INTERACTIONS BETWEEN ADULT AND CHILDREN

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The developmental appropriateness of an early childhood program is most apparent in the interactions between adults and children. Developmentally appropriate interactions are based on adults knowledge and expections of age-appropriate behavior in children balanced by adults awareness of individual differences among children.

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1. ADULT RESPOND QUICKLY AND DIRECTLY TO CHILDRENS NEED, DESIRES, AND MESSAGES AND ADAPT THEIR RESPONSES TO CHILDRENS DIFFERING STYLES AND ABILITIES

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Adult should respond immediately to infants cries of distress. The response should be warm and soothing. Adults should also respond appropriately to infants vocalization,manipulation of objects, and movement, as these are the ways infants in a soothing, friendly voice, smile and maintain eye contact with infants. For toodlers and 2 years old, adult remain close by, giving attention and physical comfort as needed. Adults repeat childrens words, paraphrase, or use synonyms or actions to help assure toddlers that they are understood. As children get older, adult responses are characterized by less physical communication and more verbal responsiveness, although immeditely is still important. Positive responses such as smiles and interest, and concentrated attention on childrens activity, are important.

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2. ADULT PROVIDE MANY VARIED OPPORTUNITIES FOR CHILDREN TO COMMUNICATE

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Children acquire communication skills through hearing and using language, and as adult listen and respond to what children say. Communication skills grow out of the desire to use language to express need, insight and excitement and to solve problems. Listening experiences, when their is something meaningful to listen to such as a story or poetry, can enrich language learning. Most language interaction with infants and toddlers is on an individual basis, although occasionally a group of two or three children may gather to hear an absorbing story. Equally important are opportunities for children to engage in two-way communication with others. Infants use crying and body movement to communicate. Adult responses to this communication, including the use of soothing language and descriptions of what is happening, build the foundation for children s ability to use language and their abilities to feel good themselves.

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3. ADULTS FACILITATE A CHILDS SUCCESSFUL COMPLETION OF TASKS BY PROVIDING SUPPORT, FOCUSED ATTENTION, PHYSICAL PROXIMITY, AND VERBAL ENCOURAGEMENT. ADULT RECOGNIZE THAT CHILDREN LEARN FROM TRIAL AND ERROR AND THAT CHILDRENS MISCONCEPTIONS REFLECT THEIR DEVELOPING THOUGHTS.

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Children learn from their own mistakes. Adults can examine the problem with the child and if appropriate, encourage the child to try or to find alternatives. Teachers plan many open-ended activities that have more than one right answer, and value the unique responses of individual children.

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4. TEACHERS ARE ALERT TO SIGNS OF UNDUE STRESS IN CHILDREN S BEHAVIOR, AND AWARE OF APPROPRIATE STRESS-REDUCING ACTIVITIES AND TECHNIQUES. 

Formal, inappropriate instructional technologies are a source of stress for young children. When children exhibit stress related behavior, teachers should examine the program to ensure that expectations are appropriate and not placing excessive demands on children. When children experience stress from other sources, adults can find ways to reduce or eliminate the problem, or help children cope with it. Appropriate adult behaviors may include cuddling and soothing a crying infant, offering a toddler a favorite toy : providing books, water play, body movements, music, and quite times for older children and physically comforting and listening to the concerns of a child of any age who is in distress. 

Thats All ^__*
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