2. Chapter 6 Notes

3.  Children need strong, positive relationships with adults in order to thrive in all areas of development. These relationships are supported through families, continuity of care, and primary caregiving. The ways in which you interact with very young children need to become a focus of your attention. The first guideline for developmentally appropriate practice, creating a caring community of learners, speaks directly to the type of relationships adults need to establish with and among children.

4.  Approach to Infant-Toddler Education  Following World War II-women’s rights, children’s rights, worker’s rights created a context that supported the establishment of nationally funded infant/toddler and preschool programs  Philosophy: The programs of Reggio Emilia are built on educational experiences that consist of reflection, practice, and further careful reflection that leads to continual renewal and readjustments.

5.  Image of the child  Children’s relationships and interactions within a system  Three subjects of education: Children, parents, teachers  Role of the parent  Role of space; An amiable school  Value of relationships and interaction of children in small groups  Role of time and importance of continuity

6.  Cooperation and collaboration as the backbone of the system  Interdependence of cooperation and organization  Teachers and children as partners in learning  Flexible planning vs. curriculum  The power of documentation  The many languages of children  Projects

7.  “Settling in”-period of transition and adjustment  Building relationships and community as children first enter a program  Parents as partners

8.  Label and express feelings-chart of feelings (faces)  Emotional regulation  Positive self talk  Perspective-taking skills

9.  Discipline-teaching appropriate behavior and setting limits on inappropriate behavior  Not punishment  Limits  Consequences-Natural and logical  Choices  Redirection