Positive interactions

Effective practitioners work in the following ways.

• They build respectful and caring relationships with all children and families while focusing on learning and achievement.
• They observe children sensitively and respond appropriately to encourage and extend curiosity and learning.
• By observing and listening they discover what children like to do, and when they feel confident, scared or frustrated.
• They are able to tune in to, rather than talk at, children, taking their lead and direction from what the children say or do.

Video

Time to cook — In a childminder's home, the childminder supports the child in his play and learning. [transcript]

You can watch the video via modem or slow / fast / superfast broadband connections. If you are behind a network firewall, why not click here to view a flash file of the video.  You do need to have the flash plugin.

Taking photographs — In a nursery school, a child explores using a digital camera, and a practitioner supports her in viewing and assessing the photos. [transcript]

You can watch the video via modem or slow / fast / superfast broadband connections. If you are behind a network firewall, why not click here to view a flash file of the video. You do need to have the flash plugin.

Listening to children

• Babies, very young children and those with speech or other developmental delay or disability may not say anything verbally, though they may communicate a great deal in other ways.
• Photographs of activities or a picture exchange system help children to record their likes and dislikes.
• Talking with children may take place in English or in their home language, in signing or through body language and gesture.
• Whatever form of communication is used, children need space and time to respond and to know that the practitioner is giving full attention and encouragement to their thinking.

Video

Time to cook — In a childminder's home, the childminder supports the child in his play and learning. [transcript]

You can watch the video via modem or slow / fast / superfast broadband connections. If you are behind a network firewall, why not click here to view a flash file of the video.  You do need to have the flash plugin.

Taking photographs — In a nursery school, a child explores using a digital camera, and a practitioner supports her in viewing and assessing the photos. [transcript]

You can watch the video via modem or slow / fast / superfast broadband connections. If you are behind a network firewall, why not click here to view a flash file of the video. You do need to have the flash plugin.

Effective teaching

• Teaching means systematically helping children to learn so that they make connections in their learning, are actively led forward, and can reflect on their learning.
• The more practitioners know about each child, the better they are able to support and extend each child's learning.
• Children need and will respond positively to challenges if they have a good relationship with the practitioner and feel confident to try things out. They shouldn't fear failure or ridicule.
• Practitioners who really know the children are able to judge when they are ready to be taught new skills.

Video

Time to cook — In a childminder's home, the childminder supports the child in his play and learning. [transcript]

You can watch the video via modem or slow / fast / superfast broadband connections. If you are behind a network firewall, why not click here to view a flash file of the video.  You do need to have the flash plugin.

Taking photographs — In a nursery school, a child explores using a digital camera, and a practitioner supports her in viewing and assessing the photos. [transcript]

You can watch the video via modem or slow / fast / superfast broadband connections. If you are behind a network firewall, why not click here to view a flash file of the video. You do need to have the flash plugin.

Effective practice

• Motivate children to concentrate and to try several ways to make something work rather than giving up. Use encouraging, friendly and lively approaches to support children and increase their motivation.
• Model active listening when listening to children; when supporting a child who is being called names or harassed; when taking turns in the conversation; and when showing respect for what a child has to say.
• Help children build on prior learning by pitching activities, such as a play or a story, at a level that is demanding but still within the children's reach.
• Model being a learner as you work with children. For example, “I am going to have to think hard about how to help my son get into our house because he has forgotten his key and nobody will be there to let him in the door. Can anyone help me think what I can do?”.

Video

Time to cook — In a childminder's home, the childminder supports the child in his play and learning. [transcript]

You can watch the video via modem or slow / fast / superfast broadband connections. If you are behind a network firewall, why not click here to view a flash file of the video.  You do need to have the flash plugin.

Taking photographs — In a nursery school, a child explores using a digital camera, and a practitioner supports her in viewing and assessing the photos. [transcript]

You can watch the video via modem or slow / fast / superfast broadband connections. If you are behind a network firewall, why not click here to view a flash file of the video.  You do need to have the flash plugin.

Challenges and dilemmas

• Making time to really listen to children's views and to act on them even when they do not match adults' views!
• Putting into practice a written policy of listening to children who are non-verbal, or who use alternative communication systems or are learning English as an additional language, when time and resources are under pressure.
• Identifying just the right moment to intervene and move children's learning on, by perhaps joining in or asking a question.

Video

Time to cook — In a childminder's home, the childminder supports the child in his play and learning. [transcript]

You can watch the video via modem or slow / fast / superfast broadband connections. If you are behind a network firewall, why not click here to view a flash file of the video.  You do need to have the flash plugin.

Taking photographs — In a nursery school, a child explores using a digital camera, and a practitioner supports her in viewing and assessing the photos. [transcript]

You can watch the video via modem or slow / fast / superfast broadband connections. If you are behind a network firewall, why not click here to view a flash file of the video.  You do need to have the flash plugin.

Reflecting on practice

Think about the children with whom you work.

• Do they know that you are genuinely pleased to see them all each day?
• Are there some children it is harder to get to know and build positive relationships with? What could you do to ensure that you get to know them better?

Set up a tape recorder when you are involved in a small group activity.

• Who does the most talking and what sort of talk is it?
• What messages does this give the children? What are the messages for your practice?

Video

Time to cook — In a childminder's home, the childminder supports the child in his play and learning. [transcript]

You can watch the video via modem or slow / fast / superfast broadband connections. If you are behind a network firewall, why not click here to view a flash file of the video.  You do need to have the flash plugin.

Taking photographs — In a nursery school, a child explores using a digital camera, and a practitioner supports her in viewing and assessing the photos. [transcript]

You can watch the video via modem or slow / fast / superfast broadband connections. If you are behind a network firewall, why not click here to view a flash file of the video.  You do need to have the flash plugin.