Approaches to Learning Standard 1 Children foster initiative and curiosity by: 1a. Demonstrating eagerness to explore,
learn about, and discuss a range of topics, ideas, and tasks.
1b. Demonstrating flexibility, imagination,
and inventiveness in approaching tasks and activities.
1c. Planning, initiating, and completing
learning activities with peers.
Standard 2 Children practice cognitive self-regulation and executive function skills by: 2a. Demonstrating an increasing ability
to control impulses.
2b. Maintaining focus, sustaining
attention, and persisting in tasks with age-appropriate support.
2c. Using memories as a foundation
for more complex actions and thoughts.
2d. Demonstrating flexibility in thinking
and behavior.
2e. Shifting attention between tasks
and moving through transitions with minimal direction.
Standard 3 Children demonstrate symbolic representation by: 3a. Using imagination in play and
interactions with themselves, materials, and others.
3b. Recognizing the difference between
pretend or fantasy situations and reality.
3c. Representing people, places,
things, and processes, through drawings, movement, writing, and three-dimensional objects.
3d. Exploring and representing
their ideas through creative arts.
Making a Train Kim, an assistant teacher in a Head Start classroom, noticed two children playing in the block area. Four-year-old Grace was placing large blocks in a line on the floor, making a train. Three-year-old Addi became interested and wanted to join the play. Grace and Addi had a disagreement, and Kim stepped in to offer help. They decided to make a bigger train that could hold two passengers so both girls could fit inside. Soon two other children joined in, and the group expanded the train to make a spot for each child who wanted to play. During the experience, Kim used prompting questions that had been placed around the classroom to encourage the children to explain their thinking. As they began working together, she asked, “How can she help?” and “What can she do?” As the play progressed, she continued to ask questions and give prompts: “Tell me more about that!”, “Where are you going?”, “How long will it take to get there?” Kim provided assistance when the children needed it, and she continued to ask prompting questions as the play progressed.
Equity Connection: Trauma Informed Practice Kim was nearby and available to Grace and Addi during their play. She provided support and offered possible solutions when she noticed they were struggling. Rather than addressing “misbehaviors,” Kim understood what needs the girls were expressing through their actions. She thoughtfully used questions to help them practice self-regulation and allow others to enter their play. Kim helped the girls create a safe space within the play as they designed a bigger train that could fit more people. These Trauma Informed Practices provided the foundation for a joyful interaction that modeled inclusion for all of the children involved. Notes:
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