C A R I B B E A N E A R LY C H I L D H O O D G O O D P R A C T I C E G U I D E
making plans and decisions. Part of the training includes using social stories, a “strategy for solving classroom problems (social conflicts or problems with materials) and setting classroom goals or expectations” 14. In Antigua and Barbuda, where the HighScope approach has also been introduced into teacher and practitioner training, stimulating the children to think and express their viewpoints is considered a critical part of adult-child interaction. In Trinidad and Tobago, teachers are exposed to thematic approach and project-based learning as part of certification training in early childhood care and education (ECCE). Through such training, teachers are provided the opportunity to learn ways in which they can offer opportunities for children to learn through self-initiated and self-directed learning.
c. Ability to praise, comfort, question and be responsive to children;
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Provide practical demonstration of how to create an emotionally supportive learning environment Provide training in how to teach social and emotional skills to children.
Include in training the experience of planning and implementing activity plans specifically addressing areas of children’s development.
10 Provide learning
experiences in the use of strategies to stimulate language, communication and listening skills.
Training addresses how to establish an emotionally supportive learning environment; provide warmth in adult child interaction; and, support the development of children’s intrinsic motivation through encouraging children and responding to them consistently. Staff members are observed to work in partnership with the children and to build trusting relationships. In Trinidad and Tobago, both pre-service and in-service training provide teachers and practitioners with different types of approaches to interacting with children, acknowledging that each child is unique. Teachers are taught to build relationships through positive interactions with the children.
d. Leadership skills, problem solving and development of targeted lesson/activity plans;
Training addresses team planning, based on monitoring and assessment of what the children are interested in and what they need, and problem solving strategies. Leadership qualities are addressed as a part of the process of working in a team, reaching consensus on activities and resolving difficulties as they arise. One of the methods used in training is for teachers and practitioners to experience the role of group leader during training sessions. The training addresses how to plan for children’s activities and learning using a lesson plan outline. In Antigua Barbuda, activities target specific skills/concepts using appropriate teaching methodologies. The teacher maintains records of lessons planned in the ‘teacher plan book’. In Trinidad and Tobago, teachers are trained in the process of developing plans for children’s learning and taking the lead for a class or for a centre. Internal assessments reveal that the notion of an integrated curriculum is 14 see http://www.HighScope.org/file/NewsandInformation/ Extensions/ExtVol27No1_Trainer.pdf
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