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Art of Redirection
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In my experience working with young children, there was a situation where redirection proved highly effective in averting a potential behavioral issue. One day, during free playtime, two children were engaged in a disagreement over a popular toy. Rather than allowing the situation to escalate into a conflict, I intervened by redirecting their attention to a new and exciting activity. I introduced a colorful art station with drawing materials, encouraging both children to express their creativity. This redirection not only diffused the tension but also redirected their focus, fostering a positive and cooperative environment.
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I was having a group of preschoolers use turns at our science table. They became bored with it so I had them share different ways they could use each item on the table. It was more interactive.
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Sometimes during circle time it’s hard for littles to sit still. We will break and do some breathing exercises to help us refocus.
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There was a time i had a student not wanting to leave his parent at drop off and holding on to them, i came over and said hey i have a secret for you can i whisper in your ear. That excited him and i reminded him that we were working on Christmas gifts for parents and he ran straight through the doors excited to work and finish them.
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Great use of redirection! Using a fun and intriguing approach to shift the child’s attention helped in avoiding separation anxiety. Well-done!
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To be honest, I’m having a difficult time remembering a specific instance. The times it has worked don’t linger in my memory. I am mostly recalling the times that redirection did not work, because the thing I attempted to redirect to failed to appeal to the child. Kids can get easily stuck on wanting a *specific* toy or *specific* game with *specific* people, and trying to point them to another one just frustrates them.
I suppose one strategy I have used a few times is reminding kids that the rules of games can be changed to become more inclusive. For example, if a child wants to join a game of pretend, but the other kids say it’s only a 2-person game, asking the children to make it a 3-person game instead. Or if the kids say the new player must play a baby, but the new player wants to play a dragon, suggesting they play a baby dragon.
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Anna, it’s important to acknowledge the challenges of redirection. Your strategy of encouraging inclusive play by adapting the rules is creative and promotes effective communication. Great approach!
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I redirected a child who was about to bite another child while they were arguing over a space. I redirected one of the children by asking him to find his favorite book about dinosaurs. Then, I talked to both separately about where we play, what areas are designated for specific activities, and how many people should stay in each area.
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Great job, Leyla! Your use of redirection to prevent a potential conflict was effective. Your method of teaching effective communication is thoughtful and considerate of young children’s development.
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I would also ask the other friends of what goes into the mouth. Children will be happy to tell you what they know it’s right by saying, food ,milk and water only will go into the mouth. Not toys and not fingers.
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A time I used redirection to avoid behavior issues was when two children both wanted to play with a mini-toy ball. Since both children insisted on having the toy to themself I gave them options of different games they could play so both children would be able to play with the ball and also learn how to share. They both excitedly chose to play pass and hot potato. This helped to ease the tension and taught the children the importance of sharing in a fun way.
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Great job, Fatuma! Your use of redirection to teach sharing through alternative activities was effective and creative. This approach promotes positive behavior and teaches valuable communication skills.
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As a toddler teacher, I use redirection on a daily basis. One time in particular, there was a dispute amongst the kiddos about whose turn it was to climb the big cushions we have in the classroom. I redirected them into building a makeshift house out of the cushions instead. Everyone had so much fun and there was no more arguing. In fact, everyone was being so helpful stacking the pieces straight.
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I recently had a child who had a toy and put it down to play in another activity. The child returned about ten minutes later and attempted to take it from another child who had it. It became physical. I had to first help to keep them from hurting each other. We discussed turns, sharing and in the end the child was happily redirected to finding a similar toy
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Great job, Victoria! You effectively used redirection to address the behavioral issue and taught sharing through finding a similar toy. Well done!
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I think that in my classroom when I have used redirection it has been in the form of a game. How can I turn what they are fixated on into a group activity so that they feel like what they want to do is acknowledged but is also allowing the whole class to participate and get a task done. Like saying goodbye to the worm that they found in the forest right before leaving. What is a way that we can all get this worm safely back i a pile of dirt so that we can all wish him goodbye together on our way to pick up.
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Madeline, using redirection as a game is a creative approach. It acknowledges children’s interests while fostering group participation and effective communication. Well done!
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My experience with redirecting always happening when 3-4 students decided to play with table games. They all seem to get their very own table game but always end with trying to play with someone else game. I focus in on what is going on and I have to reinforce who was playing with which game and try to keep them separated. Then I tell them to always ask before taking a game that their friends are playing with.
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Cheryl, your use of redirection to address sharing and game-playing issues is effective. Encouraging permission-seeking before taking a game fosters respectful communication skills.
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there was a time where a child in my care starting to take toys and so i had to redirect them to play with another toy until it was there turn to have that toy.. they then got really upset and i could not understand them and had to encourage them to use there big girl words
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when the children are running or chasing each other we put on kid dance along videos or kid work outs and burn off energy that way
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Great use of redirection to address energy levels! Incorporating movement-based activities is an effective way to promote communication and sharing through cooperative play.
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One time in my Pre-K room a child was about to knock down his friends block building. The child had ADHD and not total control of his emotions and I sensed that he was jealous that this kid made a bigger building then he did and other friends were looking at it and not paying attention to his. At that moment, I sensed tension in the air and I made a comment of interesting his block design was and suggested maybe it could be used for a zoo home. He was excited about that, forgot about wrecking his peers building and ask if he could have to zoo animals to play with and put in his block building which he now called a zoo cage. Other children heard the conversation and changed their building to different cages in the zoo. Later I let the kids explain their zoo home and tell us about their animal and how to care for it. It turned out a great day!
