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

1. Introduction to theHighScope CurriculumAdult-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. Alternativesto Praise

22. 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!!

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

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.

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 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 whatquestions instead of whyquestions • 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