Young Children - May 2008 - (Page 39) really, this is only because it lets you see who’s next. It’s not friendly if you have to stand in it for long, or move in it. (Even adults don’t like to stand in line.) When it’s time to move, we name the next waiting place: “See you at the steps.” Then children can proceed at their own pace. When first teaching this technique, the waiting places need to be close together and the teacher may need to redirect wanderers. It seems to me that we spend less time doing this than we would take teaching children how to walk in a line. We allow them the autonomy of walking fast or slow, singly or in threes, as they proceed to the place. If we’re outdoors, they may even want to run, and that’s OK too! see, facing the book instead of their friend across the way who makes funny faces at them. Singing too can sometimes be more effective if it’s done triangle style, like a choir facing the director, at least at the beginning of the year when we’re building individual confidence in singing. This way the teacher can look into everyone’s face and encourage them by nodding and smiling. Over time children will become less self-conscious. However, as we begin to add circle songs and movements and dance, it’s back into the circle for many group “music times.” The best arrangement always depends on the goal and the group. No matter the shape, it’s about belonging Waiting together in an informal circle helps children understand that they are a part of a group. Regina Buono, one of our founding teachers, used to say, “Everyone is going in, and you’re part of everyone.” We try to use methods that will appeal to each child’s need for competence, autonomy, and social awareness. We say a few simple words very often the first few weeks: “Look, everyone’s getting together at the haystack” or “Look, your teacher called the children over. They’re waiting for you.” The great part of this procedure is that the children begin to understand going to a meeting place and to help us round up the others. Even the counting, which we do frequently, helps children to see that they’re part of the big number, that they really do count! Recently I observed this transition in our classroom. Teacher Jenny stood near the music area, inviting children to join her as they finished cleanup. Soon, several were standing together, waiting in a casual circle. Then, everyone was there except Josh. The young 3-year-old was wandering about the room, past the puzzles, over to, maybe . . . a truck? I waited to hear the words Jenny would use to encourage Josh to look up and join the group. Then 4-year-old Blake walked over to Josh, took his hand, and said kindly, “We’re all over here now!” Josh followed Blake eagerly, which might not have been the case had the teacher called him. Understanding children’s feelings Imagine yourself in a long line of cars at the end of a tiring workday. The traffic has been narrowed to one lane, the road is bumpy, and the signs are unclear. People are butting in line, and you’re upset with yourself for choosing this road at this time. You feel helpless. You can feel your emotions taking over even as your rational adult self tries to stay calm. An observer might say, “Well, road rage could be helped by requiring all adult drivers to take classes in anger management.” Alternatively, we could try to add a detour, make signs more clear, and encourage other forms of transportation. In other words, fix the road, and polite, competent drivers will emerge once again. It’s the same with our classrooms. As children learn to negotiate the road of learning, let’s guide and encourage, and also make sure we are not putting roadblocks in their path. Review your routines and social groupings to see how they conform with your curriculum goals. If needed, try some changes and think outside the box—or line!—to see what works best for your classroom climate and helps children to feel safe, confident, competent, and friendly throughout the day. References Dreikurs, R. 1968. Psychology in the classroom: A manual for teachers. New York: Harper & Row. Erikson, E. 1963. Childhood and society. 2nd ed. New York: Norton. Goleman, D. 1995. Emotional intelligence. New York: Bantam. Goleman, D. 2006. Social intelligence: The new science of human relationships. New York: Bantam. Maslow, A.H. 1970. Motivation and personality. 2nd ed. New York: Harper & Row. Circles are the typical shape for all large group activities at many programs. Circles are great for social interaction and feelings of belonging. However, when reading a book, we find a circle is not the best shape to be in. If you want all children to look at the book, it’s important to make this easy for them. We ask the children to move so they can all Copyright © 2008 by the National Association for the Education of Young Children. See Permissions and Reprints online at www.journal.naeyc.org/about/permissions.asp. As children learn to negotiate the road of learning, let’s guide and encourage, and also make sure we are not putting roadblocks in their path. Young Children • May 2008 39 http://www.journal.naeyc.org/about/permissions.asp
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