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Research indicates that the way adults interact with children plays a very important role in children's learning and development. These studies demonstrate that in classrooms where teachers are responsive, guiding, and nurturing — and where they share control — children take more initiative and are more likely to be actively involved and persistent in their work. Below are interaction strategies that promote active learning and shared control at home.

• Share control with your child and participate in their play. Look for natural openings in their play and let the child take the lead.

• Focus on your child's strengths and use encouragement instead of praise. Offer your child choices based on what he or she likes to do and does well. Rather than using statements that evaluate or judge, make objective, specific comments that encourage children to expand their language and think about what they are doing.

• Encourage your child to solve problems he or she encounters. While adults could often solve the problem more easily by taking over, the goal is for children to develop their own problem-solving abilities through trial and error.

• Converse with your child as partners. Join in the conversation on your child's physical level. Stick to the topic your child brings up and allow them time to respond.

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         CONFLICT RESOLUTION

Helping children manage frustrations and resolve social conflicts is an area of social learning that is often particularly important to teachers and parents alike. HighScope's six-step conflict resolution process, summarized below, helps children peacefully settle disputes and conflicts. With continuity between home and the classroom, children can often carry out this sequence on their own by program's end.

• Approach calmly, stopping any hurtful actions. Place yourself between the children, on their level.

• Acknowledge children's feelings. Say something simple such as "You look really upset." Let children know you need to hold any object in question.

• Gather information. Ask "What's the problem?" Do not ask "Why?" questions.

• Restate the problem. "So the problem is…"

• Ask for ideas for solutions and choose one together. "What can we do to solve this problem?"

• Be prepared to give follow-up support. Acknowledge their accomplishments (e.g., "You solved the problem!"). Stay nearby in case anyone is not happy with the solution and the process needs repeating.

             STRATEGIES FOR PLAY

Early childhood educators often make the point that "children learn through play." But what does this statement really mean? Play helps young children develop cognitive skills — organization, focus, and the ability to plan, strategize, and prioritize — which are all part of what we call executive function. Unfortunately, due to the demands for accountability in public schools and pressure to accelerate young children's academic learning, time for play is either being eliminated or limited, and play is much less often child-initiated or free from constraints.

Ingredients of Active Learning for Infants and Toddlers

• Materials — Provide materials that your child can use in a variety of ways. Learning grows out of the child's direct actions on the materials.

• Manipulation — The child should have opportunities to explore (with all the senses), manipulate, combine, and transform the chosen materials.

• Choice — The child chooses what to do. Since learning results from the child's attempts to pursue personal interests and goals, the opportunity to choose activities and materials is essential.

• Child communication, language, and thought — The child communicates his or her needs, feelings, discoveries, and ideas through motions, gestures, facial expressions, and sounds. Adults should encourage the child's communications and language in a give-and-take manner.

• Adult Scaffolding — Adults establish and maintain trusting relationships with each child in their care. They should recognize and encourage each child's intentions, actions, communications, explorations, creativity, and willingness to solve problems.

Strategies for Participating in Preschool Play

• Look for natural play openings.

• Join play on the child's level by squatting, kneeling, or lying on the floor.

• Participate in parallel play by playing near the child, using the same materials in the same manner.

• Play as a partner with children by functioning as an equal or follower.

• Refer players to one another. This allows children to recognize one another's strengths, regard each other as a valuable resource, and play cooperatively.

• Suggest new ideas within ongoing play situations. Offer suggestions within the play theme, address the "role person" rather than the child, and respect the children's reaction to your idea.

HighScope.org

https://highscope.org

Useful Resources

Parenting 24/7 
PBS Parents 
​Parenting Priorities 
Family Education
Parent-to-Parent 
Cool Math 4 Parents 
National Center for Learning Disabilities  

 Reading

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Reading is Fundamental - Parents Site

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Dyslexia

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  ABC's of Parenting

A sk your child about the school day. 

B egin your child's day with a nourishing breakfast. 

C ongratulate your child for doing well. 

D iscuss homework with your child. 

E ncourage your child to read. 

F ind a quiet place for your child to study. 

G ive your child responsibilities. 

H ug your child to build self-worth. 

I nclude your child in making simple family decisions. 

J oin a library with your child. 

K eep your child on a schedule that includes exercise and sleep. 

L imit TV viewing by selecting programs with your child. 

M ake the time you spend with your child special. 

N otice and discuss changes in your child's behavior. 

O ffer to help your child organize school papers. 

P rovide your child with good role models. 

Q uestion the activities your child shares with friends. 

R espect your child's right to have opinions different from yours. 

S hare an interest or a hobby with your child. 

T ake time to listen to your child. 

U rge your child to say "NO!" to unwanted touching. 

V isit places of interest with your child. 

W ork with your child to set up rules of behavior. 

X erox and save records or articles that benefit your child. 

Y ield results by encouraging your child to do better. 

Z oom through these ABCs again and again. 

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