Relationships
with Teachers:

We
do not teach toddlers.  Our job is
to encourage exploration and discovery.
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 comfortable
to investigate the many interesting sights, sounds, smells, activities and
areas in the classroom.  Teachers
set up intriguing activities.  It
might be as simple as four bins of sand and pitchers of water.  Effective teachers sit with the children
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 unnatural
act for toddlers to line up.  They
cannot sit for long periods of time, they rarely enjoy coloring on paper with
crayons, and it is difficult for toddlers to function in a large group.  Routines need to be simple and as
individualized as possible.  Make
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 about
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 teachers 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”…  “Look 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 for a
response.  Be aware to treat them
with dignity.  Don’t attack a
child with a tissue or try to force him to eat.

2.      Toddlers need to be involved in the routine tasks of
toileting, hand washing, eating and dressing.  This is a time when autonomy is
flourishing.  Toddlers are mastering
newfound skills: walking, talking, etc.
Self-help skills need to be encouraged.  Have small pitchers for toddlers to pour
with.  Teachers need to chat with
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.  Hmmm,
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 the
books or come to circle?”…”Henry, please select a book for me
to read?”

5.      The environment needs to be set up in an organized,
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 them
time to respond.  Validate their
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.  Transition activities need to be
predictable and consistent.  Sing,
chat, march, and do finger plays.

8.      Model positive interactions.  Model respect with children, parents and
teaching team members.  Don’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 through
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.