Content area
Full Text
It is human nature to be resistant when someone tells us no. Children are no exception. Nevertheless, when teachers are frustrated with children's behavior, they may resort to saying no (Lane et al. 2007). Often the child responds, "Why?" or resists.
What teachers really seek are strategies to help children in preschool and the early primary grades learn how to be respectful and cooperative. They want to encourage children to trust their guidance, take their lead, and willingly follow directions.
Refraining the equation to understand the power of yes
If the goal is to create cooperation and reduce resistance, it helps to replace no with strategies that redirect behavior successfully. Effective strategies can turn resistance into cooperation even for children with whom the teacher typically struggles. Saying yes often empowers success and weakens the setup for resistance. Situations that make us want to say no can become opportunities to say yes.
Children's interactions with teachers (negative or positive) provide a lasting blueprint for the way children feel about learning and themselves, teachers, and their peers, now and in the future (Miles & Stipek 2006; Cozolino 2007). Positive interactions are the hallmark of high-quality educational environments and provide an essential framework for motivation, learning, and development (NICHD-ECCRN 2005; Fantuzzo et al. 2007; Haynes 2008). Outcomes of responsive practices include increased social skills, greater emotional regulation, and ongoing motivation for children (Emmer & Stough 2001). In addition, positive relationships support resiliency, compensate for stress experienced at home, and help children achieve their full potential (Hamre & Pianta 2005; Raver et al. 2008).
Even though research advocating the benefits of positive interactions in early childhood (birth to age 8) is compelling, teachers may need fresh approaches to create this kind of climate and help children find healthy solutions to challenges. In an engaging, supportive classroom environment, teachers can develop strategies that encourage respectful, effective communication and ensure children's success (Miller & Sawka-Miller 2007).
Four strategies for replacing no with yes
The following four strategies encourage behavioral changes in ways that support children and teachers.
1 The make-abig-deal strategy
List all the positive qualities you hope children will develop. When you see children demonstrating those qualities, say,
"I saw you sharing! That was so thoughtful."
"I saw you helping...