Разрешаване на проблеми между децата

Интервю с Боб Дaули – учител в Детски дневен център за ранно детско развитие към Университета „Тафтс”, Съмървил, Бостън.

Разрешаването на проблеми между 6-годишните деца в Детски дневен център за ранно детско развитие към Университета „Тафтс”, Съмървил има две фази. Първата фаза е, когато децата самостоятелно отиват в пространството за решаване на проблеми, за да нарисуват своите чувства и емоции. Втората фаза е намесата на педагога в групата.

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Интервю с Боб Дaули – учител в Детски дневен център за ранно детско развитие към Университета „Тафтс”, Съмървил, Бостън. Разрешаването на проблеми между 6-годишните деца в Детски дневен център за ранно детско развитие към Университета „Тафтс”, Съмървил има две фази. Първата фаза е, когато децата самостоятелно отиват в пространството за решаване на проблеми, за да нарисуват своите чувства и емоции. Втората фаза е намесата на педагога в групата.

Another thing that we have in the kindergarten is called, "A problem solving loft." It's just a loft that's up high, but the children, three years ago, decided to turn it into a problem-solving loft. And we've kept it the same since then. What they do up there, is we have three laws in the school that all the children in the center follow: You can't hurt somebody's body, somebody's work, or somebody's feelings. They don't have to remember a million different things like: you can't hit, spit, can't break work; they don't have to remember all that. They just have to remember three things. And anything that they do falls under those three. If they have a problem with each other because somebody broke one of those laws, they'll go up into the problem solving loft, they get one of these pages and each child, the one who did something, the child who broke a structure of somebody and the child whose structure was broken will go up and fill this page out. The child who broke the structure will draw a picture of themselves and how they felt when they broke the structure. Usually they draw a picture of them being angry. Then they write up here in whatever way they can. We don't expect them to write words, lines, scribbles, pictures, however they want to write it, but why the felt that way. On the bottom, they write however they can write, what the solution will be, how the problem will be solved. After the children do that and a teacher will go up there once they finish the pages, and the teacher will help them come to a common solution. So they'll look at the two solutions that they came up with and try to figure out how the problem can be solved. And however they solve it usually ends by the teacher asking "Is the problem over now?" [28:00] And if both of them say, "yes" then they go off and play. At this point in the year because we are about four weeks into the school year, the children go up there on their own. As soon as they have a problem they are like, "We go to go to the problem solving loft." And they'll go right up, start filling out these pages and often times the don't even need a teacher anymore up there. They are able to solve it on their own. They put it into a binder, and at the end of each month we go through the binder and ask them how it's going up there if this problem solving loft is working? What is working? What isn't? So we can make any changes that are needed up there. What's up there is some markers, papers, this binder, and then just set up as an atmosphere to be very calming. So there are some pillows, a lamp, four wooden chairs and a wooden table.

Боб Дaули

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