Creating a Caring Community of Learners Guiding young children…Chapter 8

Observations #2 Opportunity for learning Packet of tools for looking at children, environments and classroom interactions Experiences: Urban School

Goals Observe How do teachers effectively guide children’s behavior toward the goal of promoting positive social-emotional development in each child? How do teachers use individualized interventions with children who exhibit persistent challenging behaviors such as biting and bullying? How do teachers organize the learning environment and daily schedule to enable children to do their best and prevent behavior problems?  Reflect How do teachers build positive relationships with young children? Why is positive discipline more effective than punishment?   Decide What are the elements of a caring community of learners?

The Teaching Pyramid Model http://csefel.vanderbuilt.edu/cfesel

The Teaching Pyramid Model Time and Effort of teachers Positive relationships with children High-quality supportive environments Social and emotional teaching strategies Intensive individualized interventions Begin by changing ourselves Examining attitudes toward challenging behavior Looking at the child developmentally

Reexamine our Attitudes Which behaviors do you find acceptable? Which behaviors push your “buttons”? Reconsider the philosophies of ECE…. Empty vessel to fill Children are good; children are bad Children construct their own knowledge Context and culture influence the child

Organizing High Quality Supportive Environments

Remember Mistaken behavior not misbehavior Behavior is functional - It sends a message Foundation of the Teaching Pyramid Model Nurturing Responsive Relationships

Physical Space Environments send messages How to behave Which behaviors are acceptable Conscious – Intentional messages Organized for: Accessibility Positive interactions Independence – Decision making skills Active Age appropriate

Spaces for Learning Defined areas with a particular purpose Focus attention and materials Establish clear boundaries Allow for independence Quite and active; messy and neat Comfortable meeting space Eliminate unnecessary clutter Avoid large open space or corridors

Engaging Environments for Independent Work

Beautiful Places – Engaging Places AESTHETIC = AWAKENING

Mother-Infant Interactions: Inborn Aesthetic Capacities Ellen Dissanayake Add video clip Mother-Infant Interactions: Inborn Aesthetic Capacities

Repetition – Patterns, Rhythm, Expectations Formalization – Balance, Space, Unity, Simplify Dynamic Variation – Movement, Contrast, Variety Exaggeration – Scale, Emphasis, Proportion Surprise – Manipulation of expectations, Novelty AESTHETIC OPERATIONS Attention Intention Communication

Mutuality: Closeness, intimacy Belonging: Member of a group, identity AESTHETIC OPERATIONS In the Environment In the Culture CREATES A SENSE OF Mutuality: Closeness, intimacy Belonging: Member of a group, identity Competence: Something to do physically & psychologically Meaning: Purpose and value Artifying: Caring about important things; make the ordinary special

Application to ECE Environment Attention to Aesthetic Operations create a sense of MUTUALITY: Attunement BELONGING: Attention COMPETENCE: Intentionality, Relationships MEANING: Personal Mindfulness ARTIFYING: Response, Metaphor

Organizing the Day for Success Schedule is posted Predictability Balance of learning experiences 60-75 minutes for learning center; deep engagement and choice Limit whole group to10-20 minutes Flexibility

Transitions & Routines Change from one activity to another Purposeful – Be prepared Give warnings Use songs and games for change Minimize Opportunities for learning Relationships and interactions Language and conversations

Rules for Behavior Clear rules 3-6 Consistent Consequences Positively stated