Have the child identify the problem. What is wanted or needed? Once a child knows that he has a problem, he then needs to be encouraged to state what the problem is. If a child is unusually distraught and is unable to verbalize the problem, the adult can step in and state the obvious. “You wanted the red truck and Isaiah is playing with it now. You have a problem.” It is easy for the adult to recognize the problem, but the adult needs to see the problem from the child’s point of view. In assisting a child in describing a problem, you can introduce feeling words that can expand a child’s emotional vocabulary. “It is so frustrating when you want something right now and you can’t have it.” Very young children learn early on when they are feeling “good” or “bad.” Adults need to teach young children other words for their feelings. You might observe out loud that Sam is “angry” or “annoyed” or “frustrated. “Brain...
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...Perry, B. (n.d.). Curiosity: the fuel of development. Retrieved from:
Stewart, D. J. (2012). The power of play in the early learning environment. Retrieved from http://www.teachpreschool.org/2012/07/the-power-of-play-in-the-learning-environment/.
Toddler develoment. (2012, November). Retrieved from http://www.kaahe.org/health/en/873-toddler-development/873-8-toddler-development-summary.html
Unknown (2010). Learning Through the Early Years: The Benefits of Repetition and Variation. Retrieved from http://www.kbyutv.org/kidsandfamily/readytolearn/file.axd?file=2011%2F3%2F10+Learning+Through+the+Early+Years.pdf.
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