Positive Teacher-Child Interactions

A continuing education course for Early Care and Education Professionals

4-C

5 Odana Court

Madison WI 53719

608-271-9181 800-750-KIDS

Fax: 608-271-5380

Website: www.4-C.org Email: training@4-c.org

2 hours of continuing education

Registry Tier 1

WI Core Competency: Learning Experiences, Strategies, and Curriculum

Thank you for choosing 4-C to serve your continuing education needs. To receive

continuing education hours for this course, you will need to do the following:

1. Complete the Pre-Training Reflection

2. Read any articles and review any tip sheets, online content, or other materials

in this packet

3. Complete the assignments

4. Complete the Post-Training Reflection, Course Evaluation, and Registry

Attendance Form

After you have completed all four steps, mail or e-mail:

Assignments

Pre-Training Reflection

Post-Training Reflection

Evaluation

Registry Attendance Form

to: 4-C

Attn: Distance Learning

5 Odana Court

Madison, WI 53719

training@4-C.org

When we receive these documents, we will review the assignment for satisfactory

completion. If met, we will enter the training into the Registry and return your

reflections and assignments with a certificate of completion. You can expect the

certificate within two weeks of 4-C receiving your materials. If you have not

completed the assignment successfully, we will return the materials and ask you to

re-submit your work.

If you have any questions concerning the materials or the assignments, please contact

us at 608-271-9181 or training@4-C.org.

Please note that only the paid registrant may return the completed assignment. You

will have one year from the date the training was purchased to complete this course.

Thank you for allowing 4-C to serve your training needs and best wishes.

Amy Alt

4-C Training and Quality Improvement Services Manager

Positive Interactions Name ___________________

5 Odana Court | Madison, WI 53719

608.271.9181 | www.4-c.org

Pre-Training Reflection

Why did I choose this course?

What do I already know about this topic?

What do I already do to encourage positive interactions with and between

children?

What do I hope to learn?

5 Odana Court | Madison, WI 53719

608.271.9181 | www.4-c.org

Introduction

Thank you for your interest in the topic of

positive teacher-child interactions and learning

environments. No matter the age of children

you work with, the decisions you make

regarding the way in which you interact with

children will have a significant impact on their

social and emotional development over time.

The statement above this paragraph by Sylva

was chosen as it serves as a powerful reminder

regarding how powerful teacher attitudes, outlooks, and actions can be on children.

We hope you find this distance learning course thought provoking as well as valuable

in your work with children. At the end of the readings and assignments there is a

section of suggested resources as well as a list of references that were used in

developing this course which we welcome you to use in order to obtain additional

ideas from professionals and researchers in the field.

Why are positive environments and interactions important?

Lev Vygotsky was a pioneer in developing theories related to child development and

more specifically social emotional development. In his Cultural-Historical Theory he

explained that social interactions between other children and adults (family members

and teachers) play a key role in how children learn, think, reason, and communicate,

no matter the age of the child (Vygotsky, 1978).

When teachers create positive verbal environments children feel valued (Kostlenick et

al., 2009) and it fosters positive feelings about themselves and others (Meece & Mize,

2009). We may not realize the impact that positive interactions have on the children

in our care and how important our interactions with children can be.

Negative verbal environments do the opposite over time. Examples of negative

environments or interactions include:

Teachers that speak to children in ways that make them feel belittled or

punished.

Punishing children (taking toys away, time outs)

Arguing with children or using sarcasm in our interactions

Yelling or using harsh voices

Threatening, teasing, and physical punishment (pulling at a child's arm

to get attention)

Positive Interactions Name ___________________

5 Odana Court | Madison, WI 53719

608.271.9181 | www.4-c.org

Assignment 1

Read chapter one (page 1-10) of Powerful Interactions: How to Connect with Children

to Extend Their Learning (Dombro, Jablon & Stetson, 2011).

If someone asked you what a powerful interaction is, how you would you respond?

Being Present

The first step of an interaction involves being present. The authors explain that this

means that you are fully in the moment and focusing on the child (or children) and

are in control of your own thoughts and feelings. Often we have several things going

on in our minds and may not always be as focused on the child. The authors of the

book introduce the concept of “static” in chapter two which is the mental noise in

your head. Have you ever said or heard the statement, “I have a hundred things

running through my head right now” or realized you were not fully present? If you’ve

ever had a bad connection on a phone and couldn’t hear the person on the other end,

this is static and this “noise” can make it difficult to have an effective conversation.

Everyone has static in our heads and some days are better than others, however,

it’s important to be aware of the static and how it can impact our communication

and the importance of quieting our static in order to be present as much as

possible in our work with children.

Taking a few seconds to quiet your static can be powerful. Ideas can include stopping,

taking a deep breath and counting to five before responding. Or if you work with

another teacher asking them to step into your classroom for a minute or two while

you clear your thoughts. It’s important to be present not only because you can more

fully engage with a child but children can sense when adults are irritable and/or

emotional and this can impact their behaviors.

Positive Interactions Name:__________________

What do you notice about the children when you practice “being present”?

What do you notice about your teaching or your interactions when you are “present”?

Identify a recent powerful interaction you had with a child. Identify how you

progressed through each of the three steps highlighted on pages 6 & 7.

Step one – Being Present

Step two – Connect

Step three – Extend Learning

Positive Interactions Name ___________________

5 Odana Court | Madison, WI 53719

608.271.9181 | www.4-c.org

After reflecting on three steps above and the information from chapter one:

Identify at least one strength you have in relation to either being present, connecting

or extending learning with children.

Name one area in which you would like to develop further in your daily practice or

teaching and why.

Reframing

On page 3 the authors note that not all interactions with children are productive and

positive. Stating clear expectations for children and phrasing redirections in a positive

manner is important. According to Dan Gartrell (1997), "Rather than saying "Don't

run," say "Let's walk." And try to avoid saying no and stop and instead focus on the

behaviors that you would like children to use." In negative verbal environments adults

do not explain the reasons why there are rules or guidelines and typically use threats

or negative consequences (for example, "Because I said so" or "Do this or I will take

something away...).

Positive Interactions Name:__________________

Read each statement below and identify a more positive prompt when guiding

children age 3 and older.

Statement Reframed Statement

"Don't hit" Be gentle with her.

"Don't throw the truck" The truck needs to stay on the table or on the

floor. Throwing it could hurt someone.

"Don't climb on the table" ________________________________________

"No toys on the slide" ________________________________________

"Don't spill your milk" ________________________________________

"Get away from the stairs" ________________________________________

"Stop screaming. That's too loud" ________________________________________

Positive Interactions Name ___________________

5 Odana Court | Madison, WI 53719

608.271.9181 | www.4-c.org

Assignment 2

Read Building Positive Teacher-Child Relationships from the Center on the Social

Emotional Foundations for Early Learning (What Works Brief 12) and then answer the

following questions.

Reread the first vignette about Alan on page 2.

Identify at least two ways in which the teacher negatively reacted to Alan's behavior.

1.

2.

Now imagine that you are Alan. How would the each of the situations identified above

make you feel? How might you have reacted to the situation as a child?

Positive Interactions Name: _____________________

After reading the section "What are Positive Teacher-Child Relationships?" what are

some ways that the teacher could have attempted to create a more positive

atmosphere for Alan? Use the two actions you listed above and note how the teacher

could have modified her behavior.

1.

2.

Identify two reasons why positive teacher-child relationships are important for every

child:

1.

2.

Positive Interactions Name ___________________

5 Odana Court | Madison, WI 53719

608.271.9181 | www.4-c.org

Assignment 3

Review at least two websites or video clips contained in the suggested resources

section below. Identify two interesting findings that you will either use in your

interactions with children or an area you would like to research further for your own

professional development.

1.

2.

5 Odana Court | Madison, WI 53719

608.271.9181 | www.4-c.org

Resources and References

Websites/Facebook

1. North Carolina Child Care Resource & Referral Council

childcarerrnc.org/s.php?caliente=77&error=false&subpage=HealthySocialBehaviors

2. Center on the Social and Emotional Foundations for Early Learning (CSEFEL)

http://csefel.vanderbilt.edu/

3. Powerful Interactions (PI) - http://www.powerfulinteractions.com/ or https://www.facebook.com/pages/PowerfulInteractions/103271686469358

Video/Radio clips

4. NAEYC Radio: Building Relationships with Challenging Children with Marc Brackett, Dan

Gartrell, Rae Pica and Marc Ginsberg: www.naeyc.org/newsroom/NAEYCradio

5. Video on TED.com - Rita Pierson: Every kid needs a champion

http://www.ted.com/talks/rita_pierson_every_kid_needs_a_champion.html?source=email

#.UYjnBgbDpf4.email

References

Dombro, A.L., Jablon, J., & Stetson, C. (2011). Powerful interactions: How to connect with children to extend their learning. Washington, DC: National Association for the Education of Young Children.

Gartrell, D. 1997. Beyond discipline to guidance. Young Children, 52(6), 34-42.

http://www.naeyc.org/files/tyc/file/Gartrell%2001.pdf

Kostelnick, M. J., Whiren, A.P., Soderman, A.K., & Gregory, K. (2009). Guiding children's

social development: Theory to practice. 6th ed. Clifton Park, NY: Thomson-Delmar.

Meece, D. & Mize, J. (2009). Cognitive representations of peer relationships: Linkages with

discrete social cognition and social behavior. Early Child Development and Care, 175(5): 539-

58.

Meece, D. & Soderman, A. K. (2010). Positive verbal environments: Setting the stage for

young children's social development. Young Children, 65(5): 81-86.

Sylva, K. (1994). School influences on children’s development. Journal of Child Psychology

and Psychiatry, 35(1): 135-170.

Vygotsky, L.S. (author), & Cole, M., John-Steiner, V., Scribner, S., & Souberman, E. (eds.). 1978. Mind in society: The development of higher psychological processes. 14th ed. Cambridge, MA: Harvard University Press.

Positive Interactions Name ___________________

5 Odana Court | Madison, WI 53719

608.271.9181 | www.4-c.org

Post-Training Reflection

What is one or more things I gained from this training?

What is one thing I will implement in my program as a result of this

training?

What might prevent me from continuing these new practices?

What else would I like to learn about this topic?

Positive Interactions

5 Odana Court | Madison, WI 53719

608.271.9181 | www.4-c.org

Evaluation

This training has increased my understanding of the topic.

(Strongly DISAGREE) 1 2 3 4 5 (Strongly AGREE)

Materials were easy to understand YES NO

Comments:

Reading materials helped me complete the assignments YES NO

Comments:

The assignments were helpful YES NO

Comments:

I would recommend this course to others YES NO

How could we improve this course?

What other training topics would you like offered in this format?

(PLEASE TURN PAGE OVER FOR MORE QUESTIONS)

These optional questions are used in our year-end reporting to our funding sources. Your answers will be kept confidential. Please check the categories that apply to you: ____ Family Child Care ____Group Center Child Care ____School Age Child Care ____School District Staff ____Other, please list: ____________________

Are you a member of Satellite or do you work in a city of Madison accredited center?

YES

NO

Sex

County

COLUMBIA

DANE

DODGE

GREEN

JEFFERSON

ROCK

SAUK

WALWORTH

OTHER

Preferred Language

English

Other Please list:

Physical / Sensory Disability

YES

NO

Race/Ethnicity

WHITE/ CAUCASION

AFRICAN AMERICAN/ AFRICAN

LATINO/ HISPANIC

NATIVE AMERICAN/ AMERICAN INDIAN

ASIAN / PACIFIC ISLANDER

SOUTHEAST ASIAN

OTHER RACE

MUTI-RACIAL

Age

15 – 19

20 – 34

35 – 54

55 – 64

65+

Registry Attendance Form

Positive Teacher-Child Interactions

First Name: ______________________ Last Name: ___________________

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Registry ID#_____________________

OR

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Birth Date ____/____/____

Select One Category:

___Group Child Care ___Family Child Care ___School Age Staff

___Head Start ___Home Visitor ___Public School

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