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Art of Redirection
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One child in my class has a hard time coming in the morning and often feels upset. Instead of forcing the transition, I use redirection by talking to him about things he likes, like the tumble bus, soccer class or fun activities we will do that day. Sometimes I show him what we are going to do, which helps him feel more comfortable and interested.This helps him calm down and enter the classroom more smoothly. It also supports communication because I am connecting with his interests and helping him express his feelings in a positive way.
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ponerse a la pocision delnino
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A time when Inused redirection effectively was when two children were arguing over a toy and one began to get upset and grab it. Instead of letting the situation escalate, I redirected one of the children by offering a similar toy and engaging them in a different activity. This helped de-escalate the situation and prevented it from turning into hitting or crying. To teach effective communication, I model simple language such as “Can I have a turn?” And “I’m still using it”. I also use visual cues and remind children to use their words instead of grabbing. Since sharing is still a developing skill at this age, I focus on teaching turn taking and setting timers so each child understands they will get a turn. These strategies help support positive interactions and reduce conflicts.
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When two children fight over the same toy, I speak to the children about how we can solve the issue. Instead of me solving it for them. Sometimes, communication helps to reinforce positive behaviors.
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A preschool student was having some troubles with drop off and missing mom throughout the day so I redirected her by offering her to make a card for mom and it seemed to help but still validating her feelings.
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“I recently had a situation on the playground where a child began crying because he specifically wanted to ride a green bike that another child was already using. Instead of making it a battle over that specific bike, I used redirected. I calmly took him by the hand and walked him over to a different green bike that was currently available. By providing an immediate, identical alternative, I validated his desire (the green bike) while avoiding a power struggle. He was happy, and both children were able to continue playing without conflict.”
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When I noticed that children were very interested in the classbook that I made for an interactive read aloud activity. I made a second copy of it because when the first one was on the shelf the children were fighting over it. With the addition of the second copy the children could have two small groups reading it together.
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I had two children fighting over the markers and paper. i asked them both what can we do so both of you can have markers a paper. they both looked a me and said i know we can share and get more paper. i then asked did you both work it out they said yesssss.
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En una ovación uno de mis niños tenía mucha ansiedad con los ruidos ya sea un grito de algún compañero o por aplaudir o cualquier sonido extraño, trabajé en observar que tanto le afectaba y como podría ayudarlo así que estuve así por unos días, y poco a poco Asia ejercicios como tratar de tolerar algún ruido que a él incomodara por unos segundo, no forzado si no hacerle ver desde la curiosidad .
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When transitioning for morning drop-off, one of the students was having a hard time waking up, and he was feeling very tired and irritable. I could understand and see he clearly had a rough start this morning, and it was very early before free-play had started. He was very shy, and he would feel anxious and hold tightly onto his mom because he knew that she would be going to work after she dropped him. I instantly told my kids when I was helping them build blocks and asked them to build something together; walked over to the students, knelt down eye level, and asked, “How are you feeling? What toy or book did you bring from home?” I also commented and said how nice and cool his toy looked and asked where he got it from. To which he responded positively and said he got it from the store, and I asked, “Would you like to show it to your friends?” and he went over to the play area and showed his friends his toy or book.
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I believe children kind of have a tendency to follow just like what had been mentioned in this module so when they see just one child playing with that particular toy they tend to want to play with it as well and unfortunately there’s not A lot of that same exact toy so you have to redirect and make another toy stand out in their eyes without also making the other child that has that toy feel jealous. That’s what I tend to do I redirect their attention on something else because children’s attention span is very quick. So overall I try to just redirect in a positive manner and make another toy stand out to that particular child.
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I have a very sensitive child that I often find crying and frustrated. I’ve learned to ask him first: do you need a snack? His moms told me that he is a very picky eater, so I know he is coming into after-school care potentially hungry or experiencing other basic needs. By addressing these first, I can help him better understand his body’s cues and redirect his attention to those cues instead of making him explain his feelings immediately. This works often for this child!
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I new student came into class and was upset. The teacher was doing her best to help her. I came in and went down to her level and started complementing her shirt and explaining that is my favorite color and flower. I then asked if she has seen this flower before. She began to calm down and I held her hand to walk her to the sink to wash her hands. If you get excited, show care and concern and try to talk to them about what they like or even what they are wearing and make it a discussion, it could help distract the child and help them calm down.
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We were having story time and Jay took Ava’s book away that she was reading. Ava screamed and I asked her to please use her words to tell Jay how she felt when he took the book away and I redirected Jay to another book and asked him to ask first if he wants to have someones book instead of grabbing it from them.
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Tell us about a time when using redirection helped avoid behavioral issues with young children. Additionally, share your creative methods for teaching effective communication, taking into account that the idea of sharing is still developing in these young children.<div>I have 5 -4 year old children on classroom roster currently 3 of them are boys who love to play and love to fight and are all the youngest of multiple boys in there families so the love to horse play in class where this is complicated at home of course in class rough housing is not ok and not safe so we had to do a little rearranging in the classroom to create stations that split them up a little more and made sure that there was enough toys to discourage the arguing and fighting . We updated the curriculum to keep them busy and when time for free play we made sure it was monitored and played with them to give them examples of appropriate play instead of hitting or throw ing at one another. </div>
