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Relationships with Adults: See

Infants and Toddlers

Observation

  • Describe features of the environment (e.g., toys and equipment, how space is arranged) where the action takes place. What do you observe in the teacher’s interactions with each child? For example, describe the actions of the child who is trying to put his shoe on. What does she do to support this boy at first and later on? How does she interact with the other children? What does she do and say to build a relationship with each child?

Application

  • Which teaching practices does the adult use to build and maintain individual relationships? Check the “Know” and “Do” sections for ideas.
  • How does the environment support the children’s relationships with this teacher and others and vice versa?

Reflection

  • What do you think the boy with the shoe learned about himself through the teacher’s practices? What did he learn about his teacher and her relationship with him?
  • Why might the teacher offer to help multiple times before stepping in to help the child put his shoe on?
  • What else might the teacher do to support her relationships with the children once she has finished helping the boy with his shoe?

Observation

  • Describe the physical environment where the action takes place. Where and how are the home visitor, mother, and baby seated in relation to each other? What play materials are present? Where did they come from? What do you observe in the mother’s interactions with her child? For example, what does the mother do to engage the baby with the toys? How does the baby respond to each of the three toys? What do you observe in the home visitor’s interactions with the mother? The baby?

Application

  • Which teaching practices does the home visitor use to support the mother in building and maintaining a relationship with her baby? Check the “Know” and “Do” sections for ideas.
  • How does the mother respond when the baby is not interested in a toy? How does she show interest in the baby’s actions? How does the baby show her interest in engaging with her mother?

Reflection

  • What do you think the baby learned about herself through the practices her mother used? What did she learn about her mother and their relationship?
  • What do you think the mother learned about herself through her interaction with the home visitor? Her baby?
  • Why might the home visitor have moved the container with the beads so it was closer to the mother? What suggestions did the home visitor make and how did the mother respond to them?
  • What goals could the home visitor and the mother set for the coming week? What teaching practices would continue to support the mother-child relationship?

Preschoolers

Observation

  • Describe features of the environment (e.g., toys and equipment, how space is arranged) where the action takes place. Where is the group seated? What do you observe in the teacher’s interactions with the boy who is reading the book? What does she do to support this boy at first and later on? What does she do and say to build a relationship with this child?

Application

  • Which teaching practices does the adult use to build and maintain her individual relationship with the child reading the book? Check the “Know” and “Do” sections for ideas.
  • How does the environment support this boy’s relationship with this teacher and vice versa?

Reflection

  • What do you think the boy with the book learned about himself through the teacher’s practices? What did he learn about his teacher and her relationship with him?
  • What did the teacher say to keep her conversation with the child going?
  • What might happen next as the boy and the teacher read and discuss the book? What do you think she will say in response to his comment about the T-Rex?

Topic:School Readiness

Resource Type: Article

Last Updated: June 5, 2018