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

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Introduction to theHighScope CurriculumAdult-C
hild Interactions and Learning Environment
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A.M.Objectives

1. Identify the Elements of Adult Support.
2. Identify and use strategies to participate as a
   partner in childrens play.
3. Discuss the differences between praise and
   encouragement

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Experiencing the Elements of Adult Support
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Key Elements of Support

1. Sharing Control
2. Focusing on Childrens Strengths
3. Forming Authentic Relationships
4. Supporting Childrens play
5. Adopting a Problem Solving Approach

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Contrasting Climates for Children
Supportive (shared initiative)
Directive (authoritarian)
Laisses-Faire (permissive)
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C
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Children construct knowledge through interactions
with people and things
It happens Children Grow
Tell children what they need to know
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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?

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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

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The Effects of a Supportive Climate

• Independence
• Confidence
• Trust in others
• Empathy and caring
• Problem solving

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Participating as a Partner

• Watch the classroom video clips and write down 3
  things the adult does to support childrens play
  and learning.

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Adult Child Interaction Strategies

1. Offer children comfort and contact
2. Converse with children
3. Participate in childrens play by following
   childrens leads
4. Encourage childrens problem-solving

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Dear Meredith Calling the Doctor
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Im a SOUL Man! Silence Observation Understanding
Listening
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SOUL

• Silence remain silent until you know what
  children are doing
• Observing observe as children work to understand
  their actions
• Understandingthink about what you see children
  doing to fully understand what is happening
• Listeninglisten to what children are saying so
  that you know what is important to them

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Practice SOUL

• Step 1 Watch silently
• As the child plays, position yourself on the
  childs 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

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Practice SOUL

• Step 2 Enter Non-Verbally
• The child continues play from step 1.
• Enter the childs play non-verbally by following
  the childs cues and using the materials in a way
  similar to the way the child is using them.

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Practice SOUL

• Step 3 Converse
• Continue to play with the materials following the
  childs leads and ideas.
• Look for an opportunity for conversation. When
  one arises, converse using comments,
  observations, and acknowledgments (rather than
  questions).

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Interaction Style Checklist

• Complete the Checklist while thinking about your
• own interaction style or those that you work with.

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Moving Past Praise
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The Perfect Teacher

1. In table groups, create your idea of a perfect
   preschool teacher using the art materials
   available.

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Instead of saying.Good Job!
Think ask yourself. What did the child do
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Alternatives to Praise
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1. Participating in childrens play says to them

Im really interested in what you are doing!!
Im 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!!
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Encourage children to describe their own efforts,
ideas and products
The teacher is interested in what Im doing. I
feel proud of myself
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Acknowledging childrens work ideas by making
specific, descriptive comments
I know what to do!
I see youve put away all the train tracks you
were playing with.
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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.

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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.
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Reactions to Conflict

• What are some possible reactions you might have?
  Dont 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.

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Feelings
Thoughts
Feelings are Acknowledged
CONFLICT
Feelings
Thoughts
Thoughts
Feelings
Bailing of Feelings
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Sources of Classroom Conflicts

• Objects
• Space
• Privilege
• Social

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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)

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6 Steps for Problem-Solving

1. Approach calmly, stopping any hurtful actions
2. Acknowledge childrens 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

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Step1 Approach Calmly

• Be aware of body language
• Stay Neutral
• Kneel down to childrens level
• Delay problem solving until you can be neutral

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Step 2 Acknowledging Feelings

• Use simple descriptive words (sad, angry, upset)
• Use words that reflect intensity of emotion
  (very, very upset)

Youre crying. You look very upset
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Have you heard this?

• Dont be so upset. Stop crying. Its not that
  important
• You didnt really want this anyway
• Now stop crying. Ill give you a piece of candy

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When we try to comfort in this way, feelings
often escalate for both the child and the adult.
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When a child senses that the adult really
understands what he or she is experiencing, the
child is reassured
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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. Whats the
problem?
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Step 4 Restate the problem

• Restate the details that you hear in childrens
  words
• Reframe any hurtful comments

So the problem isyou want the bike and James
wants the bike.
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Step 5 Ask for ideas for solutions and choose
one together

• Encourage childrens 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?

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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 its still
  working.

You solved the problem. It looks like youre
still upset. We still have a problem.
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Lets watch the 6 steps in action with
preschoolers!
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What do children learn when adults facilitate
problem-solving?

• to express strong emotions in non-hurting ways
• to appreciate ones 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

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The HighScope Learning Environment
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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?

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Guidelines for Planning the Indoor Learning
Environment
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Arranging the Play Space

• Divide the space into well-defined interest areas
• Establish visual boundaries between the interest
  areas

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• Choose names and symbols for the interest areas
  that children can understand
• Post in each area

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• 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

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Choosing Materials
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• Choose materials that reflect childrens
  interests

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• Choose materials that are appropriate for the
  childrens developmental levels

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• Provide items that can be used in a variety of
  ways. (Open-ended)

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• Choose materials that support the different types
  of play that are typical of young children.

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• Materials that reflect the experiences and
  cultures of the children in the program, and that
  reflect human diversity in unbiased ways.

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Open-Ended Materials
Remember The more the toy does by itself, the
less the child learns!

• Materials that can be used in an infinite
• number of ways and accommodate easily to
• childrens different interests and developmental
• needs

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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.

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Storage andLabels
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• Store materials so that children can reach them
• Use see-through containers or open baskets to
  store materials in plain view.

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• Make sure materials are consistently stored in
  the same place.
• Store like items together

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Labeling

• Label shelves and containers so children can find
  and put away materials.

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• Use labels that children can read

Drawing of the trains
Toothbrush taped to container
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Outline of plastic lids
Photocopy of a phone
Picture from catalog or packaging
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Labeling Tips

• 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
• 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.

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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.

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Learning Environment Implementation Plan

• Complete the implementation plan on page