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TLE 630 Advocay Project Rubric 2024 Alexandra Gourieux

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Issue #1 Play Based Learning being a Priority

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Issue #1 Play Based Learning being a Priority

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Play Games, Learn Math! Explore Numbers and Counting with Dot Card and Finger Games | NAEYC

The Case of Brain Science and Guided Play: A Developing Story | NAEYC

Children learn the more through play than from circle time. If we can expose children to math concepts through play, they are more likely to be interested in the content and remember what they learn. This article has a variety of math games that teach children different mathematical concepts such as dot games, finger games, numeral recognition, and composing and decomposing numbers.

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Issue #2  Early Literacy Skills Must be Taught to Families

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Issue #2  Early Literacy Skills Must be Taught to Families

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Read Together to Support Early Literacy | NAEYC

It is common knowledge that children who are read to know more developmentally when it comes to language and communication. This article explains while we can't expect toddlers to know how to "read", reading with them strengthens their vocabulary by exposing them to knew words and teaches them that pictures symbolize words. Not to mention that reading with children increases one on one time and strengthens that relationship and makes reading an enjoyable activity of them. Families should be given materials and told just how big of a difference reading can make in their child's life.

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Our Proud Heritage: Outdoor Play Is Essential to Whole Child Development | NAEYC

Children do not spend enough time playing outside whether it be at home or at school. The importance of nature in a child's development goes all the way to the beginning of the 19th century, when Friedrich Froebel a German Scholar came up with the term kindergarten and recognized the importance of children and nature and said that humans and nature are connected on a spiritual level.

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Issue #4 Social and Emotional Learning from the Beginning

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Issue #4 Social and Emotional Learning from the Beginning

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In preschool we hear a lot of "You can't come to my birthday party" or "I won't be your friend anymore if you don't play what I want to." It is part of our jobs as preschool teachers to help children understand their social and emotional needs and how to communicate with each other without hurting each other's feelings. If we can stop bullying from the beginning, there might be a lot less consequences in middle school and high school because of social bullying.

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Four-year-old Ricardo tells Sam, "I want to ride the tricycle." Sam replies, "I'm riding it now." Ricardo looks to see whether the teacher is watching, sees that she's not, and says, "I won't be your friend anymore." Sam gives Ricardo the tricycle.

Five-year-old Julia is playing with snap shapes. "Help me make a bracelet," she says to Tanya. Tanya puts the snap shapes around Julia's wrists and says, "It's not a bracelet, it's handcuffs and you're in jail." "I don't want to be in jail." "You're in jail and you have to stay in that chair."

Another kindergartner, Portia, turns to talk to Julia, but Tanya interrupts: "You can't talk to Julia. She's in jail, and when you're in jail you can't see your friends. Your family either. Don't look at her." Portia glances back, but Tanya says again, "You can't look at her or talk to her! She's in jail!"

Popular culture is filled with images of adolescent "mean girls" who control everyone around them through hurtful words, exclusion, and social pressure. Although more widely recognized in late elementary and middle school, attempts to dominate through relational aggression-sometimes called social bullying-begin much earlier. These experiences are now observed in kindergarten, with some young children excluding one another based on clothes, academic ability, and physical skills (Paul 2010). Many teachers of 4-year-olds have heard children say something like "You can't come to my birthday party" or "I won't be your friend if you don't give me that." Increasingly, researchers are recognizing that such statements represent the roots of relational aggression -"behaviors that are intended to significantly damage another child's friendships or feelings of inclusion by the peer group" (Crick & Grotpeter 1995, 711)-and that these behaviors begin in preschool. A large body of research points out the harm caused by social bullying in childhood and adolescence, suggesting a pressing need to prevent relational aggression or stop it as soon as it starts.

Helping children understand their social world and develop ways to meet their emotional and social needs is a critical part of early education. Children who successfully pursue these goals are rewarded with friends and socially enriching experiences; children who don't may resort to aggression. Relational aggression includes ignoring peers, telling peers they can't play or be part of the group, and setting limits on friendship (e.g., "I won't be your friend unless you let me be the train conductor"). This behavior not only damages the targets of the aggression but also jeopardizes the social and emotional development of the children who use relational aggression. For example, years of research suggest that children who use relational aggression for a long time experience more adjustment difficulties and are more likely to need assistance from mental health professionals (Young, Boye, & Nelson 2006).

The costs of relational aggression

Consequences of sustained relational aggression in adolescents often appear in the news, with stories of young people driven to acts of violence or even suicide as a result of extended social bullying from their peers. In early childhood, the immediate impact of relational aggression is familiar to teachers who have dried the tears of young children who were told that they couldn't play with others. A number of authors describe relational aggression as undermining children's efforts to gain social acceptance and closeness, which threatens children's social and emotional development. Specifically, research has shown that targets of relational aggression are significantly more likely to be rejected by peers, have poor peer relationships, have significantly fewer prosocial problem-solving skills, and exhibit significantly more problems with depression and anxiety than other children (Murray-Close & Ostrov 2009).

Children who use relational aggression suffer consequences as well. Studies suggest that preschoolers who are relationally aggressive are significantly more likely to be rejected by peers than those who are nonaggressive (Crick, Ostrov, & Werner 2006). Overall, using relational aggression in elementary school is a strong predictor of psychological and social maladjustment throughout life (Crick, Ostrov, & Werner 2006) and is associated with poor academic performance and socialization problems (Preddy & Fite 2012; Risser 2013).

Profiles of relational aggression and adult reactions

Studies of the relationship between gender and relational aggression among young children have different findings, but most show that girls use relational aggression more frequently than boys (Godleski & Ostrov 2010). In studies of preschoolers, the findings are somewhat less clear. Several researchers report either small or no differences in rates of relational aggression between 4- and 5-year-old boys and girls (Murray-Close & Ostrov 2009; Lansford et al. 2012).

Relational aggression and physical aggression share a number of risk factors, and children who are physically aggressive are more likely to be relationally aggressive (Estrem 2005). Similarly, language has been linked to all forms of aggression: children whose language skills are less developed than their peers' are more likely to use both physical and relational aggression (Estrem 2005). However, children who use only relational aggression tend to have better oral language skills than those who use only physical aggression (Estrem 2005).

Children whose language skills are less developed than their peers' are more likely to use both physical and relational aggression.

Ironically, children who use relational aggression may be among the most competent children in the classroom. They tend to have well-developed perspective-taking and empathy skills (Ostrov et al. 2013). For example, if a child expects to get what she wants by saying, "I won't be your friend anymore if you don't let me play with that toy," she probably understands how her words will make her peer feel. Further, young children who use relational aggression effectively may be socially powerful. They are often popular with both peers and teachers (Roseth et al. 2007).

Some preschoolers use both prosocial and aggressive strategies to get what they want in social situations, suggesting that young children can have a number of social tools at their disposal (Roseth et al. 2007). The role of the early educator, then, is to help children learn to choose prosocial tools. By treating all children with respect, teachers model prosocial strategies. Careful monitoring (especially during unstructured times, such as snack and mealtimes) allows early educators to teach prosocial strategies directly. When they hear a child say something unkind, teachers can use the opportunity to teach more positive interaction skills. For example, a teacher could say, "You can tell Alonzo that you don't want to play right now, but you may not say 'Go away,' because that's unkind and hurts his feelings." Acknowledging children when they use kind words is another effective strategy.

Michael, a 3-year-old in a mixed-age classroom, is throwing blocks at the shelves in the construction center. Jamelia, a very popular and socially competent 4-year-old, walks over and says harshly, "You better quit throwing blocks. If you don't stop, I'm not going to play with you anymore." Ms. Farrah, their teacher, is standing close by. She turns to Michael and says, "Michael, you know that we're not supposed to throw blocks." She says nothing about Jamelia's comments or tone.

A number of researchers describe the prosocial functions of relational aggression. Children who are highly socially competent often use relational aggression to reinforce social norms, many of which are endorsed by teachers and other adults (Coyne et al. 2012). As demonstrated in the vignette above, teachers and other adults may, consciously or unconsciously, reinforce relational aggression among young children because they do not realize they are doing so or because it helps preserve the social order.

Preschoolers who were rated by teachers on the Preschool Social Behavior Scale-Teacher (PSBS-T) (Crick, Casas, & Mosher 1997) as highly relationally aggressive had the most positive relationships with their kindergarten teachers and might be more skilled at social manipulation and hiding aggression (Gower et al. 2014). Taken together, the literature suggests that not only does relational aggression occur among young children, but it is often tacitly rewarded by peers and adults.

Preventing relational aggression

Given the risks for children who use relational aggression and their targets, helping children find alternatives to relational aggression as early as possible should be a priority for preschool educators.

Know yourself

Research clearly indicates that teachers' and children's responses to aggression predict levels of both relational and physical aggression. For example, in a study of elementary classrooms Kuppens and colleagues (2008) found that when a teacher tolerates relational aggression, children who tend to be aggressive are more likely to act aggressively, both relationally and physically. Kuppens and colleagues refer to the norms of the classroom with respect to aggression in general and postulate that when aggression, either relational or physical, is part of the classroom norm, more children will adopt aggressive behavior.

Helping children find alternatives to relational aggression as early as possible should be a priority for preschool educators.

We suspect that very few, if any, preschool teachers would say that aggression is an acceptable way for children to solve their social problems. And yet research suggests that teachers often unintentionally reward relational aggression. Whether or not teachers condone aggression, directly or indirectly, influences children's use of aggression. Goldstein and colleagues (2001) found that when children saw that aggression led to a positive outcome for the aggressor, they were more likely to engage in aggression themselves. However, when the consequence of aggression was negative, children were less likely to use aggression to get what they want.

Some adults believe that relational aggression is a natural part of childhood (Hurd & Gettinger 2011). Like physical aggression, relational aggression is a common behavior among young children. But, also like physical aggression, relational aggression doesn't have to be a part of the early educational environment. "You wouldn't let them hurt each other physically. Why would you let them hurt each other emotionally?" asks Heather Faison, who teaches 2- and 3-year-olds at Little School in Gainesville, Florida. She continues, "Sometimes, the emotional hurt is a lot worse than the physical." This is particularly evident when the emotional hurt is frequently directed at one particular child, as can occur if one child is consistently the butt of others' jokes or is treated by children as the scapegoat when things go wrong in the classroom.

Know the children and the classroom

Because a positive classroom climate is one of the most important elements of preventing relational aggression (Kuppens et al. 2008), an important step toward reducing relational aggression is for teachers to understand the social dynamics and relationships among the children and adults in the classroom. When children spend time with peers, many tend to adopt the behaviors of their peers, falling in line with the group's dynamics (Gallagher et al. 2007), and aggression can be contagious: one aggressive act makes it more likely that other aggressive acts will follow (Goldstein et al. 2001).

It is important for teachers to consider the role of relational aggression in the classroom: when it occurs and under what circumstances (e.g., during centers or at lunch). Questions that help teachers understand relational aggression include: "Who are the popular children, and who is ignored or rejected by their peers? Which children need to win? Does relational aggression occur when a few children who really like each other don't want a less skilled peer to enter their play?" When teachers understand the why of relational aggression, they have much more success in addressing it.

Margie Donnely, who teaches kindergarten at PK Yonge Developmental Research School in Gainesville, Florida, describes the importance of learning the classroom dynamics early in the school year. In particular, she takes note of the children who must always be first, often at the expense of their peers: "There are always a few children who will push to be at the front of the line. Often these same children have a strong need to win, even when there's nothing to win."

Foster positive relationships with and among children

Strong relationships between teachers and children are critical in fostering children's positive relationships with classmates. In classrooms where the teacher is warm and sensitive to children's needs, children engage in more prosocial cooperative play and more positive conversation, and consequently less relational aggression (Rimm-Kaufman et al. 2005). When teachers model respect and affection for everyone in the class, children are more likely to engage in inclusive, positive play. If children's prosocial strategies prove effective, and particularly if they continue to add prosocial tools to their repertoire, they may rely less on relational and physical aggression.

Communicating these classroom norms to the children's families also is important so that parents can reinforce prosocial skills at home. When meeting with families, teachers can share information about what social bullying is and why it's so hurtful, as well as information about the kind of classroom community the teacher wants to create. For example, Margie has a classroom rule that if children want to hand out birthday party invitations at school, every child must receive one. She talks about this policy and why it's important for developing a respectful classroom community at open house and in family newsletters.

Accentuate the positive

Children who are both physically and relationally aggressive are more likely to interpret other children's behaviors as hostile (Godleski & Ostrov 2010). When teachers put a positive spin on children's behavior, they help all children interpret that behavior in prosocial ways and avoid scapegoating, a common form of relational aggression. For example, if a child knocks over another child's block tower, the teacher who says "Oh, it looks like he wants to play blocks with you" helps the children see the best in each other (Meece & Soderman 2010, 83).

How teachers respond to children's tattling behaviors is likely to have an effect on how children talk to, and about, each other. Ingram and Bering (2010) found that preschool children who tattle frequently are more likely to be relationally aggressive, and yet teachers' responses to tattling tend to be positive rather than negative. Encouraging children to resolve their own social issues and helping children find words to respectfully resolve conflicts is one of the most important contributions early educators can make to children's development. For example, Margie teaches children to try to resolve conflicts before they bring the dispute to her. Step 1 is to say, "Please stop." Step 2 is to say, "Stop, or else I'll tell." Only if this warning is ignored should children involve the teacher.

Margie and Heather both point out that teachers can have tremendous influence over how children respond to their peers. Heather points out that, particularly for younger children, narrating interactions in the moment can help children learn social skills. By narrating children's behavior to other children, teachers can emphasize positive intentions and coach children's communication strategies.

Three-year-old Monica reaches to touch her friend Sara's hair. Sara pulls back, looking angry. Ms. Faison explains, "Monica likes your hair, Sara. Monica, it doesn't look like Sara wants you to touch her hair. Sara, what you can do is tell Monica that you don't like her to touch your hair."

Think "Everyone wins" when choosing games

Games and classroom activities can encourage or discourage aggression. It's important to make sure that all children have ways to experience success that don't involve dominating or outdoing their peers. As much as possible, choose games and activities that encourage cooperation (e.g., dancing together) over competition (e.g., musical chairs). For children who seem to have a greater need to exert dominance, providing opportunities to win in socially constructive ways-for example, encouraging them to be leaders by assisting peers-can head off aggressive behaviors (Farmer & Xie 2007).

Classwide interventions

Vivian Paley's groundbreaking You Can't Say You Can't Play (1992) provides a means for teachers of young children to discuss issues of social justice and fairness with their classes. Paley describes her own efforts to make sure that all children were included in play. The kindergartners she taught were not allowed to say, "You can't play with us." While the ideal of not allowing children to exclude one another has merit in preventing relational aggression, several researchers have found that simply having the rule is not enough, and that it may have unintended negative consequences. For example, using pre- and postdata collection, Harrist and Bradley (2003) studied the impact of the "everyone plays" rule in kindergarten classrooms. They found that having the rule encouraged children to report that they liked more of their peers, but the children also reported increased levels of social dissatisfaction, suggesting that always having to play with everyone made playing less fun. Along these lines, Sapon-Shevin and colleagues (1998) found that applying the "everyone plays" rule and discussing social justice were insufficient for encouraging more inclusive play. Direct social skills instruction was necessary in kindergarten.

Margie recommends mixing structured play (in which everyone plays) with child-directed opportunities for social interaction: "Controlling traffic between centers with something (e.g., having children use clothespins with their names on them to indicate a center is full) is one way to allow children to form their own groups without having to say that everyone has to play. A group of three who want to play together will find a space that allows only three without having to verbally say 'We don't want you to play with us.'"

Clearly, one of the most important teaching tasks for early educators is helping children learn how to engage positively with peers. Mindess, Chen, and Brenner (2008) point out the need for a carefully planned, comprehensive social-emotional curriculum (developed by the school, or commercially available curricula), ideally implemented schoolwide and communicated to other school staff and parents, to prevent relational and physical aggression.

Clearly, one of the most important teaching tasks for early educators is helping children learn how to engage positively with peers.

If relational aggression is already a pattern for a child, strategies intended for the entire class may not be enough. A social problem-solving model-a component of many published curricula-systematically teaches children to think through social situations as problems to be solved through brainstorming solutions, and evaluating what-if scenarios. Explicit instruction about how to handle social situations is helpful. Margie advises, "Just like parents teach children to say 'thank you' at appropriate times, there are phrases that are helpful in social situations." For example, help children learn to share by teaching them to say, "Can I play with you?" Similarly, if a child wishes to play alone she can say, "I want to play by myself, please." Margie also recommends role-playing during circle time to help children act out positive ways to respond to socially challenging situations.

For social skills instruction to be successful in reducing pervasive relational aggression, it is important for teachers to embed the principles throughout daily activities. Routines such as morning meeting provide rich opportunities to build community and to teach and model respect for others. Using children's literature, particularly emphasizing the social aspects of stories and how characters solve problems, is another way to build social skills training into the regular fabric of young children's school experience.

Conclusion

The impact of relational aggression across the lifespan highlights the importance of teaching young children alternatives to all forms of aggression. By being aware of ourselves and our responses to relational aggression, understanding the children we teach, and implementing systematic strategies to encourage community and prosocial problem solving, early educators can help all children learn critical social and emotional skills in order to experience fulfilling relationships.

References

Coyne, S.M., J.R. Linder, D.A. Nelson, & D.A. Gentile. 2012. "'Frenemies, Fraitors, and Mean-em-aitors': Priming Effects of Viewing Physical and Relational Aggression in the Media on Women." Aggressive Behavior 38 (2): 141-49.

Crick, N.R., J.F. Casas, & M. Mosher. 1997. "Relational and Overt Aggression in Preschool." Developmental Psychology 33 (4): 579-88.

Crick, N.R., & J.K Grotpeter. 1995. "Relational Aggression, Gender, and Social-Psychological Adjustment." Child Development 66 (3): 710-22.

Crick, N.R., J.M. Ostrov, & N.E. Werner. 2006. "A Longitudinal Study of Relational Aggression, Physical Aggression, and Children's Social-Psychological Adjustment." Journal of Abnormal Child Psychology 34 (2): 131-42.

Estrem, T.L. 2005. "Relational and Physical Aggression Among Preschoolers: The Effect of Language Skills and Gender." Early Education and Development 16 (2): 207-32.

Farmer, T.W., & H. Xie. 2007. "Aggression and School Social Dynamics: The Good, the Bad, and the Ordinary." Journal of School Psychology 45 (5): 461-78.

Gallagher, K.C., K. Dadisman, T.W. Farmer, L. Huss, & B.C. Hutchins. 2007. "Social Dynamics of Early Childhood Classrooms: Considerations and Implications for Teachers." Chap. 2 in Contemporary Perspectives on Social Learning in Early Childhood Education, Contemporary Perspectives in Early Childhood Education series, eds. O.N. Saracho & B. Spodek, 17-48. Charlotte, NC: Information Age.

Godleski, S.A., & J.M. Ostrov. 2010. "Relational Aggression and Hostile Attribution Biases: Testing Multiple Statistical Methods and Models." Journal of Abnormal Child Psychology 38 (4): 447-58.

Goldstein, N.E., D.H. Arnold, J.L. Rosenberg, R.M. Stowe, & C. Ortiz. 2001. "Contagion of Aggression in Day Care Classrooms as a Function of Peer and Teacher Responses." Journal of Educational Psychology 93 (4): 708-19.

Gower, A.L., K.A. Lingras, L.C. Mathieson, Y. Kawabata, & N.R. Crick. 2014. "The Role of Preschool Relational and Physical Aggression in the Transition to Kindergarten: Links With Social-Psychological Adjustment." Early Education and Development 25 (5): 619-40.

Harrist, A.W., & K.D. Bradley. 2003. "'You Can't Say You Can't Play': Intervening in the Process of Social Exclusion in the Kindergarten Classroom." Early Childhood Research Quarterly 18 (2): 185-205.

Hurd, H.D., & M. Gettinger. 2011. "Mothers' and Teachers' Perceptions of Relational and Physical Aggression in Pre-School Children." Early Child Development and Care 181 (10): 1343-59.

Ingram, G.P., & J.M. Bering. 2010. "Children's Tattling: The Reporting of Everyday Norm Violations in Preschool Settings." Child Development 81 (3): 945-57.

Kuppens, S., H. Grietens, P. Onghena, D. Michiels, & S.V. Subramanian. 2008. "Individual and Classroom Variables Associated With Relational Aggression in Elementary-School Aged Children: A Multilevel Analysis." Journal of School Psychology 46 (6): 639-60.

Lansford, J.E., A.T. Skinner, E. Sorbring, L. Di Giunta, K. Deater-Deckard, K.A. Dodge, P.S. Malone, P. Oburu, C. Pastorelli, S. Tapanya, L.M. Uribe Tirado, A. Zelli, S.M. Al-Hassan, L. Peña Alampay, D. Bacchini, A.S. Bombi, M.H. Bornstein, & L. Chang. 2012. "Boys' and Girls' Relational and Physical Aggression in Nine Countries." Aggressive Behavior 38 (4): 298-308.

Meece, D., & A.K. Soderman. 2010. "Positive Verbal Environments: Setting the Stage for Young Children's Social Development." Young Children 65 (5): 81-86. www.naeyc.org/files/yc/file/201009/MeeceOnline0910.pdf.

Mindess, M., M. Chen, & R. Brenner. 2008. "Social-Emotional Learning in the Primary Curriculum." Young Children 63 (6): 56-60. www.naeyc.org/yc/columns/primary.

Murray-Close, D., & J.M. Ostrov. 2009. "A Longitudinal Study of Forms and Functions of Aggressive Behavior in Early Childhood." Child Development 80 (3): 828-42.

Ostrov, J.M., D.A. Gentile, & A.D. Mullins. 2013. "Evaluating the Effect of Educational Media Exposure on Aggression in Early Childhood." Journal of Applied Developmental Psychology 34 (1): 38-44.

Ostrov, J.M., G.M. Massetti, K. Stauffacher, S.A. Godleski, K.C. Hart, K.M. Karch, A.D. Mullins, & E.E. Ries. 2009. "An Intervention for Relational and Physical Aggression in Early Childhood: A Preliminary Study." Early Childhood Research Quarterly 24 (1): 15-28.

Ostrov, J.M., D. Murray-Close, S.A. Godleski, & E.J. Hart. 2013. "Prospective Associations Between Forms and Functions of Aggression and Social and Affective Processes During Early Childhood." Journal of Experimental Child Psychology 116 (1): 19-36.

Paley, V.G. 1992. You Can't Say You Can't Play. Cambridge, MA: Harvard University Press.

Paul, P. 2010. "The Playground Gets Even Tougher." New York Times, Oct. 10. www.nytimes.com/2010/10/10/fashion/10Cultural.html?pagewanted=all&_r=0.

Preddy, T.M., & P.J. Fite. 2012. "Differential Associations Between Relational and Overt Aggression and Children's Psychosocial Adjustment." Journal of Psychopathology and Behavioral Assessment 34 (2): 182-90.

Rimm-Kaufman, S.E., K.M. La Paro, J.T. Downer, & R.C. Pianta. 2005. "The Contribution of Classroom Setting and Quality of Instruction to Children's Behavior in Kindergarten Classrooms." Elementary School Journal 105 (4): 377-94.

Risser, S.D. 2013. "Relational Aggression and Academic Performance in Elementary School." Psychology in the Schools 50 (1): 13-26.

Roseth, C.J., A.D. Pellegrini, C.M. Bohn, M. Van Ryzin, & N. Vance. 2007. "Preschoolers' Aggression, Affiliation, and Social Dominance Relationships: An Observational, Longitudinal Study." Journal of School Psychology 45 (5): 479-97.

Sapon-Shevin, M., A. Dobbelaere, C.R. Corrigan, K. Goodman, & M.C. Mastin. 1998. "Promoting Inclusive Behavior in Inclusive Classrooms: 'You Can't Say You Can't Play.'" Chap. 6 in Making Friends: The Influences of Culture and Development, eds. L.H. Meyer, H.-S. Park, M. Grenot-Scheyer, I.S. Schwartz, & B. Harry, 105-32. Baltimore: Brookes.

Young, E.L., A.E. Boye, & D.A. Nelson. 2006. "Relational Aggression: Understanding, Identifying, and Responding in Schools." Psychology in the Schools 43 (3): 297-312.

Photos iStock

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"I Won't Be Your Friend If You Don't!" Preventing and Responding to Relational Aggression in Preschool Classrooms

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Helping children understand their social world and develop ways to meet their emotional and social needs is a critical part of early education.

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Issue #5 Positive Interactions towards challenging behaviors

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Issue #5 Positive Interactions towards challenging behaviors

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Responding positively to challenging behaviors in the classroom takes a lot of practice and is much harder than just telling a child to stop or punishing them for bad behavior. If children are having challenging behaviors in the classroom, it might be time to take a look at our routines and procedures and see if there is something that we could adjust to help the situation. It is also important that when teaching with a partner that your words are clear and consistent and that students know what is expected of them.

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Guiding children's behavior is something done throughout the day, not just when a child acts in a way that is unsafe or unacceptable. You guide behavior by establishing predictable routines, setting clear rules with children, and modeling kindness and respect. You are also attentive and aware of what is going on. Together, these actions help children feel noticed, confident, and secure. Children experience your attention and guidance as a caring embrace holding everything together. They know you're on their team. (Dombro, Jablon, & Stetson 2011, 58)

This excerpt shapes our thinking as we plan for positive guidance in our classroom at a preschool in Pahoa, Hawaii. Using the three steps of a Powerful Interaction-Be Present, Connect, and Extend Learning-helps us be more successful at building strong, caring relationships with children and families. Powerful Interactions are interactions in which a teacher intentionally connects with a child to extend his or her learning. We also actively plan for guidance, which keeps a positive climate in our classroom. This boosts how we feel at the end of the day and enhances each child's success as a learner.

Here are some strategies we use to plan for positive guidance, keeping a Powerful Interactions approach in mind.

Teamwork makes positive guidance more effective and Powerful Interactions possible!

It took time for us to become an effective teaching team. We had never worked together and had to become acquainted with each other's teaching style. However, we wanted to be a seamless team because children tune in to their significant adults. We strive to coordinate our messages to children and make them clear and consistent. By staying present (step one of a Powerful Interaction) with each other and connected with our eyes, words, laughter, and other cues, we extend children's learning during group times and transitions. Our teamwork has positive effects on children's behavior and the classroom climate. It also gives us more energy to guide children in positive ways and enjoy each day. Three tips help us ensure seamless teamwork:

1. Be clear about roles. When we plan together, we clarify who will do what and when. Our goal is to be predictable about our roles during routines so that the children can anticipate what's going to happen and who to look to for directions. This reduces challenging behaviors significantly. For example, at arrival time, Deborah greets children in our lending library and talks with them about books. At the same time, Danielle greets children and families at the classroom door and then moves around the room to support them as they do morning activities.

2. Make two voices one, literally and figuratively. This helps us deliver clear and cohesive messages to children. Too often children check with one adult and if they don't like the answer, ask the other one. When children hear our voices from different areas of the room, they are more relaxed. We're playful and sometimes silly about how we make our two voices one. We might echo each other's voices melodically, complete each other's sentences when giving directions, or finish each other's rhymes. Danielle says, "There was one little bat in one big cave," while looking over at Deborah who immediately chimes in, "He was so alone and not so brave." The children enjoy the predictability of listening for our voices bouncing back and forth. Sometimes they look at the other adult to see what she'll say.

3. Use frequent check-ins. We continually check in with each other throughout the day about what children are doing and how they are responding to activities and other children. We give each other signals about how things are going. The more we stay present, the easier it is to connect with each other. The result is a calmer classroom and fewer episodes of challenging behaviors. These tips have worked for us:

Be on opposite sides of the room during indoor time to keep things running smoothly.

Scan the room frequently, looking at what children are doing and at one another. Quickly read each other's cues, such as a thumbs-up, smile, nod, or lift of an eyebrow.

Update each other after an interaction with a child or family member. A quick summary or saying "Remind me to tell you about _____ later today" ensures consistency with each other, the children, and their families.

Tune in to those children who need a little more attention. This can prevent challenging situations by catching them before they start.

Use daily arrival time to set the tone for positive guidance.

At the beginning of the year, teachers get to know children and their families through home visits and an orientation period (when a few children come for a few hours each day). During the orientation we introduce our arrival time routines. Our goal is for parents to have positive interactions with their children and for us to have Powerful Interactions with children and family members. Our routine and roles allow us to be present and connect with each child and her family for at least a few minutes. We plan activities that address positive guidance as well as language and literacy and math learning. When the day begins well, most children stay engaged and focused. Our predictable routine has three parts:

1. Offer specific activities in learning centers. We display simple written directions for activities parents and children can do together. While completing the activities is not required, parents and children often do them because they are engaging and they spark ideas to use at home.

2. Write an interactive morning message. The daily message is for families to read to their child as the child points to each word. Part of the message specifically relates to positive guidance. In Hawaiian culture and in our program, we emphasize the values of aloha (kindness), malama (caring), and kuleana (responsibility). To engage families and children in discussion, one question invites reflection about one of these three values. For example, the message might ask, What's one way that you will show malama today? A family member helps the child answer the question, records his answer on a Post-it note, and adds it to a message chart that is on display for the week. Additional messages might ask, "How many letters are in your name?" or "Who brought you to school today?" We discuss the daily message when we gather for group time later in the morning.

3. Create a library. To encourage Powerful Interactions at home, we set up a lending library. Books are arranged in categories (that change periodically) so children can return their book in the morning and make a new selection. Children enjoy talking with Deborah about the books they return and hearing her recommendations for new selections.

Ensure smooth transitions.

As a team, we sustain a warm and friendly classroom climate by planning for and using teamwork to ensure smooth transitions. Over time we have established a repertoire of successful strategies in three main categories:

1. Humor. A light tone gives us energy and invites positive responses from children. Whether it is simply laughing aloud, making up a silly rhyme to give a direction, or singing funny words to a familiar song, we keep our transition times light and engaging. Sometimes we're laughing at each other and our own silliness, which makes the children laugh, too.

2. Puppets. When we gather on the rug between activities, we each wear a finger puppet. The puppets talk about what will happen next, what they observed about cleanup, or the behaviors expected in the next activity. The children know these puppets well and seem completely invested in listening to them. Daisy: Hey Fuzzy, I used my walking feet when I came over to large group. Fuzzy: Me too. We know our kuleana (responsibilities), don't we!

3. Music. Songs and melodies add to the positive climate. When interacting with one child at a time, we use natural, authentic voices. However, when we want to engage the whole group, we find that singing directions captures their attention more than our normal voices. These strategies work for us:

Give verbal directions in a melodic voice.

Use call-and-response or rhymes or something that allows voices to alternate. When we sing songs that have an echo pattern-like "Down by the Bay"-the children know to expect our voices to alternate.

Give directions as lyrics to a familiar song and alternate voices. For example, as it gets close to cleanup, Deborah starts singing to Danielle to the tune of "If You're Happy and You Know It."

Deborah: Kumu (teacher) Danielle, are you ready to ring the chimes? (2x)

Danielle chimes in,

Yes I am and I'm walking over now

and I am ready to ring the chimes.

Deborah then begins the next verse as she guides the children in cleaning up, and Danielle moves toward the rug to help settle children.

Remember what to do when you hear the chimes . . . (2x)

We clean up our activity,

and walk over to our name,

and sit right down and show Kumu Danielle that you're ready.

We have shared the ways we plan for positive guidance and use Powerful Interactions in our classroom to create a positive climate that prevents many challenging behaviors. The result is an enjoyable, effective, and productive learning environment. We hope you find the suggestions effective and that they spark more ideas for helping children and families.

Photo courtesy of the authors

Reference

Dombro, A.L., J. Jablon, & C. Stetson. 2011. Powerful Interactions: How to Connect with Children to Extend Their Learning. Washington, DC: NAEYC.

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Planning for Positive Guidance: Powerful Interactions Make a Difference

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Here are some strategies we use to plan for positive guidance, keeping a Powerful Interactions approach in mind.

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The importance of a universal preschool program making quality early childhood education available to all children. Preschool is provided at no cost to children that are considered "at risk" or qualify because of being considered "low income". Yet, many parents in our community struggle to afford to send their children to a quality preschool program that gets them "kindergarten ready" socially and mentally. This puts these children at a disadvantage from the beginning.

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Parents:

1. Entreprener: Ensuring that our school districts and teacher have the resources they need to do their jobs well (ie: money for schools to be safe, efficient, well-staffed, and that teachers aren't digging in their own pockets for supplies for their classrooms.

2. Extension office leader: Support/ Meeting the needs of each students and teachers having the support from admin needed to help meet the needs of their students. Teachers are having to take on the role of too many things such as emotional support, nurse, mediators, etc.

3. Stay at home mom: Unrealistic standards for young children like "sit still and listen" for such a long day. Needing more hands-on learning experiences and more life skills.

4. Stay at home mom: Children need to have a say in what they are learning and how they learn it. I also do not like the number of students per classroom in public schools and having to sit at a a desk for most of the day.

5. Works in a Lawyer's office: having the educational funding to maintain staff and expand school hours/year. It is challenging and overwhelming as the standard school day is not structured to meet the standard work day.

Teachers:

1. Special Education Teacher: Focused on teaching the students the necessary skills to be successful rather than teaching them to pass a test.

2. Middle School- Funding: Voucher systems will gut our public schools and leave our most vulnerable student with little resources. It will also potentially leave our most privileged students out of touch with the real world.

3. Retired Teacher- bringing back textbooks that are put together by people with PHD's in the subject area and get all the extensions that go with it. A teacher with a bachelor's degree does not have the skill set to create curriculum and assessments.

4. 4th Grade Teacher- Funding- teachers need so many materials and better curriculum all which cost money. These things directly effect students learning so they should be high priority.

5. Preschool teacher- I think a big issue is discipline and behavior problems. Even in preschool, I've had issues with children who have special needs, require one on one attention, or have problems at home that affect their behavior at school. Often parents put on blinders and don't want to deal with it.

Admin/Specialists

1. Academic Dean: Social emotional Learning and student mental health is the biggest issue in regard to student learning. These non-cognitive barriers must be addressed in order for students to feel safe and learn.

2. Literacy Coach: I believe we must continue to advocate for DEIB (diversity, equity, inclusion, and belonging.) ALL students can learn and have personal leadership skills. We need to bridge gaps and meet students where they are in order in order to best support them as leaners and leaders.

3. Preschool Director: Equal access to quality education to all students regardless of background. There is a strong divide when it comes to education and financial status and background can award you more educational opportunities. All children regardless of should have access to the highest quality of education across the board.

4. Principal 1: No response

5. Principal 2: No response

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The Long-Term Effects of Universal Preschool in Boston

"Our analysis shows that preschool enrollment improves post-secondary outcomes. Attendance at a public preschool in Boston boosts on-time college enrollment by 8 percentage points, an 18% increase relative to the baseline college-going rate of 46%. Children who randomly win a seat at a Boston preschool are 5.5 percentage points more likely to attend a four-year college by the fall after projected high school graduation and 8.5 percentage points more likely to attend a Massachusetts college. Preschool enrollment leads to a 5.4 percentage point increase in the probability of ever enrolling in college and a 5.9 percentage point gain in the likelihood of ever attending a four-year 3In a review of the US early-childhood educational literature, Cascio (2021) concludes that there is no long-term evidence on the impacts of large-scale preschool programs from randomized social experiments. 3 college. Estimates for college graduation are also positive, though these results are less precise since some cohorts are too young to observe graduation outcomes. To probe mechanisms for these results, we also study outcomes on the pathway to college. We find positive effects on several college preparatory outcomes. Preschool enrollment boosts the likelihood of graduating from high school by 6 percentage points. Preschool also causes a 9 percentage point increase in SAT test-taking and raises the probabilities of scoring above the bottom quartile and in the top quartile of the SAT distribution." (Pathak, 2023)

Boston public preschools are universal meaning they are open to all children regardless of income. Their preschools are in elementary schools or other early learning centers and their teachers hold either bachelor's or master's degree. This study has a sample of over 4,000 randomly selected 4-year-old children in 7 different schools ranging from the year 1997-2003. They have followed these children throughout the years and have data to show through high school and some college. They have data to show increase in high school graduation rates but cannot yet comment on college graduation rates because they have not all reached this point in their life. This study also found that attendance at the preschools had affected boys more than girls.

Article

The Long-Term Effects of Universal Preschool in Boston

Gray-Lobe, Guthrie ; Pathak, Parag A ; Walters, Christopher R

The Quarterly journal of economics, 2023-02, Vol.138 (1), p.363-411

Peer Reviewed

Open Access

Universal preschool and cognitive skills-the role of school starting age as a moderating factor

"Our results suggest that enrolling preschool one year earlier can have a significant and meaningful positive impact on the cognitive skills of children, as long as it does not lead to earlier primary school enrollment. Well-funded preschool expansions are therefore likely to have a positive impact on children’s cognitive skills since we do not expect them to lead to earlier enrollment into primary school. The de- tails of implementation are key: expansion must involve true capacity increases and funding needs to be sufficient to enable the provision of high-quality services. Investments need to include funding for staffing, fair teacher compensation, curriculum requirements, credential requirements, continuous training, and child assessments." (Horn 2023)

In this article the authors focused on a school in Hungary. In their studies they observed that starting universal preschool one year earlier increased reading (math) test scores in grade 10 by 5.6 percent. Their main results indicated that starting preschool one year earlier had a significant positive effect on reading and math test scores in 6th grade of 9.0 percent. The main thing that they discussed was not only was being enrolled in a universal preschool program important, but so was the age that you started attending elementary school. Universal preschool was only seen to have a significant impact on children that delayed starting elementary school early because of age differences and maturity.

Szabo-Morvai, Agnes; Horn, Daniel; Lovasz, Anna; De Witte, Kristof

Early Childhood Research Quarterly; 2023; Vol. 64; pp. 278 - 289

Open Access

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Step One: Know the Issue

The Importance of Universal Preschool

Step 2: Know Your District

All of the head starts or preschool programs in our local districts public school systems are primarily made up of low income or "at risk" children who are seen as needing more guidance or help being prepared for elementary school. Yet, we have so many children coming to kindergarten having not had any exposure to a school setting and being "shell shocked."

According to the NCSL( National Conference of State Legislators) to qualify for HeadStart or assistance paying for early childhood education the parent must house a household income at or below federal poverty level, be receiving public assistance, or the children must be experiencing homelessness, have a disability, or the children be in foster care.

Step 3: Know Where You Stand

Making Preschool affordable and accessible to all families, not just low income or "at risk" children. I know myself and many other parents have struggled to pay for our children to attend quality preschool programs because we do not meet the qualifications for government assistance or other guidelines put in place. Preschool is so important for children's development as a whole with a variety of different skills and research has been done that it even makes a difference into adulthood.

Several states are starting to offer a universal Pre-K which is a state funded preschool program where age is the only criteria for eligibility. This doesn't mean that every child gets in, but if they fill out an application, they are eligible for a lottery for the said number of spots.

Step 4: Know the Decision Makers

The federal government is the major source for funds related to early childhood education programs. The state roles vary depending on the program. Some programs such the Child Care and Development Fund (CCDF), allow states to set eligibility rules. Other programs, such as Head Start, have funds that come directly from the federal government to local agencies or providers without the state's involvement.

To offer a universal preschool program we would have to contact officials at the state or local level since this is a not a federally funded program. The state of Kentucky does not have a plan like this in place but in March of this year the Mayor of Louisville started taking steps to make this happen in their city by creating a new nonprofit called "Thrive By Five."

Step 5: Know How to Contact Decision Makers

The current mayor of Paducah is George P. Bray. His phone number is 270-444-8504 or he can be reached by email at mayor@paducahky.gov. I have found that the best way to contact him would be by email and to let him know what topic you would like to discuss, and an appointment could be arranged.

Step 6: Know the Calendar

Kentucky's statewide general election is November 5, 2024.

Step 7: Know How to State Your Case

It seems that the best route to go would be to first form a committee and then present concerns/findings to the city council at the public meetings or planning a time to meet with the mayor.

Step 8: Know How to Reach the Public

I would start by reaching out to parents, teachers, and administrators that I know and asking them if they would be interested or knew anyone that might like to join us in advocating for a universal preschool program in our area. Every person brings a unique set of skills and voice that would help turn our ideas into actions.

Step 9: Know Role in Electoral Process

It is important to do your research and learn as much as you can about each candidate. After researching the candidates, the next step would be to inform everyone else about your findings. You cannot tell people who to vote for but you can educate the community on what you know and let them know that their vote makes a difference.