By Carollee Howes, Sharon Ritchie
More and more, lecturers document that the kids who input their study rooms are tough to control. This belief is supported through alarming records at the variety of young children becoming up in tricky conditions. during this quantity, the authors draw on their expericences as a developmental psychologist and as a instructor educator to supply methods for lecturers to creat postitive child-teacher relationships and lecture room climates.
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Additional resources for A Matter of Trust: Connecting Teachers and Learners in the Early Childhood Classroom
Jose erases all the numbers he had written on his paper. He looks up at the teacher. He hands the teacher the blank piece of paper, sighs, and puts his head down on his desk. In this instance, Jose’s behavior was certainly conducive to the learning of other children. He did regulate his emotions. However, this narrative raises 32 Understanding Attachment Organizations other questions. Jose’s ability to regulate his emotions of shame and frustration may not have earned him attention by the teacher and will likely set him up for similar situations that evoke distress and shame.
One of the students, Kenya, is fingering her jacket. Her neighbor, Caro, interrupts Ms. Knott to report that Kenya just hit her. Ms. Knott stops reading. She tells Kenya to move back to her seat. She asks Kenya to tell Caro she’s sorry. Kenya says it was accidental. Ms. ” Kenya says, “I told her I was sorry,” and folds her arms across her chest. ” Ms. Knott ignores the girls and begins the story again. It is easy to blame the teacher in this narrative. Was her story reading boring? Should she have had all 20 children move so many times in a short period?
SECURE • Children accept comfort if they are hurt or upset. • Children mold their bodies to the teacher if she is holding them or gently touch the teacher as they play with her. Attachment Relationships 21 • Children spontaneously hug the teacher. • If children are afraid or upset the teacher can hold them and children relax. • Children readily share their activities with the teacher, going to her with new things and welcoming her entrance into their play. • Children check back with the teacher throughout the day.