Tips For Working With Children

Basic Interaction

• Learn the names of the children as soon as possible. Introduce yourself and tell them whose parent you are.
• Children will be more comfortable if youa re at eye level with them, remember to sit or kneel.
• Build a friendly relationship with each child. Accept him/her as he/she is - (feelings, temperament, play style, etc). Each child has his own unique needs. While an outgoing child may easily engage in play, a quiet child may need a sensitive adult to approach him in a gentle manner. Allow children sufficient time to make choices.
• Encourage the children to express their feelings of anger, resentment and hostility through non-destructive channels. These feelings may need to be expressed through vigorous physical activity, art, music, conversation and/or by doing something that is satisfying and esteem building.
• Children Thrive with nurturing and attentive adults. Remember that your workday must be child-focused. Keep adult conversations to a minimum.
• Support and encourage children’s self-help skills. For example, children can put on their own shoes and adults can tie them.
• Dawdling should be handled in a positive manner rather than punitive. Non-judgmental statements such as, "It is time for snack." or "John is waiting to wash his hands." are helpful.
• Your child may want extra attention when you are working at school. Give it to her, but also be alert to the needs of the group. Let your child know that you have responsibilities during your workday. Ask the staff and other parents for assistance if needed.

Clean-up

• Children are expected to return materials they have taken out to their original place when they are finished with them. Then they may proceed to another activity. Sometimes they may want to leave block structures up for a period of time. This is fine, but remember to call them back at clean-up time.
• Set the expectation for clean-up while they are playing. "Remember, you will need to clean up the Lego blocks when you are finished playing. It’s your job."
• Enforce the "five more minutes to play" warning and then help the child choose what she wants to clean up.
• If a child voices objection to clean up, offer them a choice between two areas or make it into a game. "Let’s see if you can pick up five round blocks, then five square ones."
• Clean-up can be stressful, so adults need to help the children focus.

Conflict

• Conflict is a natural experience and a great learning opportunity. Resolution is also a process. When a child is being unsafe or physically aggressive, an adult must intervene, stop the behavior and set a clearly stated limit. For example, "Hitting is not OK. It hurts children’s bodies." You can also verbalize a positive alternative. "You may hit play dough." If necessary, redirect their attention.
• Help children by verbalizing conflict resolution. "You weren’t finished playing with the truck. You both want it, so let’s tell her you’ll give it to her when you’re finished." Then help the child to say, "I’ll give it to you when I’m finished." Younger children especially need to be coached on the language.
• With older children, assist and support conflict resolution, including verbalizing needs, wants and feelings. This provides good empathy building and concrete understanding of a given action. Then have each child state a possible solution. Keep focused until each child agrees on the solution. The adult may need to assist with suggestions.
• Encourage a child who has hurt another to find a way that will make the hurt child feel better, but never require a child to say "I’m sorry".

Creativity

• Encourage children to use materials in many different ways. Children must be given the opportunity for exploration to encourage creativity and diverse thinking skills.
• Don’t place value or judgment, but comment on what you observe. Instead of "That’s pretty," try saying, "I see you used red in the corner and light blue in the middle."

Positive Limit Setting

• Be consistent when you set limits. Limits should apply to all children and adults alike. Expect to be challenged. Children are quick to discover an adult who will let them violate rules.
• Be sure your limit doesn’t contradict established ones and that it is reasonable. Ask the staff if you have any questions. Consistency among the adults is vital in creating a safe, secure and nurturing environment.
• If a child breaks the rules, give a natural consequence. For example, if Susie knocks down another child’s structure, have her help to rebuild it. Follow through on consequences is important.
• State limits in a positive manner. For example, "Please walk in the classroom. You can run outside." Avoid negative statements such as "That’s not nice," or "You’re being bad."
• To help teach children appropriate behavior, give two choices as a means of guidance. "I see you want to play, but it is time to go. You can either hold my hand or carry your lunch box, but it is time to go." Choice will empower the child and help you avoid power struggles.
• Do not give choices that do not exist. "Do you want to clean up now?" implies that the child may choose not to participate.
• Be sure the child understands. Have his attention when you speak. Use understandable language and simple sentences. Consider the age and temperament of the child when you speak.
• Shouting and load noises belong outside. Adults should be role models for this by not yelling across the classroom at others. Go over and speak directly. Use "inside voices".

Supervision and Safety

• Do not leave a child unattended, ever. Be in a spot where you can have abroad view of children at play.
• Outdoor supervision is extremely important for the children’s safety. All parents are expected to help keep children safe, even if it is not your workday.
• Pick-up time can be difficult. Watch out for children entering and exiting the building. Children must be accompanied by an adult to the cars.
• If you take a child in to change clothes or go to the restroom, let the staff know.
• The kitchen is off limits to children. Keep the door closed.
• Keep alert for potentially dangerous situations. For example, if a child is ready to throw a block, tell them why the behavior is unsafe and positively redirect the behavior. "Throwing a block can hurt someone. Let’s find a bal for you to throw." Stay calm, matter-of-fact and comforting in these situations.

Weapon Play

• Weapon play should always be redirected. If a child fashions a weapon out of Legos, ask her what else it could be, because in real life, weapons hurt people. Let her suggest other possibilities and praise the effort.
• Superhero play without weapons is encouraged because it helps children to feel powerful, develop language, problem solving and social skills.