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Community Action, Inc. Early Education Vision - Page 5
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In Community Action Early Education classrooms children are regularly engaged in focused,
small-group experiences to promote thinking processes and concept learning as well as whole
group and individual experiences. Working with children in small groups expands the
teaching team’s opportunities to observe and involve each child actively. With a small group,
a teacher is better able to provide support and challenges tailored to the children’s individual
levels. She can give clues, ask follow-up questions, and notice what every child is able to do
and in which the child has difficulty. Small groups make it possible for each child to
participate often, thus eliminating long waits for a turn. These small group experiences may
occur during structured small group times or throughout the day as teachers work with small
informal groups.
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C. |
Approach To Social Emotional Instruction |
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In Community Action Early Education we believe that children thrive emotionally when the
adults who care and educate them are warm, nurturing, and responsive to the child’s needs,
feelings and thoughts. Positive adult-child relationships built on trust and understanding
allow children to feel safe and secure. This sense of security allows the child to focus his/her
attention on developing social, physical and cognitive skills. It motivates the child to want to
cooperate with the adult, and it is the basis for children learning appropriate emotional and
social responses to stressful situations. |
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Therefore, we believe that teachers must develop warm, nurturing relationships with the
children in their care. Using these relationships as a secure base, the teacher creates an
environment in which children learn to control their own emotions and behaviors and learn to
interact with adults and their peers. This teaching occurs through the use of encouraging
statements, clear expectations, and modeling appropriate behavior. Teacher-child interactions
are designed to help the child develop:
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The capacity to form warm, trusting relationships with adults and peers; |
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A healthy self-esteem and feelings of self-confidence; |
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The ability to control impulses and express emotions appropriately; |
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A respect for and understanding of the similarities and differences among people; |
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The ability to concentrate and persist on challenging tasks; |
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The ability to express imagination, creativity and curiosity and know the difference
between fantasy and reality; and |
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The ability to express a full range of emotions and to understand and empathize with
the emotions of others. |
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The following pyramid illustrates our basic approach to facilitating social and emotional
development: |
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