My understanding of child/child interaction is that through their peers, children will learn important Social and language skill; which results in greater participation e. g. turn taking and increased self-reliance In play interaction with other children, helps them learn to resolve disputes, some children may interact differently within the comfort of their own home and with their families so pre schools are great to give the children new experiences and create different interactions with different adults and peers.
Children interacting with one another also learn a lot by imitating one another’s actions and words, I observed that target child J learned a lot linguistically by imitation. Children can also interact and communicate with each other without needing to be verbal as I discovered from observing target child play kitchen with another child. From what I have researched Children interacting with one another is essential for their development and learning in every area. The way adults interact with children also plays a very important role in children’s learning and development.In our classroom the teacher must be open minded with no pre- conditioning, prejudices or preconceived notions as to what stage the child is at for example, that all children who are four will read. Children know if their teacher or any adult is insincere. Children are quick to pick up everything.
Phoebe Child, head of the Montessori trust in London, said that “we must be prepared to wait patiently like a servant, to watch carefully like a scientist, and to understand through love and wonder like a saint. Montessori encouraged each guide to be like a light to the children, helping to open their eyes to wonders around them rather than amusing them like a clown. The teacher should be an individual guide, not the leader of the classroom. Adults are present to guide and help the child navigate his or her own learning process as the child receives knowledge, information and experience from the prepared environment. www.
newworldencyclopedia. org/entry/Maria_Montessori.The teacher must always be sensitive to the needs of the child and be aware of any changes within him. Effective adult-child interaction, such as when adults offer comfort and contact, participate in children’s play showing encouragement and support, promoting children’s problem solving is essential in successful early childhood programs, developing thought and language of the child. This interaction then encourages children to be more curious and imaginative, while also helping them to initiate activities, listen more attentively and develop their personalities.
Noreen Hayes (2005) says, for adults to work effectively with children it is important to understand them. This is best approached by careful, reflective child study and self awareness. Adult/ adult interaction: It is vital for consistent interaction between parents and teacher, as parents can offer further information about their child which can assist teachers when the child is in their care (e. g. any fears, difficulties). It also is beneficial for the parents to be informed how their child is doing (e.
. Dyslexia, poor sight, or other learning difficulties may be noticed at Pre School). Good quality interaction between teacher and parents provides a more informed and stable learning environment for the child.
Parents should also be encouraged to attend Teacher- parent meetings and perhaps take on occasional class duties (e. g. over seeing Fire Drills to show their children the importance of safety. Locke saw the parent and adult as a key agent of the education of a child.
Interacting with other staff members in regards to the children allows for better understanding of each Childs needs and abilities. In my workplace we have weekly staff meetings to review our week, we discuss and make any necessary changes, we also make a plan of the work and exercises we will do with the children for the week ahead. It is our intention that the children are getting the best care and education whilst in our service.