I’ll admit it: CLASS terms can be a little confusing. For example, problem solving in Concept Development sounds a lot like resolving problems in Teacher Sensitivity. So, what’s the difference?When I get stuck on a term, I always try to “bring it back to the dimension level” and think about how the term relates to the overall purpose of the dimension. Here, I’d look at Teacher Sensitivity and Concept Development as a whole, and then how resolving problems and problem solving fits into each.
Say you have two children squabbling over who gets to build a puzzle. Your immediate goal as you respond might be to address the problem and get the children engaged cooperatively in the puzzle. You might demonstrate great Teacher Sensitivity by being aware of the situation and responding quickly to help them resolve the issue: “I see you’re frustrated because you both want to build the same puzzle. How about you take turns putting in the pieces?” This is important—we want children’s problems quickly resolved so that they can feel comfortable and participate in activities.
But to “count” as Concept Development, we’d need to look at your goal in the interaction. If it’s to take advantage of an opportunity for children to think through how to resolve the problem, then you’ll interact to promote children’s higher-order thinking skills. You might ask the children arguing over the puzzle, “How can we work this out?” and encourage them to generate and consider strategies (such as turn-taking, working on separate areas and then joining the puzzle, working on different puzzles side-by-side, etc.) to solve the problem. In this case, you might both resolve the problem and engage the children in problem solving at the same time!
Clear as mud? Feel free to ask more about confusing CLASS tool terms!
As a CDA with CLASS facilitator, I now recognize that CLASS also helps us think about how we can be present and responsive in supporting the curiosity, engagement, and persistence of adult learners.
I am blessed to be able to support CDA learners, many of whom are returning to formal education for the first time in many years. Some of these learners come from previous educational experiences that were not supportive, that left them feeling that they weren’t good at school or weren’t competent students. But with the right support, these learners can grow their persistence as well as their sense of competence and confidence.
Data from the National Survey of Students’ Health (NSCH) indicates that almost half of the students in the United States have experienced one or more forms of serious trauma, such as poverty, homelessness, or abuse and neglect. This means that an estimated 35,000,00 students, from infancy through age 17 are at risk for not only school failure, but for a number of social-emotional and physical complications (e.g., PTSD, heart disease, etc.) that may have life-long consequences to their health and well-being. The effect of COVID-19 has surely increased the percentage of young people who are experiencing trauma. And while people of all races and socioeconomic statuses have been affected by COVID-19, poor communities of color have been disproportionately impacted, adding an additional level of trauma to a population already traumatized by systemic racism.
Calvary City Academy & Preschool closed on March 13, along with most programs in Florida. While closed, we had much to prepare for reopening. While children were home, we prepared packets to send home, met with children virtually, and even hosted things like field day, spirit week, and graduation virtually! Even with those successes, we were so happy to be able to return to being in-person when we reopened in June. Since June, we’ve learned a lot. Here’s what’s working for us:
Jess Pablo is an early childhood coach and grade level chair at The Primary School, a non-profit school in East Palo Alto, California, that serves children aged pre-K through grade 3, bringing together education, health, and family support services to support children’s holistic growth. Below are some of the ideas, concerns, and suggestions she shared as her program resumes this year in a mostly virtual learning environment.