Developmentally  Appropriate  Practices  

 

       

Creating  a  Caring    Community  of  Learners  

                         

Adapted  by  Carla  Heintz,  M.E.,  &  David  P.  Lindeman,  Ph.D.  January  2012  

Kansas  Inservice  Training  System    1996,  Updated  May  2002,  September  2005,  &  November  2009  

Kansas  University  Center  on  Developmental  Disabilities  2601  Gabriel,  Parsons,  KS  67357  

620-­‐421-­‐6550  ext.  1618    www.  kskits.org  

     

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Creating  a  Caring  Community  of  Learners    Children  learn  best  when  they  are  active  members  of  a  community  of  learners.    This  community   is   inclusive   of   all   individuals.     It   is   a   place   where   warm   caring  relationships  are  fostered  between  the  adults  and  the  children  as  well  as  among  the  children.      Teachers  can  foster  both  an  enjoyment  of  and  engagement  in  learning  by  all  children.  

 Educators  create  this  community  by:  

• Planning  ways  for  students  to  collaborate  in  work  and  play  and  providing  the  support  each  child  needs  to  feel  a  part  of  the  group  and  interact  successfully  

• Prioritizing   warm,   caring   relationships   with   each   child   and   providing   an  emotionally  safe  climate  

• Setting  clear  and  reasonable   limits,  with  the  help  of   the  children   if   they  are  old  enough,  and  applying  them  consistently    

• Listening  to  and  acknowledging  children’s  feeling  and  giving  them  feedback  that  guides  them  in  resolving  their  own  conflicts    

• Valuing   mistakes   and   misbehavior   as   an   opportunity   for   learning   and  providing  appropriate  feedback  and  guidance  to  help  the  child  make  a  better  choice  next  time.  

• Providing   a   physically   safe   and   inviting   environment   that   is   organized   and  full  of  engaging  materials  that  are  easily  accessible  to  children.  

• Creating  a  daily  schedule  that  follows  a  routine,  includes  a  balance  of  rest  and  activity,  and  is  somewhat  predictable  but  not  rigid.  

• Including  each  child’s  home  culture  into  the  culture  of  the  class  as  a  whole  • Providing  specific  positive  feedback  regarding  their  accomplishments  

To  learn  more  about  creating  a  community  of  caring  learners  watch  the  following  videos   on   the  CSEFEL  website  which  outline   the   steps   necessary   for   creating   a  caring   community   of   learners   and   show   individual   teachers   implementing   the  strategies  on  a  regular  basis:  http://csefel.vanderbilt.edu/resources/social_emotional_competence.html  and  http://csefel.vanderbilt.edu/resources/practical_%20strategies.html    Other  resources  can  be  found  online  at:  http://www.nectac.org/topics/menhealth/children.asp  

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Classroom  Strategies  that  Support  Friendship:    1. Have  discussions  about  making  friends.    

For  ideas  on  how  to  use  books  as  a  discussion  starter,  see  the  book  nook  for  The  Rainbow  Fish  by  Marcuse  Pfister  on  the  CSEFEL  website:    http://csefel.vanderbilt.edu/resources/strategies.html#booknook  

 2. Coach  children.      

Often   children   have   trouble   entering   groups,   taking   turns   and   maintaining  positive   relationships.     In   order   to   support   them   as   they   acquire   these   skills  teachers  can  provide  some  direct  instruction,  modeling,  practicing  ways  to  with  make  requests  with  the  child,  and  offering  positive  specific  feedback  when  they  have  navigated  a  social  situation  successfully.  

 3. Pair  children  to  work  on  a  task.      

Pairing   children   together   to   complete   a   task   can   provide   opportunities   for  children   to   establish   new   friendships.     It   also   helps   them   learn   the   skills   of  communication,  negotiation,  turn  taking,  and  cooperation  causing  the  children  to  be  more  likely  to  initiate  partnerships  independently.  

 4. Interpret  children’s  actions.      

Some  children  are  unaware  of  things  they  do  that  might  alienate  others.      When  you  describe  their  actions  and  help  them  come  up  with  positive  alternatives  to  that   behavior,   you   help   them   to   become  more   conscious   of   the   behaviors   that  cause  them  trouble  and  better  able  to  make  changes  in  the  future.  

 5. Point  out  the  benefits.      

Children   who   are   aware   of   the   positive   consequences   of   behaviors   such   as  sharing,   turn   taking,   showing   empathy,   helping,   and   encouraging   others   are  more   likely   to  do   it   in   the   future.    When   a   teacher  points   the  positive   feelings  their  actions  had  on  a  fellow  classmate,  they  desire  to  do  it  more  paving  the  way  to  create  a  caring  community  among  the  children.  

 6. Minimize  Rejection.      

Look   for  ways   to   stop   rejection   of   individual   students   before   it   starts   in   your  classroom.       Establish   the   expectation   that   your   classroom   is   a   friendly  classroom  where  everyone  has  a  friend  and  respects  one  another.  

   

 

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Rev. 11/03 The Center on the Social and Emotional Foundations for Early Learning University of Illinois at Urbana-Champaign csefel.uiuc.edu H1.3  

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