DOCUMENT RESUME ED 408 742 Poulsen, Marie …DOCUMENT RESUME EC 305 613 Poulsen, Marie Kanne; Cole, Carol K. Project Relationship: Creating and Sustaining a Nurturing Community [Manual

ED 408 742

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DOCUMENT RESUME

EC 305 613

Poulsen, Marie Kanne; Cole, Carol K.Project Relationship: Creating and Sustaining a NurturingCommunity [Manual and Video).Los Angeles Unified School District, Calif.Special Education Programs (ED/OSERS), Washington, DC.96

121p.; Video not available from EDRS.H024B10028Los Angeles Unified School District, Infant PreschoolPrograms, 936 Yale St., Los Angeles, CA 90012; telephone:213-229-4713; fax: 213-628-9758.Guides Classroom Teacher (052) Non-Print Media (100)MF01/PC05 Plus Postage.Child Caregivers; Classroom Techniques; Decision Making;*Inservice Teacher Education; Interpersonal Relationship;Models; Preschool Education; Problem Solving; Regular andSpecial Education Relationship; *Special Education; SpecialEducation Teachers; *Staff Development; TeacherCollaboration; Teaching GuidesLos Angeles Unified School District CA

This manual and related 41-minute video was produced by a5-year federally funded project to foster collaboration between specialeducation and child care staff in early childhood programs. The approach isbased on a structured, relationship-based, problem solving framework, "GoingAround the Circle." The process involves five steps: (1) identifyingstaff-generated issues for problem solving; (2) gathering information fromall concerned; (3) exploring how behavior is communicated throughinteractions and relationships; (4) identifying possible solutions andbarriers; and (5) reviewing and evaluating the chosen plan. The first chapterintroduces the themes of creating sustaining communities andrelationship-building staff development. Chapter 2 focuses on using the"Going Around the Circle" model to build authentic relationships and improvestaff communication. The next chapter applies the model to interactions withyoung children and the enhancement of classroom success. The last chapterconsiders the importance of supportive routines and rituals for children,staff, and families. An appendix describes application of the model in LosAngeles Children's Center programs. Handouts appropriate for staffdevelopment are attached. (Contains 12 references.) (DB)

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Reproductions supplied by EDRS are the best that can be madefrom the original document.

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00O

CREATING AND SUSTAINING A NURTURING COMMUNITY

Los Angeles Unified School District

Division of Special Education

Infant and Preschool Programs Office of Educananai Researcn ana ImarovernentU.S. DEPARTMENT OF EDUCATION

EDUCATIONAL RESOURCES INFORMATION

`41

CENTER (ERIC)This document has been reproduced asreceived from the person or organizationoriginating it.

Minor changes have been made toimprove reproduction quality.

BEST COPY AVAILABLE

2..

Points of view or opinions stated in thisdocument do not necessarily representofficial OERI position or policy.

1

PROJECT RELATIONSHIPCREATING AND SUSTAINING A NURTURING COMMUNITY

A manual and video illustrating arelationship-based problem-solving framework for

improving staff communication, enhancing child

success and enriching program practices

in early childhood settings.

1996

Los Angeles Unified School DistrictDivision of Special EducationInfant and Preschool Programs

4

This manual and accompanying video were developed by the Los Angeles Unified SchoolDistrict, Division of Special Education, Infant and Preschool Programs and supported by theU. S. Department of Special Education, Office of Special Education and RehabilitativeServices, Early Education Program for Children with Disabilities (Grant No. H024B10028)Delivering Special Education Services in Urban. Culturally Diverse Child Care Centers.

The points of view expressed in this publication are those of the authors and do not neces-sarily reflect the position of the U. S. Department of Education, California State Departmentof Education or Los Angeles Unified School, District. No official endorsement should beinferred.

This manual is designed for duplication to share as handouts without cost.Acknowledgment of the source is requested.

©1996 Los Angeles Unified School Districti, Division of Special Education, Infant andPreschool Programs. All Rights Reserved. Printed in the United States of America.

FOR ADDITIONAL INFORMATION REGARDING THIS PROJECT CONTACT:

Infant and Preschool ProgramsDivision of Special EducationLos Angeles Unified School District936 Yale StreetLos Angeles, CA 90012Voice: 213/229-4713 Fax: 213/628-9759

APPROVED:

Beverly G.Watkins, DirectorDivision of Special EducationLos Angeles Unified School District

5

PROJECT RELATIONSHIP

PROJECT RELATIONSHIPCREATING AND SUSTAINING A NURTURING COMMUNITY

MANUAL WRITTEN BY:Marie Kanne Poulsen and Carol K. Cole

PROJECT STAFFShizuko Akasaki, Administrative Coordinator

Whitcomb W. Hays lip, CoordinatorCarol K. Cole, Project Leader

Marie Kanne Poulsen, Ph. D., Curriculum SpecialistVeronica Ruiz, Special Education Assistant

Lisbeth J.Vincent, Ph. D., Project Evaluator

CHILDREN'S CENTER ADMINISTRATORSRuth Borgeson, PrincipalSusan Burlando, Principal

Carol Castelletto, Site AdministratorClaire Coleman, Principal

Tom Flaherty, PrincipalBettie Holmes, Site Administrator

Cresie Page, PrincipalJoyce Palacio, Principal

Helen Robinson, PrincipalVictoria Stevens, Principal

Jacqueline Williams, Principal

PRESCHOOL SPECIAL EDUCATION ITINERANT TEACHERSAnita Amos

Ginger DuvallRosalind S. Lieberman

Cathi SowderJune Wada

Sharon WesterveltCarole Crooke Whitlock

SPEECH AND LANGUAGE SPECIALISTSRuth Hoisch

Maland JacksonAbby Wanamaker

6

DEDICATION

To the Children and Families

of the Los Angeles Unified School District

7

Rebecca


PREFACE

Teachers and administrators from early childhoodprograms across the country voice concern about thechanges in community life that ultimately place children'sdevelopment at risk. They talk about increasing numbers ofchildren with challenging behavior. They emphasize thattime to meet and solve problems is a necessity. They requestsupport in facilitating communication and implementingprogram practices that are consistent, appropriate, andnurturing for children, families and each other.

The production of the Project Relationship video andaccompanying manual culminates a five-year, federally-fundedproject developed within the Los Angeles Unified SchoolDistrict to address these concerns. The video and manualillustrate a structured relationship-based problem solvingframework developed by special education and child carestaff known as "Going Around the Circle." Using thisframework to address day-to-day challenges has improvedstaff communication, enriched early childhood programpractices, and increased the successful inclusion of youngchildren who are having difficulty coping with the demandsof being in group care.

The video is to be used as a training tool in an inservicesetting. It includes an introduction and three illustrations.While we think there is value in watching the video in itsentirety, it was designed to be shown in three distinctsegments. Therefore, background information is repeated atthe beginning of each illustration. The intent is to pause thetape and generate discussions that lead to new adaptations.

The companion manual parallels the video. The threeillustrations highlighted in the video are analyzed using the"Going Around the Circle" framework. These examples are

9

intended to be a catalyst for further discussion and areexpected to increase the reader's understanding of the philo-sophical underpinnings and the practical applications of rela-tionship-based problem solving. For your convenience in atraining situation, critical information in the manual hasbeen reformatted as handouts and can be found in the backof the manual.

It is our sincere wish that these materials be used in yourefforts to build respectful, responsive, relationships amongchildren, parents, and staff. We believe that by sharing ouracquired expertise and experiences, we contribute to awisdom that promotes success for all children in early child-hood programs.

10PROJECT RELATIONSHIP

CONTENTS

CHAPTER 1Project Relationship: Creating and Sustaininga Nurturing Community 11

Introduction 11

Project Relationship 13Philosophical Beliefs 13Staff Development 14Three Central Challenges 15Three Illustrations 16

CHAPTER 2Building Authentic Relationships to ImproveStaff Communication 17Need to Support Staff Communication 17Building Authentic Relationships 18You Know You Are On Your Way When 20Illustration 1: Improving Staff Communication 21

The Problem 27The Process 28"Going Around the Circle" 29

What Makes It Work? 31

Role of Facilitator 31

Facilitator Techniques to Assist Inquiry and Reflection 32Role of Recorder 34Role of Administrative Support 34Role of Staff 35One Center's Solution: Monte Vista'sCommunication Clipboard 36

CHAPTER 3Increasing Personalized Interaction to EnhanceClassroom Success for Young Children 37Adults Are Not Interchangeable 37All Behavior Is Communication 38

Factors That May Influence Child Behavior 38The Tasks ofTeachers 39Communicating About Health, Development,and Experiences 40Telltale Signs of Stress in Young Children 42

Illustration 2: Enhancing Classroom SuccessforYoung Children 43

The Problem 54The Process 54"Going Around the Circle" 54

What Makes It Work? 57

"Special Buddy" 57"Talking in the Air" 58

Key Questions for Increasing Staff -to-Child Interaction 59

CHAPTER 4Developing Supportive Routines and Ritualsto Enrich Program Practices for Children,Staff, and Families 61

Importance of Routines 61

Separations 62Teacher-Parent Partnership 63Routines as Rituals 63Illustration 3: Enriching Program Practices for Children,Staff, and Families 64

The Problem 71The Process 71

"Going Around the Circle" 71

What Makes It Work? 73Developing Personalized Rituals and Traditions 73

Ideas for Greetings and Departures 74Guidelines to HelpYoung Children at Risk 75

APPENDIX 77Project Relationship 77In this Place: The Los Angeles Story 77

Los Angeles Children's Center Program 77Roles of the Special Educator 77Impact of Integration of Special Educators 79Benchmarks of Progress 79One Year Later 81

ACKNOWLEDGMENTS 83

REFERENCES 89

HANDOUTS 9 1

12PROJECT RELATIONSHIP

CHAPTER 1

PROJECT RELATIONSHIP:CREATING AND SUSTAININGA NURTURING COMMUNITY

Le, EST COPY AVAiLAW:Q

A Li

4

CHAPTER 1

PROJECT RELATIONSHIP:CREATING AND SUSTAININGA NURTURING COMMUNITY

INTRODUCTION

Poject Relationship was developed to enhance thecollaboration between special education and child care staff,in order to provide support and training that would increaseclassroom success for young children who are having diffi-culty coping with child care expectations. ProjectRelationship is based on the belief that respectful, responsiverelationships among staff, parents, and children are necessaryto create and sustain a nurturing early childhood program.

Child care has been designed to provide security andnurturing to thousands of young children, allowing theirparents to work or go to school knowing that their childrenwill be safe. As such, child care, centers have become anintegral part of many communities.

In recent years, child care has begun to serve youngchildren who have developmental vulnerabilities, delays, anddisabilities that need special attention in order for them tothrive. Children with delays and disabilities may face morechallenges than their non-disabled peers. This makes itdifficult for many of them to cope with the demands andexpectations of the program. Now that more families arechoosing to have their children with disabilities included inpublicly funded child care, preparing child care providerswith the training and supports needed to meet these chil-dren's special needs is essential.

In addition, significant changes in American life haveresulted in many children growing up with family andcommunity situations that place their health and develop-ment at risk. In many early childhood programs, familiesare dealing with issues of poverty, drug use, and communityviolence that affect the development of children and their

14

"Project Relationship enabled us toreally meet the needs of special

children, which I don't think wecould have done before, or which

perhaps we did, but not in assuccessful a way as we're doing now."

Victoria StevensChildren's Center Principal.

"The increase in poverty in thecommunity is contributing to theincrease of child and family stress."

Shizuko AkasakiAdministrative Coordinator

11

CHAPTER 1 I Project Relationship I Philosophical Beliefs

STRESSORSAFFECTING

CHILDREN ANDFAMILIES

Teenage parenthoodUnsupported singleparenthoodMarital discordIncarcerated parentsPsychiatric illnessOvercrowdingSocial isolationOut of homeseparationsAn overwhelming costof livingFamily substanceabuseGang activityCommunity violenceDomestic violence

"We came to the Center Mondayand found bullet holes in ourclassroom wall."

Victoria StevensChildren's Center Principal

"It comes out in their play. In theblock area outside we might see them

build a bus; and if a staff memberasks them where they are going, theywill say to the county jail."

Jackie WilliamsChildren's Center Principal

12 PROJECT RELATIONSHIP

capacity to cope with child care center demands. Manyparents worry about the safety of their children, and yetthey are also confronted with the necessity of finding childcare so they may be employed or prepared for employment.

Consequently, many children are coming into child carewith experiences that have been difficult, chaotic, frighten-ing, and/or confusing. When experiences are unpredictableand chaotic, children become preoccupied with keepingthemselves safe. They may have difficulty coping with theexpectations of the classroom because they are alsoemotionally dealing with the repercussions of disability,family and community poverty, discord, substance abuse, andviolence. When young children are stressed, they are notfree to explore their environment, to relate, to discover, andto learn.

Many child care teachers report feeling overwhelmed bythe numbers of young children with diverse and specialneeds that require added individualized attention. Theyrequest strategies for communicating more effectivelyamong themselves, for responding to young children's chal-lenging behaviors, and for developing program practicesthat meet individual needs in a group setting.

Los Angeles Unified School District responded to theseneeds by supporting the development of a collaborativerelationship between the Division of Child Developmentand the Division of Special Education, Infant and PreschoolPrograms. Preschool special education teachers were placedwithin the District's Children's Center classrooms on anitinerant basis to help meet the needs of identified specialeducation children.

15

PROJECT RELATIONSHIPProject Relationship utilizes a structured relationship-

based problem solving framework that helps staff addressissues and events that affect program functioning and childadjustment. This framework, which came to be called"Going Around the Circle," fosters a process of inquiry,respect, and reflection that focuses on issues at hand and thestaff's capacity to come up with solutions that appreciateindividual differences and respond to individual needs.

Fundamental to this approach is the belief that authen-tic, reciprocal relationships are built on trust, openness,honesty, and genuine concern for all those involved. Whenthe staff work within this context they come to recognizethe unique contribution relationships have in identifyingconcerns for discussion, in problem solving, in making deci-sions, and in enriching program practices for children, staff,and families.

PHILOSOPHICAL BELIEFS OF THE PROJECT

Basic philosophical beliefs of Project Relationship are:Each Children's Center has its own unique culturebased on the diversity of individuals that make up thechild care community: parents, children, child care, andspecial education staff.

Supportive relationships among child care personnel,families, and children are the foundation of quality carefor young children. Staff, parent, and child feelings arereal and legitimate and need to be recognized andacknowledged.

The quality of relationships within the Children'sCenter is dependent upon respect for individualdifferences and responsiveness to the individual needs ofthose within the child care community.

All Children's Center challenges need to be reframed inthe context of child, family, and staff relationships andthe demands inherent in the Center setting.

16

"And if we feel comfortable with each

other, the bottom line is that thechildren benefit from us workingtogether, getting along together,

understanding... the children are theones who benefit from us."

Sally JuarezChildren's Center Aide

"The project gave us additionalsupport in understanding psycho-social issues, and that helped build abridge between special education and

the children's centers."Abby Wanamaker

Speech and Language Specialist

Magaly

13

CHAPTER 1 I Project Relationship I Staff Development

STAFFDEVELOPMENT

IS MOST EFFECTIVE:

when it is based on thecollective knowledge and

experiences of the staff rather

than the knowledge of an

outside expert

when it is based on

meeting the realistic problems

that are encountered in the

child care community

when it occurs within thecontext of addressing one's

beliefs and values, attitudes,

goals, needs, and wants

when it occurs within a

climate that encourages free

expression of ideas and honest

feedback from the group

C5Weelt,to

CiiritiPv4v,t4e.


STAFF DEVELOPMENT

Implementing these values within a child centerrequires a different strategy for staff development. The newstaff development approach is based on the realization thatthe traditional model, composed of presentations by childdevelopment and special education experts, is not an effec-tive way to promote, enhance, or change teacher attitudeand skills. The traditional model sets up a relationship of anexpert and a seeker of information and does not address theimportance that individual beliefs play in the acquisition ofnew attitudes and new skills. Best practices of staff develop-ment today include training and support based on thenotion that a change of teacher attitudes and the promotionof teacher skills needs to be based on understanding theadult learner's values, beliefs, culture, experience, and style oflearning.

Project Relationship is not used to train the staff in aparticular way to work with children and families. Rather,facilitators build environments of trust and respect so thediverse opinions, feelings, and expertise can be shared in anauthentic way. Relationships are acknowledged as a criticalcomponent for the implementation of intervention strate-gies. The facilitator supports the staff in developing solu-tions by asking questions which help the staff to draw ontheir day-to-day needs and experiences, both successes andfailures, to solve problems.

17

THREE CENTRAL CHALLENGES

During the initial implementation of the Project, specialeducation personnel and child care teachers met to collabo-rate on the development of the relationship-based problemsolving approach. They engaged in discussions regardingthe challenges facing child care centers in large, urbancommunities. Staff discussion revealed central themes forwhich they requested further training and support.

1. Foremost was how to increase the successful inclusion ofthe many young children who are having difficulty copingwith the demands of being in group care for an extendedperiod of time each day. Teachers asked for assistance inhow to help children with challenging behaviors be success-ful within the classroom setting.

2. Staff members identified interpersonal communicationwith each other and interpersonal communication betweenspecial education staff and child care teachers as being criti-cal issues. Staff reported that unresolved conflicts andunproductive patterns of communication interfere with thequality of care provided in the Center. They felt there wasan immediate need to improve staff communication whichhad been identified as a crucial factor in staff morale andburn-out.

3. The third critical area identified was related to develop-ing and implementing predictable program practices.Personalized interactions, authentic relationships, andsupportive program routines and rituals were recognized asessential to create and sustain a nurturing community forstaff, children, and families.

18

"One of the most enrichingcomponents of the project is the

opportunity for special education andchild care teachers, along with family

members, to share obserimtions and

exchange information. Thetraditional model of the professionalacting as the 'expert' no longer exists;roles are fully integrated and teamdecisions are made. Of particularimportance are the feelings andcultural beliefs of each family."

Anita AmosPreschool Special Education Teacher

"Meeting regularly helped me torefine, clarify and learn from others'

examples."Mae Wesley

Children's Center Aide.

Diana

15

CHAPTER 1 I Project Relationship I Three Illustrations

r.

BUILDINGAUTHENTIC STAFF

RELATIONSHIPSREQUIRES:

consistent meeting times

on an ongoing basis

administrative support for

adult learning

designated facilitators

who value staff input

a process of problem

solving that encourages

inquiry, respect, andreflection

some manner of record

keeping


THREE ILLUSTRATIONS

Three stories will be presented that illustrate the appli-cations of the relationship-based problem solving frame-work called "Going Around the Circle" developed by theLos Angeles Unified School District's Division of SpecialEducation, Infant and Preschool Programs and Division ofChild Development's administrators and staff members to:

improve staff communication

enhance classroom success for young children

enrich program practices for children, staff, and families

19

CHAPTER 2

BUILDING AUTHENTICRELATIONSHIPS TO IMPROVESTAFF COMMUNICATION

EST COPY AVA L 01,,r

20

CHAPTER 2

BUILDING AUTHENTICRELATIONSHIPS TO IMPROVE

STAFF COMMUNICATION

Staff must have predictable ways to build authenticrelationships that directly address the daily challenges thatrequire decisions, as well as the interpersonal issues that maylead to staff disagreement or division.

NEED TO SUPPORT STAFF COMMUNICATIONChild care teachers are individuals with diverse cultural

and religious beliefs and values who come together on adaily basis to create a harmonious, supportive communityfor children who are in their care. Their diversity may bereflected in differing views about child rearing and in differ-ing ways of interpreting the child's development ofautonomous, independent, compliant, and exploratorybehaviors. Working with children and families stirs up feel-ings and relationship issues for the child care teachers. Thechild care staff needs to understand the influence one's owntemperament, values, experience, and development have onone's interactions with children, family, and staff. It is equal-ly important to understand the perspectives of colleaguesand to directly address issues that may place the harmony ofthe child care community in jeopardy. Project Relationshipacknowledges that diversity exists in learning styles, experi-ences, values, beliefs, and the expressions of emotions. Therelationship-based problem solving framework addressesthese differences and has the flexibility to be staff generatedand site specific.

21

Samantha

17

CHAPTER 2 I Improving Staff Communication

"...having the chance to meettogether on a regular basis reallyprovides the staff with a sense ofsecurity and trust."

Susan BurlandoChildren's Center Principal

"I think the project helps staff byallowing them a chance to expresstheir feelings, to be open about thingsthat ordinarily they would not be soopen about."

Maland JacksonSpeech and Language Specialist

EFFECTIVEFACI LITATORS:

listen

value staff input

make observations

ask open-ended

questions

model own

humanness

provide support

make suggestions

keep records public


BUILDING AUTHENTIC RELATIONSHIPSA necessary first step in establishing authentic relation-

ships is achieving trust. To do this requires work on twodifferent levels: the operational and the interpersonal. Bothrequire administrative support. Trust is achieved opera-tionally among the staff when a structure for communica-tion is provided for staff to meet together at a time that isconsistent, predictable, and mutually agreed upon by theparticipants. Regularly scheduled meeting times are funda-mental to the establishment of staff communication.Problems can be identified immediately by the staff anddealt with on an ongoing basis, rather than be allowed tobuild up. The commitment of time and interest is a majorindicator of staff and administration respect for the commu-nication process and for each other.

Trust is achieved interpersonally among the staff whenthe quality of the communication is direct, honest, andsupportive. Interpersonal trust among staff members can beexpedited when the designated facilitator takes an authenticinterest, listens, values staff input, makes observations, asksopen-ended questions, models one's own humanness,provides support, and makes suggestions.

The facilitator always starts "where the staff is." OneCenter's staff may be more comfortable, at first, usingmeeting time to talk about a child with challengingbehavior. Another Center's staff may wish to concentrateon problematic program issues, while still another Center'sstaff might be quite ready to discuss staff-to-staff interaction.The issues addressed are in response to the immediate needsof the staff. Solutions are based on inquiry (addressingconcerns, asking questions, getting information), respect(sharing ideas, listening, supporting feelings and opinions,making plans), and reflection (assessing outcome andrecalling one's own influences). Thus, the generatedconcerns and solutions are site specific and site unique.Records of decision making are carefully kept in order toestablish precedents for the unique approaches devised bythe group. Trust is enhanced by record keeping beingconducted in an open, visual, communal, public way.

22

As confidence is built, staff members' responses to theissues raised change over time. Initially, they identify theconcern to be addressed. Then they analyze why the prob-lem might be happening, and suggest changes that could bemade. Finally, they reflect on adaptations they might makein their own behavior that would contribute to moresuccessful outcomes.

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"It is important that everyone isconsidered a teacher. We all haveresponsibility for the children."

Sandra SmotherChildren's Center Aide

Monica

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CHAPTER 2 I Improving Staff Communication I Illustration 1

YOU KNOW YOU ARE ONYOUR WAY WHEN...

Markers of Progress with Staff Communication

There are several markers which define how well a staff is learning to usethe relationship-based problem solving process:

Staff members choose time, frequency, and schedule of meetingsStaff members arrive on time for meetingsStaff members set the agendaAll staff members participateDiscussion stems from staff-generated issues and is not based onadministrative decisionsStaff members share problems, feelings, and opinionsStaff members voice a sense of ownership regarding the solution toCenter problemsStaff members listen to each otherStaff members provide authentic feedback to each otherNon-verbal cues are acknowledgedStaff members begin to use common language, rituals, and "in-jokes."Discussion remains focusedConflict is recognized as a normal aspect of staff interaction and isaddressed as an opportunity to exchange and clarify points of viewSource of conflict is examinedStaff members ask for clarification of messages that are unclear or

that have double meaningsStaff members express concerns in a constructive mannerFacilitator role is shared by other members of the staff

0 Problems are clearly definedAlternatives are exploredDecisions are reached and supportedRecords are kept accuratelyDecisions are re-evaluated and modified if necessary

20 PROJECT RELATIONSHIP 24

ILLUSTRATION 1:IMPROVING STAFF COMMUNICATION

This segment illustrates how the relationship-basedproblem solving format called "Going Around the Circle" isused to solve problems, build responsive relationships, andimprove staff communication.

Since the beginning of the year, Roz, the special educa-tion teacher, had been meeting with the child care centerstaff twice a month. Some of the staff from each room metin the morning and others met in the afternoon. Staffmembers provided coverage for each other so they couldmeet. Roz opened the morning meeting reviewing theminutes.

Roz: Since the last time we met, what's happened toAngel and his mom?

Mary: After the last meeting, I took time andpersonally invited Angel's mom to come tothe Center. She's been coming on Thursdays,during her lunch hour, and Angel seems tolike having his mother here.

Robert: She told me she was feeling bad because shecouldn't come earlier in the day; she thoughtthere was no way she could participate inAngel's school until you gave her that idea,Mary.

Roz: Good for you Mary! And good for Angel, too.It's been a little while since we got together.Any new concerns? What should we look attoday?

Virginia: Communication among staff.

Roz was aware of changes in staff assignments and thatthere was increasing tension between the morning andafternoon staff members. Irma was the afternoon teacher inthe blue room. She had been at the center for 12 years.

25

Gabriel

21


"GOING AROUNDTHE CIRCLE"

This framework provides

opportunity for staff to:

focus on the issue

take turns

contribute their ideas

listen to perspectives

of others

engage in problem

solving


She shared children, the room and materials with Aida, thewell-liked teacher in the morning. This had been thearrangement for six years. They had a good working rela-tionship, valued each other as professionals and werecomfortable with sharing activities, ideas, and information.Recently, Aida transferred to another center closer to herhome. The staff was sad to see her go and some of the themplanned a small spur-of-the-moment party to say good-bye.

Her position was filled by Maria, a 24-year-old, highlyrecommended graduate from the community college. Shehad worked in other child care programs for four years, butthis was her first position as a teacher. There was no formalwelcome and Maria met the staff as they came to work.

Initially the transition seemed to be going smoothly, butbefore long there was friction which began to escalate.Issues of how materials would be shared and stored, wherethe children's projects could be kept, and when and whowould change art work all became the significant, real-world challenges that needed resolution.

Roz: What's happening in this area? What is givingyou cause for concern?

Sally: I think it's lack of communication.

Roz: Why do you think it's happening? How it thatmanifesting itself? What are you seeing?

Sally: If something is going on in the morning and wecome in and someone neglects to let usafternoon staffers know what's going on, thenwe're lost. We are not aware of what is goingon, say, for a special event.

Roz: Like Aida's good-bye party?

Virginia: Yes, some of us were not in on the plan.

Sally: Or like, say, with a child.

26

Mary and Maria stared at the floor and Irma rolled hereyes while writing something on her pad of paper.

Robert: Sometimes we don't get information. Likeyesterday when Natalie's father told a morningperson that she had been up during the nightbecause her mother was taken to the hospital.It really makes me irritated. Our job is harder ifpeople don't tell us what's going on. Thiswouldn't have happened if Aida were still here.

On an easel behind her, Roz was noting comments andconcerns made by each person. As staff became moreanimated and all started talking at once, Roz suggested theyuse "Going Around the Circle" to:

focus on the issuetake turnscontribute their ideaslisten to perspectives of othersengage in problem solving.

Mary: And we never knoW if we are going to havea substitute.

Roz: Why do you think this is happening?

Sybil: Things are different. I guess we don't knowwhat to do. Or we don't know the process ofhow to say what we want to say. Things havechanged.

Sally: We did have a good procedure. We had whatyou call a communication book. And eachroom has a communication book, or shouldhave one. And, say, if something went on in themorning, Aida would write this down in thecommunication book and the afternoon staffshould be able to go to this communicationbook and find out what went on in themorning.

27

Breana

23


Kameron


Roz: Where is the book? Is the book somethingthat is centrally located?

Virginia: It's in each room. Each room has acommunication book.

Robert: I have to remember to read it everyday when Icome in!

Mary: Me, too.

Tina: It sure makes things easier for me if I readwhat's in there!

Mary: Some communication is better since Susanhung the clipboard in her office.

Robert: What is the clipboard used for?

Sally: For things we need her to know As theadministrator, Susan needs to know whensupplies are low, if we need to call maintenance,or if there's a message from a parent.

Mary: It can also used for requests for vacation orchanges in schedules.

Susan: It's been great for me; it helps me be moreefficient. You know I can use all the help I canget! I'll show you where it is, Maria. Speakingof communication, I have the new calendar forthe staff lounge. It's big enough to write on.Remember all of you can/should write on it.Write events such as meetings and vacations. Itwill be centrally located for everyone.

Roz: Great! Those both sound like goodstrategies. But I want to get back to thecommunication book. It sounds like the bookis not being used like it was in the past. Is the

28

past when Aida was here? I wonder about someof the other changes that have occurred in thisprogram since Aida left and Maria arrived. Howmany of you knew Aida was leaving? Maria,how was it for you, coming to a new center?

Tina: I didn't know she was leaving.

Irma: Yes you did. I told you.

Maria: It didn't seem like anyone knew I was cominghere. No one knew my name and I wasn'tintroduced to other teachers. I still don't knoweveryone who works in the morning or where Iam supposed to store my supplies and activities.

Roz: I'm hearing a couple of different things. One,there are some real strategies set up to facilitatecommunication among staff. For instance theclipboard in the Administrator's office, thecommunication book in each room, and thecalendar in the staff lounge. However, these arenot being used very much right now. So Iwonder if there might be something else. I'mwondering about feelings you might be havingabout Aida's leaving. Some of you were left outof saying good-bye. From the other side of thecoin, what about Maria? How must it feel to bea new teacher in this setting?

Tina: It's like Aida's 'good-bye' wasn't communicatedvery well and neither was Maria's 'hello.'

Mary: I don't like changes!

Roz: I'm sure many of you still have feelings orthoughts about the change...having to adjustto a new teacher's style after being used to Aida.

2925

CHAPTER 2 I Improving Staff Communication I The Problem


Virginia: I miss her.

Sally: We have to find ways to get bettercommunication between the morning and theafternoon staff.

Robert: I'm glad we are talking about the problem.It's hard, but I think this is how we get to asolution.

Sybil: Maybe this is the way.

Irma: Sometimes it gets so hectic, I just can't seem tofind the time to write in the communicationbook everyday.

Tina: Would it help if we put the book in a betterlocation and maybe attached a pencil on astring?

Susan: Remember, it's not just one person'sresponsibility to write in the book; everyoneneeds to write in it and read it.

Robert: When I come in, is it okay if I remind youto write in it before you leave Irma?

Maria: You know, it's hard to come into a newsetting and not know where things are kept,or any of the children's names...please help!

Mary: I can see your point, Maria. I hadn't thoughtof that.

Irma: I can show you where the communicationbook is kept, Maria.

Roz: I'm wondering if the Center has a consistentway or plan for saying hello or good-bye.

30

When staff members or children enter or leavethe center, are there rituals or traditions?

Sybil: Maybe at some meeting we could talk abouthow we can better plan hellos and good-byesfor the children and the staff.

Maria: Maybe I could help write up some informationto give a substitute teacher coming here forthe first time...like answers to the questions Ihad when I first got here.

Mary: I still want to have a better system for findingout if there is going to be a substitute.

Roz: Let me make sure I get these suggestions downon the easel. Let's see. For the next time:

Planning for "Comings and Goings"Planning for Substitutes

THE PROBLEM

The staff was concerned about the breakdown ofcommunication regarding: the children in their care, gettinginformation shared between morning and afternoon staff,planning staff events, and being notified if there were goingto be substitutes. The problems that grew regarding Aida'sgood-bye party and between Irma and Maria representwhat can happen when patterns of communication in theCenter are not inclusive, open, and direct. Unresolved feel-ings about small issues tend to snowball until tensionreplaces harmony as the climate of the setting.

When Maria came to the Center, she was welcomed bymost of the staff, but there was no orientation or discussionabout how things are done and how things might changewith a new team member. Instead it was business as usual,with Maria having to figure out and accept the old ways ofdoing things.

3127

CHAPTER 2 I Improving Staff Communication I The Process


The lack of a direct system of communication alsoaffected those teachers who were not included in Aida'sfarewell, because they were not around when it was beingplanned. These interpersonal issues most likely wereaddressed because Roz framed them within the bigger andsafer issues of general communication.

THE PROCESS

Roz started the meeting by exploring what was on theminds of the participants. She did not come in with a self-conceived notion of what "needed" to be discussed. Thisstaff felt the need to address staff communication. Anotherstaff might use the meeting time to talk about a child withchallenging behaviors. Still another might begin byaddressing problematic program issues, such as staff sched-ules, transition time, setting up activities, and clean-upduties.

The method that Roz, as facilitator, used becameknown as "Going Around the Circle." This framework wasdeveloped by the participants at this site and helped themfocus on the issues at hand. It encouraged each staffmember to comment, regardless of seniority, credential, orrole definition. It ensured that there was an equal playingfield on which the more vocal, or more articulate, or moreassertive members did not dominate or unduly influencethe process when critical issues were discussed and impor-tant decisions were made. Individual staff members weregiven equal opportunity to provide input. Facilitatorsfound moving from person to person around the circle washelpful. Roz guided the staff by:

Polling staff feelings, knowledge, and opinions indefining the problem to be addressed.

Building bridges of staff communication through theacknowledgment of staff similarities and differences, andframing questions that help participants capitalize ontheir own expertise.

Creating a process that focuses on staff expertise andexperience in the problem solving process.

32

"GOING AROUND THE CIRCLE"

"Going Around the Circle"addresses five principles thatsupport inquiry, respect, and reflection. Let's look moreclosely at Illustration 1 and examine examples of the ques-tions and responses in this relationship-based problem solv-ing framework.

1. Identifying staff-generated issues for problemsolving.Facilitator asked:What's the concern? What's new? What shall we talkabout today?Staff responded:...lack of staff communication...how materials are shared and stored...not being included in plans for the good-bye party...parent information that is not shared...notification regarding substitutes

2. Gathering information from all concerned sothat the problem is stated from all points of view.Facilitator asked:Why do you think it is happening? What's your view-point on why this is happening?"Staff responded:...established procedures not used anymore...poor system of communication between morning

and afternoon staff...things not done as they used to be

3. Recognizing all behavior is communication byasking participants to explore the interactionsand relationships of the staff, families, andchildren involved.Facilitator asked:What do you think this behavior is communicating?What is being communicated?Staff responded:...some of us were left out of saying good-bye...lots of changes

33

"...I realized that what I needed todo was figure out the questions toask."

Lisbeth VincentProject Evaluator

29

CHAPTER 2 I Improving Staff Communication I What Makes It Work?

"Pacing is important. Make sure tokeep the dialogue going so everyone

has an initial turn. Remind peopleyou will go around the circle again.You have to be careful that if youinsert opinions from your point ofview, state clearly that that is whatyou are doing so it doesn't cut off thedialogue."

Roz LiebermanPreschool Special Education Teacher

"As someone new to the role of afacilitator, it's hard not to jump inand fix things, be the expert. When Ipull back, it invites other's ideas andthe decisions are shared."

Carole Crooke WhitlockPreschool Special Education Teacher

Joran


...it's like Aida's good-bye wasn't communicated verywell and neither was Maria's hello

...I miss her

4. Discussing possible solutions and barriers inorder to reach consensus about a potential courseof action.Facilitator asked:How can we help? What's the plan? Who will do what?Staff responded:...remember to use the communication book and

clipboard...talk about problems and feelings...develop a plan of substitute notification...improve general communication plan...take time to read the communication book daily...acquaint Maria with program procedures...explain use of clipboard to Maria...encourage everyone to write on the new calendar...offer to be a part of writing up information for new

teachers

And in subsequent meetings:5. Reviewing the process and evaluating and

modifying the plan as necessaryFacilitator asked:How's it going?In this illustration, the facilitator, Roz, recorded on aneasel agenda items to be discussed for the next meeting:

For the next timePlanning for "Comings and Goings"Planning for Substitutes

34

WHAT MAKES IT WORK?ROLE OF THE FACILITATOR

The facilitator is a member of the group who regardsthe staff as a gathering of individuals who have the experi-ence and knowledge to address problems through their ownunderstanding of the situation and the interchange of infor-mation. Facilitators help by directing the process of themeeting. The content is determined by the group itself.The facilitator approach to staff development is based onthe belief that the staff members have the capability to solveCenter problems based on their collective wisdom andexperience.

The facilitator helps to create an environment bysupporting the principles of adult learning and relationship-based problem solving and by providing validity to eachmember's contribution to the group process.

The facilitator is responsible to see that all members ofthe staff have the opportunity to participate and to keepthose who talk more readily from monopolizing the process.Keeping the discussion focused, clarifying sentences restatingideas, and summarizing main points are part of the facili-tator role.

The facilitator reframes the issues from each individual'sperspective. This inquiry and reflection stems from thebelief that people and relationships will change based on anunderstanding of self and the needs of all involved in thesituation. This approach focuses on working effectivelywith adults in order to build a team that can work togetherto solve problems as they arise. The format can be facilitat-ed by any member of the child care staff, including programadministrator, early childhood teacher, or special educator.

35

CHECKLISTFOR FACILITATORS

O Are meeting timespredictable?

O Has a ritual beendeveloped and followedfor opening and closingthe meeting?

71 Have you rememberedto ask more questions andmake fewer statements?

71 How was trustencouraged?

O How was the expertiseof the staff validated?

71 How was recordkeeping accomplished?

"Record keeping is crucial. Itvalidates input, contributes to theculture of the community, preservesideas that are stimulated, and, usedas a review of the previous meeting,

focuses the group and leads to newdiscussions."

Ruth HoischSpeech and Language Specialist

31

CHAPTER 2 I Improving Staff Communication I Facilitator Techniques

FACILITATOR TECHNIQUESTO ASSIST INQUIRYAND REFLECTION

There are several techniques that can help the facilitator serve as a modelof effective communication and promote constructive communicationamong staff members.

SUPPORTING

Validates the importance of each individual's contribution.Example: "That's an interesting point. I haven't thought about it thatway. You have such a nice way of saying things,Judy."

CLARIFYING

Helps check the accuracy and underlying message of a comment.Example: "I'm not certain I understand what you mean. Would you please goover that again? It sounds upsetting. How did you react when..."

QUESTIONING

Enhances dialogue when one feels direct answers are being requestedor that comments given are ambiguous or incomplete.Example: "I hear you saying two things. Which is more important to you?Are you saying we shouldn't meet regularly because our schedules are toocomplicated or that you don't think it is worthwhile?"

REFOCUSING

Bringing a wide-ranging group discussion back to central issues.Example: "What as a group should we do? Addie, what are your thoughts onre-scheduling the meetings?"


TRANSITIONINGAssists in giving all members of the group an equal opportunity toparticipate when one member contributes more than the others.Example: "Your comments really made us think, Michael, and I wonder whatothers might like to add."

SENDING I-MESSAGES

Provides a way to deal with a negative situation without accusing.Example: "I wonder how it feels when suggestions are ignored?"

RELATING

Allows staff to draw upon past experiences to solve or addresspresent problems.Example: "How can our ritual of saying good-bye to the children apply to thissituation of saying good-bye to a teacher leaving the school?"

CHECKING

Allows the opportunity for the needs of all group members to beheard.Example: "How are things going?" "Any ruffled feathers?"

SUMMARIZINGPulls together related ideas and restates the suggestions that have beendiscussed.Example: "What ideas have we discussed about planning Tina's good-bye party?"

CONSENSUS REACHING

Allows for a "trial balloon" summarizing the group's discussion.Example: "It sounds like we have decided to use the 'Crossing the Bridge'ritual to say good-bye to Tina, just as we do for the children who are leaving.Is that correct?"

STORY TELLING

Illustrates important points, triggers emotions, and personalizesexperiences.Example: "I remember a time when..." or "Do you remember when...?"

3733

CHAPTER 2 I Improving Staff Communication I Role Of Recorder

"Having ongoing, regularly scheduled

meetings, you get used to each other.We are all individuals. There are

fewer hurt feelings."Aida Sybil

Children's Center Teacher

It's important to keep notes. It's aconcrete way to validate the process ofcoining together. I liked to writenotes on the easel. Later I typedthem up and gave them back to thestaff Doing this helped me to focus

for the next meeting. But balancingtaking notes and engaging the staff atthe same time is a challenge. It takesa while to find your own style ofkeeping records."

Roz LiebermanPreschool Special Education Teacher

Carina


ROLE OF RECORDER

The importance of recording significant issues that arediscussed and decisions that are made by the staff cannot beoverstated. One hundred percent of the Centers indicatedthat they valued both easel notes taken during the meetingand receiving a typed personal copy. Staff members saw thisas a concrete way to validate individual input. Meetingnotes completed in such a manner that they are viewedsimultaneously; e.g., easel, blackboard, give weight to thevalue of individual contribution.

How records will be noted, who will do them andwhere they will be kept needs to be decided by the group.Some facilitators conducted meetings and took notes at thesame time. Others divided the duties. Still others rotatedthe role of facilitator and record-keeper on a bi-monthlybasis. Blackboards, charts, easels, and laptop computers wereused at the various centers. Some centers handed outminutes from the previous meetings. Others posted theminutes or kept a centrally-located binder with all theminutes for easy reference.

ROLE OF ADMINISTRATIVE SUPPORT

Administrative support is essential in meeting theseidentified staff needs and for the successful implementationof a relationship-based staff development approach.Regularly scheduled interactions among staff members maypose a significant challenge in many child care centers. Dueto the complexity of staff schedules, administrative leader-ship is necessary to set aside time for regularly scheduledmeetings and a comfortable environment that promotesinteraction and the exchange of ideas.

A stated goal of the LAUSD Children's Centers is topromote local autonomy. Each Center differs in its decisionmaking process. Each Center administrator needs to clarifythe authority for staff decision making. Some staff membershave found it helpful for administrators to write down those

38

decisions that can be made alone, those requiring adminis-trative approval, and those for which the staff serves asconsultants.

Administrative support is also required for the imple-mentation of staff -generated solutions. This may includearranging for parent meetings or allowing flexibility in staffschedules.

ROLE OF STAFF

The site-specific, staff-generated approach of ProjectRelationship is based on the notion that changes in thechild care center will only occur when the principles ofadult learning are honored. Members of the staff see theneed for change as critical to the best interests of the chil-dren, staff, and parents in the child care community.Fundamental to Project Relationship is the critical role thatstaff plays in all facets of decision making, including agree-ment to meet on a regularly scheduled basis. Other respon-sibilities include:

identifying issues to be addressedexpressing ideas, needs, and feelingsdefining obstacles to solutionsbrainstorming solutions based on the collectiveexperience and knowledge of the individualgroup membersparticipating in decision makinggiving support for the implementation of mutualdecisions.

33

STRATEGIES USED BYSTAFF TO IMPROVECOMMUNICATION

CalendarFor special events, staffmeetings, and teachers'work schedules locatedwhere all staff can writeon it

NotesFor personal/privatemessages and greetings

Communication BookFor documentation ofimportant things staffcoming to work need toknow (illness, messagesfrom families, activityschedule)

Staff MeetingsFor informal planning ofactivities, discussions ofchildren/families or formore formal presenta-tions and planning ofcenter-based activities

ClipboardFor alerting anadministrator about theneed for maintenance,information from parents,or events surroundingan incident that mayrequire follow-up

Staff MailboxesFor personal mail andannouncements

Sign inFor notices to be slippedinto time cards

35

CHAPTER 2 I Improving Staff Communication I One Center's Solution: Monte Vista's Communication Clipboard

Rebecca


ONE CENTER'S SOLUTION: MONTE VISTA'SCOMMUNICATION CLIPBOARD

Staff communication was a central issue at Monte VistaChildren's Center. The days were 12-hours long with manyshifts. Teachers were busy and didn't always have (or use)established procedures to communicate with the administra-tor or with the staff in other classrooms on a regular basis.The "Going Around the Circle" problem-solving processwas used to generate a list of different strategies for staff-to-staff communication at the Center. These discussions iden-tified a need for a better way to communicate Center needswith the administrator. This resulted in the purchase of aclipboard that was located in the administrator's office for allthe staff to use. Over the year, the staff used the communi-cation clipboard to:

leave personal messages: "I need to talk with you"notify administrator of requests for materialscommunicate events surrounding an incident that mayrequire follow up, e.g., child accident, one child hurtsanother, child's personal belongings lost or damagedconvey information regarding a substituterequest changes in schedulesrelay parent messages to administrator

40

CHAPTER 3

INCREASING PERSONALIZEDINTERACTION TO ENHANCECLASSROOM SUCCESS FORYOUNG CHILDREN

EST COPY MALAWI

CHAPTER 3

INCREASING PERSONALIZED

INTERACTION TO ENHANCE

CLASSROOM SUCCESS FOR

YOUNG CHILDREN

Child care centers serve families year-round fromdawn to dusk. This means that young children and childcare staff spend long hours together. These adults are calledupon to give nurturing responses to meet the social andemotional needs of young children for the majority of theirwaking hours. Therefore, care must be familiar, predictable,and personalized; relationships must be nourished, respect-ed, and sustained; and young children must be made to feelsafe, valued, and competent.

Transition from home to child care can be difficult for ayoung child. The quality of child care is dependent uponthe quality of relationship that develops between an individ-ual child and particular caregiver. Children can create newbonds with child care teachers if the child and particularcaregiver share predictable emotional experiences over time.Personalized individual attention to young children iscrucial. Personal connections through the use of touch, eyecontact, names, personalized hellos and good-byes, and timeto share intimate experiences must be built into each dayfor each child. The short term investment of intensepersonalized teacher time results in fewer of the classroominterruptions needed to help the child with ongoing copingdifficulties.

ADULTS ARE NOT INTERCHANGEABLEFundamental to Project Relationship is the belief that

adults are not interchangeable. Children select adults withwhom they wish to develop a special relationship. Adultsalso have preferences for working with certain types of chil-dren. Not all teachers can be all things to all children. Partof building meaningful relationships is acknowledging

42

COMPONENTS OFQUALITY CHILE)

CARE

Care must befamiliar, predictable,and personalized.

Relationships must benourished, respected,and sustained.

Young children must bemade to feel safe,valued, and competent.

"We get so ,busy during the day thatsometimes I need to remind myself;

that less rice on the shamrocks

reparing materials) and more timewith the kids is really what my workis about."

Marredda AdkinsChildren's Center Aide

"I have become more understandingof the children in this environment.I'm a better listener"

Mary RamirezChildren's Center Aide

37

CHAPTER 3 I Enhancing Classroom Success I All Behavior Is Communication

bn

"I remember feeling kind of negative

about it at first... When we actuallypaired up the buddy and the childand I saw the benefits and how wellthe child did, I was convinced that itwas a good system."

Alyce RogersChildren's Center Teacher

FACTORS THAT MAYINFLUENCE A

CHILD'S BEHAVIORINCLUDE:

the child's generalhealth, temperament,and developmentalcompetency

the quality of parent-child relationship

the level of stress andsupport experiencedby the family and thecommunity in whichthe child is a member


limitations and strengths, and the qualities of a good match.Healthy matches between particular children and particularadults need to be allowed to occur. The authentic relation-ship that develops out of a match provides the emotionalsupport for the child to explore, discover, and learn. Itprovides the child with the emotional climate that allowstrust to form. The relationship can be a healing experiencefor those children who did not learn to trust, or for thosewho experienced disrupted trust in the infant/toddler years.

Growing trust enables the child to ask for and use theadult's support for comfort, solace, problem solving, andguidance. The relationship provides the teacher with theinformation needed to create a balance in responding to thechild's need for support and need for autonomy.

Adults need permission to realize that they may be "abetter match" with one child over another. Therefore, staffproblem solving about a child's coping difficulty mustinclude the differentiation of roles among the staffmembers, e.g., one staff member may be designated as theprimary person to deal with a particular child with copingdifficulties. This may require the support of staff and achange of responsibilities.

ALL BEHAVIOR IS COMMUNICATIONAnother underlying premise of this approach is the

recognition that all behavior is communication and as suchis the language of the child. Behavior that is often judgedto be misbehavior may be the child's way of expressing feel-ings and needs, or it may be the child's way of coping withadult expectations.

FACTORS THAT MAY INFLUENCE A CHILD'S BEHAVIOR

Factors that may influence a child's behavior include thechild's general health, temperament, developmental compe-tency, parent-child relationship, and the level of stress andsupport experienced by the family and the community inwhich the child is a member.

43

It is important to look at the details of behavior that areoften overlooked in the bustle of everyday activities. Whenseemingly small things go wrong in a young child's life,adults may too quickly reassure the child that everything isokay and encourage the child to return to play activities.("Don't worry about the spilled milk. Your shirt will dry.There's no need to cry. Here, have some more.") However,from the child's perspective, it may be more helpful to pausewhen the child shows distress and reflect upon what hashappened. ("Oh dear! You were trying to drink your milkand it spilled all over your shirt. What should we do?Should I help you wash it off? Would you like me to writea note to your mommy and tell her what happened?Maybe we could ask her to bring some extra shirts so wealways have something else to put on when there isan accident.")

THE TASKS OF TEACHERS ARE:

to recognize and understand what the child is trying tocommunicate

to modify adult expectations and environmentalconditions that are not developmentally appropriate

to assist the child in learning more adaptive ways toexpress oneself and cope with developmentallyappropriate child care expectations and demands.

The art of teaching depends on the teacher being able torespond to child-generated needs/ideas. The skilled teacheroperates in a child-responsive curricular format in terms ofa child's cognitive, social, and emotional needs and capaci-ties. The child's feelings and ideas are likely to be respectedto the extent that the Center operates on the philosophy ofmutual respect and to the extent to which staff-generatedfeelings and ideas are also given full consideration.

A child-centered, relationship-bsed philosophy allowsteachers to address the needs of children within the contextof the children's individual, biological, developmental, and

44

THE TASKS OFTEACHERS

ARE:

to recognize andunderstand what thechild is trying tocommunicate

to modify adultexpectations andenvironmentalconditions that are notdevelopmentallyappropriate

to assist the child inlearning more adaptiveways to expressoneself and cope withdevelopmentallyappropriate child careexpectations anddemands

"Behavior, per se, is not the target.

The goal is to see the child not as anobject to be changed, but as apotential author of her own change.This is an important di erence."

Carol ColeProject Leader

39

CHAPTER 3 I Enhancing Classroom Success I Communicating About Health Experiences And Development

"I want to know why childrenbehave the way they do. The

collaboration with special education

has helped me gain insights about the

needs of individual children; it has

helped to validate what we need to

offer children to establish trust and

increase successful adjustment to

school."

Cheryl IglesiasChildren's Center Teacher

Kirsten


family realities. A relationship-based problem solvingprocess offers insight into the needs of children and guid-ance on helping children who are having difficulty copingwith classroom expectations.

When the instructional program for young children isbased on a child-centered curriculum, staff provides activi-ties and experiences that reflect the diverse cultures of thecommunity. Children are encouraged to expressself-reliance, make choices, initiate their own activities, andsolve problems. This philosophy is based on the belief thatchildren move through stages of development based ontheir knowledge and experiences. Children's cognitive,linguistic, and social-emotional learning occurs throughtheir interactions with adults and peers, and through the useof concrete materials. Children develop positiveself-concepts through meaningful relationships and throughself mastery of the tasks of daily living that are appropriatefor their developmental age. It is understood that childrenmust have places, things, ideas, and feelings that are recog-nized as their own.

COMMUNICATING ABOUT HEALTH,DEVELOPMENT, AND EXPERIENCES

The importance of communication between parents andstaff around the health, development, and experiences ofyoung children cannot be overstated. "Shared child-rearing"requires a close relationship between the significant care-givers and as such must operate on the philosophy of mutu-al respect in which parents' feelings and ideas are given fullconsideration. When a young child spends up to 12-hoursaway from parents, time needs to be allotted for parents andstaff to exchange important information. Building rapportwith teachers reduces parent anxiety. Child care staff canhelp build rapport by taking time to speak to each parent asthe child is dropped off or picked up, by reporting/discussingpositive characteristics about the child before expressingconcerns, and by placing all comments about the child inthe context of child development. ("It can be difficult for achild to adjust to a new situation; together we can help herwork it out.")

45

Some child care providers may not understand child rear-ing practices when their cultural values are different thanthose of the families they serve or different from their childcare colleagues. This can have an impact on the under-standing of behavior in young children, leading to parent orstaff conflict. How to communicate with parents/colleaguesof diverse cultures regarding child-sensitive issues is an areathat needs both training and support.

46

Emeritha

"I would not hesitate to enrollanother child with special needs.Some staff members cannot handlea child's conduct. This staffprovides nurturing adaptations,discusses issues, solves problemsand meets child needs. I don'thave to look at failures. That'snice."

Ruth BorgesonChildren's Center Principal

41

CHAPTER 3 I Enhancing Classroom Success I Illustration 2

TELLTALE SIGNS OF STRESSIN YOUNG CHILDREN

(Honig, 1986)Doesn't respond to friendly caregiver overturesDaydreams frequentlyHas grave, solemn face; rarely smiles or laughsHas frequent prolonged temper tantrumsCries a great deal for months after entry into group careActs sullen and defiantPunishes self through slapping, head banging or calling self bad namesIs overly sensitive to mild criticismFlinches if teacher or visiting adult approaches with caressing or reassuring gestureof out-stretched armReports proudly to teacher that he or she has hurt another childIs highly vigilant about others' misdeeds, tattles or jeersIs highly demanding of adults, although usually fairly self sufficientBullies or scapegoats and may get other children to join inCarries out repetitive, stereotyped play that may have destructive aspectsClings to, shadows caregiver, although in group for monthsIs unable to carry out sustained play with preschool peersHas constant need to sleep, although physically wellIs preoccupied with frightening images of monsters or other violent, threatening figuresHas dull, vacant expression as if trying to ward off thinking about stressful trauma or tries todeny stressful feelingsIs hyperactive or restless, wanders around room, touches and disturbs toys and games, cannotsettle into constructive playDisplays disturbed bodily functions, has trouble with feeding, constipation, or diarrhea, soilsself frequently months after toilet training is completedHas trembling of hands or facial twitches, although apparently wellTalks compulsively about physical dangersGrinds teeth during nap timeHas rigid facial expression from taut musclesDisplays loss of perceptual acuityDisplays reduced attention capacity; even though caregiver is very clear in communicating,the child cannot focus well on activity or requestStimulates self constantly (by prolonged thumb sucking, masturbation, rocking body backand forth, or other such behaviors), which children normally do occasionally for self comfort"Feels jittery"

Reprinted from: Reducing Stress inYoung Children's Lives. Edited by J. B. McCracken

42 PROJECT RELATIONSHIP 47

Young children who are anxious, delayed, or disabledmay be easily overwhelmed in a group setting anddisplay signs of stress that require special attention andprove challenging to the child care center staff.

Teachers of young children are confronted by thegrowing number who exhibit unpredictable, bafflingbehavior. Many of these children are emotionally needy,vulnerable, and fragile. While staff can feel empathy for achild who has experienced disruptions and deprivation,children do behave and misbehave for a reason. Thechallenge remains how to move from the insight of thechild's reality and life experiences to facilitating individ-ual development within a group context. As seen in thefollowing illustration, the goal is never to just manage thebehavior, but rather to promote an authentic attachment.

ILLUSTRATION 2:ENHANCING CLASSROOM SUCCESS FORYOUNG CHILDREN

Carol, a resource teacher from the central office, hasbeen meeting with the staff regularly to discuss concernsregarding children with challenging behavior and tosupport staff in developing strategies to successfullyinclude vulnerable children with developmental delaysand challenging behavior. Natalie was the seventh childthat the Center staff had discussed.

Using the "Going Around the Circle" framework, staffeasily related their concerns about Natalie, a three-year-old who had recently been enrolled in the Center.

Carol: What's the concern? What do you thinkNatalie's behavior is telling us?Remember what we have talked about inthe past? Behavior is communication.

Robert: When Natalie started here she was sosmall. She had these big dark circlesunder her eyes.

48

QUALITYATTACHMENT

Quality attachmentprovides the child with asense of safety fromwhich she can:

develop a sense of selfexplore herenvironmentlearn to modulatebehaviorpractice emergingautonomylearn to play withother childrenbecome a symbolicthinker

43

CHAPTER 3 1 Enhancing Classroom Success I Illustration 2

Tina: She was so unhappy. Sometimes she seemedlike no one was caring for her. Rememberher hair? If I tried to comb it she wouldexplode...screaming, throwing herself on thefloor.

Susan: Even now if you don't do everything just theway she wants, look out.

Mary: I'm not sure she should be in our school.She can't share at all. I don't know what todo with her. She belongs to special education.

Veronica: She seemed so scared. She would scream ifanyone tried to get near her. She did notwant to be touched.

Carol:

Susan:

Roz:


Why is this happening? Small, dark circlesunder her eyes, somewhat unkempt,screaming. What do we know about herhistory? Her experiences? How she copeswith the child care setting?

Natalie is an only child. Her father told usthat Natalie's mother has been hospitalizedfor emotional problems. He said it is verydifficult for him to take care of his wife, andNatalie, and keep his job.

Remember when Sally said she had a friendwho lives near the family? They have seenNatalie roaming alone in the big back yard.So, for many reasons, it's critical that Nataliebe in an all-day program.

49

Robert: Sally told me that her mother just camehome after five months in the hospital.

Susan:

Cathi:

Alyce:

Carol:

Home for a while and then hospitalized forvarying periods of time. This has been thepattern since Natalie was born.

It's very hard to assess Natalie. She is verywithdrawn. She engages in solitary playwith very little apparent pleasure and she isbasically nonverbal with some evidence ofecholalia. Is there retardation? Is herbehavior the result of environmentaldeprivation? We just can't know yet.

I'm not sure it's fair to the other kids...allthat screaming and her temper tantrums. Wedon't have time to give her a lot of attention.

Natalie presents a particular challengebecause of the confusing picture of severelanguage delay, possible developmentaldelays, and overlaying emotional problems. Ithink we can all agree that Natalie has hadsome difficult experiences in her early life.How does she let you know what she wantsor needs?

Robert: She has a hard time with transitions. Shedoesn't like when things change.

Irma: She seems most comfortable when she isable to play alone.

Carol:

Tina:

How can we help?

I really don't know what to do with her. I

guess she makes me feel pretty incompetent.

50 45


Making time to meet, and "Going Around the Circle,"gave staff the opportunity to focus on Natalie. Theydiscussed what adaptations would be necessary to imple-ment her Individual Education Program goals. During thistime they talked about her behavior, shared their opinions,and acknowledged the frustration of working with suchchallenging behavior in the Center. Engaging in the rela-tionship-based problem solving process of inquiry andreflection are important elements in the process of develop-ing strategies that can best serve Natalie's special needs inthis setting.

Susan: Does she need a special friend here atschool?

Carol: You mean like we had for Julietta?

Tina: It worked for Julietta.

Cathi:

Roz:

Does she trust anyone here? We will bebetter able to assess her skills if there issomeone here she can trust.

Natalie could benefit from the support of apredictable adult who could help her makesense of what is expected in the Center.

After further discussion the staff decided that Nataliecould benefit from the security of a special attachmentfigure who would serve as an ally, a safe harbor for her.Thus, the concern became how to select the "SpecialBuddy." Again using the "Going Around the Circle" frame-work:

Carol: Who among the staff does the child like?Or, asked another way, who among the stafflikes Natalie?

Mary: She likes Robert.


Tina:

Abby:

Irma:

She spends time with Irma.

Is it important that the "Special Buddy"speak Spanish?

It's kind of funny, I don't speak Spanish, butshe does like to be with me.

Robert: She has had a hard time. I think she needssomeone to understand that she is not "bad."

Irma: When Robert is here, she seems to preferhim.

Cathi: Do you think that is because she has spentmore time with her father than her mother?

Mary: Maybe she feels safer with a male teacher.

Tina: Robert speaks Spanish.

Irma:

Carol:

Others:

Carol:

Robert:

But I see the father at the end of the day. Heseems to trust me to tell him about Natalie.Natalie likes to sing and dance with me.

Irma, you have a good working relationshipwith the father, and it sounds like you arebeing successful at getting Natalie toparticipate in some activities, but I'mwondering if there is a particular person sheseems to seek out or prefer when she isdistressed?

That's Robert.

How do you feel about that, Robert?

Fine, I'd like that. Maybe it is because shehas been cared for more by her father. Theother day she came to my table and seemedto make a little more eye contact with me.

5247



Carol: So what's the plan? If Robert is the specialbuddy, how will that work and what elseneeds to happen to support the plan?Spelling out an agreed plan of action willhelp ensure Natalie's successful inclusion.

Robert: Well, she should sit at my table.

Roz:

Alyce:

Mary:

Cathi:

Susan:

Mary:

Tina:

Susan:

During outside time she sure needs supportwhen she tries to get into the play withother kids.

It would be helpful to know that if she ishaving a hard time, we could bring her toyou, Robert.

Kids need to learn from all the teachers.What if Robert is sick or something?

We need to think about bringing Natalie toRobert for support, not punishment.

You are all responsible for all the children.And if this time Robert kind of has the extraresponsibility of making a special connectionwith Natalie, then we need to support him.

What if all the kids want that kind ofattention?. Isn't all of this attention spoilingNatalie?

I think most of the kids are too busy playing.It's curious how some kids like you betterthan others. It's helpful for me to talk abouthow some kids are harder for me and othersaren't.

I will talk to her father about what we havediscussed. He is very concerned and I thinkhe will appreciate the special care we aregiving his daughter.

53

Carol:

Tina:

Cathi:

Mary:

Cathi:

Mary:

Cathi:

Roz:

Carol:

Let's suppose that Natalie does becomeattached to Robert. What about Mary'sconcern? What will happen if Robert isabsent?

She will have a bad day.

Probably, but it will go better if youprepare her.

What do you mean?

If you know ahead of time, you can help herto anticipate Robert's absence. You mightconsider telling her where he is, and howlong he will be gone, and who she can cometo if she needs help. The day he is absent,depending on the cues she is giving, youmight want to acknowledge her feelings;take a guess that she might be missingRobert and say it out loud, sort of like"Talking in the Air."

You mean like saying to Tina, "Tina, Iwonder if Natalie is missing Robert sincehe is not here today."

Exactly. You can't just dismiss her feelingsand assume that just because you are allgood teachers, Natalie likes you and willaccept comfort from you all equally.

Well, I guess you could dismiss the feelings,but I expect Natalie's negative behavior willescalate.

This is a great discussion. This is a casewhere "Talking in the Air" gives words towhat the child may be feeling. Byposing the question, "I wonder if..." rather

54 49

CHAPTER 3 1 Enhancing Classroom Success I Illustration 2

"I like the 'Talking in the Air.' Youknow, just saying things out loud tothe children and staff It helps staff

find a way to communicate, to saywhat is observable, without judgmentin a clear open and direct way. It's agood way to share information andbecome aware of what's going on."

Erma SolomanChildren's Center Teacher


Robert:

Carol:

Veronica:

Cathi:

Alyce:

Robert:

Susan:

than saying, "You must be..." you leaveroom for negotiation and in a way invite thechild to be part of the conversation. This inturn helps to build trust; which in turnserves to organize emotions and behavior forthe child. And, hopefully, because thequestion is quietly broadcast, and said outloud "In the Air," it provides an explanationfor Natalie's behavior to the other childrenas well. But first, we need to...

Whew, I need never to be absent!

Well not really, Robert. Natalie hasexperienced a lot of absences withoutexplanation. Maybe we can allwork together to give her another kind ofexperience. We'll see if Natalie can learn tocope better when her feelings areacknowledged and supported.

Robert, I could spend a little extra timeevery morning with Natalie before you gethere.

That would be great,Veronica, if you couldkind of do the same thing each morningwith her. Make your greetings verypredictable. She needs experiences she cancount on being the same day after day.

I think the other children are a little afraidof Natalie. I'll explain to them that with ourhelp, Natalie will learn the rules.

I'll check in on her frequently throughoutthe day and remind her that I'm here to helpher.

It will be very important, Robert, and any of

55

you others, to keep talking about Natalie andshare with each other what works and whatdoesn't work when helping her.

Carol: Okay so, the plan is:share our plan with her fatherengage other kids in a dialogue aboutwhat they think of Natalie's behavior andhow they might help her have a bettertime at the Centerhave Veronica greet her and make sure shespends a little time with her each morninguntil Robert arrivesbring Natalie to Robert for comfort, notpunishmenthave Robert check in with her frequentlyshare the "Talking in the Air" strategieswith other children and staffinform others of the best practices forworking with Natalie

SOME WEEKS LATER AT ANOTHER STAFF MEETING

Carol: How is it going with Natalie?

Robert: She doesn't look so sad. She smiles more.

Roz: She is developing a consistent personality.She seems to take pride in her accomplish-ments. She loves to sing and dance.

Susan: Her father is very pleased with her progress.He says she sings little songs at home now.

Irma: She has friends. It is slow in coming, but shecan play so much better than before.

56 51


Cathi: There is real progress in her language andsocial competence.

Carol:

Mary:

Carol:

Susan:

Robert:

Susan:

Robert:

What do you think made the difference?

I think special time with Robert reallyhelped.

How?

She needed a special friend she could trustand Robert became that.

I think it was being patient, talking to her,gaining her trust, and letting her know Ididn't think she was bad. You know thattechnique of "Talking in the Air" is hard, butit makes sense to assume that as adults talk,children listen, so the kids need to beincluded in discussions.

How did that help Natalie?

Well, she seems to listen to me more andmore because I think she knows now I willexplain things to her, help her know whatwill happen next. "Talking in the Air"seems to help with transitions. Her behavioris better.

Veronica: She still has trouble sharing, but she doesn'texplode like she used to.

Robert: I think the other kids feel a kind of reliefwhen I talk about Natalie's behavior. I meanwe are all there and know what's happening;we are all experiencing it. It is real.

5 7

52 PROTECT RELATIONSHIP

Roz:

Tina:

Carol:

Cathi:

So putting this real experience on the tableor "Talking in the Air" about Natalie'sbehavior acknowledges the sharedexperience, rather than ignoring the"elephant in the room."

Yes, and then somehow just giving it wordsmakes things more manageable, a problemto be solved. The other kids help too. Theother day Marco said, "I'll be glad whenNatalie learns the rules; she is too loud."

So the "Talking in the Air" is a way ofcommunicating that connects the classroom;it says that here, in this place, things can besafely discussed. "Talking in the Air" can beused to reframe and restate events, pass oninformation, and solve problems because itreflects, without judgment, on things thathave happened.

Her speech is so much more understandable.Using the same simple words over and overto explain events and expectations hasprobably helped her organize her language aswell.

Tina: She just looks so much better. It's easier foreveryone.

Robert: She trusts us now, more and more all thetime.

5853

CHAPTER 3 I Enhancing Classroom Success I The Problem

Kennen


THE PROBLEM

The staff was concerned about a child in their care whocouldn't seem to cope with the demands and expectationsof the Center. Natalie, a small three-year-old child, seemedoverwhelmed and fearful. She was a child with speechdelays who would isolate herself from the group and whowould frequently explode, screaming and throwing herselfon the floor. The staff was at a loss as to how to help thischild. They were frustrated and becoming irritated becauseof the negative impact that Natalie was having on the rest ofthe children and the Center as a whole. Some staffmembers were wondering if Natalie should go to anothereducational setting.

THE PROCESS

Carol started the meeting by using the "Going Aroundthe Circle" framework as a means to help focus staff onideas about Natalie's behavior. This provided a structuredformat to reflect on aspects of Natalie's behavior that leftthem feeling frustrated and incompetent.

They discussed using the previously developed "SpecialBuddy" system and considered whether Natalie would besuccessful if they tried this strategy with her. All staffmembers' interactions with Natalie were valued. Of thestaff who volunteered, a decision had to be made regardingwho would best fit Natalie's needs. Carol guided staff by:

encouraging each staff member to offer their view ofthe behavioreliciting recollections of previous experiences with the"Special Buddy" systemreviewing the use of"Talking in the Air" strategies


"Going Around the Circle"addresses five principles thatsupport inquiry, respect, and reflection. Let's look moreclosely at Illustration 2 and examine examples of the ques-tions and responses in this relationship-based problem solv-ing framework.

59

1. Identifying staff -generated issues for problemsolving.Facilitator asked:What's the concern? What's new?What shall we talk about today?Staff responded:

.we need to talk about Natalie

.she is so unhappy

. dark circles under her eyes.seems no one is caring for her.like a time bomb, explodes, throws herself on thefloor screaming

.can't share at all, plays alone, very withdrawn

.screams if anyone goes near her, doesn't want to betouched

.can't deal with transitions

.hard to assess

.no time to give her lots of attention

.not fair to other kids

. difficulty communicating simple wants...maybe she shouldn't be in the Center

2. Gathering information from all concerned sothat the problem is stated from all points of view.Facilitator asked:Why do you think it is happening? What do we knowabout her history, her home life, her developmentalcompetency?Staff responded:...only child...now in a large Center with lots of noise...echolalia, basically non-verbal...mother was hospitalized with emotional problems on

and off since birth; the last time was for five months...father having difficult time caring for Natalie, her

mother, and keeping a job...may have learning disability, may be mentally retarded...lack of language interferes with peer relationships...cannot cope with Center demands...she seems to have no one to trust

6055

CHAPTER 3 I Enhancing Classroom Success I "Going Around The Circle"


3. Recognizing all behavior is communication byasking participants to explore the interactionsand relationships of the staff, families, andchildren involved.Facilitator asked:What do you think the behavior is communicating?Staff responded:...doesn't trust...seems more comfortable with men than women...easily frustrated...not used to consistent structure...doesn't have words to communicate needs

4. Discussing possible solutions and barriers inorder to reach consensus about a potential courseof action.Facilitator asked:How can we help? What's the plan? Who will do what?Does she need a "Special Buddy?" Whom does shelike? Whom does she go to for help or comfort? Wholikes Natalie?Staff responded:...Robert is the "Special Buddy"...Robert will check in with her frequently...Natalie will sit at Robert's table...The staff will call Robert when Natalie is having a

difficult time...Susan will discuss the plans with Natalie's father...The other children will be engaged in a dialogue

about what they might think of Natalie's behaviorand how they might help her

.Veronica can spend extra time with Natalie untilRobert arrives in the morning

And in subsequent meetings:5. Reviewing the process, evaluating and modifying

the plans as necessary.

61

Facilitator asked:How's it going?Staff responded:...she doesn't look so sad, she smiles more...she is developing a consistent personality...she seems to take pride in her accomplishments...she loves to sing and dance...her father is very pleased with her progress...she has friends, she can play so much better than

before...it really helped having Robert as her special friend...Robert was patient, talking to her, gaining her trust...her behavior is better...she still has trouble sharing, but she doesn't explode

like she used to...her speech is so much more understandable

WHAT MAKES OT WORK?The staff looked at Natalie's behavior in the context of

her development, temperament, and family experiences.Natalie is a little girl who was vulnerable because of herlanguage delay, sensitivity to changes and noise, and longunpredictable separations from her mother. She withdrewfrom teachers and peers, didn't relate to other people, andpreferred to play alone. She couldn't express her feelings inadaptive ways. Frequent tantrums and screaming demon-strated how overwhelmed she was in the child care situa-tion. Two strategies proved effective in meeting Natalie'sneeds: "Special Buddy" and "Talking in the Air."

"SPECIAL BUDDY"

The "Special Buddy" provided her with a consistentadult who would be available to met her social andemotional needs. Robert served as an ally to the child. Thishelped alleviate her stress and helped to enhance her copingskills. Robert reported that as a "Special Buddy," he is verypatient, looks for clues, gives the child choices, is warm andcaring and nurturing. By paying particular attention andbeing consistently responsive, the "Special Buddy" cansupport exploration, anticipate challenges, and negotiate

62

2

57

CHAPTER 3 I Enhancing Classroom Success I "Talking in the Air"

"Giving children information andpreparing them for change, whetherit's a new enrollment, birth of asibling, a change in teachers or group

structure, or a schedule change, helps

children organize their emotions anddevelop appropriate responses.

Acknowledging that change issignificant and requires preparation isa key in helping children be moresuccessful."

Claire ColemanChildren's Center Principal

Celesse, Sharay


problem solving so that the child will learn the conse-quences of actions. Through a consistent predictable rela-tionship that develops over time, trust begins to emerge.

"TALKING IN THE AIRThe staff used "Talking in the Air" as a means of refram-

ing Natalie's behavior. It was used to openly restate events,pass on information, and solve problems. The classroom,thus, became a safe place to talk about fearful and anxiety-provoking issues and feelings. It also became a place tolisten to others and learn about different perspectives andconcerns. When information was shared in an empathicway, children, as well as adults, began to understand thatbehavior happens for a reason.

For instance, when the teacher sympathetically advisedthe class that Natalie's mother was in the hospital again and"wondered" out loud if Natalie was worried, some childrenextended a new sensitivity to Natalie. With this additionalinformation, the staff also had a better understanding ofNatalie's challenging behavior. They could personalizeintervention strategies to help her be more successful in theclassroom. "Talking in the Air" acknowledged Natalie'sexperience and facilitated a further understanding of herbehavior among staff and children. This understanding, inturn, supported Natalie's growing skills in developing adap-tive behavior.

By "Talking in the Air," Robert gave words to Natalie'sactions. For example, when Natalie had trouble sharingmaterials with other children, Robert might have said,"Natalie, you were playing with the puzzle. Marco came tothe table. He wanted to play with the other puzzle. Yougrabbed it from him. I think you are having a hard time;you want all the toys. Here, I will help you."

And to the other children, Robert might say, "Rememberwhen you were new and had to learn the rules? Nataliewill learn the rules and learn new words to tell us what shewants."

"Talking in the Air" is a way of reflecting on what ishappening without judgement. The teacher's narrationreframes the events to provide a buffer of support thatbridges the child's actions and growing self-mastery.

63

KEY QUESTIONS FORINCREASING PERSONALIZED

STAFF-TO-CH I LD INTERACTIONS(Project Relationship Staff, 1993)

Project Relationship Staff have identified the following key questions for increasingpersonalized staff -to-child interactions.

TemperamentHow does the child deal with routine transitions? How long did it take himto develop a pattern?How does the child deal with novel situations? On what factors does thisdepend?How does the child go about getting needs and wants met?How does the child react to success?How does the child soothe himself?When does the child have the best time? What does she like best?How does the child learn?

DevelopmentWhat are the child's developmental strengths and vulnerabilities?How might they be influencing the child's behavior?

ExperienceWhere has the child lived and with whom since birth, i.e, what does herrelationship time line with the primary caregiver look like?How has the child reacted to separations from or changes in caregivers?Does the child have brothers and sisters to whom he is attached? Who?Have there been critical factors in her caregiving environment that havereduced responsiveness?How many transitions per day is the child making? How is she supportedin these?

In this placeWho among the staff does the child like?Who among the staff likes the child?How does the child react to failure?What friendships has the child formed? How?

59

64

Walter


CHAPTER 4

DEVELOPING SUPPORTIVEROUTINES AND RITUALS TOENRICH PROGRAM PRACTICESFOR CHILDREN, STAFF, AND FAMILIES

t.14;fr.S

ti

EST COPY AVAILABLE

66

CHAPTER 4

DEVELOPING SUPPORTIVE

ROUTINES AND RITUALS TOENRICH PROGRAM PRACTICES

FOR CHILDREN, STAFF,

AND FAMILIES

Changes in a young child's life can feel unsettlingand frightening if the child does not know what to expect.The rhythm of daily classroom routines provides childrenwith the markers of the day's events. Routines give theclassroom predictability which supports the child's capacityto cope with classroom expectations. They lay the founda-tion for a sense of order. When children experience eventsthat are predictable, they do not need to second guess what,is going to happen. They feel secure and protected.

IMPORTANCE OF ROUTINESRoutines are of particular importance for children who

are hyper-reactive and hypersensitive to the world aroundthem. Changes, such as eating at a differently assigned table,having a substitute teacher, going on a field trip or going toa special event in the auditorium can be very stressful forthese children. Routines provide a bridge between thechild's inner experience and classroom demands. Routinesbuild in expectations for children for whom changes andtransitions are difficult. Teachers can provide added supportwhen they are working with sensitive children.

There are certain routines that can provide opportunitiesfor the development of personal relationships betweenteachers and children. This occurs when the morninggreetings, snack time, nap time, and daily good-byes areindividualized for each youngster and accompanied bynames, touch, eye contact, and personalized conversation.

Routines become rituals when they are used as opportu-nities to express feelings, thoughts, and values. Throughpredictable ways of dealing with joyous and disturbing

67

//

"I try to facilitate a discussion aboutseparation with staff that focuses on:

what's the experience for the child?what's the experience for theparent?what's the experience for the staff?

From there we create a plan."Cathi Sowder

Preschool Special Education Teacher

61

CHAPTER 4 I Enriching Program Practices I Separations

DIFFICULTIES WITHSEPARATION

Early childhood teacherscan help the child who ishaving difficultyseparating by:

acknowledging thechild's feelingsallowing the child tobring items fromhome (e.g., blanket,stuffed animals,favorite toys, picture ofthe family)previewing with thechild how the day willbe spenthelping the childengage in a playactivityreminding the childthat mommy or daddywill return at a certaintime (e.g., after puzzletime.)

"Children and adults develop thatsense of trust and safety throughroutines and rituals. It is throughroutines that children are learningthat they can trust this world and

from that I really believe all otherstages of development will flow."

Whit HayslipCoordinator

Infant and Preschool Program


events, children develop a sense of belonging and connec-tion with the group. They also learn to recognize thatcertain events are important, that individuals are valued andthat difficult situations will be dealt with.

SEPARATIONSThe first day at child care needs to be well planned for

each child. It will be more comfortable for the child if theparent has discussed what will be happening during the day.Giving parents Center-developed brochures at the time ofregistration can be helpful. Brochure topics might include:personalizing greeting and departure rituals, dressing chil-dren for work and play at school, sharing of informationwith teachers, and planning for days children are sick.

The child needs the opportunity to become acquaintedwith the child care teacher while a parent is nearby forsupport. The child also needs to be reassured that motheror father will return at a particular time. Many young chil-dren remain apprehensive for several days when they firstcome to child care. Children may be fearful about whenparents will return to pick them up. It can be helpful if theparents follow a consistent ritual as they say good-bye,telling the child when they will return.

All young children need to count on seeing the samefamiliar face when they arrive in the morning. Each childshould be welcomed by name. There should be a consistentprocedure for "handing the child over" to his or her prima-ry teacher. Children should be informed if their primaryteacher is absent for the day or part of the day. They shouldalso be prepared for the arrival of any new adults into theirclassroom.

68

TEACHER-PARENT PARTNERSHIPIt is vital that the receiving teacher in the morning be

consistent, open, and warm in order to develop relationshipswith the individual parents. Rapport between teacher andparent will lessen parental anxiety about leaving their childin another's care. Teachers can reassure parents about thepositive aspects of the child care experience. Teacher-parentpartnerships provide the opportunity for parents to sharetheir child's fears, strengths, and vulnerabilities, and to sharefamily events or situations that may affect the way the childis able to cope with Center expectations. Teachers mayneed to meet with parents to discuss the importance of theparent-teacher partnerships.

ROUTINES AS RITUALSSnack time and lunch time are excellent opportunities to

build in interactions between teacher and child and amongthe children. Teachers should participate with the childrenduring snack and lunch time. The socialization process is animportant aspect of mealtime. It is a time to share theeveryday events that are a part of all children's lives. It is atime to acknowledge the feelings that accompany theseeveryday events, and to discuss similarities and differencesamong children regarding their preferences, thoughts, andways of dealing with their world.

Mealtime also provides the unhurried time needed bymany children to share critical issues that have arisen intheir home lives, such as family illness, hardship, separationsand losses. The conversations that develop give the oppor-tunity for the teacher to validate the child's experience andfeelings.

Nap time can be trying for teachers and children alike.Children differ in their need for mid-day sleep, in theirstyles for calming down in order to sleep, and in their needfor assistance in establishing a resting or sleeping pattern.Napping routines also need to be individualized.

Departures are equally important. It is an opportunityfor the parent to find out about positive and negative expe-riences that occurred during the day that may affect thechild's behavior at home and influence the desire to return

69

WAYS TO HELP ACHILD AT NAP TIME

Talk to parent abouthome rituals

Read a book

Rock to calm down

Rub child's back

Sing a song

Play soft music

Give the child a book

Let the child use aspecial blanket

Give the child astuffed animal or afavorite toy

63

CHAPTER 4 I Enriching Program PracticesI Illustration 3

HOW HAS YOURCENTER PLANNED

PERSONALIZEDWAYS TO RELATE

TO CHILDRENCONCERNING:

the first day of school

morning greetings

sharing time

snack time

transitions of activities

lunch time

nap time

national and religious

holidays

special birthdays and

anniversaries

family special events

dealing with illness

and death

dealing with separation

and loss

departure/good-byes

the last day of school


to child care on the following day. The teacher assigned todeparture time may not have spent the entire day with thechild. There needs to be a mechanism for the exchange ofinformation among the teachers so that they may betterunderstand the child, and the receiving parent may obtainsignificant information about the child's day. The departureteacher must also be a consistent person. The daily contactwill be brief, but relationships with parents will developover time if interchanges are meaningful to the parent.

The departure ritual for the child is also important andshould be as personalized as the morning greeting ritual.Reviewing plans with the child for the following day is apositive way to build and maintain relationship bonds.

ILLUSTRATION 3:ENRICHING PROGRAM PRACTICES FORCHILDREN, STAFF, AND FAMILIES

As spring approached, the staff began discussions aboutthe upcoming culmination activity. They were eager toavoid what had happened the previous year. Several parentshad been very upset and one mother left in tears. TheChildren's Center Principal engaged staff in the "GoingAround the Circle" to discuss ways to improve this year'sculmination.

Susan:

Mary:

Alyce:

I want to discuss the culmination activitycoming up and see what we can do tomake the activity more successful than lastyear.

Some of the parents expect a culminationceremony. Parents like to see their childrenall dressed up.

But in some ways it seems like the day isgeared more for the parents than thechildren.

Aida: It's not very child-centered, really. And itchanges every year!

70

Cathi: It seems like such a lot of work for the staff.

Virginia: Some of the parents can't afford the outfits.

Tina: I remember the year culmination was set upso that some of us didn't even get to saygood-bye to the kids we had worked with.The kids got very fussy if they had to waittoo long.

Esther:

Susan:

You are right,Tina. Some of the kids didn'tget to say good-bye to their friends.And some of the parents couldn't get offwork.

I think we are all in agreement thatculmination isn't working so well. I wonderhow we can make it better?

Alyce: Should each room have its own graduation?That would be a little less hectic.

Virginia: It might make it a little less hectic for staff,but it doesn't address the concerns ofthe parents.

Cathi:

Mary:

We need to keep in mind the parents, kids,and staff. The plan needs to work foreveryone.

Maybe only the kids that are leaving theCenter should be involved... havesomething special and then the rest of thekids can do something else that day.

Tina: But that really doesn't let friends saygood-bye to each other.

71 65

CHAPTER 4 I Enriching Program Practices Illustration 3

Bryan


Alyce: Then there really wouldn't be any kind oftransition that was shared, no closure orparty. I think parents would want aceremony of some kind.

Aida: We need to talk to the parents.

Susan: I think you are all raising some very goodpoints. We need to consider ourcommunity. We need to think about theneeds of the children, families, and staff.A negative of having the ceremony at onetime is that many of our parents cannot getoff from work. If the whole schoolparticipates, the kids get very restless. I thinkwe all remember children who simply werenot having a good time, and then neitherwere staff or parents. Somehow we have tobalance parent needs, child needs, and staffneeds. The common thread here is the needfor closure, something that acknowledgesthere is a change. This is a transition. Itshould be an event that recognizes that eachchild had personal, significant, real-lifeexperiences while they were in this place. I

mean, how many of you can remember anexperience you had when you were four orfive years old? How many of your memoriesare from school experiences?

Tina: Who can't?

Mary: I hated the bathrooms!

Virginia: In first grade, my teacher fell off a stool andwas gone for six weeks.

Susan: See, we all have memories. Our culminationactivity should help the kids prepare forleaving us and help them anticipate going to

72

the "big school." The family alsowants/needs to formally acknowledge thechange. A certain stage or part of theirchild's education is coming to an end.Having a meaningful ritual for this transitioncan alert the parents to the notion that thesetransitions are important and need to bethought about in developmentallyappropriate ways that support the child.

Virginia: We need to support parents as they supporttheir kids. Parents may need to be remindedthat each child reacts to change differently.

Susan:

Alyce:

Esther:

Cathi:

Susan:

Cathi:

Tina:

Aida:

Yes! And the culmination must also give allof you staff a sense of closure. This group ofchildren is moving on. You've all workedhard. The work we've all done is well done.

You are giving me a lot to think about. Itwould be nice if somehow the ceremonycould go on all day for the parents' benefit.

And just be a little less formal.

I once saw a group of kids transition bycrossing a bridge.

Talk a little more about that.

Well in this classroom they just turned therocking boat upside down and made it abridge and the kids crossed over it.

We could do that.

What about the parents?

73

Alisha

Anonymous

67

CHAPTER 4 I Enriching Program Practices Illustration 3

"Finally we have a way to say good-bye to each other that works foreverybody."

Esther BattleChildren's Center Teacher


Susan:

Mary:

Virginia:

Alyce:

Tina:

Susan:

Alyce:

Susan:

Cathi:

Aida:

Mary:

We could just leave the rocking boat/bridgeup all day. Then the parents could come andhave their child cross over the bridge anytime.

We could decorate the bridge.

When would we have the party?

A lot of the kids will be leaving together atabout 11:30.

We could serve cookies and ice cream aboutthat time and then, later, as parents arrived,they could see their child cross the bridgeand have ice cream and cookies with them.

I like this. If we set up the rocking boat as akind of activity center then the younger kidscould choose whether or not to participate.

We could blow a horn or ring some bells orsomething to notify everyone thatsomeone was "Crossing the Bridge."

Good idea! Then children and staff that hada particular interest in the child couldbe sure to be around.

What will you say as the child crosses thebridge? It would be nice if we knewwhere the child was going so we could say,"Jose, is going to..."

I have a couple of parents in my room thatwould probably be interested in helpingwith this. I'll ask them what they think ofthe idea.

We have to be sure and check this out withthe rest of the staff too.

74

Virginia: I think it will be fun to decorate the bridge.

Mary:

Susan:

Tina:

This idea works much better for staff. I likeit better than having just certain staffdo something special with the graduates,while we have to stay with the otherkids for the day.

We talk a lot about how the transition fromhome to child care can be difficult for anyyoung child. We know how to supportchildren and families then, but we spend lesstime thinking about the good-byes.

I was thinking about the planning we did tohelp Natalie "transition" into the Center.Our planning really helped her to organizeherself and be successful here. She hasgrown so much and is so comfortable herenow. It will be real jarring to her, and I betto other kids as well, to have the routinechanged. It makes sense to spend timeplanning so that this culmination can besuccessful too. The good-byes should be asspecial as the hellos.

At a subsequent meeting following culmination activities:

Aida: Several parents have mentioned to me howmuch they enjoyed the relaxed way we didthe culmination this year. Mrs. Lopez, inparticular, told me how grateful she was tobe able to come at her regular pick-up timeand still be able to participate in a specialoccasion for her son. Her employer simplywould not have let her off work early.

Virginia: It was cute the way the littler kids keptcrossing the bridge and kind of playing on itall day. Everything was more relaxed.Special, but not such a big deal.

75 69

CHAPTER 4 I Enriching Program Practices I The Problem


Tina: Wasn't it amazing to see Natalie cross thatbridge?

Mary:

Alyce:

Susan:

She has changed so much. You know, nextyear we could decorate the bridge a littlemore and send invitations.

The staff could really participate too and saygood-bye. It was nice; very meaningful toeveryone.

I think it worked as well as it did because weall took time to look at what could bemeaningful for children, staff, and families.Everyone played a role.

POSTSC RI PTS

A year later the staff decided to have a "Crossing theBridge" culmination again. They amended the ritual bydecorating the bridge with arches and flowers. Theybought a special horn to toot to signal when a child wasready to cross the bridge. One of the teachers made adrawing of the rocking boat turned upside down to beused on the invitations. More parents attended than theprevious year.

Some time that year, staff were discussing what they weregoing to do for a favorite staff member who was leavingto take another position. Esther commented that maybeshe should "Cross the Bridge." Other staff memberspicked up on the idea. Kids, staff and families could beinvolved. It would be a concrete, understandable way forthe community to acknowledge the change, the teacherTina was leaving the Center.

The school-age room decided that they also wanted a"Crossing the Bridge"ceremony for kids in their roomthat were leaving. They called a class meeting; and in asense, went "Around the Circle" to make plans. They

76

decided to play music and one child offered to bring aboom box and tapes. They sent families invitationsthey composed on the computer. They scheduled theceremony for the afternoon and all of them would crossthe bridge at the same time. When parents arrived, thechildren served them punch, cookies, and popcorn.

THE PROBLEM

The Center had spent considerable time over the yearsaddressing daily classroom rituals. However, they had never,as a group, discussed the need for a predictable way of sayinggood-bye to teachers and children. No traditions had beenestablished. Consequently, teachers and families weregetting mixed messages about the last day of school andother departures, leading to both dissatisfaction and distress.

THE PROCESS

Susan used the "Going Around the Circle" process to getall staff members involved in developing a culminatingactivity that would be meaningful to staff, parents, and chil-dren. In this way, the feelings of all members of the Centercommunity were given careful consideration. There wasconsiderable effort given to balance parent need, child need,and staff need and to acknowledge that this is a time ofsignificant transition for all concerned.


"Going Around the Circle"addresses five principles thatsupport inquiry, respect, and reflection. Let's look moreclosely at Illustration 3 and examine examples of the ques-tions and responses in this relationship-based problem solv-ing framework to see how the staff at this site developedprogram practices that supported the community of chil-dren, families, and staff.

77

JP,

"Celebrations become meaningful

because they are developed through

discussions that reflect our Center's

philosophy and beliefs."Susan Burlando

Children's Center Principal

71

CHAPTER 4 I Enriching Program Practices I "Going Around The Circle"

Kellee


1 Identifying staff-generated issues for problemsolving.Facilitator asked:What's the concern? What's new? What shall we talkabout today?Staff responded:...culmination is not working well...culmination is different every year...avoid the incident that upset parents the year before...how to balance parental, child, and staff needs at

culmination activity

2. Gathering information from all concerned so thatthe problem is stated from all points of view.Facilitator asked:Why do you think it is happening? What's your view-point on why this is happening?Staff responded:...some parents expect a culmination ceremony...parents like to see their child all dressed up...the day seems more geared for parents than children...some parents cannot afford the fancy outfits...the day is a lot of work for staff...children leave at different times

3. Recognizing all behavior is communication byasking participants to explore the interactionsand relationships of the staff, families, andchildren involved.Facilitator asked:What do you think the behavior is communicating?Staff responded:...the need for closure is a common thread for teachers,

children, and parents...children get fussy if activity is not developmentally

appropriate...the experience of preschool is significant, and the

transition from it should be acknowledged

78

4. Discussing possible solutions and barriers in orderto reach consensus about a potential course ofaction.Facilitator asked:How can we help? What's the plan? Who will do what?Staff responded:...use the rocking boat for crossing the bridge...set up the rocking boat to be an activity center...ceremony could be arranged to go on all day...parents could come throughout the day...how to tell parents of the change in format...decorate the bridge

And in a subsequent meeting:5. Reviewing the process, evaluating and modifying

the plans as necessary.Facilitator asked:How is it going?Staff responded:...Mrs. Lopez was grateful she could participate...everything seemed more relaxed...we are planning next year's decorations and invitations...we all could participate in saying good-bye to Natalie

and the other children...everyone played a role

WHAT MAKES IT WORK?DEVELOPING PERSONALIZED RITUALS AND TRADITIONS

The departure ritual worked because careful thought wasgiven to how to make the event special, personalized, andmeaningful to all concerned. Parent, child, and staff feed-back indicated that the activity was valuable. More parentsattended in the subsequent year. The older children tookthe idea, built on it, and created their own personalizedritual for saying good-bye to each other. Eventually, thestaff adopted the ritual for acknowledging the departure of abeloved teacher. A simple routine had developed into ameaningful ritual and was becoming a cherished traditionof this Children's Center community.

79

"I learned to express myself better"Rachel Guitron

Children's Center Aide

73

CHAPTER 4 I Enriching Program Practices I Guidelines To Help Young Children At Risk

IDEAS ONGREETINGS AND DEPARTURES

(Developed by Children's Center Ste)

STAFF NEEDS TO:

Individualize greetings and good-byes to each childDevelop observation skillsKnow children well enough to determine when there are changesin children's behavior, mood or healthNotice, acknowledge and keep each child safe on a daily basisBe aware that families have individual and acceptable rituals forgreetings and departuresUnderstand that departures or absences of adults and other children canhave an impact on individual childrenPrepare children for arrival and departure of adults into the classroomRemember that the arrival of an adult into the classroom should notintrude on the child's space, time or need to workMake specific plans with parents regarding greetings and departuresEngage parents on arrival, sharing information regarding Center schedules

and daily activities

Encourage parents to share significant child and family issues so that staffcan be more sensitive in making the day positive for the child

Communicate the day's events at departureAssign a consistent person to be involved in arrivals and in departures todevelop personalized relationships over timeCommunicate information about a difficult day in a sensitive manner

QUESTIONS TO THINK ABOUT

What information should be shared at departure?Why should information be shared at departure?Under what conditions should information be shared?Who should be assigned to arrival time?Is each child greeted by name?Are the greeting and departure rituals personalized?

74 PROJECT RELATIONSHIP80

GUIDELINES TO HELPYOUNG CHILDREN

AT RISK

(Adapted from Poulsen, 1996)

Pay attention to the development of meaningful

adult-child relationships.

Acknowledge child's reality and accept feelings.

Provide an environment that protects the child

from emotional and physical overstimulation.

Provide the child with opportunities to make

choices, be self-dependent, and practice self-

mastery.

Proactively teach acceptable expressions of anger,

fear, and frustration.

Prepare and support the child for major and minor

changes in daily routine.

Proactively prompt social behaviors non-risk

children learn incidentally, e.g., turn taking, peer

conflict resolutions, and so on.

Proactively coach problem solving strategies to

reduce task and peer play frustration, e.g., visual

scanning skills, trial and error approaches,

persistence.

81

"Things I've learned in our staffdevelopment meetings I can take withme into any early childhood setting.It's not a prescription, but learninghow to come up with a system thatworks in any setting."

Tina HarrellChildren's Center Teacher

75

Jasmine


APPENDIX

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EST COPY AVAILABLE83

APPENDIX


Poject Relationship is the result of a five yearNondirected Model Demonstration Project funded by theUnited States Department of Education, Office of SpecialEducation and Rehabilitative Services and Early EducationProgram for Children with Disabilities and administered bythe Los Angeles Unified School District. It was developedto enhance the collaboration of special education and childcare teachers and to provide support and training to childcare staff. The goal was to increase classroom success foryoung children with identified disabilities and risk factorswho are having difficulty coping with child care expecta-tions.

IN THIS PLACE: THE LOS ANGELES STORYLOS ANGELES CHILDREN'S CENTER PROGRAMS

The Los Angeles Unified School District, Division ofChild Development administers over 100 publicly fundedChildren's Centers that provide pre-school child careprograms for approximately 8,000 young children, ages twoto five. Each Children's Center is a unique communityitself, made up of a blend of linguistic, cultural, ethnic, andreligious diversity among the children, parents, and staff.

The inclusion of special education personnel into aChildren's Center needed to be well thought out. Thespecial educators felt it was important to know the childcare community and develop relationships with members ofthat community. All the special education teachers contact-ed the Center administrators to set up appointments tolearn more about the program. Individual plans were madeby each Center administrator and the special educatorregarding the integration of a new staff member into thechild care community.

84

Daisy

77

APPENDIX I Benchmarks Of Progress

"I had been visiting a Center forseveral months when one of theteachers approached me in an agitatedstate. She told me about a child whohad recently become a behaviorproblem in the classroom. Since thisbehavior was not typical, the teachercontacted the mother. The mothersaid the family had been the recentvictims of a hold-up and the childhad had a gun pointed at his head!

The teacher was distressed that thefamily hadn't communicated thisimportant information to the school.In an effort to be helpful, I suggestedthat the mental health worker becalled in to counsel the family.

Later, when I had time to reflectupon the incident, I realized I couldhave facilitated the teacher and parentgetting together to talk, to share infor-mation, and to make a plan thatwould support the child. I assumedbefore I asked that the family wouldwant to talk to a counselor. I missedan opportunity to serve the familyand teacher with my own skills andexperience.

By facilitating the process andasking more questions, I would havehelped build the relationship betweenspecial education resources and centerstaff. Creating this kind ofcollaborative relationship to serve bothchildren and families is an ongoingchallenge."

Ginger DuvallPreschool Special Education Teacher


Plans included introducing the special educator in thefollowing ways:

special meetings with child care staff to address questionsabout special educationclassroom visits with introductions to staff and childreninclusion in regularly scheduled staff meetingsparticipation in the care of children in the classroomsThe acceptance of special education personnel was

enhanced when the special educators asked questions aboutthe Center, clarified the role of special education andacknowledged the special expertise of the child care teachers.

ROLES OF THE SPECIAL EDUCATOR IN THE

CHILD CARE CENTER

The roles of the special educator also varied according toindividual Children's Center need. The roles included thefollowing:

developing Individualized Education Plans with parentsand stafffacilitating the child's instructional goals and objectivesmodeling child-teacher interactions in the classroom toboth children and staffbringing in materials and activitiesparticipating in staff meetingsconducting parent meetingsconducting requested staff development in-servicetrainingserving as a sounding board for staff on issues andconcerns relating to children, staff interactions, andpersonnel issuesintroducing/facilitating relationship-based problemsolving strategies in individual and group situationsinforming staff about special education services availableto children with special needscoordinating special services; i.e., transportation,assessments for special education studentshelping the child/family in transition to kindergarten

85

IMPACT OF INTEGRATION OF SPECIAL EDUCATORS INTO

CHILDREN'S CENTERS

The placement of special education itinerant resourcepersonnel into the Children's Centers was considered to bea sensitive issue that required increased staff communicationand interdisciplinary team building. Traditionally, specialeducation personnel were viewed as professionals who iden-tified disabilities in child functioning and removed the childfrom the classroom in order to "fix them." They wereviewed as having little understanding of the staffing andscheduling considerations necessary when operating a 12-hour child care program. Conversely, the child care stafflabored under the opinion that they were viewed as mere"baby sitters" by many and not taken seriously in their abili-ty to provide developmentally appropriate educationalprograms for young children.

The Infant and Preschool Special Education programemphasized the importance of staff members workingtogether to identify child strengths and needs, focusing onadaptive capabilities and possibilities, and providing neededsupport for developmental progress within the context ofthe child's usual daily activities. It was clear that new waysto address staff issues around child, family, and programissues needed to be considered.

BENCHMARKS OF PROGRESSWhen first learning to look at situations in a new way or

implement unfamiliar solutions, the staff often feelsconfused. The staff who developed and learned to imple-ment the relationship-based problem solving that becamethe cornerstone of Project Relationship recognized theneed to take a periodic rest stop along the way and reviewthe signposts that let them know they were heading in theright direction. They made ongoing changes whichsupported the development of young children with specialneeds and their families. Through this process, they wereable to identify some benchmarks of the change process.

While each team that implemented Project Relationshipwas unique, common experiences in the change processwere identified. No two teams approached learning theProject Relationship process in the same way or the same

86

>-"-

I datlik IMMO

"In the beginning staff wouldcomplain about children's challenging

behavior. It was like they wanted meto fix it,' make the problem go away.

Now they are coming to me withdi erent concerns like 'I think this isnormal 'or 'I need some advice.What resources might I use?'

I think they understand that Iwon't magically make things better,

but when we put our heads togetherand do some problem solving, we can

come up with some strategies to makethings better"

Sharon WesterveltPreschool Special Education Teacher

79

APPENDIX I One Year Later

Oskar

Jonathon


order. Yet, all teams eventually dealt with three broad areasof change. These were:

the structure and organization of the day-to-day childcare programthe staff interactions with each other, children, and familiesthe strategies for handling challenging child behavior

Many staff members seemed most comfortable first usingProject Relationship to address changes in the physicalenvironment of the child care setting. Identifying areaswhere different or more materials would help them, as staff,to keep children effectively engaged in appropriate play andlearning, was often a starting point for the "Going Aroundthe Circle" discussions. Sometimes these discussions wouldbranch into how the daily schedule was impacting childrenand staff. Attention was often given to developing consistentroutines and rituals which were appropriate to children'sdevelopmental abilities. Frequently, staff ended up discussingthe communication among themselves and its impact onthe smooth operation of the center.

These initial discussions often led to the staff identifyingan individual child whom they saw as struggling with thedemands of the setting. "Going Around the Circle" thenshifted to how to support this child in the setting. The staffat this point usually could clearly identify changes that thechild needed to be encouraged to make. They would devel-op a plan, through the "Special Buddy" system, to begin thisteaching process. They examined how different staffmembers interacted with the child and identified how thisrelationship influenced the child's behavior.

These discussions on .changing child behavior often ledto staff members identifying areas of their own behaviorthey would like to change. They began to see that a changein their teaching and nurturing interactions with a child,such as increased listening and understanding of a child'spoint of view, could dramatically change how a childresponded. As they mastered new techniques, such as"Talking in the Air," they became more aware of the impactthat they as teachers had on young children's success in thechild care setting.

87

With this awareness came an increased interest in commu-nicating with families and sharing experiences related to thechild.

Overall, Project Relationship helped staff to create morenurturing and supportive child care settings. They came tobelieve that within these settings they could work togetherto help young children with special needs and their familiessucceed. They helped children grow and in the process theygrew and changed themselves.

ONE YEAR LATEROver the course of Project Relationship the special

education personnel experienced a change of roles. Asummary of comments made by the special educators atyear's end included the following:

"It's impossible to be fully prepared to take on the newrole. It's a growth process."

"One must be open to new ideas and be more non-judgmental."

"You have to be willing to work in a setting where youare not in charge."

"Skills to make relationships with other staff membersare a must!"

"You need to learn to manage time better, to be moreself-directed and self-organized!"

"We must learn to empower other staff members toparticipate in the 'therapy' process for the child."

88

BENCHMARKSOF PROGRESS

Principals and specialeducation teachers reported

an increase in child carestaff's ability to makeadaptations for individualchildren, taking into accounteach child's temperament,

development, and experiences.

All principals indicatedthat they had seen what waslearned in ongoing staffdevelopment sessions being

used with children in theclassroom.

Children's Center staffmembers reported changes in

their ability to generalizeinsights and strategies gained

from a single case study toadditional children.

80% of the staff in target-ed sites found the discussions

at meetings very helpful.

95% of I.d/ the staff felt

meetings were successful in

helping to solve day-to-dayissues at the Center.

81

APPENDIX I One Year Later

"I no longer know the kids best. I have to be okay withthis and learn from others."

"I had to learn to fit into the classroom even when I amnot part of the planning process."

"Gradually, as we got to know each other, and learnedto respect each other and learned to talk to each other asindividuals, the staff began to warm up and they began toshare on a deeper and deeper level."

Paisley

8i82 PROTECT RELATIONSHIP

ACKNOWLEDGMENTS

roject Relationship wishes to acknowledge the manyprofessionals from the Division of Special Education and theDivision of Child Development for their support and wisdomand for building the collaborative relationships necessary toincrease services for young children and their families.

DIVISION OF SPECIAL EDUCATION

Beverly G. Watkins, DirectorShizuko Akasaki, Administrative Coordinator (1982-1996)Whitcomb W. Hayslip, Coordinator

Sincere gratitude is extended to the members of thepreschool special education itinerant team for their combinedtalents and assistance in helping to develop, implement, andevaluate the model.

Anita Amos, Preschool Special Education TeacherGinger Duvall, Preschool Special Education TeacherRuth Hoisch, Speech and Language SpecialistMaland Jackson, Speech and Language SpecialistRosalind S. Lieberman, Preschool Special Education TeacherCathi Sowder, Preschool Special Education TeacherJune Wada, Preschool Special Education TeacherAbby Wanamaker, Speech and Language SpecialistSharon Westervelt, Preschool Special Education TeacherCarole Crooke Whitlock, Preschool Special Education Teacher

90

Stanley

83

ACKNOWLEDGMENTS

Stephanie


DIVISION OF CHILD DEVELOPMENT

Lucille Derrig, DirectorConchita Puncell, Director (1987-1992)

Andrea Vergara, Coordinator (1984-1996)

Ruth Borgeson, PrincipalSusan Burlando, PrincipalCarol Castelletto, Site AdministratorClaire Coleman, PrincipalTom Flatery, PrincipalBettie Holmes, Site AdministratorCresie Page, PrincipalJoyce Palacio, PrincipalHelen Robinson, PrincipalVictoria Stevens, PrincipalJacqueline Williams, Principal

Special regard is extended to the staff at Monte VistaChildren's Center for sharing their stories, expertise andhumor throughout this project. Their generosity of spirit andcooperation during the filming of the video are gratefullyappreciated.

Carmen Abear, Children's Center AideEstela Aguinaga, Children's Center AideAlfrida Auricha, TeacherEsther Battle, TeacherSusan Burlando, PrincipalBea Flores, Children's Center AideMartha Clark, TeacherMarie Fe Gan, TeacherRachel Guitron, Children's Center AideDean Haribson, Children's Center AideTina Harrell, TeacherSally A. Juarez, Children's Center AideRobert A. Linares, Children's Center AideGermaine Lister, TeacherTeresa Maldonado, Children's Center AideSally Montano, Office Manager

91

Virgina Orona, Children's Center AideMary Ramirez, Children's Center AideAlyce M. Rogers, TeacherAida 0. Sibal, Head TeacherErma Solomon, TeacherNellie Telles, Children's Center AideCarlos Vasquez, HousekeeperRaquelVerduzco, Children's Center Aide

In addition, the project wishes to acknowledge staffmembers from Brooklyn Street, Cabrillo, El Sereno,Pacoima, Telfair, Westminster, Wilton Place, Vaughn Street,and 6th Avenue Children's Center for their participationand assistance in developing this publication:

Michael AddisonMarredda AdkinsMarie AguirreLarry AkamanLizette AlvaradoAna AmayaClaudia AndradeNancy ArchuletaHasterene BallLoretta BarnswellJoise BarretoBeulah R. BecksSandra BermeaAntdipi BijelicElizabeth Boni lloLa Verne BookerLatifa BotrosTheresa BustamanteJolanda CasadoLupe CastilloLaura CejaLucy CervantesClaire ColemanAcquinetta CookMaria DuenoValerie Ellis

Maria M. FajardoAmalia FloresLynn FridellaAnna FullerJessica GallegosFrancis GoldsmithMary GonzalezAnna GossomThelmarie GrayWaterdella GrayRocio GutierrezMaria GuzmanTeri HarnickGloria HayesMargaret HaywoodEnedina HernandezSally HermannAnita HerendezJudy HershOlga HinojosaMargaret.W. HolguinRuth HudsonCheryl IglesiasCatherine IkediashiBetriz ItxtaIsadora Jackson

92 85

ACKNOWLEDGMENTS

Karen JonesJoyce KrasseltHeriberto LabarreraGrisel LabatDottie LartigueVirgina LedesmaJean LewisLuz MarquezEva MartinezStella MedinaMiguel MejiaTheresa MenaSofie MessierElizabeth MolloyEddie MontecinoGloria MorenoMaria MoroyoquiMary NaylorMargaret OrozcioRosa OsornioJody OwenJoyce PalacioMarsha PattersonLupe PerezJaime PerezMaria PerezShire ly PittsFrances PorrasEloisa QuintonJeanne RazoJoanne ReitzfeldHelen RobinsonRomona RodriquezCarol RothMary RoupoliJoanne RussellCornelio SajardoMargarita SalazarMaria Salfity


Sandra SantiagoSherry ScatesTeresa SchoenmannJoan SciottoAnna Marie ScopelitisJanice SenianIrene SilvaSandra SmotherDonna SteingerLiz StevensonIrma VazquezBertha VegaEmma VelozLucy Villa lobos

Junie WeatherspoonMae WesleyMargaret WheelerJacqueline WilliamsKaren WilsonLilo WulffNellie YoungSharon Yu

Maratha Zavala

93

A SINCERE AND SPECIAL THANK YOU FOR:

Manual and Logo Design, Gail Gregg Wetmore

Translations by Tina Solis

Original music by Judy Wieder, Stay Attuned Music (BMI)and Suzanne Buirgy,Tuney Moon Music, (ASCAP)

Goodbye, by Greg Scelsa, courtesy of Young HeartsRecords

Video, Beacon Communications Inc., Arlington, MA

Additional video footage,Veronica Ruiz

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Joyce

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Marcus

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REFERENCES

Beckman, P. J., & Lieber, J. (1992). Parent-child socialrelationships and peer social competence of preschoolchildren with disabilities. In S. I. Odom, S. R. McConnell, &M. A. McEvoy (Eds.), Social competence of young childrenwith disabilities: issues and strategies for intervention (pp.65-92) Baltimore, MD: Paul H. Brookes Publishing Co.

Cook, R. & Tessier, A. (1992). Adapting early childhoodcurricula for children with special needs. New York, NY:Macmillan.

Cole, C. K., (1995). Classroom interventions for youngchildren. In G. H. Smith, C. D. Coles, M. E. Poulsen, &C. K. Cole, (Eds.) Children, families and substance abuse.(pp 121-153). Baltimore, MD: Paul H. Brookes PublishingCo.

Dodge, D. T., & Colker, L. J. (1995). The creative curricu-lum.Washington D. C.:Teaching Strategies, Inc.

Fenichel, E. & Eggbeer, L. (1995). Overcoming obstaclesto reflective supervision and mentorship. In E. Fenichel(Ed.) Learning through supervision and mentorship. (pp 9-17). Arlington,VA: Zero to Three.

Frailberg, S. (1959). The magic years. New York:Schribner's Sons.

Furman, R. A. (1995). Helping children cope with stressand deal with feelings. Young Children. January, pp. 33-41.

Honig, A. S. (1986). Research in review: stress and copingin young children. In J. B. McCracken (Ed.) Reducing stressin young children's lives. (pp. 142-167). Washington, D. C.:National Association for the Education of Young Children.

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Anonymous

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REFERENCES


Koplow, L. (Ed.) (1996). Unsmiling faces: how preschoolscan heal. NewYork, NY:Teachers College Press.

Jervis, K. (Ed.) (1986). Separation. Los Angeles: ReissDavis Child Study Center.

Poulsen, M. K. (1995).Vulnerability and resiliency factorsof the at-risk infant and young child with prenatal alcoholand drug exposure. In K. Lewis (Ed.) Infants and childrenwith prenatal alcohol and drug exposure: a guide to identifi-cation and intervention. (p. 197). North Branch, Minn:Sunrise River Press.

Soderman, A. K. (1986). Dealing with difficult youngchildren. In J. B. Mc Cracken (Ed.) Reducing stress inyoung children's lives. (pp.116-121). Washington, D. C.:National Association for the Education ofYoung Children.

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HANDOUTS

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EST COPY AVAILABLE

98

rkr.

HAN DOUTS

he following section was taken from the text and isdesigned for duplication to share as handouts without cost.Acknowledgment of the source is requested.

Tracy

9991


STRESSORS AFFECTING CHILDREN AND FAMILIES

Teenage parenthood

Unsupported single parenthood

Marital discord

Incarcerated parents

Psychiatric illness

Overcrowding

Social isolation

Out of home separations

An overwhelming cost of living

Family substance abuse

Gang activity

Community violence

Domestic violence100

92 PROJECT RELATIONSHIP I Los Angeles Unified School District I Division of Special Education I Infant and Preschool Programs


STAFF DEVELOPMENT IS MOST EFFECTIVE:

when it is based on the collective knowledge and

experiences of the staff rather than the knowledge

of an outside expert

when it is based on meeting the realistic problems

that are encountered in the child care community

when it occurs within .the context of addressing one's

beliefs and values, attitudes, goals, needs, and wants

when it occurs within a climate that encourages

free expression of ideas and honest feedback from

the group101

PROJECT RELATIONSHIP I Los Angeles Unified School District I Division of Special Education I Infant and Preschool Programs 93


BUILDING AUTHENTIC

STAFF RELATIONSHIPS REQUIRES:

consistent meeting times on an ongoing basis

administrative support for adult learning

designated facilitators who value staff input

a process of problem solving that encourages

inquiry, respect, and reflection

some manner of record keeping

102



EFFECTIVE FACILITATORS:

listen

value staff input

make observations

ask open-ended questions

model own humanness

provide support

make suggestions

keep records public

1 0 3



YOU KNOW YOU ARE ON YOUR WAY WHEN...Markers of Progress with Staff Communication

There are several markers which define how well a staff is learning to usethe relationship-based problem solving process:

Staff members choose time, frequency, and schedule of meetingsStaff members arrive on time for meetingsStaff members set the agendaAll staff members participateDiscussion stems from staff-generated issues and is not based onadministrative decisionsStaff members share problems, feelings, and opinionsStaff members voice a sense of ownership regarding the solution toCenter problemsStaff members listen to each otherStaff members provide authentic feedback to each otherNon-verbal cues are acknowledged

1:1 Staff members begin to use common language, rituals, and "in-jokes."Discussion remains focusedConflict is recognized as a normal aspect of staff interaction and isaddressed as an opportunity to exchange and clarify points of viewSource of conflict is examinedStaff members ask for clarification of messages that are unclear orthat have double meaningsStaff members express concerns in a constructive mannerFacilitator role is shared by other members of the staffProblems are clearly definedAlternatives are exploredDecisions are reached and supportedRecords are kept accuratelyDecisions are re-evaluated and modified if necessary

104

96 PRO) E CT RELATIONSHIP I Los Angeles Wed School District I Division of Special Education I Infant and Preschool Programs


" GOING AROUND THE CIRCLE"

This framework provides opportunity for staff to:

focus on the issue

take turns

contribute their ideas

listen to perspectives of others

engage in problem solving

105PROJECT RELATIONSHIP I Los Angeles Unified School District I Division of Special Education I Infant and Preschool Programs 97


CHECKLIST FOR FACILITATORS

Are meeting times predictable?

Has a ritual been developed and followed

for opening and closing the meeting?

Have you remembered to ask more questions

and make fewer statements?

How was trust encouraged?

How was the expertise of the staff validated?

How was record keeping accomplished?

1.06



STRATEGIES USED BY STAFFTO IMPROVE COMMUNICATION

CALENDAR

For special events, staff meetings, and teachers' workschedules that located where all staff can write on it

NOTES

For personal/private messages and greetings

COMMUNICATION BOOKFor documentation of important things staff coming towork need to know (illness, messages from families,activity schedule)

STAFF MEETINGS

For informal planning activities, discussions ofchildren/families or for more formal presentations andplanning of center-based activities.

CLIPBOARD

For alerting an administrator about the need formaintenance, information from parents, or eventssurrounding an incident that may require follow-up

STAFF MAILBOXES

For personal mail and announcements

SIGN IN

For notices to be slipped into time cards

107PROJECT RELATIONSHIP I Los Angeles Unified School District 1 Division of Special Education I Infant and Preschool Programs 99


FACILITATOR TECHNIQUES

TO ASSIST INQUIRY AND REFLECTION

There are several techniques that can help the facilitator serve as amodel of effective communication and promote constructivecommunication among staff members.

SUPPORTING

Validates the importance of each individual's contribution.Example: "That's an interesting point. I haven't thought about it thatway. You have such a nice way of saying things,Judy."

CLARIFYING

Helps check the accuracy and underlying message of a comment.Example: "I'm not certain I understand what you mean. Would you please goover that again? It sounds upsetting. How did you react when..."

QUESTIONING

Enhances dialogue when one feels direct answers are being requestedor that comments given are ambiguous or incomplete.Example: "I hear you saying two things. Which is more important to you?Are you saying we shouldn't meet regularly because our schedules are toocomplicated or that you don't think it is worthwhile?"

REFOCUSING

Bringing a wide-ranging group discussion back to central issues.Example: "What as a group should we do? Addie, what are your thoughts onre-scheduling the meetings?"

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TRANSITIONING

Assists in giving all members of the group an equal opportunity toparticipate when one member contributes more than the others.Example: "Your comments really made us think, Michael, and I wonder whatothers might like to add..."

SENDING I-MESSAGES

Provides a way to deal with a negative situation without accusing.Example: "I wonder how it feels when suggestions are ignored?"

RELATING

Allows staff to draw upon past experiences to solve or addresspresent problems.Example: "How can our ritual of saying good-bye to the children apply to thissituation of saying good-bye to a teacher leaving the school?"

CHECKING

Allows the opportunity for the needs of all group members to be heard.Example: "How are things going?" "Any ruffled feathers?"

SUMMARIZING

Pulls together related ideas and restates the suggestions that have been discussed.Example: "What ideas have we discussed about planning Tina's good-bye party?"

CONSENSUS REACHING

Allows for a "trial balloon" summarizing the group's discussion.Example: "It sounds like we have decided to use the 'Crossing the Bridge' ritual tosay good-bye to Tina, just as we do for the children who are leaving. Is that correct?"

STORY TELLING:

Illustrates important points, triggers emotions, and personalizes experiences.Example: "I remember a time when..." or "Do you remember when...?"

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COMPONENTS OF QUALITY CHILD CARE

Care must be familiar, predictable,

and personalized.

Relationships must be nourished, respected,

and sustained.

Young children must be made to feel safe, valued,

and competent.

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102 PROJECT RELATIONSHIP Los Angeles Unified School District I Division of Special Education I Infant and Preschool Programs


FACTORS THAT MAY INFLUENCE

A CHILD'S BEHAVIOR INCLUDE:

the child's general health, temperament, and

developmental competency

the quality of parent-child relationship

the level of stress and support experienced

by the family and the community in which

the child is a member

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PRO) ECT RELATIONSHIP I Los Angeles Unified School District I Division of Special Education I Infant and Preschool Programs 103


THE TASKS OF TEACHERS ARE:

to recognize and understand what the child

is trying to communicate

to modify adult expectations and environmental

conditions that are not developmentally appropriate

to assist the child in learning more adaptive ways to

express oneself and cope with developmentally

appropriate child care expectations and demands

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TELLTALE SIGNS OF STRESS IN YOUNG CHILDREN(Honig, 1 9 8 6)

Doesn't respond to friendly caregiver overturesDaydreams frequentlyHas grave, solemn face; rarely smiles or laughsHas frequent prolonged temper tantrumsCries a great deal for months after entry into group careActs sullen and defiantPunishes self through slapping, head banging or calling self bad namesIs overly sensitive to mild criticismFlinches if teacher or visiting adult approaches with caressing or reassuring gestureof out-stretched armReports proudly to teacher that he or she has hurt another childIs highly vigilant about others' misdeeds, tattles or jeersIs highly demanding of adults, although usually fairly self sufficientBullies or scapegoats and may get other children to join inCarries out repetitive, stereotyped play that may have destructive aspectsClings to, shadows caregiver, although in group for monthsIs unable to carry out sustained play with preschool peersHas constant need to sleep, although physically wellIs preoccupied with frightening images of monsters or other violent, threatening figuresHas dull, vacant expression as if trying to ward off thinking about stressful trauma or triesto deny stressful feelingsIs hyperactive or restless, wanders around room, touches and disturbs toys and games, cannot settle into constructive playDisplays disturbed bodily functions, has trouble with feeding, constipation, or diarrhea,soils self frequently months after toilet training is completedHas trembling of hands or facial twitches, although apparently wellTalks compulsively about physical dangersGrinds teeth during nap timeHas rigid facial expression from taut musclesDisplays loss of perceptual acuityDisplays reduced attention capacity; even though caregiver is very clear in communicating,the child cannot focus well on activity or requestStimulates self constantly (by prolonged thumb sucking, masturbation, rocking body backand forth, or other such behaviors), which children normally do occasionally for self comfort"Feels jittery"

Reprinted from: Reducing-Stress inYoung Children's Lives. Edited by J. B. McCracken

113PROJECT RELATIONSHIP Los Angeles Unified School DistrictI Division of Special Education I Infant and Preschool Programs 105


QUALITY ATTACHMENT

Quality attachment provides the child with a sense

of safety from which she can:

develop a sense of self

explore her environment

learn to modulate behavior

practice emerging autonomy

learn to play with other children

become a symbolic thinker114



KEY QUESTIONS FOR INCREASINGPERSONALIZED STAFF-TO-CHILD INTERACTIONS

(Project Relationship Staff, 1993)

Project Relationship Staff have identified the following key questions forincreasing personalized staff-to-child interactions.

TemperamentHow does the child deal with routine transitions? How long did it takehim to develop a pattern?How does the child deal with novel situations? On what factors doesthis depend?How does the child go about getting needs and wants met?How does the child react to success?How does the child soothe himself?When does the child have the best time? What does she like best?How does the child learn?

DevelopmentWhat are the child's developmental strengths and vulnerabilities?How might they be influencing the child's behavior?

ExperienceWhere has the child lived and with whom since birth, i.e. what does herrelationship time line with the primary caregiver look like?How has the child reacted to separations from or changes in caregivers?Does the child have brothers and sisters to whom he is attached? Who?Have there been critical factors in her caregiving environment that havereduced its responsiveness?How many transitions per day is the child making? How is she supportedin these?

In this placeWho among the staff does the child like?Who among the staff likes the child?How does the child react to failure?What friendships has the child formed? How?

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DIFFICULTIES WITH SEPARATION

Early childhood teachers can help the child who is

having difficulty separating by:

acknowledging the child's feelings

allowing the child to bring items from home

(e.g., blanket, stuffed animals, favorite toys,

picture of the family)

previewing with the child how the day will be spent

helping the child engage in a play activity

reminding the child that mommy or daddy will

return at a certain time (e.g., after puzzle time)

116108 PRO) E CT RELATIONSHIP I Los Angeles Unified School District I Division of Special Education I Infant and Preschool Programs


WAYS TO HELP A CHILD AT NAP TIME

Talk to parent about home rituals

Read a book

Rock to calm down

Rub child's back

Sing a song

Play soft music

Give the child a book

Let the child use a special blanket

Give the child a stuffed animal or a favorite toy

11 7



HOW HAS YOUR CENTER PLANNED PERSONALIZED

WAYS TO RELATE TO CHILDREN CONCERNING:

the first day of school

morning greetings

sharing time

snack time

transitions of activities

lunch time

nap time

national and religious holidays

special birthdays and anniversaries

family special events

dealing with illness and death

dealing with separation and loss

departure/good-byes

the last day of school

118110. PROJECT RELATIONSHIP I Los Angeles Unified School District I Division of Special Education I Infant and Preschool Programs


IDEAS ON GREETINGS AND DEPARTURES(Developed by Children's Center Staff)

STAFF NEEDS TO:

Individualize greetings and good-byes to each childDevelop observation skillsKnow children well enough to determine when there are changesin children's behavior, mood or healthNotice, acknowledge and keep each child safe on a daily basisBe aware that families have individual and acceptablerituals for greetings and departuresUnderstand that departures or absences of adults and other children canhave an impact on individual childrenPrepare children for arrival and departure of adults into the classroomRemember that the arrival of an adult into the classroom should notintrude on the child's space, time or need to workMake specific plans with parents regarding greetings and departuresEngage parents on arrival, sharing information regarding Centerschedules and daily activitiesEncourage parents to share significant child and family issues so that the staffcan be more sensitive in making the day positive for the childCommunicate the day's events at departureAssign a consistent person to be involved in arrivals and in departures todevelop personalized relationships over timeCommunicate information about a difficult day in a sensitive manner.

QUESTIONS TO THINK ABOUT

What information should be shared at departure?Why should information be shared at departure?Under what conditions should information be shared?Who should be assigned to arrival time?Is each child greeted by name?Are the greeting and departure rituals personalized?

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GUIDELINES TO HELP YOUNG CHILDREN AT RISK(Adapted from Poulsen, 1996)

Pay attention to the development of meaningful

adult-child relationships.

Acknowledge child's reality and accept feelings.

Provide an environment that protects the child from

emotional and physical overstimulation.

Provide the child with opportunities to make choices, be

self-dependent, and practice self-mastery.

Proactively teach acceptable expressions of anger, fear,

and frustration.

Prepare and support the child for major and minor changes

in daily routine.

Proactively prompt social behaviors non-risk children learn

incidentally, e.g., turn taking, peer conflict resolutions, and so on.

Proactively coach problem solving strategies to reduce task and

peer play frustration, e.g., visual scanning skills, trial and error

approaches, persistence.120

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121

PROTECT RELATIONSHIP I Los Angeles Unified School District I Division of Special Education I Infant and Preschool Programs 113

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DOCUMENT RESUME ED 408 742 Poulsen, Marie …DOCUMENT RESUME EC 305 613 Poulsen, Marie Kanne; Cole, Carol K. Project Relationship: Creating and Sustaining a Nurturing Community [Manual