1. Creating a Caring Community of Learners
Guiding young children…Chapter 8

2. Observations #2 Opportunity for learning
Packet of tools for looking at children, environments and classroom interactions
Experiences:
Urban School

3. Goals
Observe
How do teachers effectively guide children’s behavior toward the goal of promoting positive social-emotional development in each child?
How do teachers use individualized interventions with children who exhibit persistent challenging behaviors such as biting and bullying?
How do teachers organize the learning environment and daily schedule to enable children to do their best and prevent behavior problems?
 Reflect
How do teachers build positive relationships with young children?
Why is positive discipline more effective than punishment?
Decide
What are the elements of a caring community of learners?

4. The Teaching Pyramid Model

5. The Teaching Pyramid Model
Time and Effort of teachers
Positive relationships with children
High-quality supportive environments
Social and emotional teaching strategies
Intensive individualized interventions
Begin by changing ourselves
Examining attitudes toward challenging behavior
Looking at the child developmentally

6. Reexamine our Attitudes
Which behaviors do you find acceptable?
Which behaviors push your “buttons”?
Reconsider the philosophies of ECE….
Empty vessel to fill
Children are good; children are bad
Children construct their own knowledge
Context and culture influence the child

7. Organizing High Quality Supportive Environments

8. Remember Mistaken behavior not misbehavior
Behavior is functional - It sends a message
Foundation of the Teaching Pyramid Model
Nurturing Responsive Relationships

9. Physical Space Environments send messages
How to behave
Which behaviors are acceptable
Conscious – Intentional messages
Organized for:
Accessibility
Positive interactions
Independence – Decision making skills
Active
Age appropriate

10. Spaces for Learning Defined areas with a particular purpose
Focus attention and materials
Establish clear boundaries
Allow for independence
Quite and active; messy and neat
Comfortable meeting space
Eliminate unnecessary clutter
Avoid large open space or corridors

11. Engaging Environments for Independent Work

12. Beautiful Places – Engaging Places
AESTHETIC = AWAKENING

13. Mother-Infant Interactions: Inborn Aesthetic Capacities
Ellen Dissanayake
Add video clip
Mother-Infant Interactions: Inborn Aesthetic Capacities

14. Repetition – Patterns, Rhythm, Expectations
Formalization – Balance, Space, Unity, Simplify
Dynamic Variation – Movement, Contrast, Variety
Exaggeration – Scale, Emphasis, Proportion
Surprise – Manipulation of expectations, Novelty
AESTHETIC OPERATIONS
Attention
Intention
Communication

15. Mutuality: Closeness, intimacy Belonging: Member of a group, identity
AESTHETIC OPERATIONS
In the Environment
In the Culture
CREATES A SENSE OF
Mutuality: Closeness, intimacy
Belonging: Member of a group, identity
Competence: Something to do physically & psychologically
Meaning: Purpose and value
Artifying: Caring about important things; make the ordinary special

16. Application to ECE Environment
Attention to Aesthetic Operations create a sense of
MUTUALITY: Attunement
BELONGING: Attention
COMPETENCE: Intentionality, Relationships
MEANING: Personal Mindfulness
ARTIFYING: Response, Metaphor

17. Organizing the Day for Success
Schedule is posted
Predictability
Balance of learning experiences
60-75 minutes for learning center; deep engagement and choice
Limit whole group to10-20 minutes
Flexibility

18. Transitions & Routines
Change from one activity to another
Purposeful – Be prepared
Give warnings
Use songs and games for change
Minimize
Opportunities for learning
Relationships and interactions
Language and conversations

19. Rules for Behavior Clear rules 3-6 Consistent Consequences
Positively stated