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    Objectives
    • Describe the importance of relationships to cognitive development.
    • Identify ways your interactions with children support play, exploration, and learning in your family child care setting.

    Learn

    Learn

    Know

    Caring for preschoolers is about so much more than planning lessons. Relationship-based care is all about relating, interacting, and enjoying time with children. This may be partly why you became a caregiver for young children. Your interactions present the best opportunities to help children learn.

    You can turn your interactions into teachable moments throughout the day, every day. Teachable moments simply build on natural events in a child’s day. As you get to know each child, you’ll learn how to recognize and respond to these events. You do this by carefully observing children, providing an interesting learning environment, and using careful communication. Make the most of teachable moments: 

    • Be a role model. Children are watching you to learn about how to act in the child care setting. When you wash your hands, read a book, or give a warm greeting, they notice.
    • Notice children’s interests and needs. Experienced caregivers sometimes talk about noticing “the rumbles”: times when a child is on the edge of getting frustrated or angry. Perhaps the child exhales loudly, moves the materials a little too forcefully, or begins to look a little upset. These are moments when a sensitive adult can step in and help the child find a solution to the problem. Consider a few examples:

     

     

    See

    You Saw:

    Jayla is frustrated that she can’t get the box of blocks back on the shelf. You notice other blocks have fallen and are in the way.

    Say

    What you might say:

    Look over here. Let’s ask a friend for some help. I’m noticing something’s in the way. Let’s look at some options.

    Do

    What you might do:

    Point out the blocks that are in the way. Move a block out of the way to make it easier for Jayla to figure out the solution.

    See

    You Saw:

    Three children have noticed a bird nest in the tree outside your backyard fence. They really want to get closer to the nest.

    Say

    What you might say:

    You look really curious about something. What do you see? What do you hear? What do you notice about the nest? What do you think is happening in the nest? What tools could we use to get a closer look without disturbing the babies? I notice the mother bird chirping loudly right now. Why do you think she is doing that?

    Do

    What you might do:

    Provide safe binoculars. Take a photo of the nest with a zoom lens. Look at details together from a safe distance. Create a “viewing spot” that is a safe distance away from the nest. Bring in books about nests and the species of bird.

    See

    You Saw:

    D’Angelo and Kaitlyn are trying to build a ramp for cars to race down, but it keeps falling. They are starting to look frustrated.

    Say

    What you might say:

    This reminds me of the ramp we built outside yesterday. Do you remember what we used to keep that ramp from falling? Let’s go look at the ramp for ideas. What’s the same or different? Do you think this part is big (or small) enough?

    Do

    What you might do:

    Point out ideas that might help the children figure out the problem. Move a few pieces around to help make it easier.

    • Join children in play. You can help children expand their thinking and try new things in play. If children are pretending to be servers at a restaurant, you can join play and order your favorite food. You can model language adults use at restaurants (“What’s the special today?” “May I have the check please?”).
    • Use open-ended questions. Open-ended questions have multiple answers, and encourage children to describe things in their own words and guide the conversation: “Will, why do you think the elephant is sad in the story?” “Tanisha, how do you want this to look when you’re done?”
    • Model the skills children need for an activity: “Hmm…I wonder where this puzzle piece will fit. I’m going to look at the shape and then try putting it in a few places. Nope, it doesn’t go there. I’ll try another spot.”

    Verbal Interactions: Communicate for Learning

    As discussed in previous lessons, as you get to know each child individually, you will learn a great deal about their development and their interests. Stay curious about what makes each child smile, laugh, or seem challenged, and use your own language to describe what you notice. Here are some things to keep in mind when it comes to verbal interactions:

    • Use short simple sentences that are rich in vocabulary and descriptive language and are meaningful to them. For example, “You discovered five insects today – two black beetles and three lady bugs all under the climber.” Using the word “discovered” instead of “found” or “saw” introduces new language; using color names reinforces color identification; using “under” is a directional word; and the numbers “five, two, and three” supports math concepts and early addition; all of these expand learning in an appropriate way.
    • Join conversations and ask questions during play and regular routines. Talk and ask questions about what they are doing with different toys or materials (rocking, mixing, rolling) or experiencing in an activity (experimenting, counting, planning). This type of interaction teaches math and science concepts and boosts vocabulary in a natural way. When you take time to pause and notice what children are doing, remember to also give them time to respond with their actions or words.
    • Include a variety of words and introduce children to new objects or ideas. Snack and lunch times are daily routines where you can introduce new words. Consider serving interesting fruits or vegetables that the children may not know. During outdoor time, use the real names for tools, plants, and surfaces. A large vocabulary will help preschoolers become successful readers.
    • Remember to be patient after asking a question or making a statement. Allow time to process what was said.

    How you talk to children makes a difference in their learning. One of the most powerful things you can do is use words that encourage. Take a few moments to compare the types of comments:

    Simple Praise

    • Good job!
    • Nice work!
    • Thumbs up!
    • Some of my friends are listening.
    • That's pretty.
    • You're a good friend.

    Descriptive Feedback & Encouragement

    • You are working so hard on that tower. It's almost as tall as you!
    • Look at Sasha's face. She is so excited you offered her the doll.
    • You can do hard things.
    • I see blue, red, and green in your painting. It is so vibrant.
    • You are waiting so patiently for Jeremy to finish his turn.

    Which type of comment do you think gives the child more information? The statements on the right side of the chart have more meaning, and they introduce the child to complex ideas and vocabulary. They let the child know you noticed their learning, but they also encourage the child to keep going. It’s OK to occasionally say, “Good job,” but look for opportunities to describe what the child is doing and learning.

    Just as it is important to notice and use encouraging words when children show you their learning, it’s also important to use encouraging words when children struggle or are frustrated. Children learn by taking risks and trying challenging things. Sometimes they make mistakes. Caring adults make the most of these moments. Approach children with a warm tone and avoid criticism. You might say something like, “Tyrone, I can tell you are disappointed, but that was a good try. I think the tower just got too high and it fell down. What if we worked together to build the base a little wider?” or “It looks like that’s a tough puzzle. Have you found all the edge pieces?”

    Playing to Learn: Physical Interactions

    It is often said that play is children’s work. Play is the time when children explore their interests. Adults can increase learning by interacting with children during play in different ways:

    • Adults can help children to expand their imaginary play by asking questions about what the child is doing or going to do.
    • Adults can use play to model complex vocabulary words or focus on key skills from the curriculum. For example, an adult might comment on the “stethoscope” in the dramatic play doctor’s office. Or an adult who knows children are working on identifying insects might provide magnifying glasses, soil, and plastic insects in the sensory table.

    When children play together (peer play), they are learning. In these interactions, children can learn to agree on different ideas and find solutions to problems. You can support cognitive development during peer play by:

    • Providing opportunities for children to actively cooperate: For example, suggest a goal for an activity, “Let’s build a tower.”
    • Staying close by and supporting play: Some children may need more support during cooperative play. Observe which children need guidance and intervene in helpful ways: “Juan, it looks like you want to help build. Ask Cora, ‘Can I play?’”
    • Assigning roles: “Sasha, will you be the veterinarian first? Then Adam can be the veterinarian.”
    • Helping children decide on steps to achieve their goal: “What should we do first?”
    • Modeling communication: “Thanks, Jacob, for bringing that block over here. Our tower is tall! Could you please bring another block?”
    • Interpreting children’s actions: “It looks like India wants to play store with you. What do you think she could do to help?”

    The Role of Culture in Interactions

    As discussed in Lesson Three, everyone has a culture. It influences how we communicate, how we interact, how we interpret what people do and say; it even shapes our expectations. Culture plays a large role in child rearing.

    Awareness of your own bias is the first step in supporting cognitive development by preventing your biases from negatively affecting the interactions you have with preschoolers.

    Be aware of how your interactions support the learning of all children. Watch for evidence of bias like:

    • Do you comment equally on girls’ and boys’ appearances and accomplishments?
    • Do you praise African American boys for their athleticism more than their cognitive development?
    • Do you comment on children’s size (e.g., “He’s going to be a football player”)?
    • Do you encourage girls and boys to play active games? Do you encourage girls to “be careful” while saying “boys will be boys”?
    • Do you have conversations with all children—including those who may have speech and language difficulties or who are learning English?

    When it comes to being culturally relevant, just as we discussed for infants and toddlers, keep the following in mind:

    • Preschool children need to learn about their world and their community. Their community includes their families, you and their other caregivers, and their neighborhoods.
    • Support the home language by learning a few words from the child’s native language to help them feel more comfortable.
    • Maintain open communication with families on what materials you provide to support their child’s cognitive development.

    When you offer culturally relevant experiences on a daily basis that are based on preschool children’s real-life experiences, you support their cognitive development.

    See

    Watch this video to see how providers promote learning during everyday interactions.

    Supporting Cognitive Development: Interactions

    Cognitive development happens during everyday moments

     

    Do

    It is important to recognize a teachable moment when you see one. Teachable moments are spontaneous. They make learning natural for the child. But it takes some skill to recognize and make the most of these moments. Here are some ways to interact with children that might lead to teachable moments:

    • Observe each child and notice what sparks his or her interest: Does the child light up when you mention a certain activity or idea? Does the child tend to pick the same activities or toys most days? Is the child more engaged during a certain story?
    • Improve the learning environment so that it interests children: Provide more challenging toys; hang up new shapes or pictures; draw children’s attention to new objects.
    • Find opportunities to practice learning goals in areas that interest the children: Practice sorting in a kitchen area; identify colors at the art easel; or write letters on a birthday card.

    Additional guidelines about interactions that promote learning:

    • Stay close. Avoid speaking to a child from across the room. Move to where the child is, sit or stand at their eye level, and have a conversation.
    • Use children’s names in conversations and pronounce their names correctly. Make sure children know that you care about who they are.
    • Ask open-ended questions to promote thinking skills. Open-ended questions do not have a specific answer. They give preschoolers a chance to use their own ideas to form a response. Open-ended questions are thought to be especially helpful with learning because children learn their ideas are valued, they become more confident in explaining how they got their answer, and they are able to respond at their own level.
    • Observe children’s play and interactions. Get to know how each child prefers to relax, what types of activities they tend to choose, and with whom they typically choose to interact.
    • Listen when children ask questions or make comments, particularly about differences or stereotypes. Give children factual, respectful answers. Imagine you overhear a group of children discussing whether an African American child’s skin is “dirty.” Avoid saying things like, “Shh, that’s rude” when children notice differences. Instead, you might say, “Skin comes in all different colors because we have different amounts of pigment in our skin. Darker skin isn’t dirty. It has more pigment in it than lighter skin.” Then you could plan an activity in which children mix colors of paint to create their skin color.

    Explore

    Explore

    Think about the unique ways preschool children interact and develop thinking skills. Explore the Reflecting on Interactions activity. Read the scenarios and answer the questions. Share your responses with your trainer, coach, or family child care administrator. Then read the suggested responses for additional ideas.

    Apply

    Apply

    Sometimes bias sneaks into family child care environments. Take some time to look through the books, toys, and materials in your program. Read and review the Children’s Literature Activity. Use this activity to review children’s books for bias.

    Glossary

    TermDescription
    FeedbackInformation provided to someone about his or her action, event, or behavior after it occurs
    Open-ended questionQuestions that cannot be answered with a yes or no or a specific piece of information; these encourage the child to respond by giving whatever information he or she thinks is appropriate
    Teachable momentsOpportunities for meaningful instruction based on natural contexts, or naturally occurring moments in exploration and conversation.

    Demonstrate

    Demonstrate
    Assessment

    Q1

    Which is an example of an open-ended question?

    Q2

    Your trainer or coach suggests that you use more descriptive feedback and encouragement with the children in your program. Which statement is an example of descriptive feedback and encouragement?

    Q3

    You and another family child care provider discuss how to practice learning goals in natural ways that promote teachable moments. Which is an example of what you might suggest?

    References & Resources

    Copple, C., & Bredekamp, S. (2009). Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth through Age 8, 3rd ed. Washington, DC: National Association for the Education of Young Children.

    Dodge, D. T., Colker, L. J., & Heroman, C. (2002). The Creative Curriculum for Preschool. Washington, DC: Teaching Strategies.

    Head Start National Center on Quality Teaching and Learning (2015). Fostering Children’s Thinking Skills. Retrieved from: https://eclkc.ohs.acf.hhs.gov/video/fostering-childrens-thinking-skills

    Hyson, M. (2008). Enthusiastic and Engaged Learners: Approaches to learning in the early childhood classroom. New York, NY: Teachers’ College Press.