Here is a peek at what some of our CR4YC communities are beginning to observe in their wonder children and looking to investigate via their inquiry questions and the facets.
These are initial, tentative questions. Educators will refine, revise and even replace them as they learn and think more about social and emotional well-being and their wonder children. Although for this post, we’ve placed each question in a particular facet, we know that they overlap and that one question often reflects as many as three different facets.
Wondering and exploring by some 36 Communities and their educators is inspiring, sharing our work connects us all.
How can I help the child recognize value in his strengths to build his confidence and feelings of self-worth across settings/situations
What happens to M’s social and emotional well-being when I honour him by his name in our circle time routine?
By helping the children to understand and use the word “proud”, will it increase the children’s ability to self identify and/or self reflect?
How does knowing oneself help child connect to his community?
How do I help A make positive independent decisions without following others behaviours?
How can I foster friendship building skills within the classroom that will lead to healthy communication skills and a sense of belonging for my Wonder Child and class?
What difference will I notice in the level of engagement and involvement with both parents and their children if my program is empowering engaging and fun?
How do I enhance caring for others in my classroom community?
How do I build more connection with A and help foster deeper connections with her peers?
What will happen to AW’s SEL if we work on building relationships with older buddies and with peers in our classroom?
What happens to K’s SEL well- being when I provide activities that promote kindness, friendship and relationship building skills with the whole class?
How can I support I in developing and expanding strategies to establish more effective relationships and attachments with other adults and children?
How does supporting emotional interconnections (parent/child/staff) affect self-regulation among children?
What happens when I stop controlling a student’s behavior to self-regulate and give him ownership to explore his own self-regulation strategies?
What happens if I focus on creative expression time every day for self-regulation and body awareness?
What happens if I build rest/relaxation/reflection time every day for sustaining appropriate energy levels for the day?
What happens to BH’s behaviours when we focus our attention on positive behaviours and actively praise them? How would focusing on him as a role model help him to regulate in the classroom?
How does N display “joy”? I notice that she seems content, however she does not show outward excitement. Does she show Joy when she is in a more secure environment? Does she always look serious?
What happens to R’s social-emotional well-being when I teach basic sign language to him to help him communicate?
What happens when I explicitly teach how to play and provide time for students to practice?
What might happen to A’s sense of joy and happiness if she participated instead of led during play?
If we see that adapting materials and equipment can bring confidence and joy to a particular child in our care, then how can we ensure that all of the children in our care are receiving those same opportunities to feel confident and joy.
What would happen if I had dance gatherings, to focus on my wonder child’s love of dance, and engage children in small groups to open up about self-regulation, empathy and caring?
What happens when I focus on friendship communication to build a strong understanding of empathy?
What happens for K’s SEWB when I model and directly teach empathetic skills, kindness and emotional recognition to the whole class?
How do I help C identify when he is doing kind things and practice kindness?
I wonder how does he sees friendships? Does he need my help for self- advocacy?
What differences will I notice in personal agency in the classroom if I encourage individual exploration (self-exploration) as well as modeling language exploration? (story time/books, visual exploration, prompting)
How can I reinforce K’s strong moral compass under the negative influence of peers?
What will happen to my wonder child when I provide opportunities for J.G. to connect with other children who are not in his comfort bubble?
How do I help A make positive independent decisions without following others behaviours?
Categories: changing results for young children
Changing Possibilities For Young Children 