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When
the Child Doesn't Play
Help the child
begin to play - support the child's selection and involvement in
play
Offer encouragement
- comment on the choices a child makes
Link the child
to other children - help them to develop entry skills
Prompt with ideas
to extend play - offer ideas to help a child stay with an activity
Describe play
to focus a child's attention - show that you are interested in what
the child is doing
Reduce distractions
- the number and arrangement of activities is a strong influence
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Skills
Needed by Children Who Wander
The ability to choose
the play activity
- children who wander
often find it difficult to choose where they will play and what they
will play with. They need help identifying and selecting play activities.
The ability to initiate
play choices
- children who wander
sometimes lack the ability to begin playing even after they make a choice.
Teachers often need to help these children follow-through and begin
to play.
The ability to sustain
play and/or to play with depth
- being unable to
stick with or become absorbed in a play choice is another characteristic
of children who wander. These children need support to remain and increase
the depth of their play.
Characteristics
of Dabbling Behaviour
The child seems listless,
bored, or distracted. The child is watching - not doing.
Three main indicators
of dabbling behaviour
- lack of engagement
- immature play
- play this is static
Guidelines
to Help Children Who Feel Anxious
Validate the child
- take time to listen to the child, acknowledge his or her feelings, be
sensitive to his or her individual needs
Create a safe place
provide dependable,
predictable routines and transitions
show them that regardless
of what happens in the classroom, your response will be calm and non-judgmental
provide a safe, supportive
framework for children's experimentation and exploration
Nurture playfulness
include many 'soothing'
activities (stories, sensory play)
use large muscle activities
to reduce tension
take time to play with
the children - modeling the pleasure and relaxation found in play
Children
Who Appear Aloof
| Reasons
Why a Child Might Appear Aloof |
Children
who Appear Aloof Often Display the Following Characteristics |
How
to Help the Child Feel Successful |
| 1.
Lack of experience
2.
Inability to trust adults or children
3.
Inability to take risks
4.
Stressful life situation
|
- makes
little or no eye contact
- has a bland
or blank facial expression
- does not call
attention to self
- rarely initiates
conversation
- engages in
few verbal exchanges
- tends to play
alone
- is reluctant
to join group play
- appears tense
or wary
- tends to blend
into the background
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1.
Focus on positive goals.
2. Match your
expectations to the child's development level.
3. Respect each
child's individuality.
4. Accept a child's
choice even while working to help the child modify or expand that
choice.
5. Communicate
in verbal and physical terms that you believe in the child's capabilities.
6. Use the curriculum
to put the child in situations that insure success.
7. Observe carefully
to affirm positive steps and small successes. |
Why
Might a Child Be Rejected?
- aggressive play
- immature play skills
- tires to control
the play
- unaware of others
- appears different
Children's social development
is dependent on many experiences. Think about how children learn to talk
and walk. Before children talk, they need to be spoken to and to experiment
with sounds. Before children can walk, they need opportunities to crawl
and pull themselves up. Children learn social skills by seeing adults
and other children model social skills and by having many opportunities
to practice these skills themselves.
Children who are rejected
may be missing social skills. We can help these children by identifying
the skills they lack and guiding them through practice using them.
Helping a child who
is rejected:
- becoming aware of
what others say
- becoming aware of
other's feelings
- becoming aware of
the rights of others
Ways
to Involve Parents
- Early Years Parent
Meetings
- Parent Volunteers
- Book Bags
- Newsletters
- Bulletin Boards
-
Handouts
and Articles
Conferencing With Parents
- Be positive. Indicating
a problem at the beginning of a conference automatically puts parents
on the defensive. Start and end with positive and encouraging words.
- Ask parents how
they feel the year is going to that point. Invite their reflections
as to their child’s adjustment.
- The setting of the
agenda should be a collaborative effort. Ensure that parents have an
ample opportunity to speak. Ask questions which are designed to elicit
participation (i.e., What do you find works when…? or, How does
your child react when you…?).
- Be honest but sensitive.
- Be aware and respectful
of special family situations.
- Present yourself
as a partner in their child’s education, not the final authority
who necessarily has all of the answers.
- Encourage lines
of communication be kept open and invite the parent to contact you if
they have any concerns.
- If it should become
apparent during the conference that your knowledge about the child is
lacking in specific area, be honest. Thank the parent for brining it
to your attention and assure them that you will be more vigilant in
that area.
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