Relationships with Teachers:

Relationships with Teachers:

We do not teach toddlers. Our jo= b is to encourage exploration and discovery.&nb= sp; The primary goal for teachers is to provide a warm, supportive environment for children. The= aim is for children to form strong attachments to caregivers, and feel comforta= ble to investigate the many interesting sights, sounds, smells, activities and areas in the classroom. Teach= ers set up intriguing activities. It might be as simple as four bins of sand and pitchers of water. Effective teachers sit with the ch= ildren during activities, share observations, ask open-ended questions, and support what is happening.

It is important to understand this stage of development and have realistic expectations. It is an unnatu= ral act for toddlers to line up. = They cannot sit for long periods of time, they rarely enjoy coloring on paper wi= th crayons, and it is difficult for toddlers to function in a large group. Routines need to be simple and as individualized as possible. M= ake transitions calm and fun. Sing through the day!

It is important to get into a toddlers world.= The majority of a teacher’s day needs to be on the floor. Get down at eye level and think ab= out what toddlers see, hear, and be available to interact with. Try to imagine how a toddler feels= .

Toddlers are at a stage where they are trying to organize themselves and their world. Toddlers learn through= trial and error, repetition, imitation and experimentation. It is the responsibility of teache= rs to help children make connections between their experiences and their knowledge. Teachers need to stimulate connections for children. “Let’s see what happens if you mix water and sand”… “Loo= k the sand sticks together.”

Engagement, support, encouragement and routines are the four key words. Toddlers need a language rich environment. Teachers need to provide a framework for toddlers as they go through their day.

1. Respect is fundamental. Chat with children – wait fo= r a response. Be aware to treat t= hem with dignity. Don’t att= ack a child with a tissue or try to force him to eat.

2. Toddlers need to be involved in the routine task= s of toileting, hand washing, eating and dressing. This is a time when autonomy is flourishing. Toddlers are mas= tering newfound skills: walking, talking, etc.&nb= sp; Self-help skills need to be encouraged. Have small pitchers for toddlers t= o pour with. Teachers need to chat w= ith the children during chores. “Oh, which foot are you going to put in the leg of your pants first?”… “I= see you put the right foot in. Hm= mm, it’s stuck… why do you think it’s stuck?”

3. Teachers need to chat with children. Label items, describe events, and = help them elaborate on their thoughts.

4. Toddlers need choices. “Would you like to look at t= he books or come to circle?”…”Henry, please select a book fo= r me to read?”

5. The environment needs to be set up in an organiz= ed, attractive manner that encourages children to get materials off the shelves. Materials need to be available for self-selection. Blocks need to be on shelves, toys displayed in an organized manner, dress up clothes, art materials, and manipulative toys. Label shelves with photographs or pictures. Have photographs of= the children, classroom activities or their families available. It is suggested to display them on= clear contact paper, sticky side out.

6. Avoid power struggles. Ask children questions and give th= em time to respond. Validate the= ir feelings by explaining you understand what they want to do. “I see you want to play with= the dolls right now, but I need you to come to lunch. Can you find a special place to put her?”

7. Toddlers need predictable, consistent routines.<= span style=3D'mso-spacerun:yes'> Transition activities need to be predictable and consistent. S= ing, chat, march, and do finger plays.

8. Model positive interactions. Model respect with children, paren= ts and teaching team members. Don= 217;t start talking to other adults when you are in the middle of an activity or discussion with a toddler.

9. Teachers need to remember that toddlers learn th= rough their senses. Water, sand, wet sand, or cornmeal needs to be available throughout the day.

10. Play with children. Extend their play form exploration= to imaginative. Play with blocks= and cars, play dress up, orchestrate a tea party.

11. Teachers need to be aware and self-reflective. They need to plan to give optimum = time to the children. Think about = where you are and what you are doing. Ask yourself, “Am I meeting the needs of these budding children?”

12. Teachers need to support discovery by encouraging toddlers to do as much for them as they can safely do.