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WWB Training Kit #20

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  1. WWB Training Kit #20 Expressing Warmthand Affectionto Children

  2. Discuss How do you know when someone cares for you, likes being with you, is pleased with your efforts and accomplishments?

  3. Teacher Child Warmth and Affection Are Important Because They… • Contribute to secure relationships between children and adults • Provide models of positive, gentle, behavior • Are linked with ability to interact positively with peers • Cause teachers to feel enjoyed and appreciated • Other reasons?

  4. Expressions of Warmth and Affection Occur When… • Teachers and caregivers interact with children to • Protect • Guide • Communicate • Teach • Play • Comfort

  5. How Can You Organize Your Schedule to Increase Expressions of Warmth and Affection? • Daily Routine • Classroom set-up • Materials and equipment

  6. Warm and Affectionate Teachers Show Children That They… • like them • enjoy being with them • are having fun with them • are pleased with their efforts and accomplishments

  7. Scenario #1 • While eating breakfast with her 3- and 4-year-olds, Mrs. Foster’s glance falls on Marcus who has been absent for several days. When he briefly looks up from his plate, she smiles and says, “I’m happy to see you this morning, Marcus. We missed you.”

  8. Scenario #2 • Mr. Cavendish is reading to three toddlers in the book area. Catherine leans against his shoulder and strokes his hair while peering at the book. Julio and Carl are snuggled at his sides. He reads in an animated tone, occasionally asking or answering questions in a gentle, soothing tone of voice.

  9. Scenario #3 • Ai-li’s parents have recently moved to the United States from China. Ai-li needs a diaper change, but she is engrossed with a ball. Mr. Hareem, a new teacher, approaches and attempts to entice her to come to him by talking with a sheep puppet.” Ai-li turns her head and shrinks away from Mr. Hareem. Mr. Hareem smiles and says, “Don’t be shy, Ai-li,” and picks her up. Ai-li begins to cry and struggles to get down.

  10. Scenario #4 • Ms. Morton is coping with a rainy day by organizing a strenuous activity for her 4- and 5-year-olds under the covered outdoor area. She and her assistant, Mrs. Kim, cheer, clap, laugh, and shout out encouragement as groups of children move across the area by first walking backwards, then running, hopping and jumping. Soon, the children who have finished first begin to do the same for their peers.

  11. Ways to Convey Warmth and Affection • Validating • Hugging • Holding • Stroking • Facial expressions - Smiling • Laughter • Voice tone • Terms of endearment

  12. More Ways to Convey Warmth and Affection • Encouragement • Playful teasing • Playful physical contact, such as brief tickling • Patting on the head • Special handshake

  13. Smiling Has Impact • From early infancy • Conveys positive emotion • May help child appreciate other forms of teacher affection

  14. Influences on Teachers’ Expressions of Affection? • Teachers express warmth and affection in varying ways • What factors might influence these variations

  15. One Size Fits All? • Teachers can adjust styles of expression to child’s • Needs • Preferences • Family • Cultural background

  16. More Tips to Remember • Input from parents can help you attend to and individualize based on children’s personal preferences • Some children who engage in persistent challenging behavior may need warmth and affection the most, and may be using challenging behavior to seek attention • Monitor whether you are adequately expressing warmth and affection

  17. More Tips (continued) • Avoid showing warmth and affection during or IMMEDIATELY after disciplining children • Avoid frequent expressions of negative emotion toward children

  18. Final Tip If the majority of the comments you make to children are positive, you will be contributing to the emotional warmth of the classroom

  19. Additional Resources • Copple, C. (Ed.). (2003). A world of difference. Washington, DC: National Association for The Education of Young Children. • Lynch, E. W., & Hanson, M. J. (Eds.). (2004). Developing cross-cultural competence: A guide for working with diverse children and their families, third edition. Baltimore, MD: Brookes Publishing.