To begin, consider Bailey’s suggestion to have a “call for help” perceptual frame. She stated that “we can teach children to see others who act inappropriately as bad or deserving rejection, or we can teach children that these behaviors are a call for help. The choice to teach condemnation or compassion is ours” (p. 169). Utilizing a two step process, where one step is “involves approaching the children who were impacted and teaching them to set an assertive limit” and step two “teaches the misbehaving child a helpful way to” get needs met can show children compassion and support instead of coercion and abandonment. How can you integrate these two steps into daily routines and common occurrences in the classroom? What tools do you have to support this process for children independently?
Take a look at the two videos below. Video 1 looks at mistaken behavior during whole group time. Video 2 is from the Center for Social Emotional Foundations for Early Learning (CSEFEL). What supports are offered by teachers during Video 1? What process is occurring in the CSEFEL video with the solution kit cue cards? How can you adopt a “call for help” perceptual frame in viewing these two videos?
Listen as our pedagogical expert Amy Kronberg describes the support provided to children in each scenario in the “voices from the field” below.
VOICES FROM THE FIELD COMMENTARY: