Young Children - May 2008 - (Page 38) groups in terms of triangles, circles, and lines. The most important thing is how an arrangement affects each child’s sense of belonging in the group. The triangle At the beginning of the day, we have a brief meeting on the steps outside the door. Children may offer a word or two, as we always expect and encourage spontaneity with involved learners. Still, it is usually the teachers who lead the conversation. We may use words like, “Listen, so you can hear the plan” or “I’m going to talk now to tell you where we’ll be going.” The group shape at this time is the triangle, with the teacher at the point, all faces watching her. I think sitting side by side and facing the teacher can make it easier for children to listen and be part of the group. “Never do anything a child could do.” Give children the chance to contribute, to help their group, to be needed. Dividing the class in half can be an effective way to increase the emotional comfort level and encourage group feelings in many activities. Examples could be a more intimate story time, a less hectic beginning for a new creative play center, or a group project in which all can lend a hand. By planning groups in advance, teachers can facilitate more positive social interactions within the group. A timid child may play with more abandon when the group at free play is smaller. A child who typically stays in the block corner with his one and only playmate may come over to the art corner now that his buddy is outdoors. This procedure allows children to remain flexible in their friendships and confident in their abilities to choose. These planned groups can change frequently as teachers observe and understand the socialemotional needs of the children. The circle When children are outside playing, how do teachers get them to come together to go inside? Here’s where the circle comes in. Teachers walk around to groups or individuals to tell them, “We’re all meeting at the side of the granary to get ready to go in.” If the plan is to go for a walk, the teachers may mention another of our frequently used waiting places. A waiting place is a clearly understood spot, such as “under the big oak tree” or “next to the big gray rock.” Soon children begin to gather, standing and talking together. After the children get accustomed to the meeting place, the teachers may suggest waiting in a circle. “Let’s hold hands” may follow. A circle is much friendlier than a line. People face each other, and children are less likely to compete to be first. As the children arrive at the circle, they’re welcomed by name, and all can see who it is. Soon the teachers start to count, “. . . 16, 17. Mmm . . . who else is coming?” “Tommy!” the children shout. “Ah yes, here he is. We’re all here. Let’s go up to the schoolhouse.” Different ways of arranging groups In addition to using different size groups, teachers can offer children different spatial arrangements to increase the effectiveness of group time as well as promoting feelings of emotional and social well-being. It may help to think of The line—or not We use the line very infrequently, and only if it makes sense. Examples would be waiting to climb over the gate one at a time or to use the bathroom if they’re both occupied. On these occasions even the children see the sense of a line. “A line is a friendly way to wait,” I like to say. But Young Children • May 2008 38
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