Some people say that combining a relational approach with structured education cannot work and can be confusing to the child. What is your response?
We teach parents and program staff how to work in such a way that the child is not confused. For example, we may begin the session by following the child’s choice of activity and responding to his or her cues. This is interactive playtime. The child learns that he or she can direct the activity. During this time, the child may become assertive, and may direct or control the play. After a period of such interactive play, we invite the child to the table, and work in a highly directive style. We give clear instructions, we prompt if necessary and we make the work highly rewarding for the child. Curriculum goals are set and accomplished. During these times, the child is learning to imitate, to develop a student/teacher relationship, to acquire skills and he or she is stimulated intellectually. When that work period is over, we invite the child to leave the table, and we again follow his her lead in another interactive playtime. We use different methods to help the child know when they can
Related Questions
- Some people say that combining a relational approach with structured education cannot work and can be confusing to the child. What is your response?
- How can a whole child approach to education meaningfully address equity and the achievement gap?
- Can different people contribute to my childs education savings account?
