A Matter of Trust: Connecting Teachers and Learners in the by Carollee Howes, Sharon Ritchie

By Carollee Howes, Sharon Ritchie

More and more, academics document that the little ones who input their school rooms are tough to control. This belief is supported through alarming facts at the variety of young children growing to be up in tricky conditions. during this quantity, the authors draw on their expericences as a developmental psychologist and as a instructor educator to supply methods for lecturers to creat postitive child-teacher relationships and school room climates.

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Additional resources for A Matter of Trust: Connecting Teachers and Learners in the Early Childhood Classroom (Early Childhood Education Series (Teachers College Pr))

Sample text

Henry leaves the table and goes to the dress-up corner. In a few minutes he returns to the pie baking, and throws things off the table. Ms. ” Henry twirls and spins across the room. He falls and bumps his head, but does not look to Ms. Rosen for comfort. Ms. ” Ms. Rosen continues, “That is what happens sometimes when you fool around. ” Henry goes over to the block area, which is off limits during activity time. While looking at Ms. Rosen, he begins pounding on some pegboards. Ms. ” She then picks up the pegboards and puts them away.

The students respond by waving their hands. ” Ms. Headrick replies, “That’s right, Brittney. ” Matthew, who had been poking at a spot on the carpet, didn’t speak. Ms. ” Ezrae continues answering Ms. Headrick’s question about rules. ” Klivae is sitting on the opposite side of the room. It appears as if he is not paying attention. Ms. ” Klivae does not respond. ” The question-response format used by Ms. Headrick may produce children who could do well on a test of basic social-behavior skills, but who may Relationships and Harmonious Interactions 27 not necessarily have the internalized dispositions from which harmonious interaction is derived (Stipek, Feiler, Daniels, & Milburn, 1995).

Mr. Rodriguez has 32 second graders in his class. From his perspective Geovanni is not a problem. Within the classroom he is quiet and in his seat. His behavior in the bathroom was not particularly outrageous. We are concerned that Geovanni was aggressive and then passively withdrew. We wonder how he can focus on his math problems when his attention is directed toward avoiding school activities. Insecure-Ambivalent/Resistant Attachment Organizations Children with an ambivalent/resistant attachment organization also do not trust their attachment figure to provide comfort and emotional security.

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