Preschool-age children who have not developed a sense of trust might behave as follows:A sense of autonomy allows toddlers to be independent, do things for themselves, make decisions, and explore the world. Their sense of trust (in their parents or other adults) allows them to feel safe enough to try new things. They may say "no" a lot, but this is a way to test limits, rather than intentional misbehavior. Toddlers are struggling with their conflicting needs to be cared for and to do things for themselves. Toddlers develop a sense of autonomy when their parents and other caregivers:
- Sara follows Bonnie around the room all day. When Bonnie leaves an activity, Sara follows her to the next one. Sara doesn't talk to or play with Bonnie, she just wants to follow her around.
- Kim spends much of the day worrying about her belongings. Her teacher insists that she keep her backpack in her cubby, but several times a day Kim goes to the cubby to get it out. if she leaves her blanket at home, she is unable to sleep or participate in activities.
- A sense of trust is essential to the development of autonomy, which generally occurs during toddlerhood.
Preschool-age children who have not developed a sense of autonomy may be confused about their own abilities. They tend to lack confidence and have low self-esteem. Their behavior may go from one extreme to another. Such a child might behave as follows:
- help them learn how to control their own behavior;
- respond quickly and calmly to their cries;
- allow them to make decisions (what color socks to wear, an apple or a banana for snack);
- provide a safe environment for exploration;
- allow them to make mistakes when they are learning to do things for themselves (such as using the toilet); and
- continue providing lots of support, while at the same time allowing for toddlers' need to do things for themselves.
A sense of autonomy is essential to the development of initiative, which generally occurs during the preschool years.
- Amy never asks for help with routines such as wash ing her hands or tying her shoes. At times she helps other children with their self-help routines. She won't try the new puzzles, however. She says that she knows they are too hard for her.
- Gerald's first reaction when asked, "Would you like to ...?" always is, "No." He does respond, however, when offered a choice such as, "Would you like to ride a tricycle or play on the swings."
Initiative describes the active, talkative, and creative life of preschoolers. They develop initiative as they use their rapidly expanding social, physical, and cognitive skills to build, draw, mold, paint, climb, swing, and so on. Preschoolers develop a sense of initiative when their parents and other caregivers:
Preschool age children who have not developed a sense of initiative have difficulty getting involved in the daily activities in the classroom. Such a child might behave as follows:
- listen patiently as children express their thoughts and feelings;
- provide many opportunities for learning through play;
- encourage them to do many things for themselves (dressing, washing face and hands, cleaning up, helping with chores, selecting what toys to use);
- give them many opportunities to solve problems, make decisions, and succeed and fail at tasks; and
- allow children to pursue their interests at their own pace without pushing them to learn academics such as arithmetic and reading.
Children may not respond at first to your caring behaviors. They may be hostile, aggressive, or withdrawn. Over time the children learn that you can be trusted and may begin feeling secure enough to explore the environment, get involved in activities, and play with other children. When a once withdrawn child begins acting out, you may be frus trated and confused. In fact, the child is making progress. The child's newly developed sense of trust allows her to test the rules and boundaries of the classroom. Classroom teams need to continue supporting the child so she will leam that adults will continue to care for her even when she misbehaves.
- Daniel is overwhelmed by all of the choices in the classroom. He usually spends just a few minutes in haphazard play in a learning center, being easily distracted by children near him. He quickly moves from one activity to the next without getting involved in using the toys and materials.
- Barbara plays with the playdough every day. She is most comfortable using the same props with the playdough. When offered new props she shows no interest in trying them.
There are many strategies classroom teams can use to help children learn to trust. Some examples appear below:
Children who have had few opportunities to do things for themselves need to learn self-help skills. Conversely, children who have been forced to develop too many skills too soon need to relax and explore their real interests and skills. Classroom teams can try the follow ing suggestions for helping children develop autonomy:
- Let the child know in advance if the daily schedule is changed for a special event (for example, a field trip) and make it clear that you will return to the regular schedule the next day. While taking advan tage of "teachable moments," give extra attention to children who seem frustrated or confused by the change.
- Help a child learn to trust by holding a hand while he or she climbs the ladder to the slide, or by keeping a promise to push a child on a swing no higher than he or she wants to go.
- Respond to a child's cries even when the child is crying to get attention. A teacher's quick and consistent response will help the child learn that his or her needs are important and will be addressed.
- Set up opportunities for children to cooperate with others. Two children can carry equipment outdoors or set the table for lunch. Successful experiences working alongside other children will eventually lead to successful experiences playing together.
- Provide many opportunities for dramatic play. Suggest that the child be the baby. He or she will feel cared for as the other children provide blankets, bottles, and attention.
Preschool children develop their cognitive abilities best in an environment in which they have made positive strides in developing trust, autonomy, and initiative. When children feel good about themselves and comfortable with their place in the world, they can:
- Provide open-ended activities that involve no beginning or end, and no right or wrong way to do them. For example, children can decide when to join in and leave sand and water play, and that there is no right or wrong way to play with these materials.
- Provide opportunities for children to release tension. Highly repetitive activities such as punching holes in paper, tearing paper, or squishing playdough can be very comforting. Blowing bubbles, sand and water play, painting, and scribbling also are opportu nities to release pent-up feelings.
- Show children what to do, to encourage develop ment of self-help skills. Children may not know how to hold utensils, set a table, squeeze toothpaste. A caring teacher can teach the child how to do the routine and do it with him or her until it is mastered. Teaching can be direct or through modeling, role playing, or dramatic play.
Children who engage in these activities are developing cognitive abilities appropriate for their age-abilities that form the foundation for later literacy and numeracy.
- Ask and respond to questions;
- Observe, explore, experiment, and discover the world around them;
- Think of several solutions to a problem;
- Succeed often and handle failure;
- Assimilate and use new information;
- Complete tasks and projects in which they are interested;
- Discriminate between similar objects;
- Classify objects by physical characteristics and function;
- Create patterns and designs with various objects; and
- Use concepts of measurement.
Children who live in multistressed environments might spend a lot of time in homes or shelters that are too noisy, hectic, or crowded for them to engage in problem-solving activities such as puzzle play, looking through picture books, sorting collections of bottle caps, and so on.
Children who live in multistressed environments might receive their primary care from adults who do not have the time, energy, patience, or understanding to listen to and respond to children's questions, read to them, or encourage their problem solving skills.
Preschool children who feel safe, who have established an appropriate amount of independence, and who feel competent in initiating activities usually develop physical skills-all the gross and fine motor skills that they will have in their adult lives. They confidently use these skills, have dexterity and strength, and coordinate eye and hand (and other body part) movements. They also use all their senses to learn more about their world.
Children who live in multistressed environments may have had few opportunities to play outdoors where they can run, jump, climb and otherwise develop their gross motor skills. For some children, low self-esteem prevents them from attempting physical activities because they fear that they will fail.
Classroom teams can try the following suggestions for helping children develop their cognitive abilities.
Classroom teams can help children develop physical skills by the following:
- Spend 5-10 minutes every day with each child in need of special attention. Use this one-on-one time to help him or her complete a project, to ask open- ended questions, and to praise the child's efforts and successes.
- Invite children to use materials that promote exploration and problem solving. Encourage collecting and sorting items such as rocks, pebbles, and buttons, guessing what will sink and float in water, creating a city with roads and buildings in the block corner.
- Read to one or two children at a time, in addition to regular story time. Each child can ask questions and talk about the book without having to share your attention.
Through systematic, objective observations, classroom teams can get to know individual children and assess their skills and interests. Classroom teams should follow a schedule for regularly observing all children in the classroom. Brief (five to ten minutes) observations can take place daily as children participate in activities such as indoor and outdoor play, transitions, routines, arrival, and departure.
- Make sure tired children are rested before outdoor play time. Children need to have energy for climbing, running, throwing and catching balls, and other physical activities.
- Offer activities that help children relax before active play. When children feel calm they are more likely to attempt challenging physical skills, and they are more likely to be successful.
- Help children learn how to use equipment. Chil dren may not have had opportunities to ride tricycles, use jump ropes, or play with balls.
It is important to review observation notes frequently and use the information to plan for all children. Be sure to share your observations with classroom team mem bers, component coordinators, and other specialists in a confidential and professional manner.
Classroom teams observe children for a variety of reasons.
Here are some suggestions for recording your observations.
- To determnine each child's interests, strengths, and needs. "Andre stands near the door by himself when he arrives at the program. He may need some encouragement to get involved in an activity."
- To measure each child's progress. "Jasmine "cooked dinner" with another child in the house corner today. She usually plays alone."
- To resolve particular problems a child might have. "I reviewed the team's observation notes on Raoul. He seems to lose his temper on days when it's very cold outdoors. We need to make sure he participates in indoor gross motor activi ties when it's too cold for outdoor play."
- To report children's progress to parents and colleagues. 'TaCori had a great day today. He climbed to the top of the slide by himself."
- To evaluate the effects of the environment and the program's activities. "Let's review our observations of this month's art activities so we can see what we might want to add to this area to respond to children's interests and to keep it challenging."
- To plan a program based on the interests, strengths, and needs of each child. "Mariali hasn't been able to do the 12 piece puzzles. We can put out some with fewer pieces and encourage her to try them."
- Have a reason for observing each child, for example, to find out how this child participates in routines or how long this child stays involved in an activity. This will help you focus your observation.
- Include the following facts before you begin:
- the child's name and age,
- the date of the observation,
- the setting (where the activity is taking place and who is involved-for example, "Ms. Jenkins and Bianca sit under the loft looking at books"), and
- the observer's name.
Handout 3: Getting to Know an Individual Child
- Write what you see and hear, not what you think is happening.
- Describe how a child is doing or saying something.
- Jot notes frequently. Carry a pad or index cards and pencil with you.
- Write in short phrases rather than complete sentences.
- Try to abbreviate and shorten what a child said—don't try to write all the words; summarize what was said.
- Develop a system of abbreviations or initials for materials and equipment; for instance, for different areas use ar-art, bl-blocks, sb-sandbox and so on.
- Use arrows to indicate movement.
- Make diagrams of the environment showing the child in relation to the setting, other children, and adults.
- Underline words to indicate a particular intensity (for instance, "said loudly").
With your classroom team, think of a child you would like to know more about. Record on this observation summary what you already know about the child. Then, discuss with your classroom team the information each of you recorded about the child. Are your responses similar or very different? What can you learn from each other about this child? You will also use this observation summary in a follow-up activity.
Observation Summary Child: ________________________ Date: __________________________ Socio-Emotional Development Self-help skills (toileting, dressing, using utensils, brushing teeth, combing hair,participating in clean up and other classroom chores)
What can this child do alone? _________________________________________
What can this child do with adult assistance? ___________________________
What does this child need to learn to do? __________________________________
What else can this child do? ________________________________________
Interactions with other children
How does this child play with others-along side, with one or two, or in small groups?
Does he or she suggest the play, or join in existing activities? ___________________
How does the child handle disagreemnents? ______________________________
Can the child identify and express him or herself in socially acceptable ways?
How else does this child interact with children? _______________________________
Interactions with adults
How and when does this child ask for help? ___________________________
How does this child identify and express needs and feelings? ________________
How does this child respond to requests? _______________________________
How does this child seek comfort when worried or afraid? __________________
How does this child share the teacher's time and attention with other children?
How else does this child interact with adults? _____________________________
Self-esteem
How does this child approach new materials or situations? ___________________
What does the child do when a new person comes in the room—seek attention or continue to play?
Does the child usually seek independence or want to be cared for? _____________
Does the child choose an activity or toy to play with? ________________________
How does the child talk about him or herself? ______________________________
Does the child stick to a new task until he or she masters it, or give up after a few tries?
Cognitive Development Language skillsDoes this child speak in sentences? __________________________________________
Does this child speak clearly and can he or she be understood? _______________
Does this child talk about feelings, needs, ideas, and opinions? ________________
Can this child listen to a story? ________________________________________________
Does this child follow directions? ____________________________________________
What else can this child do? _____________________________________________
Understanding concepts
Is this child aware of the daily schedule? _____________________________________
Does this child show interest in cause and effect? ____________________________
Is he or she curious about how things work or what goes on in the environment?
Can this child solve problems in his or her head or think before acting?
How does this child use materials? ___________________________________________
Does this child ask questions? ___________________________________________
Does this child notice how things are alike and different? _____________________
Does this child use classification skills? _________________________________________
What else can this child do? ________________________________________
Physical Development Gross motor skillsCan this child run, jump, climb, hop, and so on? ______________________
Can this child pull a wagon?
Can this child ride a tricycle? ___________________________________________
Can this child throw and catch a ball? ___________________________________________
What else can this child do? _____________________________________
Fine motor skills
Can this child turn the pages in a book? _____________________________
Can this child use crayons or hold a paint brush? _______________________
Can this child roll playdough, put together Legos® or other manipulatives?
What else can this child do? ________________________________________
Uniqueness What makes this child special? ________________________________________________What does he or she like to do? _________________________________________
What makes the child laugh, cry, be frustrated, act out? _______________________
How does the child respond to the different members of the classroom team?
How would you characterize the child's usual temperament-easygoing, assertive, placid, high energy?
What else makes this child unique?_______________________________________
Ability to Cope With Stress How does this child respond when asked to clean up before he or she is ready?Does this child spend much of the day alone or rocking back and forth? Does this child become frustrated or angry when there are minor distractions?
What else does this child do to cope with stress? ________________________________
You can include the team's completed observation summaries in this child's file. You might want to use observation summaries to get to know all the children in your class.
As a classroom team, think of a child who needs help developing trust, autonomy, and/or cognitive and physical skills. Each of you will keep a daily log of the times you step in to provide extra support for this child.The examples below are followed by a blank daily log. Record the child's name, the area of development on which you will focus, your actions, and the child's responses. If you prefer, you can use a daily log of your own design. At the end of each day compare your notes and discuss the child's response to the team's support.
Examples What You Did Child's Response Developing Trust I noticed Jill sitting by herself sucking her thumb. I asked her to help Michael set the table for lunch. Jill said she didn't know how to set the table.
Michael and I showed her how. Later I saw her playing next to Michael at the water table.Developing Autonomy Terry was having trouble getting his coat on. I showed him how to lay his coat on the floor and flip it over, and then put it on. When Terry's mom came to pick him up he showed her that he could put his coat on without any help. Developing Cognitive and/or Physical Skills Ramon was playing with some cups and bottles at the water table. He picked up the baster but wasn't able to make it fill up with water. I picked up another baster and used it to fill several containers. Ramon watched intently. He tried it himself and was successful. He used the baster to fill up all the cups. Daily Log Child: _____________________________ Date: ______________________________
Focus: ________________________________During the next week continue learning about the child on whom you focused in this session. Observe the child at different times of the day and while engaged in different activities. Complete as much of Handout 3: Getting to Know an Individual Child as possible to summarize what you have learned about the child.
What you did Child's Response Day One Day Two Day Three Day Four Day Five Discuss your observations and summary with your classroom team members. How can you help this child learn appropriate coping mechanisms? What else would you like to know about this child?
Session 4 The Learning Environment Summary for Classroom Teams
Objectives
This session will enable you to:Materials
- Create a supportive Head Start environment for children who might be experiencing high levels of stress.
- Adapt the environment to provide appropriate levels of interest and challenge for all children.
Agenda
- Multicultural Principles for Head Start Programs
- Reading
- 4: The Learning Environment
- Handout
- 4: Adapting the Environment (Part 1)
- Follow-Up Activities
- 4-1: Adapting the Environment (Part 2)
- 4-2: Assessing the Environment
- 4-3: The Daily Schedule
I. Discussion of Session 3 Follow-Up Activities (10 minutes)
As you discuss the Session 3 Follow-Up Activities, remember the following:
II. Discussion Topics and Activities
- There are many different ways classroom teams can help children develop trust and autonomy, and promote cognitive and physical development.
- Development is a gradual process and it takes a long time for some children to progress to the next stage.
- Classroom teams need to observe carefully to see children's growing sense of trust and autonomy, and their growing cognitive and physical skills.
A. Supportive Head Start Environments (1 hour)
As you participate in this discussion, think about ways you may need to adapt your environment to meet the needs of all of the children in your group. It is important to remember that developmentally appropriate programs are individualized to respond to all children's skills, needs, and interests. The suggestions in the reading and the Multicultural Principles for Head Start Programs may be appropriate for your classroom.
B. Changing the Environment to Meet a Child's Needs (45 minutes)
Handout 4: Adapting the Environment (Part 1), is used for this activity. With your classroom team, you will focus on one area of the environment-for example, blocks, outdoors, dramatic play, library, sand and water-and list the toys, materials, and equipment found there.
Next, your team will think of a child in the room who needs help to get positively involved in this area. Your team will discuss what this child might need to benefit from this area and develop a plan for helping the child to use the area.
When you have completed your plan, you will share your ideas with your trainer and other classroom teams.
III. Closing (5 minutes)
Reading 4: The Learning Environment
- Each person will share something learned during this session that they can use next week with the children.
- Complete Follow-Up Activity 4-J. Adapting the Environment (Part 2) and/or 4-2: Adapting the Environment before your next meeting. Everyone should complete 4-3. The Daily Schedule, which will be used in Session 5. They will be discussed at the beginning of the next session.
- The group will agree on when and where you will meet for the next session and listen to a brief overview of the topics to be addressed.
Children who experience high levels of stress in their lives have the same needs for a developmentally appropriate environment as other children. That is, the classroom should follow the same principles for encouraging children's healthy growth and development:
In addition, children who are highly stressed can benefit from a "therapeutic" setting that provides a refuge from their chaotic worlds-a place that is safe, predictable, and consistent. Certainly, this is true of all appropriate environ ments for preschool children, however, for some children it should be a major focus. Nurturing classroom team mem bers are an important part of the environment. They help children feel secure by treating them with respect and
- The environment is physically and emotionally safe and predictable.
- Children have many opportunities to learn by doing. Through play and small group experiences they explore, develop and practice skills, problem solve, and make decisions.
- Children's interests, needs, and developing skills are reflected through individualized activities, materials, and adult interactions. The environment provides new challenges to encourage growth and development.
- The environment, curriculum, and classroom team reflect Head Start's multicultural principles. "Children are encouraged to develop an awareness of, respect for, and appreciation of individual cultural differences."
- The classroom team's expectations for children's behavior are based on knowledge of child develop ment and of individual children.
- Classroom team members interact with children in ways that foster trust, self-esteem, curiosity, and independence and acknowledge each child's unique temperament and personality.
- The classroom team welcomes parents to the classroom. Parents are respected and encouraged to be actively involved in the program.
letting them know that they will be safe. An environment that helps reduce stress includes the following elements.Why is this important? Most preschoolers need to get away from the group at times, so all classrooms should include private areas. Children who live in multistressed environments may reside in overcrowded homes where there are few places to take a break from other people. They can benefit from being able to control inputs from the outside world by being in a place where they can withdraw physically and psychologically. Personal spaces allow children to develop self-regulation skills. A child can withdraw from the group to regain control of her emotions and actions. This may prevent the child from completely losing control and acting out in aggressive or other inappro priate ways.
How can Head Start provide this? Personal spaces can be a large cardboard carton, a pile of soft pillows in a corner, a small desk or table with room for only one child, or a sheet draped over three sides of a table. Some classrooms may need to set up several personal spaces. Some personal spaces can be part of the permanent room arrangement; others can be set up temporarily as the need arises.
Why is this important? Children who live in multistressed environments may have few possessions. They may not yet have developed a sense of ownership and are not ready to share. Children may also want privacy for using the bath room, washing up, or other personal hygiene activities.
How can Head Start provide this? Most classrooms have private cubbies where children can safely store their posses sions. Other ways to create a sense of ownership include providing new individual boxes of markers and crayons, decorating cubbies with photographs of children and their families, making individual place mats for mealtimes, assigning individual floor mats for each child to use at circle time or in the reading area, designating a special place on the wall for hanging each child's art work, and decorating shoe boxes for each child to store "prized possessions."
Why is this important? A home-like atmosphere is gener ally associated with programs for infants and toddlers because it supports the development of trust and autonomy. A home-like atmosphere can help children feel secure, which tends to enable children to take part in the program's activities.
How can Head Start provide this? Classroom teams can include items that reflect a variety of cultural backgrounds, including those of the children in the group. They can add home-like items such as pillows, curtains, kitchen utensils, a couch or overstuffed chair, tablecloths, plants, flowers, soft lighting from lamps rather than overhead fluorescent lights, and mirrors. Classroom teams can take photographs of children and families if a Polaroid® camera is available.
Creating a home-like environment includes providing dramatic play props that mirror children's lives. Props might include old suitcases and tote bags, brown paper bags, winter coats, and sleeping bags or quilts that snap together. Classroom teams can make "mental notes" during home visits and then gather appropriate props.
Why is this important? Children can be overwhelmed by too much visual stimulation. When the walls are cluttered it is difficult to separate one item from another.
How can Head Start provide this? Classroom teams can evaluate what they are hanging on their walls and bulletin boards to detennine what items should remain. They can include items that are developmentally appropriate and of interest to the children and leave plenty of space between items so that the walls are not cluttered. One section of the wall can be used for a "rotating" art exhibit, hung at children's eye level.
Why is this important? Multistressed environments often are very noisy. Soft music, played at intervals during the day, can be soothing and relaxing. When background noise is too loud or when music is played constantly, children may "tune it out" and often can't pay attention to human voices.
How can Head Start provide this? Encourage children to select the music they would like to listen to and when. They can use sturdy, inexpensive "walkmen" with ear phones as well as tape or record players with speakers.
Why is this important? Some children live in homes and neighborhoods where there are few opportunities to develop physical skills. Active play releases tension, enhances children's self-esteem, and promotes physical development.
How can Head Start provide this? Gross motor activities are an important part of any preschool program. Ideally, children play outdoors twice a day. During extremely inclement weather, programs can provide indoor gross motor activities in the classroom or in other parts of the
building. Be sure that all children who need to or want to participate have an opportunity.Why is this important? Children who live in multistressed environments can be overwhelmed by the quantity and variety of materials present in a typical preschool room. They may have had little experience playing with toys and other materials.
- Hallways are perfect for riding tricycles, rolling balls, tossing bean bags into baskets, relay games, building with large blocks, marching to music, and bowling (use plastic milk containers as pins). Consider this like any other interest area, limited to several children at a time.
- A loft in the classroom can provide many opportuni ties for physical play. Children can climb up and down stairs or a rope ladder, slide down a pole, swing (these can be hung on hooks when not in use), or jump off a low platform.
- Move aside furniture to make room for music and movement activities. Put down mats for tumbling. Lead the group in aerobics, exercises, and cooperative games using props such as hula hoops, streamers, parachutes, and large balls.
- Offer music and movement activities to encourage children to express their feelings: walk in an angry way, move in a shy way, jump in an excited way. Encourage children to move to the music in the way that they now feel and suggest other movements.
How can Head Start provide this? Offer a large amount of one kind of material (e.g., a container of large beads and laces) rather than a wide variety of options (several kinds of beads, Legos®, sewing cards, table blocks, and pegboards). Classrooms that include children who are highly stressed need to meet a wide range of needs. While some children need limited choices, others need a variety. Here are examples of how to adapt the environment to provide both limited and varied choices:
Why is this important? There is no right or wrong way to use materials such as sand, water, playdough, paint, blocks, and dramatic play props. They are used in a variety of ways by children at different developmental levels. They will remain appropriate as children develop new skills.
- Divide the shelves in the table toy area in half. On one side provide several dishpans full of the large size of Legos®. On the other side provide several containers, each containing a different kind of manipulative. Help children choose the materials that are most appropriate for their stage of development.
- Set up the water table with a wide variety of props. Nearby, set up on a table individual dishpans full of water with one or two bottles or cups.
- Set up the sand table with a wide variety of props. Nearby, set up on a table individual trays of sand (the sand can be used again) with large bottle caps (such as 2-liter soda or detergent bottle caps). Some children are soothed by repetitive play experiences such as scooping up sand in the bottle cap, dumping it in the tray, then scooping up sand again.
- Set up the easels with two colors of paint. Let children know that additional colors are available.
- Provide individual sand trays (large aluminum roasting pans work well) and a variety of props (small animals, human figures, houses, trees, and other familiar items). Children can use the props to create "stories" that allow them to express their feelings.
- Set up the dramatic play area with a few housekeep ing props (telephone, toaster, baseball caps) relevant to most children's experiences. Nearby, where children can reach them, store prop boxes containing materials to expand dramatic play. Use clear containers or plastic mesh baskets so children can easily see what is in the prop boxes.
- Divide the library area so that one part includes books with words and complex pictures. In the other part include picture books with only a few words such as Goodnight Moon or The Very Hungry Caterpillar.
How can Head Start provide this? Sand, water, playdough, paint, blocks, and dramatic play props are included in most preschool rooms. Providing a variety of props from very simple (measuring cups) to more complex (pumps and plastic tubing), will allow children at different developmental levels to be interested and challenged.
Why is this important? Because they have not been exposed to them, some children may not know how to use the materials typically found in preschool classrooms. They need to have success with simple toys and materials that will prepare them for exploring the more complicated items in the classroom.
How can Head Start provide this? 'Toddler" items (e.g., puzzles with 3 to 8 large pieces, peg boards with large holes and large pegs, and push and pull toys) can be included in the interest areas along with items that are more challenging. Children are likely to gravitate towards the items that they find challenging, but not frustrating.
Be sure to observe children to have a clear idea of what new skills they are developing. As children make progress, classroom teams can provide more challenging materials.
Why is this important? Children may have feelings that they may not be able to express through words. Most preschool children need some ouflets for strong feelings from time to time. Materials for self-expression are a part of most classrooms. Classrooms that serve children who are affected by multistressed environments need more of these.
How can Head Start provide this? Sand and water play, paper for tearing, playdough, fingerpaint, shaving cream, are excellent vehicles for self-expression. In addition, provide a variety of children's books that address real-life situations and feelings.
Why is this important? Children living in multistressed environments can learn to trust in the program. A class room that is generally the same today as it was yesterday helps them feel in control, safe, and nurtured.
How can Head Start provide this? For some children, changes in the environment are interesting and stimulating. Classroom teams can make these changes, while leaving other elements in place. For example, after a field trip to the zoo, a teacher might set up a second dramatic play area with "zoo" props but leave the housekeeping area un changed.
Handout 4: Adapting the Environment (Part 1)
With your classroon team, focus on one area of the environment-for example, blocks, outdoors, dramatic play, library, sand and water-and list the toys and materials in this area.
Toys, materials, and equipmant in the ______ area of the environment:
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________Next, think of a child who has a hard time playing in this area. The child might be one who is withdrawn and seldom gets involved with the materials and activities. Or, the child might have a short attention span, be very disruptive, or be overwhelmed by the area. As a team, discuss what this child neds to benefit from this area and answer the following questions.
Child: _______________________ Date: ___________________________
Describe the problems this child has in using this area:
_______________________________________________________
_______________________________________________________
_______________________________________________________What can you add to this area to help the child play there?
_________________________________________________________
_________________________________________________________
_________________________________________________________What can you remove from this area to help the child play there?
_________________________________________________________
_________________________________________________________
_________________________________________________________How could you change the display of materials?
_________________________________________________________
_________________________________________________________
_________________________________________________________How could you rearrange the area to help the child play there?
_________________________________________________________
_________________________________________________________
_________________________________________________________What can you do or say to help this child use this area?
_________________________________________________________
_________________________________________________________
_________________________________________________________
Remember, changes should be made gradually, over time, so that children won't be overwhelmed by too many changes at once.
Follow-Up Activity 4-1: Adapting the Environment (Part 2)
In this session you developed plans for making one area of the room more appropriate for one of the children in your group. During the next week implement the plan and encourage the child to get involved in this area. Take notes on how the child uses the new materials.
Child:
Date:
Area to be Adapted:Toys and materials added to the area to encourage this child to play there:
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________How this area was rearranged to encourage this child to play there:
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________How the child responded to these changes:
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________Follow-Up Activity 4-2: Assessing the Environment
Use this form to assess how well your environment meets children's needs. Review the assessment results and plan ways you can adapt or change the environment. Try out some of your ideas before the next session.
Personal Spaces Where Children Can Be Alone for a While
What we provide now:
Changes we would like to make:Personal Belongings and Space to Store Them
What we provide now:
Changes we would like to make:Home-Like Materials
What we provide now:
Changes we weould like to make:Limited, Simple Wall Decorations
What we provide now:
Changes we would like to make:Soft Music
What we provide now:
Changes we would like to make:Space for Indoor Gross Motor Activities
What we provide now:
Changes we would like to make:Space for Outdoor Gross Motor Activities
What we provide now:
Changes we would like to make:Materials that Allow Children to Make simple, But Limited, Choices
What we provide now:
Changes we would like to make:Open-Ended Materials
What we provide now:
Changes we would like to make:Toys and Materials that are Appropriate for Younger Children
What we provide now:
Changes we would like to make:Materials that Allow Children to Express Thenselves and Release Tension
What we provide now:
Changes we would like to make:Consistent elements that Do Not Change
What we provide now:
Changes we would like to make:
Remember, changes should be made gradually, overtime, so that children won't be overwhelmed by too many changes at once.
Follow-Up Activity 4-3: The Daily Schedule
With your classroom team, record your daily schedule on a large peice of paper. You will use this in the next session.
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