Head Start
Arizona Head Start TTA Office
Summer Webinar Series:
Child-Adult Interactions
Mary Kramer Reinwasser, M.Ed.
Arizona State-Based TTA Manager
Head Start State-based T/TA Office for Arizona
A member of the National Head Start Training and Technical Assistance Network
Agenda
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Components of quality interactions
Research in teacher-child interactions
Parenting/caregiving styles
Temperament and Interactions
Positive child-teacher interaction strategies
Head Start State-based T/TA Office for Arizona
A member of the National Head Start Training and Technical Assistance Network
2
Learning Outcomes
• Participants will be able to name the components of
quality interactions
• Participants will be able to identify outcomes of
positive adult child interactions
• Participants will be able to describe common
parenting/caregiving styles
• Participants will be able to describe several
strategies to enhance positive child-teacher
interactions
Head Start State-based T/TA Office for Arizona
A member of the National Head Start Training and Technical Assistance Network
3
Overview
The developmental appropriateness of an early
childhood program is most apparent in the
interaction between adults and children.
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National Association for the Education of Young Children
Head Start State-based T/TA Office for Arizona
A member of the National Head Start Training and Technical Assistance Network
4
Research
Close teacher-child relationships and quality classroom practices
are related to:
• higher social skills of preschoolers
• lower symptoms of anxiety, depression and social withdrawal in first grade
• more letters known, higher math scores and advanced language and
literacy skills while in preschool
• better language and cognitive skills among preschoolers
• higher reading skills when coupled with a structured and disciplined home
environment
• better receptive language
• good peer interactions and positive relationships with teachers and peers
in elementary school
• lower levels of challenging behaviors and higher levels of competence
Head Start State-based T/TA Office for Arizona
A member of the National Head Start Training and Technical Assistance Network
5
Components of Quality Interactions
• Teacher-Child Interaction and Student Learning
• Teacher-Child Communication
• Teacher-Child Interaction and the Promotion of a
Positive Self-Image
• Teacher-Child Interaction and Disciplinary Styles
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Authoritative
Authoritarian
Permissive
Neglecting/rejecting
Head Start State-based T/TA Office for Arizona
A member of the National Head Start Training and Technical Assistance Network
6
Teacher Beliefs
1. sensitivity of interactions with children,
2. involvement (both verbal and nonverbal) of interactions with
children, and
3. play style adopted when interacting with children
Results
• 22% reported that they were able to always practice their beliefs
• 65% indicated that they were able to practice their beliefs most
of the time
• 4% claimed that they were able to practice their beliefs only
some of the time, and
• 7% reported that they were seldom able to practice their beliefs.
Head Start State-based T/TA Office for Arizona
A member of the National Head Start Training and Technical Assistance Network
7
Promoting Positive Teacher-Child Interaction
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Engage in one-to-one interactions with children
Get on the child's level for face-to-face interactions
Use a pleasant, calm voice and simple language
Provide warm, responsive physical contact
Follow the child's lead and interest during play
Help children understand classroom expectations
Redirect children when they engage in challenging behavior
Listen to children and encourage them to listen to others
Acknowledge children for their accomplishments and effort
Head Start State-based T/TA Office for Arizona
A member of the National Head Start Training and Technical Assistance Network
8
Treat each child with warmness and respect
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Do you warmly greet children when they arrive in your classroom?
Do you give the children a hug?
Do you pat children on the back when they have done a good job?
Do you comfort children who are in distress by providing prompt
support and assistance?
Do you maintain eye contact with children when engaged in a
conversation?
Do you smile often?
Do you carefully consider your tone of voice when talking with the
children?
Do you acknowledge the children’s point of view by actively listening?
Head Start State-based T/TA Office for Arizona
A member of the National Head Start Training and Technical Assistance Network
9
Create a positive emotional climate
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Do children enjoy coming into your classroom in the morning?
Do they feel safe and secure?
Is the physical environment conducive to learning?
Are conversations pleasant for the most part?
Are the expectations you have for children fair?
Does your non-verbal behavior convey that you are happy to
be in the classroom?
Head Start State-based T/TA Office for Arizona
A member of the National Head Start Training and Technical Assistance Network
10
Get to know each child on an individual basis
• Do you engage each child in one-on-one conversations on a
regular basis?
• Do you listen to each child’s opinions?
• Do you seek to learn more about a child’s likes and dislikes?
• Do you make attempts to get to know the child’s family?
• Do you understand the child’s cultural background?
• Do you consider each child’s unique needs, interests, learning
style, and abilities?
• Do you regularly evaluate each child’s progress and vary your
interactions accordingly?
Head Start State-based T/TA Office for Arizona
A member of the National Head Start Training and Technical Assistance Network
11
Engage children in cognitively stimulating activities
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Do you talk to children on a frequent basis?
Do you respond to children’s questions and requests?
Do you engage in meaningful and extended conversations with
each child?
Do you read books aloud to children on a daily basis?
Do you ask children meaningful questions related to the books
that you read?
• Do you engage children in tasks and activities that offer children
a real challenge?
• Do you provide children with feedback that helps them think
and expand their understanding of concepts covered in class?
Head Start State-based T/TA Office for Arizona
A member of the National Head Start Training and Technical Assistance Network
12
Utilize an authoritative approach in guiding
• Do you take into account the age, developmental stage, and
temperament of each child?
• Do you communicate your expectations for children’s
behavior clearly and directly?
• Do you hold children responsible for their behavior?
• Do you implement consequences for negative behavior in a
fair and consistent manner?
• Are you firm, yet loving toward the children in your care?
Head Start State-based T/TA Office for Arizona
A member of the National Head Start Training and Technical Assistance Network
13
Impact of Positive Child-Teacher Interactions
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Problem-solvers
Language learners
Negotiators
Communicators
Social partners
Head Start State-based T/TA Office for Arizona
A member of the National Head Start Training and Technical Assistance Network
14
Temperament and Interactions
• Task Orientation/Task Attention is composed of activity level,
persistence, and distractibility.
• Personal-Social Flexibility (Social Adaptability) includes items
from the dimensions of withdrawal/approach, adaptability,
and positive mood.
• Reactivity contains items from the dimensions of intensity,
and threshold of response, and negative mood.
Head Start State-based T/TA Office for Arizona
A member of the National Head Start Training and Technical Assistance Network
15
Programs can…
• Create a warm, nurturing, welcoming physical environment
that fosters the development of trusting relationships15
• Understand that trust is foundational to positive interactions
and the development of relationships15
• Establish a working environment that reflects respect for
individual teachers and children
• Model communication that is direct, supportive, and
respectful of parents, teachers, and children
Head Start State-based T/TA Office for Arizona
A member of the National Head Start Training and Technical Assistance Network
16
Programs can…
• Re-visit the Head Start Child Outcomes Framework and
emphasize practices and approaches that integrate cognitive
learning and social development
• Promote the understanding that social competence is
culturally determined
• Identify strategies that accommodate and support culture and
language backgrounds of staff, families and children
• Understand that meaningful relationships require content
Head Start State-based T/TA Office for Arizona
A member of the National Head Start Training and Technical Assistance Network
17
Practitioners can…
• Provide learning environments that are positive, sensitive, responsive
and include frequent individualized interactions
• Structure the physical environment, equipment and materials in ways
that promote quality social interactions among children, parents and
teachers
• Implement an engaging curriculum that includes opportunities for each
child to participate
• Respect and validate children’s cultural and language backgrounds
• Plan and implement experiences that are of interest to children and
include content that promotes and sustains the development of
positive child-child and adult-child relationships
• Provide classroom routines that are consistent and predictable
Head Start State-based T/TA Office for Arizona
A member of the National Head Start Training and Technical Assistance Network
18
Practitioners can…
• Use effective well-timed transitions that include warnings about
transitions that preview what is going to happen next, and communicate
clearly what is expected of children
• Provide positive attention that encourages each child
• Find ways to validate how children are feeling and what they are
experiencing
• Be actively engaged in learning new things with children
• Identify ways to reinforce children’s positive behaviors and learning
• Maintain high expectations related to children’s behavior and learning
across all developmental domains identified within the Head Start Child
Outcomes Framework and state and local curriculum standards
Head Start State-based T/TA Office for Arizona
A member of the National Head Start Training and Technical Assistance Network
19
Children are developing the capacity of…
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trust
autonomy
initiative
creativity
…through positive relationships with adults.
Head Start State-based T/TA Office for Arizona
A member of the National Head Start Training and Technical Assistance Network
20
Questions
Head Start State-based T/TA Office for Arizona
A member of the National Head Start Training and Technical Assistance Network
21
The Arizona Head Start Training and Technical Assistance Office
and STG International thank you for joining our webinar today!
Please continue to join the 2010 Summer Webinar Series
occurring every Tuesday and Thursday during the months of
June and July at 3:00 Pacific Daylight Time.
Please contact Mary Kramer Reinwasser at
mary.reinwasser@stginternational.com for more information.
Head Start State-based T/TA Office for Arizona
A member of the National Head Start Training and Technical Assistance Network
22