![]() ![]() The problem may be pushing in line or lining up safely or how we are going to get to music class quickly, quietly, and safely in the hallway to respect other's learning time in school. The idea is that when there is a problem we identify the problem, role-play what the problem is, then brainstorm solutions around the best ways to solve the problem. There are some creative ways to do this with young children. To do that, we use brainstorming solutions and role play. When we draw from them and involve them in coming up with the agreements, it is much more likely that they will contribute and go along with the agreement. I have done this with hundreds of groups of young children, and by late twos and early threes they come up with the exact guidelines we need for our classroom that we as teachers would come up with ourselves. Examples include hands to self, looking eyes, listening ears, and quiet voices. We want to draw forth from them so they are involved, see the reason, how it helps the group, and ask them for help in making the agreements. As early as developmentally possible, we want to involve students and very young children in coming up with the agreements. For example, with agreements, educators often get frustrated or upset with young children because they are not going along with the agreement, but they were not involved in making the agreement. These are handled a little differently in a positive discipline classroom. Two very specific tools for the classroom that help with this developing the sense of contribution are classroom jobs and agreements. Usually, when we feel a sense of belonging, there is less misbehavior. From that contribution is what develops that sense of belonging and connection that brings about encouragement to do well. To me, this is fascinating research because it shows that innate ability and intrinsic motivation in young children to help and contribute. Again, when the researcher is bumping up against the file cabinet, not saying anything, the toddler stops his or her play consistently and goes to help. Next, the researcher has his hands full, trying to get into a file cabinet when the door will not open. In each instance, the toddler, without hesitation, goes without direction or adult instruction and helps the researcher pick up the piece of paper. The toddler is left to play and go about the room on his or her own and then the researcher, organizing the room and creating the circumstance, drops a folder or a clothespin while trying to hang up a piece of artwork in the room. The mother is placed in a corner of the room in a chair to observe. In this study, the researcher is in a room with the mother and her toddler. ![]() One study that I find extremely fascinating involves toddlers and altruistic behavior. ![]()
0 Comments
Leave a Reply. |