---
title: "Real World Examples: Regard for Child (Student) Perspectives"
description: Real world examples help explain CLASS® in ways that bring the content to life. Use these everyday examples to explain Regard for Child Perpsectives.
image: https://info.teachstone.com/hubfs/Untitled%20design%20%2812%29-3.png
---

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# Real World Examples: Regard for Child (Student) Perspectives

 October 23 2024 by [Courtney Pfeifer](https://info.teachstone.com/blog/author/courtney-pfeifer)

- [Pre-K](https://info.teachstone.com/blog/topic/pre-k)
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![](https://info.teachstone.com/hs-fs/hubfs/Untitled%20design%20%2812%29-3.png?width=519&height=300&name=Untitled%20design%20%2812%29-3.png)

Our previous "Real World Examples" post focused on**[Educator (Teacher) Sensitivity](https://info.teachstone.com/blog/real-world-examples-educator-sensitivity?hsLang=en-us)**. Moving on through the CLASS® tool, let’s explore Regard for Child (Student) Perspectives, the last dimension in the Emotional Support domain. This dimension ensures that every child’s contributions are valued in the learning community. When children feel their voices and choices matter, they are more motivated to engage and learn.

Through the CLASS lens, educators who consistently score high in Regard for Child (Student) Perspectives consistently offer choices, create opportunities for children to express their ideas and independence, and encourage peer learning. They also understand that children must move around to keep their brains active and engaged.

## **Child-entered (Flexibility and Student Focus)**

### The Example: At a shopping center

Have you ever gone shopping with a friend who is determined to find that one perfect item? After hours of being rushed from store to store, you start to feel exhausted, moving quickly without much say in where you go. When you pass by the food court and ask to stop for a snack, your friend insists you need to keep going for at least another hour before taking a break. Now, imagine shopping with a different friend who asks for your opinion on styles and your advice on the best stores to check out. You suggest some of your favorites and discover new outfits together. When you mention that you’re starving and need a snack, your friend is flexible and agrees to hit the food court. By the end of the day, you both have a few great new items and plans to shop together again soon. Notice that in the first example, your friend was focused only on their own agenda, not allowing you to contribute. In contrast, the second friend created a shopping experience that valued your contributions and included you in the fun.

## **Support for Autonomy and Leadership**

### The Example: Volunteer work

There are many ways to volunteer in our communities. Think back to a time you helped out at a school or community event. When you first arrived in the busy space, you probably felt unsure about what to do. However, an organizer quickly met with you and guided you to your assigned spot.  Another volunteer introduced themselves and showed you how to handle your task. As more volunteers joined, it became your turn to welcome and train them. Throughout the event, you and your team faced various challenges that required teamwork to solve and keep everything running smoothly. You also discovered ways to work more efficiently and shared those tips with the group. When the event was over, your group pitched in to clean up. It felt good knowing that you played a meaningful role in helping make the event a success!

## **Child (Student) Expression**

### The Example: Football Breakdown

As fall arrives, sports conversations, especially about football, start to take over. At any football game, it’s common to hear fans in the stands asking about team loyalties: “Which team do you support?” or “Who are you cheering for today?” These conversations often lead to more questions like, “What did you think of that play?” or “How do you think this season will turn out?” By listening to others and encouraging them to share their opinions and feelings, you strengthen your connections and gain a deeper understanding of their perspectives. Fostering open expression helps us appreciate how others view the world, making them feel seen, heard, and valued.

## **Allows Movement (Restriction of Movement)**

### The Example: Attending a presentation

Think back to a time when you attended a presentation, whether at school, a library, or work. Did you have any say in where or how you sat? Were you comfortable in your seat? Did the speaker expect you to sit still and simply listen? If so, did you find your mind wandering, distracted by thoughts of tiredness or hunger? On the other hand, did the speaker engage both your body and mind by passing around items for you to handle or inviting you to stand and explore the displays around the room for a few minutes? Research shows that people, especially children, must move to stay engaged. Being physically comfortable also enhances our focus and attentiveness. Ultimately, being in an environment that supports movement and physical comfort can make a significant difference in how we absorb information.

What are some of your favorite real-world examples of Regard for Child (Student) Perspectives? Do you ever think about Regard for Child (Student) Perspectives when navigating situations in the adult world? What have you learned from your experiences that can be applied to how you support children in the learning setting?

[![JOIN FOR FREE CLASS® Learning Community Our community contains an incredible group of CLASS users who are passionate about improving educator-child interactions.  ](https://no-cache.hubspot.com/cta/default/336169/interactive-154159737869.png)](https://info.teachstone.com/hs/cta/wi/redirect?encryptedPayload=AVxigLL7TGA%2BmJz8sh%2BPlxkUHw%2FT6Pb63AhIYdUo3T2Gbg5B6PNQTVK%2F%2B7vNARyGkkQjINmDELWG2j9GejwtTYc5olSN3Pq4PEnSQL2hYbCG7KlHrOoZzbcgyVcdxeUK0ldR3Tfu3RnKBdg5UNLEwyBEpkSk5eYE1tEXnBIo4GLEFuZJ6RAcoOHVczw%3D&webInteractiveContentId=154159737869&portalId=336169&hsLang=en-us)

 

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