel proud of myself 23

24. Acknowledging children’s work & ideas by making specific, descriptive comments
I know what
to do!
I see you’ve put away all the train tracks you were playing with. 24

25. P.M. Objectives Identify the 6 steps of conflict resolution
Discuss and apply the guidelines for arranging and equiping the indoor play space.
Assess current classroom arrangement and materials and prepare a plan for improvement.

26. How would you react?
You are stuck in a traffic jam with no end to the line of cars ahead of you.
Just as the traffic seems to be opening up, a car comes racing up the shoulder of the road and cuts in front of you.

27. Reactions to Conflict
What are some possible reactions you might have? Don’t worry about whether they are positive or negative.
If adults occasionally react strongly when they are upset, how can they expect children not to cry or respond in other ways to their own upset feelings.

28. Feelings Feelings Feelings are Acknowledged CONFLICT
Thoughts
Feelings are Acknowledged
CONFLICT
Feelings
Thoughts
Thoughts
Feelings
“Bailing” of Feelings

29. Sources of Classroom Conflicts
Objects
Space
Privilege
Social

30. Non-Classroom Sources of Conflict
Unresolved arguments with siblings or parents
Witnessing violence at home or neighborhood
Anxiety over an impending event (moving, divorce, surgery)

31. 6 Steps for Problem-Solving
Approach calmly, stopping any hurtful actions
Acknowledge children’s feelings
Gather information
Restate the problem
Ask for ideas for solutions and choose one together
Be prepared to give follow-up support

32. Step1 Approach Calmly Be aware of body language Stay Neutral
Kneel down to children’s level
Delay problem solving until you can be neutral

33. Step 2 Acknowledging Feelings
Use simple descriptive words (sad, angry, upset)
Use words that reflect intensity of emotion (very, very upset)
“You’re crying. You look very upset”

34. Have you heard this?
“Don’t be so upset. Stop crying. It’s not that important”
“You didn’t really want this anyway”
“Now stop crying. I’ll give you a piece of candy”

35. When we try to comfort in this way, feelings often escalate for both the child and the adult.

36. When a child senses that the adult really understands what he or she is experiencing, the child is reassured

37. Step 3 Gather Information
Ask what questions instead of why questions
Listen for the details of the problem
“It looks like there is a problem.
What’s the problem?

38. Step 4 Restate the problem
Restate the details that you hear in children’s words
Reframe any hurtful comments
“So the problem is…you want the bike
and James wants the bike.”

39. Step 5 Ask for ideas for solutions and choose one together
Encourage children’s ideas for solutions.
Ask other children for solutions.
When ideas are vague, ask “What will that look like?” or “What will you do?”
“What can we do to solve this problem?”

40. Step 6 Be prepared to give follow-up support
Describe what children did that worked. Be sure to include the details.
Check back on solution to make sure it’s still working.
“You solved the problem.”
“It looks like you’re still upset. We still have a problem.”

41. Let’s watch the 6 steps in action with preschoolers!

42. What do children learn when adults facilitate problem-solving?
to express strong emotions in non-hurting ways
to appreciate one’s own views but also the views of others (There are lots of possibilities for solutions.)
to make decisions intelligently and ethically
To listen to others

43. The HighScope Learning Environment

44. Where do you shop?
In your table group, talk about where you prefer to shop
Why do you like shopping there?
What features of the store are appealing?

45. Guidelines for Planning the Indoor Learning Environment

46. Arranging the Play Space
Divide the space into well-defined interest areas
Establish visual boundaries between the interest areas

47. Choose names and symbols for the interest areas that children can understand
Post in each area

48. Consider the fixed elements of the physical setting
Consider traffic flow within and between interest areas
Plan the interest areas to accommodate many types of play

51. Choosing Materials

52. Choose materials that reflect children’s interests

53. Choose materials that are appropriate for the children’s developmental levels

54. Provide items that can be used in a variety of ways. (Open-ended)

55. Choose materials that support the different types of play that are typical of young children.

56. Materials that reflect the experiences and cultures of the children in the program, and that reflect human diversity in unbiased ways.

57. Open-Ended Materials:
Remember:
The more the toy does by itself,
the less the child learns!
Materials that can be used in an infinite
number of ways and accommodate easily to
children’s different interests and developmental
needs

58. Sample Materials List Circle the materials you have in your classroom
Complete the chart on page X using ideas from the sample list or the scavenger hunt.

59. Storage and Labels

60. Store materials so that children can reach them
Use see-through containers or open baskets to store materials in plain view.

61. Make sure materials are consistently stored in the same place.
Store like items together

62. Labeling
Label shelves and containers so children can find and put away materials.

63. Use labels that children can read
Toothbrush taped to container
Drawing of the trains

64. Outline of plastic lids
Photocopy of a phone
Picture from catalog or packaging

65. Labeling Tips Make 2 separate labels One for the container.
The other to the shelf. Make the shelf label the same size and color as the container
Laminate labels or cover labels with clear contact paper. Store labels with the materials or set up a file system to organize labels when not in use.

66. Environmental Issues
On a strip of paper write down a learning environment issue that you have in your classroom or program.
In your table group, come up with some possible solutions to the issues you are given and write each idea separately on a sticky note and attach it to the paper strip.

67. Learning Environment Implementation Plan
Complete the implementation plan on page