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Developing positive relationships with children - session 2 - Coggle…
Developing positive relationships with children - session 2
child focused practices:
positive interactions with babies, toddlers and preschoolers
babies:
getting down to their level
attending to children’s needs
body language - being open & listening to children
physical comfort - like cuddle but should maintain professional boundaries
serve & return: back-and-forth interaction between a child and an adult
verbal assurance
warm tone
use simple games like peekaboo or songs
use children’s name
respect their cultural background
toddlers:
role modelling - manners, actions like no snatching
give choice/autonomy (but not too many)
when using language - have interactions and speak in full sentences
be clear with/of your expectations
comfort them when they are upset: acknowledge their feeling (eg: say “i know you are sad because you are crying”
preschoolers:
meet children’s needs - (eg: during sleep time, some children would not want to sleep so educator can plan some activities for children
involve children in setting up with activities
active listening and respect their views
set expectations with children
give them opportunity to tell a story or share what they want
create a sense of responsibility like packing away after playing
appropriate physical contact:
children will have individual preferences when it comes to physical contact so educators should be aware of it, ask for permission before providing and respect each child's preferences
some children may be naturally affectionate but some children may prefer to just sit close by when they are upset rather than wanting a hug so it is important for the educators to get to know each child, talk to families and understand how each child prefers to be comforted and encouraged.
Cues:
baby cues: Engage with me:
Cooing, babbling or making sounds/talking
Reaching out to youRelaxed body, eyes wide and bright
Eye contact or looking at your face
Turning their eyes or head towards you
Smiling and laughing
I need a break or another need to be met
turning the head or looking away
crying, back arching, jerky movements
yawning, rubbing eyes, frowning
Protruding tongue, hand in mouth
Pulling away, fast breathing
Shared sustained thinking and conversations
Shared sustained thinking is the result of two or more people working together to solve a problem or explain a concept
3 strategies that educators can put in play to ensure that educator - child conversations happen on a regular basis are: 1) arranging a daily routine so that there are times when educators and children can be deeply involved in conversations. 2) rotating tasks like nappy change and floor time so all educators have a one-on-one time with children. 3) creating an environment where children and educator scan have conversations and meaningful interactions
group dynamics
refers to the study and analysis of how individuals within a group interact with one another, develop relationships, and influence each other’s behavior and attitudes
In Early Childhood Education and Care Service settings, ‘dynamics’ refers to how children interact and affect the attitudes and behavioural patterns of the other children.
Positive and Negative actions
positive
sharing
taking turns
helpful and cooperative play
voluntary behaviour that benefits others
following rules
negative
aggression
teasing
bullying
disturbing or disrupting activities
arguing with others
Learning environments
educators should create indoor and outdoor play spaces that are interesting and engaging and that provide children with opportunities to problem-solve and extend learning
if children don't feel safe and secure, they may show behaviours such as:
not engaging
becoming distressed or overwhelmed by emotions
avoiding contact with adults
acting independently like they don't need support from the educator