DOCUMENT RESUME

ED 407 136 PS 025 369

TITLE Nurturing Children. Training Guides for the Head Start

Learning Community.

INSTITUTION Aspen Systems Corp., Rockville, MD.

SPONS AGENCY Administration for Children, Youth, and Families (DHHS),

Washington, DC. Head Start Bureau.

PUB DATE [92]

NOTE 87p.; For other guides in this series, see ED 348 160, ED

398 220-222, and PS 025 367-376.

CONTRACT 105-93-1584

PUB TYPE Guides Non-Classroom (055)

EDRS PRICE MF01/PC04 Plus Postage.

DESCRIPTORS *Caregiver Child Relationship; *Child Development; Family

School Relationship; *Interaction; Listening; *Listening

Skills; Preschool Education; Resource Materials; Self

Esteem; Staff Development; Teaching Guides; Training

Methods; Workshops

IDENTIFIERS Caring; *Nurturance; *Project Head Start; Support Systems;

Supportive Learning Environments

ABSTRACT

This training guide is designed to enhance the skills of

Head Start staLL in nurturing children by attending to them and interacting

with them so they are safe as they grow and develop. Each of the guide's

modules details module outcomes, key concepts, and background information.

Module 1 addresses tuning in to children, focusing on building the staff's

ability to: identify how their role influences children's development;

understand children's basic developmental needs; apply basic child

development principles and sound child development practices; and talk with

other staff and parents about individual children. Module 2 addresses

interacting with children, focusing on enhancing the staff's ability to

listen to children in order to understand their individual needs,

perceptions, and interests. Increasing staff skills in talking with children

in ways that support a positive sense of self and address individual needs is

also examined. Module 3 addresses nurturing children through families, and

encourages staff to identify and build on family strengths in nurturing

children. Contains resources. (SD) ********************************************************************************

Reproductions supplied by EDRS are the best that can be made

from the original document. ********************************************************************************
Office U.S. DEPARTMENT OF EDUCATION

of Educattonal Research and Improvement EDUCATIONAL RESOURCES INFORMATION

CENTER (ERIC)

sviThis document has been reproduced as

eceived from the person or organization

originating it.

Minor changes have been made to

improve reproduction quality.

Points of view or opinions stated in this

document do not necessarily represent

official OERI position or policy.

Training Guides for the

Head Start Learning Community

Nurturing Children

U.S. DEPARTMENT OF HEALTH AND HUMAN SERVICES

earAdministration for Children and Families Administration on Children, Youth and Families Head Start Bureau

.4tvati
HEAD START®

Nurturing Children

Training Guides for the Head

Start Learning Community

U.S. DEPARTMENT OF HEALTH AND HUMAN SERVICES

Administration for Children and Families

Administration on Children, Youth and Families

Head Start Bureau
This national training guide was developed by Aspen Systems Corporation, 1600 Research

Boulevard, Rockville, MD 20850 under contract number 105-93-1584 of the Head Start Bureau,

Administration for Children and Families, Department of Health and Human Services.

4
Contents

Preface viii

Introduction 1

Overview 1

Purpose 1

Outcomes 1

Audience 1

Performance Standards 2

Organization 2

Definition of Icons 4

At A Glance 5

Module 1: Tuning In to Children 7

Outcomes 7

Key Concepts 7

Background Information 8

Activities 11

Activity 1-1: Things I Enjoy Doing with Children 11

Activity 1-2: Opportunities for Nurturing Children 12

Activity 1-3: Opportunity Knocks 13

Activity 1-4: Meeting Children's Needs 14

Activity 1-5: Growth Is Sequential 16

Activity 1-6: Child Development in Action 17

Activity 1-7: Where Would We Be without Child

Development Knowledge? 19

Activity 1-8: Getting to Know You 19

Activity 1-9: Tour Guide 21

Activity 1-10: Peeling Labels 22

Next Steps: Ideas to Extend Practice 22

Contents
Contents

Handouts 25

Handout 1: Opportunities for Nurturing Children 25

Handout 2: Opportunity Knocks 27

Handout 3: Vignettes 29

Handout 4: Child Development in Action 32

Handout 5: Where Would We Be without Child

Development Knowledge? 33

Handout 6: Peeling Labels 37

Module 2: Interacting with Children 39

Outcomes 39

Key Concepts 39

Background Information 39

Activities 41

Activity 2-1: What Do You Think? 41

Activity 2-2: Listening Talk 42

Activity 2-3: More Listening Talk 43

Activity 2-4: Hey, Wait a Minute! 45

Activity 2-5: A Time to Wait 46

Activity 2-6: Nobody Likes Me 47

Activity 2-7: Turning the Words Around 49

Activity 2-8: Praise vs. Encouragement 49

Activity 2-9: Asking Children Questions 50

Next Steps: Ideas to Extend Practice 51

Handouts 53

Handout 7: What Do You Think? 53

Handout 8: Turning the Words Around 55

Handout 9: Praise vs. Encouragement 57

vi Nurturing Children
Contents

Module 3: Nurturing Children

through Families 59

Outcome 59

Key Concepts 59

Background Information 59

Activities 61

Activity 3-1: Where Do You Stand? 61

Activity 3-2: Parent Panel 63

Activity 3-3: Both Sides Now 65

Activity 3-4: Situation Cards 66

Activity 3-5: Principles and Practice 67

Activity 3-6: Applying Principles 68

Activity 3-7: Self-Evaluation 69

Activity 3-8: Family Contacts 70

Next Steps: Ideas to Extend Practice 71

Handouts 73

Handout 10: Situation Cards 73

Handout 11: Seven Principles about Parents and Families 77

Handout 12: Real Quotes from Real PeopleWhat's

Wrong Here? 79

Continuing Professional

Development 81

Resources 83

Contents vii

7
Preface

You're Invited to Special Training

Training: Nurturing Children

Where: The Learning Place

When: Now... and tomorrow

Why: Enhance your skills to help

children thrive and achieve.. . Won't you join us in the adventure of learning

about our children?

Your Head Start Team

21st Century Head Start Community

100 Diversity Avenue

Quality, Promise 21000

viii Nurturing Children
Preface

Nurturing is natural, but the skills are learned.

This foundation guide provides the opportunity for the Head Start community to refine the skills that nurture children through training. These

skills will help members of the community assure children that they are

safe, trusted, cared for, and supported as they move toward independence

and competence.

Each member of the Head Start community, whether a parent, home visitor, teacher, cook, bus driver, coordinator, volunteer, or consultant, generally brings to the job several key characteristics:

A genuine interest in children

An active commitment to families

A sensitive and responsive disposition

A belief in lifelong learning and personal growth

These characteristics, combined with interesting, stimulating, skill-based

training, can lead to highly qualified, energized staff. The sessions in this

training guide will help participants focus and expand their natural capacities for nurturing. Staff will increase their abilities to communicate with

parents, children, and one another. They will appreciate the steps toward

growth and learning that children take each dayand they will appreciate

their own roles in supporting this growth and learning.

The management team has an opportunity, through staff development, to

demonstrate the kind of nurturing and support that fosters human growth

by:

Acknowledging the strengths of their staff

Creating an environment that encourages good communication and

shared problem-solving

Showing an interest in child development and providing opportunities for staff to gain the knowledge to do what is right

You will give very appreciated support to participants as they strive to

increase their skills. Perhaps most importantly, you will be model

nurturers.

Preface ix

9
Overview

Introduction

Purpose

Outcomes

Audience

This foundation guide is designed to enhance the skills of all Head Start

staff in nurturing children. Nurturing children means carefully attending

to them and interacting with them so that they are safe as they grow and

develop. Because children's families, community, and culture are so central to their development, nurturing children also means nurturing families.

After completing this training, staff will meet the following guide outcomes as they use child development principles to nurture children:

Recognize that children are individualsnoticing who they are and

where they are in their development

Interact with children in ways that keep them safe while encouraging

them to develop critical thinking skills

Nurture children through their families, who are the center of their

world and have the strongest influence on them

Nurturing children begins by understanding the unique world of childhood. The more adults know about childrenhow they develop, how they

think, what they need from others, and what they can do for themselves

the more interesting children become. Where once you might have been a

careful observer of children, you are now a deeply interested observer.

Where once you might have noticed a child's gain, now you delight in it,

and this delight gets communicated to parents. When parents hear that

they have wonderful children, they feel better about themselves as parents

and become better parents. This is a positive cycle of events: dedicated,

observant adults admiring children, who, in response, do even more admirable things.

In addition to learning from their own observations of children, adults can

also learn about child development by reading the resource materials

listed at the end of this guide. These resources contain much more information than a training guide of this length can provide and will enrich the

knowledge of the trainer and participants.

Head Start is a community-oriented program. Each staff member influences the development of children through interactions with them and

their families. This foundation guide builds the basic skills that each staff

member needs to be a nurturing, productive, helpful, and resourceful

member of the Head Start learning community of families and children.

Introduction 1 0
Introduction

Performance Standards

Organization

This guide supports the Head Start Program Performance Standards

objectives for Education Services. These include providing a learning

environment for children that helps them develop socially, intellectually,

physically, and emotionally in a manner appropriate to their age and stage

of development toward the overall goal of social competence. The Performance Standards call for integrating educational aspects of all objectives

into the daily program, supporting families of the children, and having an

education plan that encourages staff and parents to learn more about

children's development, needs, and activities.

This foundation guide, Nurturing Children, provides all staff in Head

Start with a systematic method for refining their skills to care for children

while ensuring their safety. This guide trains staff to conduct nurturing

and supportive interactions with children and their families. Nurturing

Children strongly emphasizes families, the children's first teachers, and

an appreciation of the diverse and unique nature of the children, staff, and

families who make up the Head Start community.

Participants will meet these guide outcomes once the activities in

Nurturing Children are completed:

Recognize that children are individualsnotice who they are and

where they are in their development

Interact with children in ways that keep them safe while encouraging

them to develop a sense of autonomy

Nurture children through positive interactions with their families, who

are at the center of their world and have the strongest influence on

them

Each module includes module outcomes, key concepts, and background

information. The module outcomes are based on the guide outcomes.

Nurturing Children contains the following modules:

Module 1: Tuning In to Children

This module builds the staff's ability to identify how their role influences children's development, to understand children's basic developmental needs, to apply basic child development principles and sound

child development practices, and to talk with other staff and parents

about individual children.

2 Nurturing Children
Introduction

Module 2: Interacting with Children

This module enhances the staff's ability to listen to children in order

to understand their individual needs, perceptions, and interests. It also

increases their skills in talking with children in ways that support a

positive sense of self and address their individual needs.

Module 3: Nurturing Children through Families

This module encourages staff to identify and build on family strengths

in nurturing children.

Each module has specific outcomes for participants to achieve, and each

activity is designed to fulfill one or more of the outcomes. For easy reference, the outcomes are listed with the activity. In addition, the Next Steps,

the last activity for each module, introduces a unique staff development

tool, the portfolio, a living document of one's professional growth and

achievement. The material that is developed and added to the individual's

collection is an important tool for self-evaluation and demonstrates to

others one's professional growth.

The Key Concepts section appears in every module of the guide and summarizes the main ideas contained within each module. The Key Concepts

are discussed more explicitly in the Background Information section of

each module. The trainer may choose to present the Background Information section as a mini-lecture or as handouts or overheads in the coaching

or workshop sessions.

The Resources section is at the end of the guide. It contains additional

materials that can be consulted for further information on the topics in the

modules.

Introduction 3

12
Introduction

Definition of Icons

Coaching A training strategy that fosters the development of skills

through tailored instruction, demonstrations, practice, and

feedback. The activities are written for a coach to work

closely with one to three participants.

Workshop A facilitated group training strategy that fosters the

development of skills through activities that build on

learning through group interaction. These activities are

written for up to 25 participants working in small or large

groups with one or two trainers.

Next Steps:

Ideas to Extend Practice

Activities assigned by the trainer immediately following

the completion of the module to help participants review

key information, practice skills, and examine their progress

toward expected outcomes of the module.

Continuing

Professional Development

Follow-up activities for the program to support continued

staff development in the regular use of the skills addressed

in a particular training guide. It includes:

(1) Opportunities tailored to the participant to continue

building on the skills learned in the training

(2) Ways to identify new skills and knowledge needed

to expand and/or complement these skills through

opportunities in such areas as in higher education,

credentialing, or community educational programs

4 Nurturing Children

13
At A Glance

Introduction

Module Activity Time Materials

Module 1: Tuning In to

Children

(W) Activity 1-1: Things I

Enjoy Doing with Children

30

minutes

Discussion activity

(W) Activity 1-2: Opportunities for Nurturing Children

25

minutes

Handout 1: Opportunities

for Nurturing Children

(C) Activity 1-3: Opportunity Knocks

45

minutes

Handout 2: Opportunity

Knocks

(W) Activity 1-4: Meeting

Children's Needs

40

minutes

Handout 3: Vignettes

(W) Activity 1-5: Growth

Is Sequential

25

minutes

Developmental milestones

written on 3 x 5 index cards

(C) Activity 1-6: Child

Development in Action

40

minutes

Handout 4: Child

Development in Action

(W) Activity 1-7: Where

Would We Be without

Child Development

Knowledge?

30

minutes

Handout 5: Where Would

We Be without Child

Development Knowledge?

(C) Activity 1-8: Getting to

Know You

30

minutes

Discussion activity

(C) Activity 1-9: Tour Guide 1-2

hours

Discussion activity

(W) Activity 1-10: Peeling

Labels

15-20

minutes

Handout 6: Peeling Labels

Module 2: Interacting with

Children

(W) Activity 2-1: What Do

You Think?

30-40

minutes

Handout 7: What Do You

Think?

(C) Activity 2-2: Listening

Talk

15

minutes

Statements printed on 3 x 5

index cards

(W) Activity 2-3: More

Listening Talk

20

minutes

Circumstances printed on

3 x 5 index cards

(C) Activity 2-4: Hey, Wait

a Minute!

2 hours Stopwatch

Introduction

14

5
Introduction

Module Activity Time Materials

Module 2: Interacting with

Children (Continued)

(W) Activity 2-5: A Time to

Wait

30

minutes

Discussion activity

(W) Activity 2-6: Nobody

Likes Me

20-25

minutes

3 x 5 index cards

(W) Activity 2-7: Turning

the Words Around

25

minutes

Handout 8: Turning the

Words Around

(C) Activity 2-8: Praise vs.

Encouragement

10

minutes

Handout 9: Praise vs.

Encouragement

(C) Activity 2-9: Asking

Children Questions

15

minutes

Discussion activity

Module 3: Nurturing

Children through

Families

(W) Activity 3-1: Where Do

You Stand?

10

minutes

List of statements

(W) Activity 3-2: Parent Panel 40-60

minutes

Panelists

(W) Activity 3-3: Both Sides

Now

30

minutes

Discussion activity

(C) Activity 3-4: Situation

Cards

30

minutes

Handout 10: Situation

Cards

(W) Activity 3-5: Principles

and Practice

45

minutes

Handout 11: Seven

Principles about Parents

and Families

Handout 12: Real Quotes

from Real PeopleWhat's

Wrong Here?

(W) Activity 3-6:

Applying Principles

45

minutes

Handout 11: Seven

Principles about Parents

and Families

(C) Activity 3-7:

Self-Evaluation

45

minutes

Handout 11: Seven

Principles about Parents

and Families

(W) Activity 3-8: Family

Contacts

30

minutes

Form from Model Family

Needs Assessment Process

C = Coaching Activities W = Workshop Activities

6

15

Nurturing Children
Tuning In to Children

Module 1

Outcomes

In this module, participants learn how to tune in to children by learning

important child development principles, recognizing how to meet the individual child's developmental needs, and sharing nurturing practices with

other staff and parents.

As a result of completing this module, the staff will be able to:

Identify their specific role in influencing children's development

Identify children's basic developmental needs

Apply basic child development principles in their work with children

Key Concepts Talk with parents and other staff about individual children and sound

child development practices

All adults have an important role in nurturing children.

Important child development principles include the following:

Development is interrelated and sequential and influenced by

multiple factors, such as temperament, health, nature; culture,

and family.

Developmental domainsphysical, cognitive, social, and

emotionalare interrelated.

Children have unique ways of thinking and looking at the world.

Children are developing trust, independence, and self-concept.

Children construct their own knowledge.

Children learn by interacting with others and their environment.

Young children must be provided with caring supervision and

safe environments based on their stage of development.

Adult expectations must be guided by knowing individual children as

well as general information about development.

Tuning In to Children 7

16
Module 1

Background Information

Successful Head Start programs build upon the strengths of children

and families in their program and upon shared understandings of child

development by the staff.

Early childhood is usually defined by the following age categories/

stages:

Young infants (birth to eight months)

Mobile infants (eight to eighteen months)

Toddlers (eighteen months to three years)

Preschoolers (three to five years)

Childhood is a very special time and valuable for its own experiences. It is

not simply a way station or preparation for adult life. It is a time when

children figure out and take stock of their worlda time when adults play

a vital role in confirming that the world is a safe and welcoming place.

Adults teach children, whether they plan to or not, and adults have the

opportunity to nurture children and help them along in their growing up.

Adults can begin by tuning in to children, reflecting on what childhood is

like, and considering individual children in their personal and professional

lives. Adults have many opportunities to nurture infants and children who

are at various ages and stages: young infants (birth to eight months),

mobile infants (eight to eighteen months), toddlers (eighteen months to

three years), and preschoolers (three to five years).

Tuning in to children requires a basic understanding of child development.

Generally speaking, children develop in a predictable sequence: crawling before walking, babbling before speaking, and playing alone before

playing with others. With nurturing, caring adults and safe, stimulating

environments, children can grow and develop into progressively more

competent beings.

Children vary greatly in their individual development. Therefore, skilled

adults must observe children carefully to appreciate the uniqueness of

each child's strengths and abilities. The interplay of several key influences

on development contributes to individual differences among children.

Influences on Development Some key influences on a child's development are:

Health

Temperament

Culture

Family

8 Nurturing Children

17
Module 1

Four Developmental

Domains

Children's Developmental

Goals

Adequate nutrition, rest, and medical attention are just a few of the variables that contribute to a child's overall health: a major factor in growth

and development. Clearly, a child's physical development depends on

good health, but health plays a role in other aspects of development as

well. A child who is hungry or ill is less likely to lose herself in play,

focus on an interesting experience, or join enthusiastically in a game.

A child's temperamentshy or outgoing, active or quiet, easily upset or

more calmalso plays a role in development. Temperament influences

both the choices a child makes as well as the child's basic response to

given situations.

Children are conditioned by culture and by family. The values and expectations of those around growing children powerfully influence development. Issues ranging from physical movement to gender roles are

strongly impacted. This is one reason to be cautious when describing any

universal way that development unfolds.

Children develop in four areas: physical, cognitive, social, and emotional. Skilled early childhood staff observe that development in each

of these domains is interrelated and occurs simultaneously. A child on

the playground is using muscles (physical), figuring out how to climb

higher (cognitive), bringing other children to watch (social), and feeling

ambivalent about climbing higher (emotional). It is useful to think about

the different domains in order to understand the different ways children

develop, but in reality activities always overlap. There is no such thing as

a purely physical or purely cognitive experience for a child. Physical activity requires thought; thought is accompanied by interaction; and both

build competence and positive self-concept.

Interacting with children requires that an adult respect and remember that

children have unique ways of thinking. Young children do not think like

little adults, nor should they. Children are very literal (if you have sharp

eyes, they might poke you). They think objects are alive (dolls must not

be smothered). They assume that if two things happen at once, one caused

the other (honking makes the car go; lightning makes it rain). Children are

trying very hard to make sense of the world, deciding into which categories things go. (He cannot be a daddy; he is a police officer.) Their thinking processes need to be encouraged and delighted in, not corrected.

Most adults recognize children's basic physical needs such as warmth,

shelter, and adequate nutrition. Equally important are other developmental

needs that must be met so that children can accomplish the important

tasks of early life. Children are developing trust and learning that they

can count on people and feel safe. They are learning to be independent,

to think for themselves, and to make choices. Also, they are learning to

feel good about themselves, to feel like competent beings who can make a

Tuning In to Children 9

18
Module 1

How Children Learn

Using Developmental

Milestones Correctly

difference, construct their own knowledge, and care for others. They are

building a positive self-concept.

Children develop a sense of trust when the adults who care for them let

them know that they are valued human beings. This leads to positive feelings about themselves and the rest of the world. A sense of trust allows

children to explore the world, try out new things, and interact with other

children and adults.

A sense of independence allows children to do things for themselves and

make decisions. Their sense of trust in adults and in their environment

allows them to feel safe enough to try new things.

A positive self-concept comes from a child's growing sense of competence through experience and interaction with significant people in their

daily lives. Children acquire this competence when they explore an interesting environment in which their concerns and interests are taken seriously on a day-to-day and minute-to-minute basis. An important role for

adults is to provide a stimulating environment and to interact respectfully

with children. This kind of setting does more to foster a positive self-concept than do reams of paper detailing trivial attributes of what makes a

child special.

Child development principles help adults understand and appreciate the

growth of children. Adult interventions are helpful if they focus on developmental goals: building trust, promoting independence, and encouraging

a positive self-concept. These long-term goals take children much further

than short-term goals such as mastering how to use crayons or memorizing

songs.

When children construct their own knowledge, they make their own

assumptions based on what they already know. They seek experiences that

fit with where they are developmentally and put together their own ideas

about how the world works.

Children do not learn by sitting quietly as vessels to receive knowledge;

they learn by vigorous, adventuresome interaction with others and with

their environment. This happens mainly through play because children's

natural curiosity causes them to observe, explore, and experiment with the

people and things around them. Therefore, environments need to be safe,

stimulate their needs, and be staffed by adults who value language, experimentation, exploration, and inquisitive behavior.

The sequential, developmental stages or milestones that mark children's

development can be useful. Such information helps adults have appropriate expectations for children. When expectations are too high (for example, expecting a two-year-old to trace letters), the result can be a

10 Nurturing Children
Module 1

Sharing Information

Activity 1-1:

Things I Enjoy

Doing with

Children

frustrated child and adult. When expectations are too low (for example,

continuing to feed a child who is easily able to take finger foods), development can be hindered. However, adults can learn what to expect from

children by accurately and objectively observing them. The process of

observing individual childrenseeing what they can do easily and what

they are trying to learnis vastly superior to only checking a child's

progress against a developmental chart or list. The age-related milestones

are useful to staff because they serve as a point of reference against which

staff can evaluate a particular child's progress. It is important not to

pigeonhole a child or to make assumptions about what she can or cannot

do based only on age.

In fact, focusing on the accomplishment of age-specific milestones, which

can be culturally weighted, tends to highlight what is missing rather than

what has been done. Instead, if you think about who this child is and what

she can do, then you will be on the right track to accommodating diverse

expressions of development and recognizing and building on the child's

strengths.

In addition to knowing and implementing child development principles,

an important goal for Head Start staff is to share these principles and understand how they work with other staff and parents. This means having

the information, the confidence, and the ability to explain your goals for

children and how they are being met. When all adults share a sound and

common philosophy about nurturing, the outcome for children can only

be positive.

Finally, it is vital to remember that Head Start programs positively influence the development of children through their families. This means supporting parents in their primary role and helping them as they nurture

their children. You can best accomplish this by focusing on the unique

strengths of each parent and family. By noting what each family can offer,

you have a starting place for establishing your relationship with them and,

more importantly, supporting their relationship with their child.

Purpose: In this activity, participants will get to know each other and

begin thinking about ensuring children's safety and working with them

and their families.

Outcome:

Participants identify their specific role in influencing children's

development.

Materials:

Chart paper, markers

Tuning In to Children 11

20
Module 1

Activity 1-2:

Opportunities for

Nurturing

Children

1. Ask each participant to share with the group some things that she or

he particularly enjoys doing with children while keeping them safe.

Emphasize that staff awareness of the safety of children is a key element in a quality early childhood program.

Stress that this activity is wide openthey can discuss activities they

enjoy doing with children in the program, their own children, grandchildren, neighborhood children, or any other children. The object is

to recall pleasant memories of children and adults doing things together. Note their responses on chart paper.

2. As individuals tell their stories, ask for more detail.

What ages of children do you like to sing with?

What part of the zoo do you find kids really like?

What is it about the old days that you like to tell?

3. Sum up responses by age group and point out the variety of activities

and similarities, such as a large number of the participants enjoy being

outdoors. Typically, the range of responses will provide a good idea

of the elements of an early childhood program. The variety of activities, from reading to music to walks to informal chats, will involve all

aspects of child development. Indicate which activities involve physical development, social interaction, learning, and emotional support.

Point out the balance between quiet one-on-one activities, such as

reading to children, and the noisier, group activities such as zoo trips

or cooking.

Participants may be surprised to hear that they are already providing

very high quality early childhood experiences. Make the final point

that any activity that brings adults and children together in positive

interaction is not only enjoyable for the adults, but nurturing to the

children.

Purpose: In this activity, participants will explore the opportunities they

have to nurture children and keep them safe.

Outcome:

Participants identify their specific role in influencing children's development.

Materials:

Chart paper, markers

Handout 1: Opportunities for Nurturing Children

12 2 1 Nurturing Children
Module 1

Activity 1-3:

Opportunity

Knocks

1. Distribute Handout 1: Opportunities for Nurturing Children.' Ask

each person to read the handout. Then explain that these practices are

generic and take place in all settingson the bus, at home, in the center, on field trips. Tell the participants to think about each listed activity. Ask them to check whether each item is something they can

actually do (practice), or something they frequently can watch (observe), or something they occasionally talk about (describe), formally

or informally with other staff or parents.

2. After the exercise is completed, ask participants to form small groups

with those who have similar jobs and to discuss the multiple influences upon children's growth. They should discuss and explore the

specific opportunities that they have to nurture and keep the children

in their program safe.

3. Ask each participant to develop a plan to expand personal practices

that includes at least two to three items from each part of the list. Have

them share their plans in their groups. (By doing this, participants may

expand their plans with input from others. For example, two bus drivers may decide that they have the opportunity to give positively

worded directions, and not just constant Nos. This approach can now

become a practice of theirs and not just something that they heard.)

Have each participant identify a partner in a similar job, with whom

they will share progress in two weeks.

Purpose: In this activity, the participant will identify personal opportunities to nurture children.

Outcome:

Participants identify their specific role in influencing children's

development.

Materials:

Chart paper, pens

Handout 2: Opportunity Knocks

' Adapted from Bredekamp, Sue, ed. Developmentally Appropriate Practice in Early Childhood Programs Serving Children

from Birth through Age 8: Expanded Edition (Washington, D.C.: National Association for the Education of Young Children, 1992).

Tuning In to Children 13

22
Module 1

Activity 1-4:

Meeting

Children's Needs

1. Distribute Handout 2: Opportunity Knocks.2 Ask the participant to

determine if he is making the most of nurturing opportunities by reading each item and checking whether it is done always, sometimes, or

never.

2. Review the items checked always. Ask such questions as, How do you

remind yourself to remain patient? Do you identify with the child, or

are you just a patient person?

3. Ask about the items that were checked never. Are they checked never

because the opportunity never arises, or because the skill needs to be

developed?

4. Follow up with additional resources related to skill opportunities that

did not occur but are still important. For example, We have wonderful

materials on children's play in our staff library. I'd like you to review

a couple of them, so that we can discuss play at our next session.

Purpose: In this activity, participants will learn specific ways in which

they can meet children's developmental needs, keep them safe, and help

children recognize and work through conflicts.

Outcome:

Participants identify children's basic developmental needs.

Materials:

Chart paper, markers

Handout 3: Vignettes

1. Share and discuss the Background Information on trust, independence,

and self-concept found at the beginning of this module.

Ask participants for ways that adults can help children develop a sense

of trust. Examples can include:

Holding a child's hand while he climbs a ladder to the slide, or

keeping a promise to push a child on a swing no higher than she

wants to go

Letting a child know in advance when the daily schedule will

change

'Adapted from Bredekamp, Sue, ed. Developmentally Appropriate Practice in Early Childhood Programs Serving Children from

Birth through Age 8: Expanded Edition (Washington, D.C.: National Association for the Education of Young Children, 1992).

14 23 Nurturing Children
Module 1

Responding to a child's cries even when the child is crying to get

attention (A quick and consistent response helps the child know

that his needs are important and will be addressed.)

Ask the participants for ways that adults can help children to develop

independence. Examples can include:

Providing activities with no beginning or end and no right or

wrong way to do them

Emphasizing process over product

Allowing children to make their own decisions

Allowing them to make mistakes

Doing everything possible to help children be successful in all

of their efforts

Giving children many opportunities to solve problems without

pressure

Ask participants for ways that adults can help children to develop a

positive self-concept. Examples can include:

Listening with interest as children express their thoughts and

feelings

Giving children many opportunities to solve problems

Allowing children to pursue their interests at their own pace

without pushing them to learn academic material such as

arithmetic and reading before they are ready

2. Use Handout 3: Vignettes to explore the concepts of trust, independence, and positive self-concept with small groups.

3. Ask participants to discuss one or two vignettes from their real-life

experiences with children that illustrate dilemmas when helping children to acquire trust, independence, and positive self-concept. Discuss

these real-life examples the next time the group meets.

Tuning In to Children 15

24
Module 1

Activity 1-5:

Growth Is

Sequential

Purpose: In this activity, participants will focus on recognizing the sequential nature of children's growth and consider the dual influences of

nature and nurturing upon development.

Outcome:

Participants apply basic child development principles in their work

with children.

Materials:

Chart paper, markers

Developmental milestones written on 3 x 5 index cards

1. To prepare for this activity, you will need to make developmental

milestone cards. One way to do this is to record on index cards the

key milestones in a given domain accomplished in the first five years

of life. You can use the milestones listed in any basic child development resource, such as Essentials for Child Development Associates

Working with Young Children (refer to the Resources section), by

copying the appropriate pages and placing one milestone (statement

or image) on each card. You can color-code the cards if you want to

use milestones in more than one domain. Place the cards in a large

open container.

2. Depending on the size of the group, ask participants to select one or

more cards. Then use the reference material to put the milestones in

sequential order.

For example, some key milestones for physical development that you

might include are:

Holds head up Jumps with both feet in place

Rolls over Walks up stairs one step at a time

Sits up alone Rides a tricycle

Creeps on all fours Hops on one foot

Stands up Skips

Walks Stands and jumps

Creeps up steps Climbs well

Runs easily Jumps rope

3. Lead a discussion with the group. Some interesting questions to ask

about developmental milestones include the following:

Is the milestone taught or does it happen naturally with some

support?

16 Nurturing Children

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Module 1

Activity 1-6:

Child Development in Action

How do babies learn to crawl?

Do we have to motivate a toddler to explore?

4. Tie the discussion into the participants' real work experiences.

Remind them that safety is primary and that there is a relationship

between the environment and how each child will naturally develop. It

is important to remember that:

Many skills children acquire cannot be taught.

Many milestones do not apply to children in various cultures or

to children with disabilities.

An ages and stages list can obscure a view of a real child. A

child is much more interesting than a checklist of acquired

skills.

However, it is useful to consider milestones because they can be used

as guidelines to children's growth and development. Children do not

develop in lockstep, but nonetheless do develop.

5. Ask participants to each think of a specific child to observe when they

return to their programs. Explain that they are to make accurate and

objective observations on one particular domain: physical, cognitive,

social, or emotional. Ask them to make notes at least once a week

about their observations of children's progress in the domain they

chose. Participants should note what the child is doing and how the

child grows and changes. Ask them to continue to observe the child

for a period of at least three months. Then, have them review their

notes to put together a sequence of development for the particular

area, noting any milestones that were achieved, such as those that are

given in this workshop. Have participants share their results with a

colleague.

Purpose: In this activity, the participant will understand the connection

between the theoretical principles of child development and actual work

with children.

Outcome:

Participants apply basic child development principles in their work

with children.

Materials:

Paper, pens

Handout 4: Child Development in Action

Tuning In to Children 17

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Module 1

1. Review with the participant the child development principles outlined

below:

Child Development Principles

Development is sequential and influenced by a variety of

factors such as nature and nurturing.

Developmental domainsphysical, cognitive, social, and

emotionalare interrelated.

Children have unique ways of thinking and looking at their

world.

Children are developing trust, independence, and self-concept.

Children construct their own knowledge.

Children learn through interaction with others and with their

environment.

Young children must be provided caring supervision and safe

environments during stages of development.

2. Give the participant cards or small pieces of paper containing the

sample children's actions and statements from Handout 4: Child

Development in Action. Ask the participant to identify the principle

each example represents. (Note: An example may represent more

than one principle.) Request that the participant also come up with

examples of things that children say or do that illustrate child development principles. Repeat that child development principles are apparent as staff observe children and that keeping them safe and

understanding them helps staff to relate in ways that nurture and support children's development.

3. Ask the participant to accurately and objectively observe children in

a setting other than a classroom to collect real-life examples of each

of the seven basic child development principles.

4. Ask the participant for examples of practices that she can use that

reflect an understanding of each principle of development.

5. Review the examples the participant gathered and generate examples

of staff behavior that reflect an understanding of each principle of

child development. For example, a staff member is tolerant of a child

who chews on a book because she knows that this behavior is a primary method of exploration at that age.

18 Nurturing Children

2t
Module 1

Activity 1-7:

Where Would We

Be without Child

Development

Knowledge?

Activity 1-8:

Getting to

Know You

Purpose: In this activity, participants identify the types of child development knowledge described in the Key Concepts that are critical to nurturing children and keeping them safe. The examples illustrate poor

practices when such knowledge is lacking.

Outcome:

Participants apply basic child development principles in their work

with children.

Materials:

Chart paper, markers

Handout 5: Where Would We Be without Child Development

Knowledge?

1. Handout 5: Where Would We Be without Child Development Knowledge? briefly describes situations that might arise when staff do not

understand what young children are like. For each situation, ask

participants to describe what the staff member needs to know about

young children.

2. Then ask them to rewrite the situations so that the staff responses are

based on knowledge of child development. (See Trainer Preparation

Notes for Handout 5 for possible responses.)

3. Ask the participants to share their rewritten situations with the group.

Develop a chart of all the suggestions and give it to the group to hang

in a place where staff and parents can see it, such as the staff lounge

or the office. This chart will be a daily reminder for all staff on how

to implement child development principles.

Purpose: In this activity, the participant will identify effective ways to

find out more about individual children.

Outcome:

Participants identify children's basic developmental needs.

Materials:

Chart paper, markers

To be successful with children, it is very important to understand them as

individuals. No matter how adults are working with childrentransporting them, reading to them, cooking for them, or talking with them and

their parents at homestaff can be much more useful if they know a lot

about each child. Materials on child development are a wonderful source

of information about children in general; but to know about an individual

child, staff members need to use other resources.

Tuning In to Children 19

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Module 1

1. Ask the participant to generate a list of information that she may frequently need or want to know about a child. The list may look something like this:

Is the child healthy?

Does the child receive adequate nutrition?

What does the child understand?

How well does the child speak?

Does the child speak more than one language?

What kind of physical tasks can the child do?

What fears does the child have?

What makes the child feel good about herself?

What does the child feel comfortable with?

2. Next, consider five commonly used sources of information about a

child's development: parents, personal observation, teachers/other

staff, developmental charts, and test results. Mention briefly how

information is obtained from each source. You could also draw a

large chart on chart paper. List the five sources across the top, and

create a vertical column on the left-hand side that lists child development information. Ask participants to consider each piece of information and discuss it. As participants determine which source would be

best for each item, indicate this on the chart.

3. After completing the chart, discuss which categories are the best

sources of information. Parents and observations will probably lead,

with teachers and other staff close behind. Discuss why standardized

information (developmental charts, tests, and assessments) is less

useful when thinking about a particular child.

Coach Preparation Notes:

See Bredekamp and Rosegrant, eds., Reaching Potentials:

Appropriate Curriculum and Assessment for Young Children,

Vol. 1, Chapter 4, listed in the Resources section for a discussion

of standardized and appropriate assessment.

You may want to make the following points:

Standardized tests fail to give a valid and reliable basis for

describing individual children and their progress.

Standardized tests fail to measure progress toward what

programs actually teach.

20 Nurturing Children

2
Module 1

Activity 1-9:

Tour Guide

Standardized tests are based on the assumption of linear change,

which is not consistent with the way young children actually

develop.

4. As a follow-up activity, participants choose a child to observe, to

understand, and for whom they will develop special activities.

Purpose: In this activity, the participant will talk about children and the

program and develop skills for explaining his or her philosophy and program practice. This activity will also create ownership and pride in the

program.

Outcome:

Participants talk to parents and other staff about individual children

and sound child development principles.

Materials:

Paper, pens

1. Have the participant take you on a tour of the program where he

works. As you tour the facility, ask the participant to talk about the

following:

The reasons he works here

What interests him about what the children are doing

Examples of practices that build trust, promote independence,

and encourage positive self-concept

Examples of how the children learn through interaction

An amusing incident that made staff smile in appreciation of

a child

Examples of practices that ensure children's safety

2. Take notes and offer feedback to the participant about these descriptions.

3. Discuss opportunities the participant could create in his work environment to talk about the program and practices. For example, he

might talk with the next five families who are considering enrollment

in the program.

Tuning In to Children 21

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Module 1

Activity 1-10:

Peeling Labels

Next Steps:

Ideas to Extend

Practice

Interviewing Staff

Members

Observing for Developmental Goals

Purpose: In this activity, participants will practice describing the behavior

of children without using labels. Labels do not give accurate or useful

information about children and are frequently harmful.

Outcome:

Participants apply basic child development principles in their work

with children.

Materials:

Chart paper, markers

Handout 6: Peeling Labels

1. Using the paired statements on Handout 6: Peeling Labels, ask participants to place a check mark in front of those that describe behavior and are not labels. Then ask, As a parent, which remarks would

you want to hear? Which would help you to better understand your

child?

2. Finally, generate more paired statements that contrast labeling with

describing.

Participants working independently or with other staff can build on the

skills developed through this guide by completing activities such as the

following ones. Some of the activities can contribute to the participants'

professional portfolios.

Have the participant interview several staff members in the program who

have different jobs (cook, home visitor, janitor, family services worker,

teacher, etc.). Have her ask what specific opportunities these staff have in

their work to nurture children. Have the participant make a chart or write a

description of the ways that an individual child might be nurtured by a

variety of people.

Possible Portfolio Entry: Interview notes and charts

Ask the participant to accurately and objectively observe one child in

the program for at least two hours over a period of time. Ask her to make

a list of all the opportunities that the child has to develop trust, independence, or positive self-concept. Have the participant share and discuss the

list with someone else in the program.

Possible Portfolio Entry: List of opportunities

22 Nurturing Children
Module 1

Documenting Supportive Send the participant on a scavenger hunt in the community to find and

Environments document evidence of places where children are being kept safe and are:

Developing trust

Using all their senses

Constructing their own knowledge

Interacting with other children

Interacting with adults

Exploring the environment

Talking about what they see

Suggest places such as a park, playground, grocery store, church, sports

center, children's class, museum, or doctor's or dentist's office. Have the

participant take pictures and/or describe what he sees, sharing his findings

with another staff member from a different area and discussing how these

environments support child development. Ask him to notice the many

ways that development is supported or discouraged outside the classroom.

Possible Portfolio Entry: List of places where children are developing

skills

Tuning In to Children 23

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Module 1: Tuning In to Children

Handout 2: Opportunity Knocks

Infants

Engage infants in many one-to-one, face-to-face

interactions. Talk in a pleasant, soothing voice.

Make frequent eye contact.

Listen and respond to sounds that infants make,

imitate them, and respect these sounds as the

beginning of communication.

Keep infants safe while modeling the kinds of

behavior that children are expected to learn.

Toddlers

Keep toddlers safe and support them as they learn

new skills. Watch to see what the child is trying

to do and then provide necessary support for the

child to do the task.

Respect the child's preference in the home and the

center for familiar objects, food, and people as a

healthy indication of a developing self-concept.

Give positively worded directions and not just

constant Nos.

Model for toddlers by explaining or saying words

they should use instead of hurting or biting

other children.

Schedule time so that the day runs smoothly in the

home and the center and is dictated more by

children's needs than by the needs of adults.

Always Sometimes Never

Note: Use with Activity 1-3

Tuning In to Children

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Module 1: Tuning In to Children

Handout 2: Opportunity Knocks (Continued)

Preschoolers

Support children's play and allow for developing

independence. Keep children safe and help when

needed, but allow for I can do it myself!

Remain patient with toilet accidents, spills, and

unfinished jobs.

Encourage children to play together and to share.

Allow for playing alone and do not expect the

child to share favorite items.

Provide large amounts of uninterrupted time for

a child to stay with a self-chosen task.

Encourage language development by listening to

children and patiently answering their many

why questions.

Provide safe, danger-free environments in the

home and the center, recognizing that children

overestimate their abilities and try things that

are unsafe. Protect their safety without

undermining their confidence.

Provide experiences that stimulate learning in

all developmental areas: physical, social,

emotional, and cognitive.

Give children opportunities to develop social

skills such as cooperating, helping and

talking to solve problems.

Always Sometimes Never

28

36

Nurturing Children
Module 1: Tuning In to Children

Handout 1: Opportunities for Nurturing Children

Infants

Engage infants in many one-to-one, face-to-face

interactions. Talk in a pleasant, soothing voice.

Make frequent eye contact.

Listen and respond to sounds that infants make,

imitate them, and respect these sounds as the

beginning of communication.

Keep infants safe while modeling the kinds of

behavior that children are expected to learn.

Toddlers

Keep toddlers safe and support them as they learn

new skills. Watch to see what the child is trying

to do and then provide necessary support for the

child to do the task.

Respect the child's preference in the home and the

center for familiar objects, food, and people as a

healthy indication of a developing self-concept.

Give positively worded directions and not just

constant Nos.

Model for toddlers by explaining or saying words

they should use instead of hurting or biting

other children.

Schedule time so that the day runs smoothly in the

home and the center and is dictated more by

children's needs than by the needs of adults.

Practice Observe Describe

Note: Use with Activity 1-2

Tuning In to Children 25
Module 1: Tuning In to Children

Handout 1: Opportunities for Nurturing Children (Continued)

Preschoolers

Support children's play and allow for developing

independence. Keep children safe and help when

needed, but allow for I can do it myself!

Remain patient with toilet accidents, spills, and

unfinished jobs.

Encourage children to play together and to share.

Allow for playing alone and do not expect the

child to share favorite items.

Provide large amounts of uninterrupted time for

a child to stay with a self-chosen task.

Encourage language development by listening to

children and patiently answering their many

why questions.

Provide safe, danger-free environments in the

home and the center, recognizing that children

overestimate their abilities and try things that

are unsafe. Protect their safety without

undermining their confidence.

Provide experiences that stimulate learning in

all developmental areas: physical, social,

emotional, and cognitive.

Give children opportunities to develop social

skills such as cooperating, helping and

talking to solve problems.

Practice Observe Describe

26

3

Nurturing Children
Module 1: Tuning In to Children

Handout 3: Vignettes

Vignette 1Trust

It is a fabulous sunny morning. Three children are waiting at the corner of Erikson and Spock streets. Two

hop on the bus, but the third, Kenya, ambles in the opposite direction, toward an interesting tuft of grass.

Trying to hurry her up, the driver says, Come on, Kenya. Hurry up, or we'll leave you.

Vignette 2Trust

Marta, a family service worker, had promised Geoffrey that he could play on a fantasy wood sculpture in

Elkind Park as soon as they were done at the dentist's office. The appointments ran late, Geoffrey's

checkup was interrupted by an emergency in the next room, and now it's 4 o'clock. Marta wants to hurry

back to the center, but Geoffrey remembers her promise. Listen, we'll go to the park. We can't stay as long

as you'd like, but at least we can have a good short time.

Vignette 3Independence

Lily is visibly struggling to pull on her boots. She is red-faced from the exertion and totally absorbed in her

task. The cook approaches. Oh, Lily, I'm sorry those boots are so tricky. Let me help you pull them over

your shoes.

Vignette 4Independence

Yolanda has assembled a receptive audiencetwo bears, one stuffed duck, and two four-year-oldsto

hear her story. She is reading, in very animated fashion, the story Chickens in a Rice Pot. Her teacher notices that Yolanda's book is upside down. She ignores this fact completely as she moves on to some block

builders in another corner of the room.

Vignette 5Independence

Ayudame! Carlos has placed a herd of plastic animals near the window. He's obviously trying to build a

bridge or ramp to take them up to the ledge. He attempts to march them one-by-one, but the ramp never

holds. He used a narrow strip of tape and a scarf from housekeeping. He pleads, Help me! An assistant

moves in close and says, You've got a good idea. I'll find a long board for you to make it stronger.

Note: Use with Activity 1-4

Tuning In to Children

37

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Module 1: Tuning In to Children

Handout 3: Vignettes (Continued)

Vignette 6Independence and Self-Concept

Daniel reaches across his wheelchair into the crayon bin and comes up with a handful. He swipes this fistful of crayons across the paper. The results do not seem to disappoint him. The volunteer, however, notices

and takes the paper away. Daniel, you've got to learn to take just one. She sits at his side and they engage

in a not-so-satisfying-to-Daniel task of taking one out. At the end of this lesson he continues to reach for

fistfuls.

Vignette 7Self-Concept

A special visitor has been coming to the center for six weeks, teaching the children some folk dances. Today, the children are scheduled to perform before a small group of parents. At the last minute, two young

boys tell you, We don't want to move our arms and wear hats, we just want to do leg dancing.

Vignette 8Self-Concept

Enjolie climbs onto the bus and sits right behind you. During a lengthy stop, she tells you that she saw a

movie about a lion. She tells you she went with her mom and her brother. The lion roared. She adds, We

saw it on the big scream.

30 Nurturing Children
Module 1: Tuning In to Children

Vignette 1

Trust

Vignette 2

Trust

Vignette 3

Independence

Vignette 4

Independence

Vignette 5

Independence

Vignette 6

Independence

and SelfConcept

Vignette 7

Self-Concept

Vignette 8

Self-Concept

Handout 3: VignettesTrainer Preparation Notes

Which is more importantfor Kenya to learn to hurry up when the bus is waiting or for

her to learn to trust a caring adult who will keep her safe and would never leave her?

The threat I'll leave you or You'll get left is fairly commonly heard. This threat strikes a

child at her/his most vulnerable placethe fear of abandonment. Consider the child who

shrieks in terror at becoming lost at the grocery store. Which is better to have in his

memorythe threat of You'll be left, or the firm promise of I'll never leave you? What

else could the driver say?

Which is more importantfor Marta to make up for lost time and hustle back to the center, or for her to establish trust in Geoffrey by keeping her promise? Should Marta rethink whether she should make promises in situations in which she has little control over

how time is spent?

Did Lily ask for help? Could the cook possibly have let her continue her struggle? What

might Lily have gained by continuing to struggle on her own?

Which is more importantfor Yolanda to learn to hold the book in the correct way, or

for her to enjoy the rapt audience for her independent story? Did the teacher miss a

teachable moment or did she protect Yolanda's independence and sense of self?

There is a time to watch and a time to help. We do not want to move in and assist or correct when a child is working independently, but a request for help should be answered.

Sometimes we promote independence by helping and not by asking coyly, Can you figure out a way? If you had a flat tire and asked a passerby for help, would you want to

hear, How do you think you could solve that? It is important not to ignore a simple request for help under the guise of promoting independence. Politeness also matters.

Sometimes, breaking a task down into its smaller parts is helpful. Sometimes it is not.

Picking up crayons to color is interesting to Daniel. Picking them up to put them back in

is not. He wants to color on paper, not to put in and take out crayons. He will gradually

discover that one works better than a fistful. Until then . . . . An adult might be tempted to insist that the children do the dance the way it was taught,

out of respect for the teacher or so as not to disappoint the parents. A better response

might be to say, I'm interested in seeing your leg dancing, and I'm sure everyone will

enjoy your own way of performing.

It is often a good idea to let mistakes (even humorous or charming ones such as this)

simply stand. An alternative might be to quietly and carefully repeat, Oh, you saw it on

the big screen, giving correct feedback, but in no way calling attention to her error. Under no circumstances should adults laugh out loud or pointedly correct a child, as in

Enjolie, that's a screen, not scream.

Note: Use with Activity 1-4

Tuning In to Children

39

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Module 1: Tuning In to Children

Handout 4: Child Development in Action

A baby smiles and gurgles in delight as an adult talks and sings to her.

A child says, When this glass grows up, it gets bigger.

A toddler stands up and eventually walks without crawling first.

A child says, You promised we could go outside today. Can we?

A child spends the whole time outdoors digging with sticks.

A child says, We must be having soup today because it's raining.

A toddler chews on a book.

A child carries pegs into the housekeeping area to use for food.

A child cries at seeing a real clown.

A child breaks her cookies into pieces to have more.

A child is happy that someone in his class can understand and encourage his home language.

A child says, No, don't helpI do it.

A child says, Will you be the baby today?

A child says, Watch me, watch me, watch me.

Note: Use with Activity 1-6

32 Nurturing Children
Module 1: Tuning In to Children

Handout 5: Where Would We Be without Child

Development Knowledge?

(1) In a loud voice, a staff member speaks only English to a child who understands and speaks

very little English.

(2) A staff member refuses to order new books for the toddler rooms, saying that they got new

ones last year and should have taken better care of them.

(3) Staff members leave infants alone for long periods of time or let them cry themselves

to sleep.

(4) Head Start staff dress up for Halloween in masks and scary costumes. Several three-yearolds are frightened. The staff try to tease the children out of being frightened.

(5) A four-year-old asks a staff member, How come your skin is a different color? The staff

member is embarrassed and doesn't know what to say, so she walks away.

(6) A staff member asks a four-and-a-half-year-old, What are you doing? When the child's

answer goes on for too long, the staff member tunes out and eventually walks away.

(7) A staff member helps a three-and-a-half-year-old who has fallen get up. He says, If you'd

tie your shoelaces, you wouldn't trip over yourself

(8) A staff member pulls an infant's thumb out of her mouth and says, That's dirty.

Note: Use with Activity 1-7

Tuning In to Children 33
Module 1: Tuning In to Children

Handout 5: Where Would We Be without Child

Development Knowledge?Trainer Preparation Notes

Explanations

(1) In a loud voice, a staff member speaks only English to a child who understands and speaks very little

English.

The staff member could: learn a few key words in the child's home language and use these to

demonstrate respect for the child and his family life.

The staff member needs to know: that it takes time for children to learn a language that differs

from the one spoken at home. Using a loud voice will not help the child understand unfamiliar

words. Also, children feel a greater sense of security when they are in an environment that

recognizes and respects their home language.

(2) A staff member refuses to order new books for the toddler rooms, saying that they got new

ones last year and should have taken better care of them.

(3)

The staff member could: make sure books are replaced throughout the year when they are worn

through use or active exploration.

The staff member needs to know: that infants and toddlers learn about books by using all their

senses to explore them. Infants may mouth books, and toddlers may tear a few pages before they

have fully developed the skills to turn pages.

Staff members leave infants alone for long periods of time or let them cry themselves to sleep.

The staff member could: offer gentle, supportive responses to children of all ages, talking to,

singing to, and generally interacting with them.

The staff member needs to know: that infants are developing trust and need a quick response

and lots of adult interaction.

(4) Head Start staff dress up for Halloween in masks and scary costumes. Several three-year-olds are

frightened. The staff try to tease the children out of being frightened.

The staff member could: dress up in front of the children with friendly or silly costumes, or as a

character from familiar books, with simple makeup rather than a mask that hides the familiar face.

The staff member needs to know: that children this age cannot always distinguish real from

pretend. They are scared because they think the costumes are real. Teasing only aggravates the

problem.

Note: Use with Activity 1-7

Tuning In to Children 35
Module 1: Tuning In to Children

Handout 5: Where Would We Be without Child

Development Knowledge?Trainer Preparation Notes (Continued)

(5) A four-year-old asks a staff member, How come your skin is a different color? The staff member is

embarrassed and doesn't know what to say, so she walks away.

The staff member could: provide a simple explanation of how people from different racial groups

have different colors of skin. Also, the staff member can use this as a teachable moment to introduce antibias concepts.

The staff member needs to know: that young children become increasingly aware of likenesses

and differencesincluding skin color. The child is curious about why people have different skin

colors.

(6) A staff member asks a four-and-a-half-year-old, What are you doing? When the child's answer goes

on for too long, the staff member tunes out and eventually walks away.

(7)

The staff member could: begin conversations with children only when she has enough time to

listen and engage in conversations.

The staff member needs to know: that this child has a large vocabulary and likes to use it in long

and detailed conversations.

A staff member helps a three-and-a-half-year-old who has fallen get up. He says, If you'd tie your

shoelaces, you wouldn't trip over yourself

The staff member could: offer to help the child tie her shoelaces.

The staff member needs to know: that most children do not learn to tie their shoelaces until they

are older. Scolding a child in this way is not appropriate.

(8) A staff member pulls an infant's thumb out of her mouth and says, That's dirty.

The staff member could: talk to and hold the infant to help the child feel secure at Head Start. In

addition, to make sure the child's thumb is as clean as possible, the staff member can wash the

child's hands frequently throughout the day and always after diapering and before and after feeding

time.

The staff member needs to know: that infants use their senses to learn about the world. They put

everything in their mouths, including their thumbs. Also, infants find it comforting to suck their

thumbs or pacifiers.

36

43

Nurturing Children
Module 1: Tuning In to Children

Handout 6: Peeling Labels

(1) He's shy. (1) He spends some time watching others

before he joins in to play.

(2) She's a little helper. (2) She puts things away.

(3) He is so musical. (3) He knows all our songs.

(4) He's a Picasso. (4) He paints a lot.

(5) She's a loner. (5) She plays by herself.

(6) He's hyperactive. (6) He moves around.

(7) She's a motor mouth. (7) She talks a lot.

(8) He plays by himself. (8) He's solitary.

(9) She's a regular Whitney Houston. (9) She likes to sing.

(10) He's a neat freak. (10) He puts things away.

(11) He is fearful. (11) He did not go into the water today.

(12) She's a picky eater. (12) She chooses her food carefully.

Note: Use with Activity 1-10

Tuning In to Children

44

37
Module 2

Interacting with Children

Outcomes

Key Concepts

Background Information

Children and Language

Praise vs. Encouragement

In this module, the participants focus on communication with children.

They will gain an understanding of how talking and listening to children

can provide insight to an individual child's interests and needs while

helping the child gain a positive self-concept in a supportive

environment.

As a result of completing this module, staff will be able to:

Listen to children in order to understand their individual needs,

perceptions, and interests

Talk to children in ways that support their positive self-concept

and address their individual needs

Language facilitates development.

Children model adult behaviors.

Children are always learning.

Children do not enter programs as blank pages. All children have abundant background knowledge; experience; and personal, familial, and

cultural characteristics. It is fundamental that adults understand each

child's individual needs, perceptions, and interests if they are going to

work successfully with children. Children's development is influenced

by many factors, including the experiences they have. Development is

much more than a simple unfolding along a predictable sequence. It is a

dynamic process in which adults play a critical role. Being in the right

place; being tuned in to a child; listening; asking open-ended, thoughtprovoking questions; or helping to expand their play are all ways that

adults can nurture children. The nature and extent of adult interactions

with children are vital factors in supporting and extending development.

To say that language facilitates development actually understates the

connection. Children use language to solve problems and to master their

own behavior. For example, many toddlers exclaim, No! when they approach an electrical outlet. Sometimes speech is so important that children cannot accomplish a learning task if they are not allowed to use it.

Because children take words very literally, it is important for you to be

positive and encouraging in the messages you send. Although it is true

that a positive self-concept is an important ingredient for learning, the

Interacting with Children 39
Module 2

Role of Adults in the

Learning Process

practice of lavishing praise on children for all accomplishments is not

likely to be successful. Praise judges a child's work, rather than

describing it and allowing the child to make a judgement. Praise is usually

broad and vague, rather than specific. Praise puts the emphasis on the

adults' response to something rather than the child's perception of his or

her work. In fact, very little evidence shows that such adult comments

give children greater confidence; however, quite a bit of evidence indicates that they can have exactly the reverse effect. Praise may create anxiety, reduce risk-taking, invite dependency, and reduce adult credibility.

Of course it is important for adults to respond positively to children, and

staff do this through encouragement. Encouragement is a positive

acknowledgement that is specific and focuses on the child's process of

doing something rather than the adult's judgement. Encouragement never

compares one child to another.

Here are some examples of both praise and encouragement:

What a great drawing! (praise)

Tell me about your painting. (encouragement)

What a good job cleaning up. (praise)

Show me how you did that. (encouragement)

Adults play a very important role in extending children's learning by recognizing when a child is absorbed in a learning task and appreciating a

child's efforts to organize knowledge. Adults can nurture children with

their presence, language, and materials. Independence and self-motivation

are essential to lifelong learning. Children need to value such built-in rewards as becoming more interested and competent as opposed to less essential rewards such as letter grades or adult praise.

All adults working with children are privileged to observe, appreciate, and

assist in their development. Interactions with children are most helpful

when they are positive, playful, understanding, and cued by the children.

Therefore, it is important for adults to provide a supportive environment

for children that encourages them in specific ways without judging or

placing a value on what they are doing. Such encouragement is delivered

in a sincere, direct way in a natural voice.

Because adults are models for children's behavior, it is very important

that adults be good participants: be flexible and curious and have a sense

of adventure and a love of learning. If adults are bored, so are children. If

adults are energetic, positive, and hopeful, so are children. Children watch

what the driver does when the bus breaks down, what the cook does when

the electricity goes out, what the director does when a conflict arisesand

40 Nurturing Children

46
Module 2

Learning: An Ongoing

Process

Activity 2-1:

What Do You

Think?

they learn. Hopefully, they see adults who are flexible in unforeseen circumstances, who problem-solve rather than blame, and who are cheerful

and realistic. Many intellectual gains are made in everyday living: replacing a light bulb is as valuable a cognitive task as matching dominoes.

Children are learning all the time. This is why children's programs cannot

be accurately described as having learning activities in the morning and

recreation in the afternoon. Children are learning whenever they are interactingwith each other, with adults, and with objects in their environment.

Learning is never confined to a table, a time of day, or a stage. Learning is

everywhere and lifelong. Day-to-day, real-life experiences are necessary

hooks on which to hang future learning. The word farm is meaningless to

the child who has not seen one. Night can be described only if a child can

recall the sight, sound, and feel of night. Experiences are absolutely essential to successful learning.

Purpose: In this activity, participants will clarify and share their existing

beliefs about how adults should interact with children. These beliefs determine one's current approaches with children.

Outcome:

Participants interact with children in order to understand their individual needs, perceptions, and interests.

Materials:

Chart paper, markers

Handout 7: What Do You Think?

1. Distribute Handout 7: What Do You Think? to the group. Ask participants to review the statements silently, then circle the number of each

statement with which they agree. Tell them to draw a line through the

number of the statements with which they disagree. When they complete this initial review, ask participants to identify the seven statements on their papers that they agree with most strongly.

2. Ask participants to work with the person beside them to see if they

can agree on five statements. Allow time for negotiation.

3. Ask participants to discuss their statements in small groups (for example, those sitting at their tablegroups of six to ten) to see

whether, as a group, they can agree on three statements that they all

believe and feel strongly about. This step requires about ten to fifteen

minutes for considerable group discussion.

Interacting with Children 41
Module 2

Activity 2-2:

Listening Talk

4. With the attention of the entire group, ask one of the tables (or small

groups) for one statement with which they agree. Write it on the chart

paper. Ask how many other tables also agree with the statement. Ask

for a statement from the next table and add it to the chart paper.

Again, poll to see how many other tables agreed with that particular

statement. Continue around the room in this manner until all tables

are heard from and all statements have been posted.

5. You now have a series of statements about which there is some group

consensus. Continue the discussion by asking questions such as the

following:

How did you arrive at your shared beliefs? Was there much disagreement within your group?

Did your discussion cause you to rethink any of your existing beliefs

about interactions with children? Can you offer some examples?

Which shared belief is most apparent in our program? Least

apparent?

Trainer Preparation Notes:

The value of this exercise is not only in the personal clarification of philosophy for each individual, but in the discussion during which participants explain, debate, and attempt

to persuade. The nuances and subtle emphases in many of

these statements challenge simple acceptance or rejection.

During the table discussions, most negative statements are

debated and dismissed. Another opportunity to challenge

negative statements is during the whole group discussion.

This generated record of beliefs that the group shares is extremely valuable and can be referred to throughout the remainder of training since many recur in subsequent modules.

Purpose: In this activity, the participant will further identify and use responses with children that encourage communication. Effective interactions begin when adults really listen to children in order to understand

their individual needs, perceptions, and interests. Different types of listening responses can encourage a child or cut off further communication.

Outcome:

Participants listen to children in order to understand their individual

needs, perceptions, and interests.

42 Nurturing Children

43
Module 2

Activity 2-3:

More Listening

Talk

Materials:

Paper, pens

Statements printed on 3 x 5 index cards

1. Put the following statements on 3 x 5 index cards:

Tell me about it.

Tell me some more.

Go ahead, I'm listening.

That's interesting.

Keep it down.

Clean up that mess.

Oh, that must hurt.

Don't interrupt.

I'd like to hear about it.

You just want attention.

Can this wait?

Just be quiet for a change.

Shame on you.

You've had your turn.

Let's talk.

Sounds like this is important.

I want to hear you.

Don't be a crybaby.

Not right now.

Not so loud.

Go find something to play with.

You are acting spoiled.

I'm busy right now.

It's not good manners to interrupt.

Not so fast.

Come sit by me so I can hear.

I want to understand.

2. Have the participant sort the statements into two categories: positive

(I am listening) and negative (Go away). Ask her to expand the list

with other examples. During the sorting activity, discuss how these

responses sound and how a child might feel when they are used.

3. Schedule a time to observe the participant interacting with children.

Provide feedback on the participant's progress in responding to children with statements that encourage further communication.

Purpose: In this activity, participants will develop listening responses that

will help children learn to express themselves and solve problems.

Outcome:

Participants listen to children in order to understand their individual

needs, perceptions, and interests.

Materials:

Chart paper, markers

Circumstances printed on 3 x 5 index cards

1. Give each person a card that describes a circumstance in which a

child needs to express feelings. Each person should come up with a

negative and a positive response.

Interacting with Children 43
Module 2

Sample cards:

A four-year-old working on a puzzle: I can't do anything right.

Negative response: You can if you want to.

Positive response: You're discouraged with that puzzle.

A five-year-old says, I don't want any old lunch.

Negative response: It's good for you. You can eat it.

Positive response: You don't feel like having lunch.

A three-year-old at the zoo: I don't want to see the lion. I'm afraid.

Negative response: Go ahead. The lion can't hurt you.

Positive response: You're worried about the lion.

2. Discuss that in each case, the good listening response encourages the

child to talk further and to express feelings. The eventual solution, if

there is one, is different for each child. The child who is frustrated

with the puzzle may go on to try something else. The child who does

not want any lunch may go on to say he or she is worried about

something and discussing it can make him or her feel well enough to

eat after all. The child who does not want to look at the lion may

decide he or she just wants to take a peekif nobody teases me.

Always stress that children should know their feelings are accepted

and adults will listen and help them work toward a solution.

3. Discuss with participants how these practices relate to their real work

with children. Also remind participants that it may not be possible for

an adult to listen carefully every single time a child comes with

something to say. Rather than pretending to listen, the adults should

say, I can't listen right now. I will later. Ask participants to enlist a

colleague to observe and provide them with feedback about their

effective use of listening talk.

44 Nurturing Children

5 0
Module 2

Activity 2-4:

Hey, Wait a

Minute!

Trainer Preparation Notes:

Discussion Points for Activity 2-4 and Activity 2-5

Research shows that very often adults do not wait a sufficient

period of time for children to develop an adequate response to a

question. The amount of time a child needs to formulate a response will vary. Therefore, it is important to allow every child

a chance to consider a question and not to reward those who are

the fastest. For example, open-ended questions, addressed later

in this module, require more response time than other questions.

Adults may need to become aware of the tendency to expect a

quick answer from children and to rush in with the answer or

another question.

Purpose: In this activity, the participant will learn to appreciate the importance of allowing children sufficient time to respond to questions.

Outcome:

Participants listen to children in order to understand their individual

needs, perceptions, and interests.

Materials:

Paper, pens

Stopwatch

1. Have the participant spend a morning observing adults interacting

with children. The participant should use a stopwatch to calculate

the amount of time that elapses between the time an adult poses a

question to a child and the time the adult intervenes to clarify the

question or offer a response. Instruct the participant to observe many

such occasions and record each wait time. Have her observe adults

with individual children in small groups and a large group.

Note: Obviously, you should not tell the adults your purpose

ahead of time. Offer to tell them about it at the end of

your observation period. The participant may be surprised to find that the average length of time that adults

wait to let a child respond is less than two seconds!

2. Discuss the information presented above and ask participants to

consider the following questions:

On average, how long did the adults you observed wait for

IIIchildren to answer? Were you surprised?

Interacting with Children 45

511
Module 2

Activity 2-5:

A Time to Wait

What does it feel like to have a conversation with someone who

doesn't give you time to speak and who does all the talking?

What kinds of responses are children likely to come up with if they

must answer quickly?

Do you think there's any way that we tend to equate fastest with

smartest?

Why do you think it might be so difficult to engage in wait timeto

give a child time to respond? Is it a fear of silence? Are there other

reasons? (Point out the temperamental characteristics of adults, such

as impulsiveness or high-activity level, that may come into play.)

3. Conclude the exercise by pointing out that giving children adequate

time to respond combines important listening skills with the necessary

restraint that is part of speaking skills. Both skills are developed in

subsequent activities.

Purpose: In this activity, participants will develop listening skills that

include giving children time to reflect before responding.

Outcome:

Participants listen to children in order to understand their individual

needs, perceptions, and interests.

Materials:

Chart paper, markers

1. Discuss the information on common observing practices presented in

the Trainer Preparation Notes: Discussion Points for Activity 2-4

and Activity 2-5.

2. Ask participants to consider the following questions:

What does it feel like to have a conversation with someone

who doesn't give you time to speak and who does all the

talking?

What kinds of responses are children likely to come up with if

they must answer quickly?

Do you think there's any way that we tend to equate fastest

with smartest?

46 Nurturing Children

52
Module 2

Activity 2-6:

Nobody Likes Me

Why do you think it might be so difficult to engage in wait

timeto give a child time to respond? Is it a fear of silence?

Are there other reasons? (Point out the temperamental

characteristics of adults, such as impulsiveness or high-activity

level, that may come into play.)

Think about your own experiences listening to children.

Anyone care to share your reflection?

3. Conclude the exercise by pointing out that giving children adequate

time to respond combines important listening skills with the necessary restraint that is part of speaking skills. Both skills are developed

in subsequent activities.

Purpose: In this activity, participants will develop skills in talking with

children using nonjudgmental responses that feed back what they have

expressed and encourage them to talk more.

Outcome:

Participants talk to children in ways that support their positive

self-concept and address their individual needs.

Materials:

Chart paper, markers

3 x 5 index cards

1. Ask the group to consider a familiar situation in which a four-yearold child comes up to you and says, Nobody likes me. They won't

play with me. What is something that an adult is likely to say to that

child? Ask participants to write their responses on 3 x 5 index cards

and pass them to the front of the room.

2. Discuss the following:

According to Thomas Gordon, author of P.E.T.: Parent Effectiveness

Training and T.E.T.: Teacher Effectiveness Training,' typical responses to a child expressing a feeling fall into several categories.

Some of those categories are:

Denying the problem. Everybody likes you. Does this help?

What if you, as an adult, said, I feel lousy today, and someone

' Thomas Gordon. P.E.T.: Parent Effectiveness Training (New York: New American Library, 1975) and Thomas Gordon.

T.E.T.: Teacher Effectiveness Training (New York: Wyden, 1974).

Interacting with Children 47

53
Module 2

else said, Gee, you look great. Would it help? Would it stop you

from feeling lousy? No. You wanted to talk about feeling lousy.

The other person is denying your problem.

Blaming the child. Well, it's your own fault nobody likes you.

You never share. Making a judgement that blames the child only

makes him or her defensive. The child is not going to confide in

you anymore.

Solving the child's problem. Take the snack outside with you,

and they'll come around. This does not encourage the child to

go ahead and talk about his or her feelings. Worse, it implies

that only you can solve his or her problems and that he or she is

helpless.

Interpreting. You must be worried about something going on at

home. Being diagnosed makes one feel uncomfortable. Very

often the diagnosis is wrong and the child feels misunderstood,

which adds to his or her original problem.

Questioning. Who said they didn't like you? Tell me their

names. Where did this happen? To be grilled about the details

causes further embarrassment. The details do not matter. A child

seldom knows the facts about what happened. What does matter

is the child's feelings and helping him or her talk about them.

Threatening. If you don't stop whining, you'll just have to play

by yourself Obviously, this response shuts the door. The child

knows you do not care what he or she is feeling.

3. Read each of the index card responses aloud. Ask the group to consider whether a response fits into one of the listed response categories.

4. Now that participants have identified some of the wrong things to say

to a child, they can talk about what is right. Ask the group to think

about how an adult can use active listening to keep the communication open and to continue listening to a child. Point out all the nonjudgmental, listening responses. Remember that the idea is to feed

back the feeling. Some effective active listening responses are:

You seem upset.

You think nobody likes you.

Tell me about it.

Go on, I'm listening.

48 Nurturing Children

54
Module 2

Activity 2-7:

Turning the

Words Around

Activity 2-8:

Praise vs.

Encouragement

Ask the group to develop some additional nonjudgmental responses.

Point out that the skill of talking to children is related to the skill of

listening. Indeed, some of the best talking is active listening, as it

reflects back what was heard in order to encourage more. Such an

approach nurtures children's language development as well as the

ability to express emotions and solve problems.

5. Ask participants to determine how effective they are in using active

listening responses after they return to their program. Tell them to

use a tape recorder as they interact with children in a routine setting

for a period of sixty to ninety minutes. Have participants play the

tape back and record the number of times that they gave active listening responses to a child who expressed a feeling.

Purpose: In this activity, participants will practice addressing children

with simple and positive statements.

Outcome:

Participants talk to children in ways that support their positive selfconcept and address their individual needs.

Materials:

Chart paper, markers

Handout 8: Turning the Words Around

1. Ask participants to rewrite each statement on Handout 8: Turning the

Words Around so that they are simple and positive. (Possible responses are given in the Answer Key.) When participants finish rewording the statements, invite them to share some with the group.

Point out that there are many ways to express expectations positively.

Discuss the fact that just as negative statements can become habitual,

so can simple, positive ones. The more this skill is practiced, the

easier it becomes.

2. Have the participants plan and present this activity at the next parenteducation opportunity. Remind the participants to model this practice

for parents on an ongoing basis.

Purpose: In this activity, the participant will distinguish between praise ioti and encouragement and use language that encourages children.

Outcome:

Participants talk to children in ways that support their positive selfconcept and address their individual needs.

Interacting with Children 49
Module 2

Activity 2-9:

Asking Children

Questions

Materials:

Paper, pens

Handout 9: Praise vs. Encouragement

Praise is generally ineffective as a means of improving children's selfimage and is often used to manipulate. It judges children's work and can

be broad and vague, focusing on the adult's response to something. Encouragement is a positive acknowledgment that is specific and looks at

the child's process of doing something. Encouragement does not compare one child to another.

1. Have the participant review the statements on Handout 9: Praise vs.

Encouragement and determine the phrases that encourage and those

that represent superficial praise.

2. For statements representing superficial praise, ask the participant to

reword them so they are more substantial and encouraging to

children.

3. Discuss ways to shift the focus from having the adult make judgments about children's efforts to helping children evaluate their own

work. For example, you could ask questions such as, How did you

finally get all those things to stick together? or Which picture would

you like to hang in our room and which would you like to take home?

4. Ask the participant to keep the difference between praise and encouragement in mind for a week and to collect statements that she has

made that reflect this new understanding.

Purpose: In this activity, participants will identify and practice the best

way to ask children questions.

Outcome:

Participants talk to children in ways that support their positive selfconcept and address their individual needs.

Materials:

Chart paper, markers

In Head Start, higher levels of thinking such as understanding or reasoning are stressed over lower levels of thinking such as recognizing or

memorizing. All staff should be able to ask questions that have more than

one possible answer. Asking What do you think about that? will take a

child further than What color is this? or Where is your elbow?

50 Nurturing Children 56
Module 2

Next Steps:

Ideas to Extend

Practice

Defining Program with

Positive Interactions

Using Positive Statements

vs. Negative Ones

1. Have participants identify the questions from this list that have more

than one possible answer.

What day is today?

What makes night?

How many trucks are here?

How many trucks can fit into your garage?

Are there more trucks or more cars?

What letter does sun start with?

Why is it so warm out here?

2. Help them evaluate each suggested question to determine if it truly

has multiple possible responses or simply one right answer. Organize

the list of questions under two columns: one titled, Many Possible

Answers and the other, Only One Answer. Ask the group to develop

its own list of questions that can fit into these two categories.

3. Ask participants to observe for one day how other adults talk with

children. At the end of the day, classify the questions into those with

many possible answers and those with only one.

Participants working independently or with other staff can build on the

skills developed through this guide by completing activities such as the

following ones. Some of the activities can contribute to the participants'

professional portfolios.

Using some concepts from the workshops or resources listed at the end of

this guide, have the participants write a one-page personal statement

about what a program that demonstrates positive interactions with children looks like. Ask them to use some examples of positive interactions

that they observed in the program. Suggest that the participants also write

a section about the statements to avoid using with children.

Possible Portfolio Entry: One-page personal statement

Over a one-week period, have the participant tape-record fifteen-minute

segments of time in which he interacts with children. Play it back to notice how many of the participant's statements are positive and how many

are negative. Ask him to note in his portfolio whether the proportion of

positive statements increases over the week.

Possible Portfolio Entry: Personal analysis of positive statements

Interacting with Children 51
Module 2

Goals for Interacting

with Children

Instruct the participant to identify and record in her portfolio two personal

goals to develop as she interacts with children and families and to share

her goals with a colleague. The participant might also invite her colleague

to observe her in action and offer feedback. Or have the participant check

in with her partner a month later to report on how she is doing.

Possible Portfolio Entry: List of personal goals

52 Nurturing Children

53
Module 2: Interacting with Children

Handout 7: What Do You Think?

(1) Using a loud, clear voice is the best way to get children's attention.

(2) It is best to ask children questions that have one clear and simple answer.

(3) It is more important for children to come up with imaginative, original responses to questions than

to get the right answer.

(4) Labels are a useful way to describe children so that we all know what we are talking about.

(5) Using labels is the best way to get services for children with special needs.

(6) It is usually best to get down on a child's physical level when speaking to him or her.

(7) Children's most valuable learning occurs when they are reflecting quietly on something they

have observed.

(8) Most adults do not wait long enough between the time they ask a child a question and the time

they expect an answer.

(9) When a child expresses a negative feeling, it is best to quickly try to turn it around.

(10) Parents can understand their children better if the staff try to describe children's behavior instead

of labeling them in familiar ways.

(11) Children will learn English quicker if all adults expect them to use it and speak only English to

them.

(12) Children feel a greater sense of security when they are in an environment that recognizes and

respects their home language.

Note: Use with Activity 2-1

Interacting with Children

59

53
Module 2: Interacting with Children

Handout 7: What Do You Think? (Continued)

(13) Children have to learn that adults cannot always give them attention just because they think they

need it.

(14) If a child is having trouble doing something, an adult should not wait long before moving in to help.

(15) Positive statements are usually more effective in directing children's behavior than negative ones.

(16) Adults are likely to speak to children as they were spoken to as children.

(17) Adults should speak to children in the same way they speak to other adults.

(18) Children usually speak up when adults speak to them inappropriately.

(19) A good way to get children to speak about their feelings is for adults to repeat what they said.

(20) If adults explain something to children, such as what is real and what is pretend, children will

usually change their perspective.

54

60

Nurturing Children
Module 2: Interacting with Children

Handout 8: Turning the Words Around

Instructions: Rewrite each statement into a positive and simple statement.

There's no hitting allowed on the bus.

If you don't use the playground equipment properly, you won't be allowed to play outside.

If you use language like that again, I'm going to have to tell your father. I'm sure he'll know how

to stop you.

Stop dripping paint all over the floor.

Don't sit there. You're blocking others from seeing.

You know better than to run in the hallways.

Stay away from that burner or you'll be sorry.

Don't play with that phone! I've got work to do.

Note: Use with Activity 2-7

Interacting with Children

61

55
Module 2: Interacting with Children

Handout 8: Turning the Words AroundAnswer Key

There's no hitting allowed on the bus.

Keep your hands to yourself while you're on the bus.

If you don't use the playground equipment properly, you won't be allowed to play outside.

Please let the children swing by themselves. If you push them, they may fall off and you might

get kicked.

If you use language like that again, I'm going to have to tell your father. I'm sure he'll know how

to stop you.

Words like those are hurtful. Let me help you think of some better words to use.

Stop dripping paint all over the floor.

If you wipe your brush on the paint jar, the paint will drip into the jar instead of on the floor.

Don't sit there. You're blocking others from seeing.

Sit down on the rug, please, so that everyone can see.

You know better than to run in the hallways.

Walk in the hallway, please. If you run, you might fall.

Stay away from that burner or you'll be sorry.

Let's move over here so that hot stove won't hurt you.

Don't play with that phone! I've got work to do.

I've got to finish this now. Will you come back later so we can talk some more?

56

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Nurturing Children
Module 2: Interacting with Children

Handout 9: Praise vs. Encouragement

Instructions: Review the following statements and determine which are encouraging and which are

superficial praise. Rewrite the ones that are superficial, making them more substantial and encouraging

to the children.

What a wonderful painting!

Show me how you did that.

I like that bow in your hair.

Tell me about this house you've built.

What a good job cleaning up.

That's great.

I like the way Maria is listening.

Good job, Tekkai!

You are the best cleaner-upper in the class today.

You organized the block area by putting all the same kinds of blocks together.

You look excited about what you brought with you today.

Note: Use with Activity 2-8

Interacting with Children

63

57
Module 2: Interacting with Children

Handout 9: Praise vs. EncouragementAnswer Key

What a wonderful painting! (praise)

Show me how you did that. (encouragement)

I like that bow in your hair. (praise)

Tell me about this house you've built. (encouragement)

What a good job cleaning up. (praise)

That's great. (praise)

I like the way Maria is listening. (praise)

Good job, Tekkai! (praise)

You are the best cleaner-upper in the class today. (praise)

You organized the block area by putting all the same kinds of blocks together. (encouragement)

You look excited about what you brought with you today. (encouragement)

58 Nurturing Children
Module 3

Nurturing Children through Families

In this module, participants learn how applying principles about parents

and families can help to support families in nurturing their children.

Outcome As a result of completing this module, staff will be able to:

Identify and build on family strengths in nurturing children

Key Concepts

Background Information

Parents are already involved and are the primary influence in the lives

of children.

Parents play a distinctly different role in the lives of children than do

staff members.

It is not possible to accurately generalize about parents.

Parents have strengths.

Parents have something to offer staff members.

Today's families experience many demands.

There are many ways for parents to be involved.

The following Seven Principles about Parents and Families apply to

many aspects of the Head Start program and should be used in the development of program materials, messages, and practices.

Parents are already involved and are the primary influence in the

lives of children.

You have all heard that the parent is the child's first teacher. While this is

certainly true, parents are much, much more. Families, not programs, are

the center of children's lives; and your job is to take cues from families to

create programs and environments that reflect the cultures, strengths, and

desires of families. All children identify with their families. Therefore, the

attitudes that you have toward families and the degree of respect that you

give them speaks volumes.

Nurturing Children through Families 59

65
Module 3

Parents play a distinctly different role in the lives of children than do

staff members.

The saying that the parent is the child's first teacher is understood by

some to mean that parents should be more like teachers in the program.

The saying may even be stretched to include the suggestion that parents

continue school-type activities (some inappropriate in themselves) at

home. You need to remember that children coming to your program have

learned quite a bit with the support of their first teachers. The methods

that these teachers use seem to work pretty well as evidenced by the language, social, and motor skills of the children. True, these teachers may

lack complete objectivity when it comes to their children, and how very

grateful you can all be for that! Parents bring a special irrational caring

for their child and intense emotional response. Staff members bring another kind of caring that is warm and affectionate but with more emotional

distance. Psychologist Urie Bronfenbrenner says that children need both

rational and irrational caring and that they expect more of the first kind

from early childhood programs and the second kind at home.

It is not possible to accurately generalize about parents.

Parents, after all, are peoplewith all of the complexities, physical and

cultural differences, individual characteristics, and personal histories of

any population. Parents are not a group, and it is dangerous to assume very

much about them. They are hard-working, laid-back, silly, straight-laced,

outgoing, reserved, liberal, conservative, tired, energized, humorous, serious, innocent, wise, artistic, and mechanical. Each family expresses culture differently. As staff members, you need to take time to get to know

family members as individuals so that you can support their goals for their

children.

Parents have strengths.

So many negative statements and attitudes about parents abound today that

it seems necessary to point this out. Do parents also have shortcomings?

Surethey are people, but as staff members, you must be very cautious

about assuming a deficit perspective, a view that families need to be fixed,

especially if this view is based on income level or ethnicity. You also need

to be cautious about looking everywhere but at yourself when seeking to

improve the lives of children. It is too easy to blame families as the cause

of children's problems instead of focusing on doing the very best as a staff

member in your program. Mainly, it is just not useful to evaluate and

judge the people you are working with as partners. Your job is to get to

know families, noting and building upon their strengths. A continuing

challenge is to check your biases at the door.

60 Nurturing Children

6 -6
Module 3

Activity 3-1:

Where Do

You Stand?

Parents have something to offer staff members.

Too often, staff-parent exchanges are viewed simply as a means of informing parents about their child. In reality, while staff members bring

information about child development and their experience with many

children of a particular age, family members bring information about the

individual child across time and in a variety of settings. In an open, trusting relationship, families can also share the important events and occurrences that make up a child's daily life. Finally, in a multicultural

community, families offer staff members the opportunity to broaden

their personal horizons and experience the richness of cultural diversity.

Today's families experience many demands.

It is important to recognize the ordinary, routine demands that many families with young children face as they go about the business of meeting

their practical and emotional needs. Adequate employment, housing,

health care, and transportation are often major issues for families. For

recent arrivals to this country, language can make accessing even basic

necessities a huge challenge. Employed parents simply add another job to

the one they are already doing. They undertake hair-raising schedules in

an effort to do it all. These schedules may not include time for leisure, for

self, or for adequate sleep. Therefore, it is a real mistake to interpret parents' lack of availability to a program as lack of concern for their child.

There are many ways for parents to be involved.

It is time to broaden the concept of what parent involvement really means.

It is time to stop evaluating success in terms of how many parents attend a

program event or their willingness to carry out a home assignment, such as

read two books to your child or give your child a hug today. Your challenge is to be flexible and creative enough to provide a wide range of options so that families can participate in their children's lives and choose

the level and type of involvement that is best for them.

Purpose: In this activity, participants will think about how they view parents and families in the program and recognize that there are many ways

that families and staff can work together.

Outcome:

Participants identify and build on family strengths in nurturing

children.

Materials:

Chart paper, markers

List of statements

Nurturing Children through Families 61

6?
Module 3

1. Tell participants the following:

Imagine that there is a line through this room running right along

here, representing a continuum of agreement and disagreement with

some statements that I'm going to read to you. (Indicate direction and

length.) I would like you to get up and walk to the spot on the line that

most closely matches your response to the statement. If you strongly

agree, come over here. (Indicate one extreme.) If you strongly disagree, come over to this side. (Indicate the other extreme. Show the

position for no opinionthe middle of the line, as well as mild

agreement, mild disagreement, and so forth).

Do not worry if there are others clustered around a spot; just make

room for one another. Do not worry, either, if you are the only one on

a given pointit is okay to hold your own opinion. Just think about

your own response, and move to the appropriate spot in the room. We

will not be discussing these statements right now, just using our feet

to show where we stand. Let's begin with the first statement.

Most children today don't get proper discipline at home; that's

why so many children have behavior problems in the program.

Low-income families have strange priorities. They spend money

on expensive shoes, junk food, or video equipment when they

don't have enough to put an adequate roof over their heads.

Families need your support, not your criticism.

Generally speaking, low-income parents and single parents have

poor parenting skills.

To have a lasting impact on children, you need to work through

parents.

There are probably a lot of children who would get more

attention if they lived with me instead of their parents.

Most parents take staff members for granted and don't

appreciate the work they do.

If parents really care about their children, then they will attend

program functions.

Most parents are doing the best they can.

62 Nurturing Children

6 re
Module 3

Activity 3-2:

Parent Panel

Trainer Preparation Notes:

Some statements are deliberately strongly worded or negative.

This was done to motivate the participants to think about what

they believe. These statements are not necessarily intended to be

positive or acceptable statements.

2. Ask the participants to return to their seats and continue the exercise.

Lead a discussion around the fact that the purpose of this exercise is to

stimulate views about parents and families of children in programs.

State that while some statements may sound jarring, they do reflect

statements made by some people in the early childhood field. Some

assumptions that these statements reveal are referred to in other parts

of this module and will serve as the basis for further discussion.

Purpose: In this activity, participants will appreciate the individuality and

diversity of families and learn about the cultural identities of children in

their program.

Outcome:

Participants identify and build on family strengths in nurturing

children.

Materials:

Chart paper, markers

Panelists

A wonderful way to learn about the cultural identities of children and

families is to ask. Parents are often very willing and flattered to tell program staff about their lives, the choices they make, and how they plan to

raise their children.

1. Ask four people representing different cultures to present a panel discussion before the group. Begin by asking parents or other family

members to serve on the panel. Follow up with members of the staff,

consultants, volunteers, or anyone connected with the program who is

interested in sharing information in a personal, informal way.

Some panelists may want to bring items from home, maps to refer to a

home country, samples of food, or tapes of music. The best stories are

the personal ones. In order to stimulate the thinking of the panelists,

ask them these types of questions:

Nurturing Children through Families 63

6 9
Module 3

What are child-rearing practices like in your country of origin?

What types of food are customary in your culture?

What is the educational system like in your country of origin?

Suggest topics for the panelists to choose. All of this can add interest,

but make sure that panelists are told that you are interested in informal, personal information.

Trainer Preparation Notes:

Some panelists may try to cover a great deal of information on

the geography, history, and politics of their country, and the

information gathering can become overwhelming. Therefore,

remind panelists that the presentation should take five to ten

minutes.

2. At the workshop, instruct the audience that they will first hear from

the panelists and then there will be time for questions. Suggest that

the panelists take five to ten minutes for their individual stories. Assume that some will take more time, others less.

Obviously, the more diverse the cultures that your program serves,

the more diverse the information will be. However, just as any two

people from the majority culture differ, so will any two people from

a minority culture. This helps make the point that differences exist

within a culture and from family to family.

When the group is relaxed and receptive, the panelists will reveal

fascinating information about their backgrounds. There will be some

humor, some recognition of delightful similarities, and some genuine

differences in approach to basic family issues. The key to this approach is that ideas are presented in context and represented by real

people. This makes acceptance much easier.

3. Have the group make an audiotape about the usefulness of the panel's

presentations. Share copies of the tape with all panel members.

64 Nurturing Children

70
Module 3

Activity 3-3:

Both Sides Now

Trainer Preparation Notes:

If it is not possible to have a parent panel, participants can

individually interview the parents. Participants can develop

interview questions in advance, perhaps relating to the parent's

life as a child, cultural influences, and so forth. Be sure questions are respectful, not invasive, and that the interview setting

is relaxed and informal. Ask the parent to bring anything from

home that they want to share.

Purpose: In this activity, participants will recognize and reflect upon the

goals that parents have for their children.

Outcome:

Participants identify and build on family strengths in nurturing

children.

Materials:

Chart paper, markers

1. Divide participants into two groups: one representing parents and the

other representing staff. Ask each group to develop a list of responses

to the following statements, out of earshot of the other group:

Parents: What I Want for My Child

Staff. What I Want for Children

Emphasize that each group should keep its perspective and remain in

character as much as possible.

2. Have the groups share their lists. Sample responses follow:

Parents Staff

To know my child is safe. For children to feel accepted.

For my child to be treated fairly. For children to have high

self-esteem.

To have my child learn. For children to develop

properly.

Nurturing Children through Families 65
Module 3

Activity 3-4:

Situation Cards

Parents Staff

To have my child learn to read,

say ABCs, speak French, learn

astrophysics, etc.

For children to learn things.

For my child to be treated

specially.

For children to cooperate.

For my child to be served

nutritious food.

For children to have

appropriate toys and materials.

For my child to be in a

germ-free environment.

For children to have a

reasonably clean environment.

To know my child is loved.

3. Based on the group's discussion and analysis, circle those responses

that are similar on both lists. Mark any conflicts, such as safety vs.

freedom, with an X. Discuss ways that these conflicts can show up in

programs.

Trainer Preparation Notes:

These perspectives do not need to be seen as at odds because

an effective program accommodates both. Emphasize the

importance of knowing the families' goals for their children

and of viewing them as a family strength.

4. Have the participants review the mission statement of their program

to see if it reflects the goals that staff and parents have for children. If

the mission statements do not cover these common goals, have the

participants consider reworking them with the parent policy council.

Purpose: In this activity, the participant examines his own values and

beliefs about families and evaluates possible courses of action to take in

various situations. The participant reviews hypothetical situations, makes

judgements, and compares his responses with those of others.

Outcome:

Participants identify and build on family strengths in nurturing

children.

66 Nurturing Children

7)
Module 3

Activity 3-5:

Principles and

Practice

Materials:

Paper, pens

Handout 10: Situation Cards

1. Give the participant a situation card from Handout 10: Situation

Cards to review. The participant must then decide what to do and

formulate reasons for doing so. Have the participant share his response and reasoning, and then give him feedback. You can indicate

agreement/disagreement, pose additional questions, insights, and so

forth. The situation cards are followed by suggestions for their use.

2. As a follow-up or alternative activity, have the participant use the

situation cards to interview staff members, and then compile a list of

best practices.

Purpose: In this activity, participants will apply the Seven Principles

about Parents and Families to program materials, messages, and practices.

Outcome:

Participants identify and build on family strengths in nurturing

children.

Materials:

Chart paper, markers

Handout 11: Seven Principles about Parents and Families

Handout 12: Real Quotes from Real PeopleWhat's Wrong Here?

1. Post or distribute Handout 11: Seven Principles about Parents and

Families. Discuss each principle using the background information at

the beginning of this module. (Handout 11 duplicates this background

information.)

2. Next, distribute or project on a screen Handout 12: Real Quotes from

Real PeopleWhat's Wrong Here? Explain that these statements are

from existing program materials or reflect comments made by actual

staff members. Ask participants to consider each statement and discuss what might be wrong with itspecifically, which principle it

violates. For example, the group may consider the first statement and

conclude that, rather than supporting the goal of helping parents to

nurture their children, it implies that parents are not expressing affection in their own way. The direction actually imposes an artificial way

of expressing affection.

3. Ask each participant to pick the one principle that offers them the

greatest opportunity for professional growth. Ask the participants to

develop a two-week action plan based on that principle that describes

how their personal and professional behavior will change.

Nurturing Children through Families 67

73
Module 3

Activity 3-6:

Applying

Principles

Purpose: In this activity, participants will support families in nurturing

their children by applying the Seven Principles about Parents and

Families.

Outcome:

Participants identify and build on family strengths in nurturing

children.

Materials:

Chart paper, markers

Handout 11: Seven Principles about Parents and Families

1. On chart paper, list all the jobs represented among the participants.

Create a grid and put Principles 1 through 7 across the top, as shown.

Principle

Job 1 2 3 4 5 6 7

Home Visitor

Driver

Director

Volunteer

Parent Coordinator

2. Review the principles stated in Handout 11: Seven Principles about

Parents and Families. In small groups organized by job category,

have participants brainstorm ways to apply each principle to support

families in nurturing their children.

68

74

Nurturing Children
Module 3

3. Have the whole group reconvene to complete the entire chart. An

example of the first job is provided.

Principle

Job

1 2 3 4 5 6 7

Home

Visitor

Form a

partnership

through

informal

conversation

Use home as

a learning

environment

Accept each

family's

values

Use needs

assessment

to develop

family action

plan

Help family

set goals for

child and

family

Individualize

services

Do not focus

on a family's

lack of

motivation to

do a certain

thing; focus

on finding out

what family is

willing to do

Driver

Director

Volunteer

Parent

Coordinator

Activity 3-7:

Self-Evaluation

4. Have participants examine their job descriptions to see if they reflect

opportunities to apply the principles in the ways the group has mentioned.

Purpose: In this activity, the participant will design a self-evaluation and

rating scale tool based on the Seven Principles about Parents and Families.

As a result of creating this tool, the participant will gain a clearer understanding of what it takes to support the principles.

Outcome:

Participants identify and build on family strengths in nurturing

children.

Materials:

Paper, pens

Handout 11: Seven Principles about Parents and Families

1. Ask the participant to read, discuss, and create an evaluation statement of each principle listed on Handout 11: Seven Principles about

Parents and Families. Decide ahead of time whether to use always/

sometimes/never or yes/no format. For example:

Nurturing Children through Families 69

75
Module 3

Activity 3-8:

Family Contacts

Always Sometimes Never

Principle 1:

I respect parents as

primary educators.

Principle 2: ...

2. First, have the participant reflect on her work with families and then fill

in the evaluation tool. Discuss the results and note areas of strength and

areas requiring work.

3. Make a plan to repeat the self-evaluation at a later date.

4. Suggest that the participant organize a small group at her center to develop a similar simple program evaluation tool for use with the whole

program.

Purpose: In this activity, participants will recognize, through role play, how

their interactions with families can support or contradict the Seven

Principles about Parents and Families.

Outcome:

Participants identify and build on family strengths in nurturing children.

Materials:

Chart paper, markers

Form from Model Family Needs Assessment Process

1. Review the seven principles.

2. Distribute a familiar, well-used document such as the Intake Family

Profile or any form in the Model Family Needs Assessment Process

described in the Resources section of the guide.

3. Ask pairs of participants to role-play a parent-staff interview. Ask some

pairs to follow the principles. Ask other pairs to deliberately ignore

them.

4. Conclude by listing the positive and negative aspects of each interview.

Note in particular how the use of language, gestures, tone, and behavior

can either undermine or support parents' efforts to nurture their children. Remind the group to remember their primary goal of supporting

families in this role, as they return to their program.

70 Nurturing Children
Module 3

Next Steps:

Ideas to Extend

Practice

Evaluating Materials

Sent to Parents

Trainer Preparation Notes:

Very often participants learn more from negative role-playing. It is sometimes easier to see rules being broken than to

see them being followed.

Participants working independently or with other staff can build on the

skills developed through this guide by completing activities such as the

following one. Some of the activities can contribute to the participants'

professional portfolios.

Have the participants gather all the materials they can find in your program that were recently sent or are routinely sent to parents. Ask participants to evaluate each piece of communication according to the following

criteria:

Warm tone

Easily understood

In family's home language

Promotes a positive view of families

Assumes parents are partners

Have the participants revise or improve these materials as necessary and

then include them in their portfolios.

Possible Portfolio Entry: Revised written communication to parents

Nurturing Children through Families 71
Module 3: Nurturing Children through Families

Handout 10: Situation Cards

Situation Card 1

A grandmother approaches you and complains loudly about the treatment of her granddaughter. She says other children pick on her, she is

not learning anything, and no one helped her when she lost her

sweater.

What do you do?

Situation Card 2

You are in a meeting and you hear a parent and teacher disagree about

what to do when a child is hit by another child. The teacher tells the

mother, Your child must not hit back, but she must report being hit to

me. The mother replies very emphatically, I tell my daughter to hit

back. I don't want her running to you every time she's in trouble.

What do you do?

Situation Card 3

Rena comes to the program every day wearing a lovely, but fragile,

dress. It is trimmed in metallic thread and has lots of thin fabric that

catches on play equipment. Her mother obviously takes great pride in

her daughter's appearance. As a volunteer who helps supervise outdoor

play, you feel a need to say something to her mother.

How do you approach her?

Situation Card 4

You have invited someone from the school system to talk to parents

about their children's transition to kindergarten. You hope that the

approach will welcome parents and assure them that the school will

continue to support families. The person coming tells you that she

plans to tell parents that they must nurture their children and teach

them about seriation, classification, and phonics.

What do you do?

Note: Use with Activity 3-4

Nurturing Children through Families 73
Module 3: Nurturing Children through Families

Handout 10: Situation Cards

Coach Preparation Notes

Coach Preparation Notes: Situation Card 1

Possible responses may include:

Ignore herthe woman is overwrought.

Tell her that those things could not possibly have happened.

Acknowledge that she is upset; continue to listen; follow up when possible.

Help the participant to explore various alternatives.

Coach Preparation Notes:

Possible responses may include:

Pretend you do not hear this disagreement.

Situation Card 2

Side with the teacher, pointing out that one obviously cannot

encourage hitting.

Support the parent by saying, I appreciate that you want your daughter

to stand up for herself and not to be dependent on the teacher. I can help

her do that without hitting.

Help the participant to explore various alternatives.

Note: Use with Activity 3-4

Nurturing Children through Families 75

79
Module 3: Nurturing Children through Families

Handout 10: Situation Cards

Coach Preparation Notes (Continued)

Coach Preparation Notes:

Possible responses may include:

Say, I like the way that you keep Rena proud and aware of her home

culture. Her dress is distinctive.

Situation Card 3

Offer, Would you like to bring extra clothes for her to play in outside? Or

would you like for her to wear one of our smocks to protect her dress?

Say something like, Don't you think Rena would rather look like the other

children instead of wearing a costume?

Help the participant to explore various alternatives.

Coach Preparation Notes:

Possible responses may include:

Assume that the school system representative knows best.

Find another speaker.

Explain that you wanted something different.

Help the participant to explore various alternatives.

Situation Card 4

76 Nurturing Children

8
Module 3: Nurturing Children through Families

Handout 11: Seven Principles about Parents and Families

1. Parents are already involved and are the primary influence in the lives of children.

You have all heard that the parent is the child's first teacher. While this is certainly true, parents are

much, much more. Families, not programs, are the center of children's lives; your job is to take cues

from families to create programs and environments that reflect the cultures, strengths, and desires of

families. All children identify with their families. Therefore, the attitudes that you have toward families

and the degree of respect that you give them speaks volumes.

2. Parents play a distinctly different role in the lives of children than do staff members.

The saying that the parent is the child's first teacher is understood by some to mean that parents should

be more like teachers in the program. The saying can even be stretched to include the suggestion that

parents continue school-type activities (some inappropriate in themselves) at home. You need to

remember that children coming to your program have learned quite a bit with the support of their first

teachers. The methods that these teachers use seem to work pretty well as evidenced by the language,

social, and motor skills of the children. True, these teachers may lack complete objectivity when it comes

to their children, and how very grateful you can all be for that! Parents bring a special irrational caring

for their child and intense emotional response. Staff members bring another kind of caring that is warm

and affectionate but with more emotional distance. Psychologist Urie Bronfenbrenner says that children

need both rational and irrational caring and that they expect more of the first kind from early childhood

programs and the second kind at home.

3. It is not possible to accurately generalize about parents.

Parents, after all, are peoplewith all of the complexities, physical and cultural differences, individual

characteristics, and personal histories of any population. Parents are not a group, and it is dangerous

to assume very much about them. They are hard-working, laid-back, silly, straight-laced, outgoing,

reserved, liberal, conservative, tired, energized, humorous, serious, innocent, wise, artistic, and

mechanical. Each family expresses culture differently. As staff members, you need to take time to

get to know family members as individuals so that you can support their goals for their children.

4. Parents have strengths.

So many negative statements and attitudes about parents abound today that it seems necessary to point

this out. Do parents also have shortcomings? Surethey are people; but as staff members, you must be

very cautious about assuming a deficit perspective, a view that families need to be fixed, especially when

this view is based on income level or ethnicity. You also need to be cautious about looking everywhere

but at yourself when seeking to improve the lives of children. It is too easy to blame families as the cause

of children's problems instead of focusing on doing the very best as a staff member in your program.

Mainly, it is just not useful to evaluate and judge the people you are working with as partners. Your job

is to get to know families, noting and building upon their strengths. A continuing challenge is to check

your biases at the door.

Note: Use with Activities 3-5, 3-6, and 3-7

Nurturing Children through Families

81

77
Module 3: Nurturing Children through Families

Handout 11: Seven Principles about Parents and Families

(Continued)

5. Parents have something to offer staff members.

Too often, staff-parent exchanges are viewed simply as a means of informing parents about their child. In

reality, while staff members bring information about child development and their experience with many

children of a particular age, family members bring information about the individual child across time and

in a variety of settings. In an open, trusting relationship, families can also share the important events and

occurrences that make up a child's daily life. Finally, in a multicultural community, families offer staff

members the opportunity to broaden their personal horizons and experience the richness of cultural

diversity.

6. Today's families experience many demands.

It is important to recognize the ordinary, routine demands that many families with young children face as

they go about the business of meeting their practical and emotional needs. Adequate employment, housing,

health care, and transportation are often major issues for families. For recent arrivals to this country, language can make accessing even basic necessities a huge challenge. Employed parents simply add another

job to the one they are already doing. They undertake hair-raising schedules in an effort to do it all. These

schedules may not include time for leisure, for self, or for adequate sleep. Therefore, it is a real mistake to

interpret parents' lack of availability to a program as lack of concern for their child.

7. There are many ways for parents to be involved.

It is time to broaden the concept of what parent involvement really means. It is time to stop evaluating success in terms of how many parents attend a program event or their willingness to carry out a home assignment, such as read two books to your child or give your child a hug today. Your challenge is to be flexible

and creative enough to provide a wide range of options so that families can participate in their children's

lives and choose the level and type of involvement that is best for them.

78 Nurturing Children
Module 3: Nurturing Children through Families

Handout 12: Real Quotes from Real People

What's Wrong Here?

A parent receives a calendar of activities from her child's program. On Wednesday, it says, Smile at

your child and tell her you love her.

When parents come into the classroom to helpwell, I have a hard time with this. When I plan an

activity, I plan very specific goals; I use a certain kind of language and emphasize certain concepts.

Time and commitment show love to a child. If parents really care about their child, then they will

attend program events.

Programs need to define the roles and responsibilities for parents.

The best way for parents to be involved is to reinforce at home what the child learns at the program.

Parents are a child's first teachers.

I finally get him all straightened out by Friday. Then he goes home for the weekend, and I have to start

all over again on Monday.

Most mothers today are not paying enough attention to what their children wear, what they eat, or how

much sleep they get. The children don't get proper discipline at home; that's why they have so many

behavior problems in the program.

To get children ready for school, parents should practice routines with them at home like raising their

hands to go to the bathroom.

Note: Use with Activity 3-5

Nurturing Children through Families

83

79
Continuing Professional Development

College Courses

Workshops

CDA Program

In-Service Training

Participants can undertake many activities that they can use over the

course of the year to complement and build upon the skills developed in

this guide.

Community colleges offer both beginning and advanced courses in child

development and in implementing programs for young children. These

courses may also offer more detailed information on developmental stages

and current research findings about young children. Courses may be taken

for credit or as continuing adult education.

Other courses and workshops related to child development are offered

through organizations such as the Red Cross, local libraries, museums,

local chapters of the National Association for the Education of Young

Children (NAEYC), or county extension agencies. Such courses can address child safety, first aid, children's literature, children's science activities, and a range of other topics that will assist staff in providing

appropriate experiences for young children.

The Child Development Associate (CDA), a credentialing program for

early childhood professionals, recognizes training and the demonstration

of key competencies in the field of child development. For more information, contact the Council for Early Childhood Professional Recognition at

1-800-424-4310, or write the Council at 2460 16th Street, NW, Washington, D.C. 20009-3575.

Participants will find many opportunities for continued professional development through monthly staff development meetings or peer support

systems within their programs. College courses on child development can

even be designed to meet the needs of Head Start staff. Such extended

efforts require the commitment of the program administrators and may

use many of the follow-up activities suggested in this guide.

Continuing Professional Development 81

84
Resources

The works cited below have collectively influenced the field's understanding of child development and provide the philosophical underpinnings of

many of the activities in this guide. It is recommended that the trainer be

familiar with the works' basic contents and make their availability known

to participants who need further information.

Bredekamp, Sue, ed. Developmentally Appropriate Practice in Early

Childhood Programs Serving Children from Birth through Age 8:

Expanded Edition. Washington, D.C.: National Association for the

Education of Young Children, 1992.

This volume offers and clearly defines appropriate and inappropriate practice in its descriptions of environments and interactions with children from

infancy through the early years. It discusses professional consensus about

the best quality of care and education to support the development of each

child's full potential.

Bredekamp, Sue, and Teresa Rosegrant, eds. Reaching Potentials:

Appropriate Curriculum and Assessment for Young Children. Vol 1.

Washington, D.C.: National Association for the Education of Young

Children, 1992.

This book presents principles about what to include in curriculums for

young children and how to assess their learning. It emphasizes the potential of all children and that of early childhood teachers and administrators

to become caring, creative professionals.

Bukatko, Danuta, and Marvin W. Daehler. Child Development: A

Topical Approach. Boston: Houghton Mifflin, 1992.

This comprehensive text covers a wide spectrum of child development

information. It discusses the controversies and diversity of opinions in this

dynamic field. Developmental domains and influences are presented and

considered from various perspectives.

Derman-Sparks, Louise, and the A.B.C. Task Force. Anti-Bias

Curriculum: Tools for Empowering Young Children. Washington, D.C.:

National Association for the Education of Young Children, 1989.

A task force of early childhood educators compiled a set of principles and

methodology for teachers and parents to instill in themselves and children

a respect for differences and an approach for confronting unfairness. The

curriculum goals include constructing a confident self-identity, and developing just interaction with diversity, critical thinking, and the skills to

stand up for oneself and others.

Resources 83

S5
Resources

Elkind, David. Miseducation: Preschoolers at Risk. New York: Alfred

A. Knopf, 1989.

This contemporary classic makes clear the unique nature of the mind of a

preschool child and shows how a healthy education supports and encourages the learning process. The book also warns us of the consequences of

the superkid syndrome and the potential danger of harmful practices.

Feeney, Stephanie, Doris Christensen, and Eva Moravcik. Who Am I

in the Lives of Children? An Introduction to Teaching Young Children.

New York: Macmillan, 1991.

This document contains practical approaches to early childhood education.

It is organized into five sections: foundations of early childhood education, understanding children, living and learning with children, the curriculum, and special relationships.

Gordon, Thomas. P.E.T.: Parent Effectiveness Training. New York:

New American Library, 1975.

This classic offers practical help for parents, providing skills and usable

methods for parents to use to improve communication and support the

growth of their children.

Gordon, Thomas. T.E.T.: Teacher Effectiveness Training. New York:

P.H. Wyden, 1974.

This book offers teachers the methods for developing more effective communication with students and methods of discipline based upon respect

and responsibility.

Kagan, Jerome. The Nature of the Child. New York: Basic Books, Inc.,

1984.

This book explores guiding themes in human development, development

as a sequence of stages, the preservation of individual qualities, and the

establishment of morality.

Mallory, Bruce L., and Rebecca S. New, eds. Diversity and

Developmentally Appropriate Practices: Challenges for Early Childhood

Education. New York: Teachers College Press, 1994.

This book expands the current definition of developmentally appropriate

practices. It addresses the needs of young children with cultural and developmental differences. Contributors include Barbara T. Bowman, Carol

Brunson Phillips, Douglas R. Powell, and Samuel J. Meisels.

84 Nurturing Children

8
Resources

Phillips, Carol Brunson, ed. Essentials for Child Development

Associates Working with Young Children. Washington, D.C.: Council

for Early Childhood Professional Recognition, 1991.

This book has eight units based on the Child Development Associates

Competency Standards. It contains information about what defines competent teachers of young children. It discusses the early childhood profession,

stages of child development, and preparation for assessment as a child

development associate. The book contains NAEYC's Statement of Commitment and the Code of Ethical Conduct, as well as a list of members and

available resource information.

U.S. Department of Health and Human Services, Head Start Bureau.

Model Family Needs Assessment Process: Instruments. Washington,

D.C.: Government Printing Office, 1991.

This Head Start publication is a compilation of model instruments for Family Needs Assessments.

U.S. Department of Health and Human Services, Head Start Bureau.

User's Guide for a Partnership with Parents. Washington, D.C.:

Government Printing Office, 1993.

This Head Start publication includes information for home visitors, including establishing and maintaining partnerships, using the home as a learning

environment, developing long-term and short-term goals, and individualizing services for families.

York, Stacy. Roots and Wings: Affirming Culture in Early Childhood

Programs. St. Paul, MN: Redleaf Press, 1991.

This book contains practical ideas for implementing multicultural education. York establishes a conceptual framework for multicultural education

and its tie with good early childhood education practices. She defines the

stages of children's awareness of differences and development of prejudice

and discusses the effects of prejudice on all children.

Resources 85
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