Page 141 - HBEC4303_flipTest

TOPIC 8 QUALITY CARE ENVIRONMENT 
127
(d) Exchange small dialogue such as „Good morning, Adam. How are you today?‰
(e) The child should be encouraged to respond positively but never forced; and
(f) Respond to the child and thank him for asking (Maynard & Powell, 2013).
Additionally, a good educator should plan a routine activity during the morning arrival of the children. The teacher should know what to say to the children and parents, as well as plan step-by step routine actions such as sign in, wash hands, and find a quiet activity in an open interest area. These details help children to be more successful. A teacher educator should plan routines during the morning arrival and evening departure and explain this to other teachers and children. Morning routines also help teachers to prepare the children for the lesson to come. With careful observation, identification of breakdowns of the morning and evening routines give teachers a better understanding about other aspects in a childÊs education, such as classroom management. For example, if a child stops to look at toys, it may mean that the classroom set-up creates distraction to the children. This important information may help teachers to improve the learning environment.
Parents, too, play an important role in helping children develop and adhere to morning and evening routines (Waller & Davis, 2014). Parents should be informed and educated about the importance of these routines and that they should encourage children by allowing them enough time to complete the routine.
Parents must be informed not to „slip out‰ (leaving their children and going off) when they send their children. Parents should be encouraged to say good-bye before leaving. Moreover, parents should be assisted in establishing their special routines for arrival and departing such as giving the child a hug, blowing a kiss, or their own hello/good-bye words. These help parents tune into their childÊs cues. Some children do better with a brief good-bye while others may need parents to linger longer.
ACTIVITY 8.1
1. Role play with your group members some examples of greetings as described above.
2. Discuss a step-by-step procedure for greetings and departing that should be practised in a childrenÊs learning centre.
Copyright © Open University Malaysia (OUM)