Basic Training, Part 2

1. Basic Training, Part 2 Project Implemented in Partnership between Child Institute of Al-Quds University & Meridian International Center Building the Foundation: Peace and Conflict Education in Early Childhood Development Programs 2008

2. LEARNING OBJECTIVES • Know the importance of having a positive relationship with each child and have specific ideas about how to develop and maintain good relationships with children • Appreciate the special issues of separation of young children from their caregivers and know how to help them make it through the day • Understand the role of schedules and routines for young children and how to use them to prevent behavioral issues • Understand the unevenness of children’s development and the reasons for responding to children in ways that are consistent with their levels of emotional development

3. THE IMPORTANCE OF RELATIONSHIPS FOR YOUNG CHILDREN A rule for young children: IF I DON’T LIKE YOU, I WON’T MIND YOU.

4. DEVELOP A GOOD RELATIONSHIPWITH EVERY CHILD • Communicate the child’s strengths • Include the child in all activities • Learn about the child’s situation • Talk to each child for at least three minutes every day • Find things you like about each child

5. Praise a child at least five times for every negative comment you make • Avoid name-calling with children • Keep promises you make to children– you may need to make fewer promises in order to be reliable in keeping them • When you give a command to any child, follow through in a positive way to make sure the child does what you said

6. Be aware of each child’s limitations and try not to provoke a child unnecessarily • Remember that a child can’t do every day everything he or she can do on a good day • Know that children want to learn and to be able to do things that older children can do. They are usually positively motivated. If you think they are misbehaving to provoke you, you and the child need some outside help.

7. DEFINITION OF ATTACHMENT • The development of a very special relationship between and infant or young child and at least one primary caregiver, usually the parents.

8. FOR CHILDREN GOING TO PRESCHOOL, SEPARATION FROM THEIR PARENTS CAN BE VERY DIFFICULT Teachers can help by: • Giving each child special attention in greeting them at the beginning of the day • Reminding children how much time is left before they can return to their parents

9. 3. Keeping a schedule of the preschool routine on the wall and showing children at the end of each activity how many activities are left in the day 4. Having drawings or photos of each child’s family on the wall 5. Allowing each child to bring and keep with them one small object from home

10. 6.Talking to a child who is upset because of the absence of a parent (or for any other reason). Don’t ignore the issue. Remind the child of what the group will do in preschool this day and when the child will see his parents again.

11. KEEP AWARENESS OF THEIR PARENTS ALIVE FOR CHILDREN • Keep family photos or pictures of family each child has drawn in the classroom • Allow each child to keep a special “transition” object from home • Say things to help children remember their families at least once every 30 minutes (more often for children who need it)

12. THE IMPORTANCE OFSCHEDULES & ROUTINES • What are you like when you don’t get enough sleep? • Young children are more bound to schedule than adults or older children.

13. SCHEDULES AND ROUTINES. . . • Help children feel safe and secure • Help them regulate their emotions • Give them opportunities to learn activities essential for their health • Encourage them to explore a wide range of activities

14. HELPING CHILDREN FUNCTION IN THE PRESCHOOL SETTING The teacher can help by: • Keeping the same general order of activities every day • Posting a schedule on the wall with pictures to show the order of activities

15. TRANSITIONS BETWEEN ACTIVITIES Young children are most likely to have behavioral difficulties when they are changing from one activity to another. WHY?

16. HOW YOU CAN MINIMIZETRANSITION PROBLEMS • Give fair warning that a transition is coming • Build excitement for what is coming next • Give a contingency (“when we’re done picking up, we get to go outside!”) • Help in a positive way any child who is having difficulty

17. INDIVIDUALIZINGDEVELOPMENTAL EXPECTATIONS • When you see a child’s behavior, think what age that behavior reminds you of. • Don’t be distracted by the child’s real age. (Almost all 4-year-olds act like 2-year-olds occasionally.)

18. MAJOR AREAS OF DEVELOPMENT • Physical • Gross Motor • Fine Motor • Cognition • Language • Social • Emotional Remember that they all don’t always (or even usually) match.

19. HELP CHILDREN DO THEIR BEST DEVELOPMENTALLY • Build on children’s strengths: the goal of preschool is to excite them about learning rather than teaching specific skills 2. Understand where each child is with respect to different aspects of development 3. Give instructions more than one way (for example, tell AND show)

20. 4. Make expectations for behavior clear. Have four or five simple, positively stated class rules, put them on the wall with pictures to show their meaning, and go over them at the beginning of each day.

21. 5. Focus most of your attention on the children who are doing the current activity appropriately. 6. Support children’s efforts by describing what they are doing. (“I see you’re coloring your flower red.”)

22. 7. When you praise a child, be specific. (“I like the way you’re eating so neatly.” You won’t get popsicle on your clothing!”) 8. Stay calm and keep your voice low and steady.

23. 9. When children are having difficulty, match the way you treat them with their emotional age, or the emotional age they are showing at the moment. If a 4-year-old is having a tantrum like a 2-year old, treat him like a 2-year-old.

24. MATCH DISCIPLINE TACTICSTO STAGE OF EMOTIONAL DEVELOPMENT Examples: • Distraction (birth to 4) • Substitution (1 to 5) • Ignoring (all ages) • Physical prompts (2-6) • Immediate rewards (2+) • Sticker charts (5+)