Interact effectively with children

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Interact effectively with children

• CHCIC1C

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Play Stages

• Solitary Play
• Solitary play is the earliest play stage a child
  masters. Playing without any regard for those
  around oneself. This kind of behavior is
  frequently observed in young children where they
  are engrossed in their own toys and do not have
  any interest in other children.
• Solitary activities are set up for one child to
  play at there own pace with toys they enjoy, with
  no demands of sharing with other children. A
  perfect example of this is a child sitting on
  there own mouthing a favorite toy.
• Solitary also consists of one on one (baby
  carer) where your attention is focused on them
  and them only. Activities such are pee a boo
  are a good example of one on one with children.

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Play stages

• Parallel Play
• Parallel play is where children are beginning to
  become curious of interacting with other children
  but they are still a little unsure about it. They
  will play alongside another child, whether it is
  in the sandpit, water play or block corner, but
  they rarely cooperate in a task or engage in
  dramatic play or formal games and they are
  learning to work with others. Children at this
  stage also tend to imitate or comment on what
  another child is doing.
• Examples of parallel play are
• A child playing in home corner playing with
  kitchen utensils and another child is standing
  alongside absorbing what they are doing and the
  child watching may comment and say my mummy does
  that in the kitchen.
• Two children are playing at the sandpit but they
  are playing individually and one might say why
  dont you try doing this.

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Play Stages

• Associative Play
• Associative play is where children play together
  in a similar activity with little organization or
  responsibility. They are playing the same game,
  but they are only working together for spasmodic
  periods of time.
• A perfect example of this form of play is where
  two or more children are playing in block corner
  with the blocks, building the same thing, talking
  with each other but not working together to
  create something.

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Play Stages

• Co-operative Play
• Co-operative play is where children are now
  starting to work together to play a game. They
  begin to communicate and discuss how they will
  create something together as a team and the staff
  are a perfect example for them to imitate team
  work or even just adults in general.
• Children begin to follow social rules, empathy,
  turn taking, sharing and taking responsibilities
  for guiding there own play.
• Two or more children are playing with blocks in
  block corner, building the same thing, talking
  with each other and working together to create
  something.

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Interacting Positively with Children

• Children are like sponges,
• They absorb everything you do and say.

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Permissive approach

• Passive carer dominant child
• Children freely behave as they wish
• No structure to day or planning
• No limits or consequences
• Carer may bargain with child to get desired
  result
• Conflict avoided

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Implications for children

• Children dont have guidelines as to expectations
• Carer inconsistency
• Children feel insecure and out of control

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Authoritarian Approach

• Dominant carer passive child
• Children are told what to do, how and when
• No choices are given
• Compliance is forced, often involving threats,
  punishments, sarcasm and anger
• Often involves unrealistic expectations
• Is consistent and same for all children

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Implications for children

• Children dont know why
• Anger for non-compliance indicates a lack of
  acceptance for who the child is
• Huge impacts on self esteem
• Children copy this aggressive behaviour

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Democratic Approach

• Carer and child are equal partners
• Assertive but respectful co-operative and fair
• Flexible limits and guidance
• Reasons for guidelines are explained
• Children are consulted and given choices
• Uses I messages and natural logical
  consequences
• Need to understand development and know the
  children well

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Implications for children

• Children are guided toward autonomy
• Children encouraged make decisions given choices
• Children are aware of expectations
• Empowering children increases self esteem
• Children learn self discipline
• Must be suited to childs level of development

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What approach do you take?

• Permissive
• Authoritarian
• Democratic

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Element one Communicate positively with children
on an ongoing basis.

• Proximity to the child
• Make eye contact
• Get down to the childs level
• Ensure there are no physical obstructions

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Communication with babies and infants

• When and how we respond to an infants first
  cries, babbles and cooing will have an affect on
  the childs overall language development (Trust
  vs. Mistrust. Erickson)
• Responding to these first sounds will encourage
  further responses from them beginnings of two
  way conversation
• It is the same for non-verbal communication, such
  as facial expressions (smiles, raised eyebrows)
  and gestures (touching or stroking the child).
  The infant responds to these by mirroring your
  actions and making cooing noises.
• Toddlers usually independent and autonomous.
  Adult interaction should be on request by the
  child and/or where the adult deems it necessary
  (to positively guide behaviour or to act on a
  spontaneous learning experience)

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Communication with babies and infants.

• Children of this age often venture away from
  constant adult reassurance, however an adult
  needs to be close at hand to allow them to
  experience these independent feelings
• Be sensitive to this stage of development and
  guide their use of language to solve problems and
  to meet their needs and interests
• Toddlers still revert to non-verbal ways to
  communicate frustration feelings by crying and
  using physical force. They may experience
  difficulty expressing themselves adequately with
  language alone.
• Therefore, non-verbal communication may be
  commonly used in conjunction with verbal
  communication

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Communication with children 3-6yrs of age.

• Children of this age have acquired skills to
  engage in turn-taking conversation and can
  sustain a conversation for an extended period of
  time.
• Children of this age love to discuss topics that
  appeal to their intrinsic interests, thoughts and
  opinions
• This age group is better at expressing themselves
• They have begun to imitate many adult phrases
  and sometimes inappropriate language is used

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Communication with children 3-6yrs of age.

• They are easily influenced and may imitate
  actions and language of their family members,
  friends and the media
• Children expand their vocabulary through
  association and assimilation (i.e.. Repeating
  prior experiences and adapting what they have
  learned to new experiences)
• Allow children to become involved in decision
  making when setting up an inviting, stimulating
  and interesting environment. They will respond
  to the learning environment and will want to be
  involved. This all helps with language
  acquisition.

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Non-Verbal communication

• Non Verbal Communication
• Smile
• Wave
• Pat on the head
• Thumbs up
• Symbol
• Body language
• Pointing
• Clapping
• What considerations do we need to take into
  account with the above actions in regards to age
  and culture?

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Ensuring Non gender, stereotypes or bias are not
advocated.

• What are some examples of media and gender
  stereotype casting?
• What bias have you seen displayed by children in
  your care?
• How would you respond to a child saying to an
  African American child Im not sitting next to
  you, your dirty.?

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Element two Promote positive behaviour

• Positive guidance techniques
• Give dos rather then donts
• Redirect
• Involve the child in what the outcome is
• Reflective listening
• Provide guidelines/rules and limits
• Consistency
• Remain positive
• Short and clear communication (Relevant Key
  words)
• Allow children the opportunity to work through
  the situation.
• Place praise on the process and growth of the
  child/group (Contribution list)

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Age related behaviours

• Hitting
• Pushing
• Pinching
• Pulling Discuss
  the different ages
• Biting that
  these behaviours may
• Snatching be more
  dominate and why?
• Tantrums
• Swearing
• Extending the truth
• Throwing
• Sneaking

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Element two Promote positive behaviour

• What are some positive rules and limits?
• Why cant we just say no?
• Why is choice important when interacting with
  children?
• Why do we need to follow childrens leads?

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In class assessment tasks

• Element one
• Task Two
• Element two
• Task One
• Task two

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Google for further research

• Basic Needs (Abraham Maslow)
• Moral stages of development (Erickson)
• Bonding and attachment (Mary Ainsworth)
• Play stages (Parten's Stages of Social Play)

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Element 3 Collaborate with children about their
interests

• What is Collaboration?
• Johnny approaches his teacher and asks to play
  with the water trough outside. His teach replies
  no its to cold today!
• Please present a collaborative response to
  Johnny request.

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Element 3 Collaborate with children about their
interests

• How can encourage collaboration?
• Open ended questions
• Show real interest
• Reflective listening
• Encouraging opinions
• Role modelling
• Providing the appropriate resources

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Element 3 Collaborate with children about their
interests

• How can we do this in everyday situations?
• When
• Who I dont know how do you think
• Why we can?
• What ?
• Where
• How

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Element 3 Collaborate with children about their
interests

• Active Listening what dose it look like?
• Effective communication, what is it?
• Lets put effective communication and active
  listening to the test!
• Chinese whispers

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Element 3 Collaborate with children about their
interests

• When and what would we collaborate on with
  children?
• Activities
• Indoor /outdoor play
• Where they sat
• Where they had lunch
• What story they would like
• Projects
• Safety

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Element 3 Collaborate with children about their
interests

• Reflect onTasks one and two

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Element 4 Respect similarities and differences
and encourage children to respect these
differences

• Why is it important to discuss childrens likes
  and dislikes, and how do we use these as a
  resource to talk about differences?
• In small groups write down different ways for
  children to discuss their likes and dislikes.

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Element 4 Respect similarities and differences
and encourage children to respect these
differences

• How can an environment encourage acceptance of
  others?

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Element 4 Respect similarities and differences
and encourage children to respect these
differences

• Why are all children different?
• Nature vs. Nurture
• Genetics vs. Environment
• Socio cultural aspects
• Lets debate

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Element 4 Respect similarities and differences
and encourage children to respect these
differences

• In pairs discuss similarities and differences
• Personality Likes/dislikes
• Appearances
• Background
• Family
• Community
• Food likes/dislike
• Hobbies/interest
• Identify where or why these developed/originated
  from

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Element 5 Support children in learning about the
decision making process

• Choice
• Asking questions
• Who
• What
• Why
• how
• When
• Reflection on past experiences
  Choose one of the points on the left
• Exploring
  and write how it would foster
• Science
  the decision making process?
• Encouraging cause and effect
• Encouraging exploration
• Open ended activities
• Self help shelves
• Discussions

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Element 5 Support children in learning about the
decision making process

• From the mystery box pick some resources and
  create an activity that involves problem solving.
• Document in groups
• How the activity encourages problem solving
• What age group it would be suitable for and why
• Where the activity could lead to
• What prior knowledge and future knowledge could
  it relate to

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Element 5 Support children in learning about the
decision making process

• How would we do this in small groups, whole
  group, and individual discussion?
• Role play-In groups of 4
• Mum dad, baby, dog
• Create a play script and implement it
• What did you have to work through?
• Roles, resources, context, turn taking, where to
  start and end

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Element 5 Support children in learning about the
decision making process

• Why would the following things affect you?
• Physical environment
• equipment
• time available and In groups document
  one
• staff ratio idea for each
  one.
• budget
• space
• OHS