Whether building relationships, supporting language development, or pushing learning, conversations with children are important. (And fun! And funny!) Every afternoon, I walk my dog Holly to the bus stop to wait for my daughter. At the stop, there are a handful of other parents and their pre-K and toddler children. My favorite is a four-year-old who chatters nonstop:
Erin: Can I pet Holly?
Me: Sure. But watch out—she’ll snortle all over you.
(She pets Holly who sniffs and snorts at her hands and face.)
Erin: She snortled me!!!
Me: She sure did snortle you! Does your dog do that?
Erin: No, my dog is biiiggg.
Me: Really? How big?
Erin: I could bring her to your house for a playdate so you could meet her. And I could bring my brother and we could play on your swing set. What are you doing later, cuz I could come play!
That’s an easy conversation to have, because Erin loves to talk and loves my dog. But what about quieter children? Here are a few tips from Making the Most of Classroom Interactions (MMCI) instructors on how to build and extend conversations with children who need more support:
Let me know how these suggestions go--and please do add your own tips for engaging children in conversations.
Editor's Note: This post was originally published on November 4, 2013, but has been updated to keep the content accurate and engaging. Many thanks to Jenn Fowler, Kathy McKechnie, and Pam Parmenter for sharing ideas.
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.