Chapters 4,5,6,7

Chapter 4

1. “Behavior Reflections are nonjudgmental statements made to children regarding some aspect of their behavior or person. Behavior reflections are a powerful way to show interest in children and to narrate their world.”

I think behavior reflections can be very advantageous to the children as well as the teacher. In the book, it tells how verbal observations such as behavior reflections increase children’s self-awareness and helps them feel good about themselves because they feel like they were noticed. I am excited to use this in my fieldwork and see how the kids react to it.

2. “Most often we kill conversation by missing children’s cues, correcting grammar, giving facts, offering unsolicited opinions, or suggesting advice when not asked.”

This really stuck out to me because it’s something I often do with children. I correct their grammar and suggest advice when not asked. Just as adults don’t like to be corrected, neither do children. This is something I will try to work in my fieldwork.

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Chapter 5

1.”Adults also provide feedback to children regarding the appropriateness of the ways they choose to express their emotions. Such feedback is offered through gestures and sounds.”

This chapter has been my favorite so far. I loved learning about the emotional development of children. I thought this section was really important to be aware of in my fieldwork because it’s saying that no matter what emotion a child expresses, it’s important to give some type of feedback. If the emotion the child is expressing is appropriate in the situation, it important to let the child know that by showing the same emotion or with a gesture. If the emotion is inappropriate you can show the child by shaking your head or saying “no”. Children gradually come to know when certain emotions are appropriate and not appropriate.

2. “Sometimes in an effort to protect children from difficult emotional experiences, adults tell untruths.”

It’s so important to tell children the truth. In the book, it gave an example of a little girl getting a shot from the doctor and the adult said, “This won’t hurt a bit.” Of course it hurts but since the adult told her that, she was unable to prepare herself for the shot and the bonds of trust were broken. Since trust is one the fundamental elements of a relations between adults and children, you should never lie to protect them. This is something I will practice in my fieldwork.

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Chapter 6

1. “Physical Reactions: Highly stressed children often look stressed. When compared to more relaxed children, they frequently exhibit slumped posture or unnoticeably ridged body carriage. The Child may appear to be “charged up” (one or more body parts in constant motion).”

As a teacher, it’s so important to know the physical reactions in children when they are stressed. Obviously the reactions are different for each child and that’s why you should be extra observant at all times. I’m going to look for these clues during my fieldwork.

2. One the stress reduction skills in the book is “Provide opportunities for vigorous daily exercise.”

Sometimes I forget how important this is, not only for children but adults too. It always makes me feel better when I’m stressed to go running or get some type of exercise. I’m sure it does the same for children. If we make it part of our daily routine to exercise, it will help everyone’s stress level.

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Chapter 7

1. “The amount of play by boys and girls does not differ, but the style of play and the choices of themes diverge. Most boys, like other male primates, tend to play more vigorously and more aggressively than girls. Girls tend to focus on relationships and social support, demonstrating more nurturing and empathy in their play.”

If I have to opportunity in my fieldwork I want to provide these different play styles in the classroom and allow the children to choose freely which activity they want to do. I will be interesting to see if the majority of boys and girls will follow this principle.

2. When interrupted for a transition in a group setting, the pragmatist simply stops and complies with adult requests. The fantasizer, however, has difficulty leaving the imaginative mode and may resist change by ignoring the adult, incorporating the adult request in the fantasy, and may appear distracted or distressed at the interruption when forced to comply.

I thought this was so interesting that children are either Pragmatists or fantasizers. It’s good to observe and make a mental note of what category each child falls into. It will help to avoid problems if you provide enough time to the fantasizers to finish. I’m going to watch for this in my fieldwork.