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Child Care Basics
Organizer:
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Responsive exchanges with children
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Responsive exchanges with children
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Eye contact when speaking to a child. Getting down to their level and not interrupting while they speak.
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Always make sure that you’re giving the child eye contact and that you are paying attention to what they’re saying
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Like showing interest response, celebrating response
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Share some examples of responsive exchanges you may want to use in everyday interactions with children.
Actively listening to the child and showing genuine interest, validating their feelings (like if they cry after falling down by saying something like “Yeah, that hurt, didn’t it? It is okay to cry. Why don’t we sit down and get some ice on your knee?”, saying things like “You did a great job putting your backpack in your cubby!”
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Creating a safe and healthy environment for children while they are away from home. focus on listening, allowing them to express themselves through play, and take activities at their own pace.
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Based on the analogy of the palm tree, I learned that stress can be acute and chronic in nature. Resilience involves abilities to bend and recover from such stress, much as a palm tree would go through powerful winds without snapping into two. Just as the strength of a palm tree rests in its roots and environment, the development of resilience in children emanates from supportive relationships and the positive influence of adults.
Back-and-forth interactions with adults build the abilities of the young child to cope effectively with stress and adversity as a result of consistent emotional support, guidance, and modeling of coping strategies on the part of adults. Children learn to take modulated challenges when adults listen, validate feelings, and offer solutions or comfort. These interactions help the children realize that they don’t have to face their challenges alone and that they can lean on available trusted adults to deal with the situation, building their confidence and capability for overcoming future stressors.
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Spending time talking, play, engaging in activities with the children. Talking to them during meal time, having interactions with the guardians at pick up time, etc.
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Listening to children<div>
Playing
Interacting with the children
Making oneself available and approachable
Understanding that we need to understand that their brain doesn’t work like an adult brain.
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A example of a responsive exchange is activly listening at every opportunity, weather it is after a conflict or a silly story. If you don’t actively listen to the silly stuff they may assume that you won’t listen when there is a real problem. Body language and actions are very important with responsive exchanges also. For example, picking up a crying infant tells the child that you are aware they are upset and are here to help. Getting on a child’s eye level, playing with them, or gently consoling them tells the child you are trustworthy and someone who can help. Observing signals from the child about how they are feeling, what they like to do, or what they are struggling with and then acting on observations is another way to have a responsive exchange
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Its very important that there is trust in the relationship with you and the child. You can do things like playing games, reading books, and even doing actives such as coloring. This helps the child lose their stress if they have any and helps them manage their own emotions.
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Paying attention to the child, interacting with them, listening, singing, playing, having a conversation with them and acknowledging them.
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To me it is tallking to the child, being compassionate and give a sense of understanding and loving environment
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Playing with and talking to the children are good responsive exchanges. Respond to them when they talk to you or when they let you know a need needs to be met. Get on their level physically and make eye contact.
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some responsive exchanges are getting on their eye level, and talking through their emotions with them.
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Making eye contact with the child, listening to their concerns making sure they feel heard
