# data[].attributes.body
作为老师，我会先关注幼儿的情绪和实际需要，再以平静、尊重的方式回应。例如，当幼儿需要上厕所时，我会鼓励他主动表达，并陪伴和引导他完成，而不会让幼儿因为自己的需要感到尴尬。同时，我也会使用积极的语言鼓励幼儿，让他们知道表达自己的需要是被接受和支持的。这样可以帮助幼儿建立安全感，并更积极地参与日常学习和互动。

# data[].attributes.body
老师在与幼儿沟通时使用了鼓励和肯定性的语言，例如肯定幼儿的努力和尝试，而不是只关注结果。这种正面的回应能够让幼儿感受到自己的能力被认可，从而更愿意主动参与活动、表达想法，并逐渐建立自信心和自尊心。

# data[].attributes.body
在互动过程中，老师能够耐心倾听幼儿的表达，并给予适当的回应。例如，当幼儿表达自己的需要时，老师没有立即打断，而是给予幼儿时间完成表达。这让幼儿感受到自己被重视和理解，也有助于建立安全、信任的师幼关系。

# data[].attributes.body
Educarer spoke in a warm gentle tone & give time for children to respond

# data[].attributes.body
As an assistant teacher I would help to guide the boy to the toilet and reassure him we can head to the toilet and compliment him for speaking up about his needs while the main teacher in charge looks after the other children outside the toilet, along the way I would ask if any other children will like to go to the toilet as well.

# data[].attributes.body
In one of the scene where the educator is rushing one of the boy to go to the toilet and using negative words such as “leave you behind”. This can effect the child’s emotions thinking they have to rush as well as feeling humiliated as the teacher is calling him out in front of his classmates as his the only person who went to the toilet.

# data[].attributes.body
The educator is using a soft and polite tone when interacting with the children. She is using positive words such as ‘thank you’ to acknowledge the child’s help. This identifies the educator is reciprocate towards the children as well as prioritising interaction with them.

# data[].attributes.body
Allow children sufficient time to use the toilet and get ready for outdoor play. If needed, ask another educator to accompany and support the child.

# data[].attributes.body
Educator conducted a headcount before bringing the children outdoors, ensuring all children were accounted for and promoting their safety and well-being.

# data[].attributes.body
When the educator says the child will be left behind if he do not hurry to the toilet, the child may feel pressured and insecure, which can affect their confidence and self-esteem.

# data[].attributes.body
老师应先了解幼儿的需求和感受，用温和、尊重的语言给予引导，避免催促或威胁。例如：“你慢慢来，老师等你。”同时多给予鼓励和肯定，让幼儿感受到安全和被尊重，从而增强他们的自信心、参与度和自尊心。

# data[].attributes.body
当杰瑞站在厕所前面时，老师没有先了解他的需求，反而告诉他现在不是上厕所的时间，并说“我们不等你了”。此外，她甚至以“把你留在后面”来催促幼儿。这样的做法可能会让幼儿感到害怕、紧张和有压力，也可能使幼儿产生不安或自卑的情绪。

# data[].attributes.body
I would acknowledge the child’s needs calmly and reassure him that he can join the group after using the toilet. This helps the child feel safe, respected and confident to communicate his needs.

# data[].attributes.body
When the educator hurried the child and mentioned leaving him behind, the child may have felt anxious or pressured. This could affect his confidence in expressing his needs in the future.

# data[].attributes.body
The educator maintained a calm and gentle tone while interacting with the children and involved them in counting together. This shows a positive relationship where the children feel comfortable participating and responding.

# data[].attributes.body
这位老师在与孩子们互动时，始终保持温和、平静的语气，并经常使用“谢谢！”等礼貌用语，为孩子们树立良好的示范。她在活动中通过提问“你们是不是忘记了什么？”鼓励孩子们回忆和回应。孩子们都能积极回答，说明这位老师在日常活动中保持一致的安排和互动方式，帮助孩子们逐渐熟悉活动流程，并记住相关的规则和习惯。

# data[].attributes.body
Provide ample time before daily outdoor activities to go to the toilet. This gives children the choice to pee if they want to.

# data[].attributes.body
老师应先耐心了解幼儿的需求，用温和、尊重的语气回应，例如：“你是不是想上厕所？我们一起去。”同时给予幼儿适当的选择和等待时间，避免催促或威胁，让幼儿感受到被理解和尊重，从而增强自信心、参与度和安全感。

# data[].attributes.body
老师的语言和行为

这种带有催促和威胁性的语气，可能让幼儿感到被责备和不被理解，影响他的自信心和主动表达需求的意愿。长期下来，也可能让幼儿对自己产生否定感，降低参与学习活动的安全感和积极性。

# data[].attributes.body
Either my co-teacher or I will speak to him and asked him whether he wants to pee. We will assure him that we can join us after he has used the toilet. This will ensure child to feel assured and not to feel anxious.

# data[].attributes.body
There was one incident where a child was standing outside the door. Teacher displayed an impatient tone and said everyone is waiting. If the child is not ready yet, she will leave him behind. I feel that this interaction was negative and the teacher rushed him. This will cause the child to panic and be afraid that their class will leave him and go outdoors on his own.

# data[].attributes.body
The Educator used interactions to communicate with the children. She encourages children to do the head count while she repeats the counting again. This will reinforce Early Numeracy skills in daily practice.

# data[].attributes.body
Educator used consistent magic words such as ‘Thank you!’ along with a gentle tone when interacting with the children. She seemed calm and occupied the children with numeracy counting.

# data[].attributes.body
Try to think in his point of view; what is making him slow? How will he feel and how can I care to help him quicken. Perhaps read a book about being focused if distraction is why he is slow, or about the toileting procedure or dressing up.

# data[].attributes.body
The rushing may disrupt his thought process which is probably why he is slow. With such approach he might always feel anxious and not feel safe in his environment.

# data[].attributes.body
Educator seems impatient when the child wants to use the toilet during outdoor time. Child might be scared to ask for toilet time again after this round.

# data[].attributes.body
The educator is very calm throughout which probably also made children feel her energy. She asked the children about forgetting something and the children responded. Which means the educator is consistent in routine which made children be able to recall.

However at certain point the educator also used ‘threats’ when she said she will leave him.

# data[].attributes.body
Provide children with sufficient time to go to the toilet and prepare to go for outdoor. Invite another educator to accompany the child.

# data[].attributes.body
I would rephrase her words by calmly acknowledging Garret's needs and reassuring him. "It's okay, Garret. Let's use the restroom quickly and we'll wait for you."

# data[].attributes.body
He may feel anxious about expressing his needs in the future and become less willing to participate.

# data[].attributes.body
"You have to hurry up, if not I'm going to leave you behind." The child might feel afraid of behind left behind. It affects his self-esteem as being slow and the last("everyone is waiting for you").

# data[].attributes.body
In the video, the educator mentioned that she would "leave him behind" when the child needed to use the restroom after everyone else was ready. This response may negatively affect the child's sense of safety and security as his physical and emotional needs were not being acknowledged.

# data[].attributes.body
Educator used a calm, gentle tone when asking children questions. She encouraged children to think by saying "I think we forgot to take something." and waited for children to reply.

# data[].attributes.body
I would have ask my partner to bring the child to the toilet while I look after the other children.

# data[].attributes.body
The educarer was rushing the child that makes the child self esteem low and less confident

# data[].attributes.body
The children were given time to answer the question that the educarer asked. The educarer spoke in a warm and gentle tone

# data[].attributes.body
Ask my partner to overlook the children who are not going to the toilet while

# data[].attributes.body
When getting the routine done, it will be in a mess when things have to get it done. Thats when educarer used outdoor voice at times to get the children hurry up

# data[].attributes.body
When educarer use gentle tone, children listen to the voice that attract them to closer when doing activity

# data[].attributes.body
老师非常开朗，并用积极鼓励的话语与幼儿互动，及时表扬和鼓励幼儿，让幼儿理解并愿意分享。

# data[].attributes.body
面对杰瑞，我会先等一等他，并且我会以幼儿第一原则为准。我会多用温和、鼓励的语气与幼儿交流，耐心倾听他们的想法，并给予具体的肯定和鼓励。我也会给幼儿更多独立尝试的机会，让他们在安全、轻松的环境中建立自信，积极参与学习，并相信自己有能力完成任务。

# data[].attributes.body
我可以走近杰瑞，拉进我和他的距离，并蹲下来去提醒他，或者可以简单帮助他，这样会更有效或更快的进行排队这个过度环节。

# data[].attributes.body
在活动过程中，莉娅主动帮老师拿急救箱，老师马上表扬了她，并谢谢她的帮忙。这样会让莉娅知道自己做的是对的，也会更有信心继续帮助别人。其他小朋友看到后，也会知道主动帮助别人、做正确的事情是会得到老师鼓励和肯定的。这样的互动可以帮助幼儿建立自信心，也会鼓励他们更愿意主动参与和帮助身边的人。

# data[].attributes.body
1. 先观察Jerry是否真的需要更多时间或帮助。

2.温柔地询问: “Jerry，你需要老师帮忙吗？”

3.向其他幼儿说明：“我们等Jerry一下，他很快就会准备好了。”

4.当Jerry完成后给予鼓励：“谢谢你准备好了，现在我们一起去游乐场。”

5.避免使用“快一点”或“把你留在后面”等带有压力或威胁性的语言，让幼儿感受到被尊重、被理解和被支持。

# data[].attributes.body
老师不断催促Jerry，并说”要把你留在后面”，可能会让Jerry感到焦虑、害怕或没有安全感。如果Jerry是因为需要上厕所或动作较慢，这样的语气容易降低他的自信心和自尊心，也可能让他以后不敢表达自己的需要。

# data[].attributes.body
“Thank you, Leah for taking the first aid box.”

老师及时感谢Leah主动帮忙拿急救箱，肯定幼儿的付出和责任感，让幼儿感受到自己的贡献被看见，建立积极的师幼关系，并鼓励幼儿主动参与班级事务。

# data[].attributes.body
作为老师，我会以温和的语气问杰瑞是否要上厕所，告诉他我们等他，体现尊重和安全感。在与其他幼儿耐心等待杰瑞的当儿，我会和幼儿一起唱歌，说一说接下来的活动内容，营造一个友爱的氛围。

# data[].attributes.body
老师质问幼儿杰瑞为什么站在厕所前面，又问孩子们是上厕所的时间吗？孩子们异口同声回复不是。然后催促杰瑞快一点，说其他人都准备好了，不然就要把他留下。

这样的消极互动没有体现尊重，让幼儿产生自卑感，成为消极和没有自信的学习者。

# data[].attributes.body
老师邀请幼儿一起点名，幼儿积极参与数数，老师答谢幼儿的参与，从中体现尊重、回应和正面互动。

老师营造了一个安全、正面和愉悦的学习氛围，帮助幼儿成为积极和有自信的学习者。

# data[].attributes.body
I would ask my partner to oversee the child in the toilet and sing some songs with the other children while waiting for him to be done.

# data[].attributes.body
Educarer threatened to leave the child behind as he was too slow, this might cause the child to feel scared and pressured.

# data[].attributes.body
Educarer threatened to leave the child behind as he was too slow, this might cause the child to feel scared and pressured.

# data[].attributes.body
Educarer spoke with a gentle voice to the children and encouraged them to count together. Educarer also thanked one of the child when she helped to take the first aid kit showing respect towards the child.

# data[].attributes.body
老师要以温和的语气问他的需求给予他足够的时间回应，避免催促。让幼儿有一个安全感十足的环境

# data[].attributes.body
老师以温柔的态度与幼儿互动。一起数数幼儿也积极回应。引导幼儿主动思考。让幼儿感到安全和自信

# data[].attributes.body
杰瑞站在厕所时，老师没有先了解他的需求。还对杰瑞说现在不是上厕所的时间，我们不等你了。这样对杰瑞会让幼儿感到不安和自卑

# data[].attributes.body
I would focus on using calm, supportive strategies that guide children through transitions without creating pressure or fear. This could include giving clear and positive directions, allowing extra time where needed, and offering choices to help children feel more in control.

I would also continue to use specific praise and encouragement to recognise children’s efforts, while being mindful to support those who are struggling by reassuring them and staying patient.

# data[].attributes.body
When the educator said, “Garrett, hurry up ok because everyone else is ready. If not I'm going to leave you behind. Hurry up.” Garrett may have felt pressured or worried about being left behind. This could affect his sense of security and confidence during the transition.

On the other hand, the educator's positive acknowledgement of Leah by thanking her for helping to pick up the first aid box encouraged her participation and helped her feel valued and confident in contributing to the group.

# data[].attributes.body
The educator used a gentle tone when speaking to Garrett and involved the children in the headcount as well as the first aid kit. This reflects a warm and responsive relationship, as the educator communicated calmly and encouraged the children to participate and contribute during the routine.

# data[].attributes.body
老师可先蹲下与杰瑞平视并以温柔的语气询问他是否有上厕所等实际需求。鼓励和给予他足够的时间回应，然后再以平静、尊重的语气引导他归队，避免催促或威胁，为他营造一个能让他安心、安全且信任的学习环境。

# data[].attributes.body
当杰瑞站在厕所前时，老师未先了解他的需求，而是强调现在不是上厕所时间，并与其他幼儿一同催促，甚至表示若不快点归队就会被留下。这种回应缺乏同理心与尊重，容易让杰瑞感到委屈、自卑，降低其自信心及主动表达需求的意愿，进而影响对教师与学习环境的安全感。

# data[].attributes.body
老师全程以温柔的态度与幼儿互动，提问后耐心等待回应并陪伴幼儿一起数人数，引导他们主动思考。此外，老师感谢莉雅帮忙拿急救箱，肯定她的付出，让幼儿感受到被尊重、被信任，从而建立安全、正向的师幼关系。

# data[].attributes.body
"Children, your friend needs to go toilet. Can we sit down and wait for him?. While we are waiting for your friend, let's do a head count..."

# data[].attributes.body
The educator used a firm voice and threatened the child that she might leave the child behind if he didn't do it fast. By listening to this, the children might not share their needs or things that they did wrong in the future, as they were scared.

# data[].attributes.body
The educator spoke in a gentle voice when one of the children wanted to use the toilet. While waiting for the child, she engaged the children in the routine, such as head count and the first-aid box. The educator connected with the children by asking them questions.

# data[].attributes.body
I would have done it differently by encoyraging the children who need to go to the toilet by asking the teacher partnering me to help them while I manage the children who are getting ready for the activity.

# data[].attributes.body
The children are able to follow tge teacher's instructions when the teacher started doing a countdown to inform the children of the need to hurry up, especially for the child who needed to use the toilet. As she told him its not the time to go to the toilet.

# data[].attributes.headline
Puven.  Teacher was very cheerful with positive language encouraging the children to cooperate and get ready for the activity.

# data[].attributes.subject
Puven.  Teacher was very cheerful with positive language encouraging the children to cooperate and get ready for the activity.

# data[].attributes.body
Though it is not toilet time yet, teachers still need to cater the needs of the children. The teacher can acknowledge that the child needs to go toilet by saying “ I know you need to go toilet. I can accompany you” In the future, the teacher can use visual cues to help the child understand and remember the daily routines.

# data[].attributes.body
When the teacher told the child that it was not toilet time yet and asked him to hurry up, the child may feel that his needs are not acknowledged. He may become less confident and feel afraid to tell the teacher his needs. In future activities, he may worry about making mistakes or being scolded, which may affect his confidence and participation.

# data[].attributes.body
The teacher promotes positive interactions with the children by engaging them in conversations, asking questions, and involving them in daily routines, such as helping her to bring the first aid box.

# data[].attributes.body
我会说，如果你的速度可以快一点的话，我们就可以快一点出去户外喽！小朋友们一起为ta加油。

# data[].attributes.body
老师在厕所对孩子说，我们不等你了。这样的话会让幼儿受挫，不自信。

# data[].attributes.body
老师会邀请幼儿一起加入数一数。幼儿们也会积极回应老师，和老师一起数数。说明幼儿在这个环境里面感到安全，并且幼儿是自信的。

# data[].attributes.body
In this situation, I would ask my (laoshi) partner to stay with the child in the toilet while I bring the rest of the children to the foyer. This helps reduce the waiting time for the children who are already prepared, while also reassuring Gareth that we will be waiting for him at the foyer.

Alternatively, I would use this as a teachable moment by explaining to the children that Gareth needs to use the toilet and that it is important to pass urine when our body tells us to. Holding it in for too long may lead to wet pants or accidents on the floor. This helps the children develop empathy and understand the importance of listening to their body’s needs while being considerate of others.

I would also remind the children to “Think, Feel, and Care.” Sometimes, situations like this may be inconvenient for the teacher and for friends who are waiting, but we can choose to be patient, think about how others feel, and show care and understanding while waiting.

# data[].attributes.body
When the teacher called out Gareth for standing in front of the toilet may affect the child’s self-esteem and in the future he might just hold his pee because of this incident. It’s better if the teacher shall speak to Gareth alone and do not use threatening words like “I will leave you behind”.

# data[].attributes.body
The moment where the teacher invited the children to do headcount together and they did count confidently with her. This shows that she always engage the children in a purposeful conversation.

# data[].attributes.body
I would use a calmer and more encouraging tone. For example, "Child XX, we're waiting for you. Do let me know if you need help." This helps the child feel safe, supported, and confident.

# data[].attributes.body
The educator told the child, "Hurry up... If not, I'm gonna leave you behind." This may make him feel worried or pressured. It could affect his confidence and his willingness to participate.

# data[].attributes.body
The educator involved the children by saying, "Let's count together," and thanked Leah for carrying the first aid box. This shows respect, encouragement, and trust. The educator supports children's participation and responsibility.

# data[].attributes.headline
Reflecting on the impact identified in Question 2, what might you do differently to foster more positive staff–child interactions and better support children’s confidence, participation, and self-esteem?

# data[].attributes.subject
Reflecting on the impact identified in Question 2, what might you do differently to foster more positive staff–child interactions and better support children’s confidence, participation, and self-esteem?

# data[].attributes.headline
根据第 2题中所反映的影响，思考作为老师，你可以如何做出不同的回应，以促进更积极的教职员–幼儿互动，并有效地支持幼儿的自信心、参与度及自尊心？

# data[].attributes.subject
根据第 2题中所反映的影响，思考作为老师，你可以如何做出不同的回应，以促进更积极的教职员–幼儿互动，并有效地支持幼儿的自信心、参与度及自尊心？

# data[].attributes.headline
Name an instance where the educator’s words or tone appear to influence the child(ren)’s confidence, participation, and/or self-esteem? Reflect on how these interactions may shape the child(ren)’s feelings about themself and learning.

# data[].attributes.subject
Name an instance where the educator’s words or tone appear to influence the child(ren)’s confidence, participation, and/or self-esteem? Reflect on how these interactions may shape the child(ren)’s feelings about themself and learning.

# data[].attributes.headline
请指出一个老师的用词或语气似乎影响幼儿自信心、参与度或自尊心的例子，并反思这些互动可能如何塑造幼儿对自己及学习的感受。

# data[].attributes.subject
请指出一个老师的用词或语气似乎影响幼儿自信心、参与度或自尊心的例子，并反思这些互动可能如何塑造幼儿对自己及学习的感受。

# data[].attributes.headline
Identify 1 moment that reflects the quality of the relationship between the educator and the children. What does this reveal about how the educator connects with and supports the children?                

# data[].attributes.subject
Identify 1 moment that reflects the quality of the relationship between the educator and the children. What does this reveal about how the educator connects with and supports the children?                

# data[].attributes.headline
请找出至少一个能体现老师与幼儿之间关系质量的时刻。这反映了老师如何与幼儿建立关系，并支持他们的发展？

# data[].attributes.subject
请找出至少一个能体现老师与幼儿之间关系质量的时刻。这反映了老师如何与幼儿建立关系，并支持他们的发展？

# data[].attributes.body
While a child was taking longer than expected in the toilet, the educator asked him to hurry up because everyone is ready, if not she will leave him behind.

This interaction suggests that the educator's priority was to manage time and keep the group on schedule. The statement may create feelings of fear or anxiety, as young children may interpret the threat of being left behind literally. This can cause his self esteem to be affected and also cause low confidence level in future. The child might even be scared of going to the toilet next time as he might have the thinking that his teacher will leave him behind.

# data[].attributes.body
Rather than building a secure and trusting relationship, the educator may make the child feel pressured instead of supported. A more responsive interaction would be to acknowledge the child's pace while providing reassurance. For example, the educator can say "We're waiting for you. Let me know if you need any help, and we'll go together when you're ready." This maintains expectations while helping the child feel safe, respected, and supported.

# data[].attributes.body
One positive interaction observed is that the children and educator engages in serve and return. The educator says something and the children will respond. The educator gives the children time to respond to her and speaks slowly for the children to understand.

this shows that the children feels confident to share their thoughts in-front of the educator. They are not afraid to voice out what they think.

# data[].attributes.body
The teacher responded to the children in a calm and gentle tone, which helped them feel comfortable and encouraged them to communicate calmly in return.

The children were familiar with the routine of preparing for outdoor play, as they were able to identify the next step after toileting without requiring additional guidance.

However, there was one instance where the teacher said, "I will leave you behind," to a child who was taking longer to finish toileting. Although the intention may have been to encourage the child to hurry, this statement could be perceived as threatening or anxiety-inducing.

# data[].attributes.body
The teacher communicated with the children in a calm and respectful manner, helping them feel comfortable and respond calmly. She also used polite phrases such as "Thank you" to acknowledge children's efforts, making them feel valued and encouraging confidence, kindness, and respectful communication.

However, the teacher told a child who was taking longer to finish toileting, "I will leave you behind." Although intended to encourage the child to hurry, this statement could increase the child's anxiety or fear of being left behind. Using more reassuring language would better support the child's emotional well-being while encouraging the child to complete the routine promptly.

# data[].attributes.body
Understanding that some children may need more time for toileting, I would bring the children to the toilet slightly earlier or allow children who need more time to enter first.

I would also use positive and reassuring language when guiding children during routines, while continuing to acknowledge their efforts with encouraging words. Maintaining a calm and respectful tone, along with providing support and sufficient time, will help build children's confidence, participation, and self-esteem.