Seeing How Children See Us

What's In This Kit?

This training kit offers teachers opportunities for studying themselves to discover what young children see in adults’ body language. This training program contains the following components:

• Expected training outcomes and learning objectives
• Training research, models, benchmarks
• Preparation and implementation steps
• Handouts
• The article “Seeing How Children See Us” by Deb Curtis and Lorrie Baird
• References and resources
• Training Certificate for Learner �" Certificate of Attendance and Participation

Who's the Target Audience?
The target audiences for this training kit are beginning and intermediate Learners who are working with young children (birth through 5 years). This kit is designed to help participants be aware of their physical presence and nonverbal communication, and transform negative body language into positive.

Teacher Skill Level

beginning intermediate advanced

Children's Age Level

infants toddlers preschoolers school-agers birth to 8

Kit Timeline:
Preparation time for this kit is estimated at 1.0 hours. Implementation and actual training time is 3.5 hours, which includes 2.0 hours of face-to-face training and 1.5 hours of independent study and an Applied Activity.

Training Outcomes:

1. Define 'body language'.
2. List at least 2 reasons why teachers need to understand the importance of using positive body language and nonverbal communication when working with young children.
3. Conduct action research by studying one’s own personal body language and nonverbal communication.
4. Identify at least 2 strategies for improving their interactions with young children by changing their body language.

These training outcomes address the following American standards:

• National Association for the Education of Young Children’s (NAEYC) Standards and Accreditation Performance Criteria (2005). (www. naeyc.org).
  - Teaching staff continuously strengthen its leadership skills and relationships with others and work to improve the condition of children and families within their programs (6.B.01).
• National Accreditation Commission for Early Care and Education Programs, National Association of Child Care Professionals (2005). (www. naccp.org).
  - Children’s development of trust and emotional security is promoted with consistent, responsive, and nurturing teachers (E1).

  Note: It is important to determine any additional state and local standards that relate to this topic or requirements of other regulatory bodies specific to your program.

  
  
  

  Note: Downloadable PDFs are only available for download in pdf format. Directions for downloading follow immediately after purchase.