Presentation on theme: "1 Introduction to the HighScope Curriculum Adult-Child Interactions and Learning Environment."— Presentation transcript:
1 Introduction to the HighScope Curriculum Adult-Child Interactions and Learning Environment
2 A.M.Objectives 1. Identify the Elements of Adult Support. 2. Identify and use strategies to participate as a partner in children’s play. 3. Discuss the differences between praise and encouragement
EXPERIENCING THE ELEMENTS OF ADULT SUPPORT 3
Key Elements of Support 1. Sharing Control 2. Focusing on Children’s Strengths 3. Forming Authentic Relationships 4. Supporting Children’s play 5. Adopting a Problem Solving Approach 4
Contrasting Climates for Children Laisses-Faire (permissive) Supportive (shared initiative) Directive (authoritarian) CA It happens Children Grow Children construct knowledge through interactions with people and things CCAA Tell children what they need to know 5
Adult Interaction Styles 1.What was the adult interaction style used in your family when you were growing up? 2.How did this style affect you? 3.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? 6
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 7
The Effects of a Supportive Climate Independence Confidence Trust in others Empathy and caring Problem solving 8
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 1. Offer children comfort and contact 2. Converse with children 3. Participate in children’s play by following children’s leads 4. Encourage children’s problem-solving
11 Dear Meredith Calling the Doctor
12 I’m a SOUL Man! Silence Observation Understanding Listening
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 13
14 Practice SOUL Step 1 Watch silently 1.As the child plays, position yourself on the child’s physical level. 2.Watch and listen to the child to determine what kind of play the child is engaged in. 3.Do not interact with the child
15 Practice SOUL Practice SOUL Step 2 Enter Non-Verbally 1.The child continues play from step 1. 2.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 1.Continue to play with the materials following the child’s leads and ideas. 2.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.
Moving Past Praise 18
The Perfect Teacher 1. In table groups, create your idea of a perfect preschool teacher using the art materials available. 19
20 Instead of saying…. “Good Job!” Think & ask yourself…. “What did the child do”
21 1 – 2 – 3 Encouragement Strategies #1 Participate in children’s play #2 Encourage children to describe their efforts and products #3 Acknowledge children’s work & ideas by making specific, descriptive comments Alternatives to Praise
22 I’m really interested in what you are doing!! I’m so interested, that I want to try it too!!! 1.Participating in children’s play says to them… Then children will think… Wow!! I must be doing something great! The teacher wants to copy me!!
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
Acknowledging children’s work & ideas by making specific, descriptive comments I see you’ve put away all the train tracks you were playing with. I know what to do!
P.M. Objectives 1. Identify the 6 steps of conflict resolution 2. Discuss and apply the guidelines for arranging and equiping the indoor play space. 3. Assess current classroom arrangement and materials and prepare a plan for improvement. 25
26 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. How would you react?
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. 27
28 Feelings Thoughts Feelings Thoughts CONFLICT Feelings are Acknowledged “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 1. Approach calmly, stopping any hurtful actions 2. Acknowledge children’s feelings 3. Gather information 4. Restate the problem 5. Ask for ideas for solutions and choose one together 6. 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 Restate the details that you hear in children’s words Reframe any hurtful comments Step 4 Restate the problem “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 Describe what children did that worked. Be sure to include the details. Check back on solution to make sure it’s still working. Step 6 Be prepared to give follow- up support “You solved the problem.” “It looks like you’re still upset. We still have a problem.”
Let’s watch the 6 steps in action with preschoolers! 41
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: Materials that can be used in an infinite number of ways and accommodate easily to children’s different interests and developmental needs Remember: The more the toy does by itself, the less the child learns!
58 Sample Materials List 1.Circle the materials you have in your classroom 2.Complete the chart on page X using ideas from the sample list or the scavenger hunt.
Storage and Labels 59
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 Photocopy of a phone Outline of plastic lids Picture from catalog or packaging
65 Labeling Tips 1. 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 2. 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.
Environmental Issues 1. On a strip of paper write down a learning environment issue that you have in your classroom or program. 2. 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. 66
67 Learning Environment Implementation Plan Complete the implementation plan on page