GordSec03v3.qxd 7/7/03 8:10 PM Page 184 ADULT/ADULT INTERACTIONS: by EXPECTATIONS FOR EARLY CHILDHOOD Ed Greene,M.A.,Ph.D. EDUCATORS “Do as I say, not as I do.” helping children learn to get negligible. While profession- “What you do speaks so loudly, along with each other, and al development opportunities I can’t hear a word you say.” providing children with the and in-service training bring “Actions speak louder than opportunities to develop adults together, it is outside words.” their skills to function in a the day-to-day context of the group. Rarely do we take the classroom. These occasions, These are phrases I time to reflect on our own however, can be building remember hearing as a child behaviors and interactions blocks toward more effective from various adults, includ- with other adults, learning adult/adult communications ing teachers, playmate’s par- how to work collaboratively, within the early childhood ents, and older relatives. building the skills needed to setting. They were expressing a manage conflicts and areas Children’s interactions philosophical view about of differences. Adult/adult with each other and with how adults believed children interactions should become a adults, as well as the inter- should behave. They per- more intentional and consci- actions that occur between tained primarily to entious part of our day-to- and among adults, must adult/child relationships. It day life in the classroom. become part of our thinking, is often assumed that we do Adult/adult interactions planning, and actions in not need to look at our atti- are important in developing early childhood programs. tudes and behaviors toward high-quality, accountable, We need to make more con- the adults we work with in early childhood programs scious attempts, however, to conjunction with our roles in and in creating environ- ensure that adult/adult rela- creating high-quality pro- ments that support growth, tionships are being developed grams for children. development, and learning. and nurtured, and that they As an early childhood edu- Quality group settings that are focused on functioning in cator, I have given a great are designed for young chil- ways that benefit children’s deal of thought to these dren cannot achieve their positive growth, development, phrases and what they goals unless the adults who and learning. might say to teachers and work in those settings plan As you think about your caregivers as they work with and work with each other in interactions with other other adults in the early meaningful and productive adults, begin to focus on how childhood setting. I believe ways. Yet, outside of the adult/adult exchanges can their importance applies required staff meetings, usu- benefit the children and the equally to the area of ally devoted to administra- programs that serve them. adult/adult interactions. tive and curricular needs, Think about ways you can be In many respects, our the amount of time and accountable for what chil- roles as teachers are geared attention devoted to actually dren are learning from those toward observing children cultivating adult/adult rela- interactions. Think about and what they are doing, tionships seems to be almost how your interactions with 184 GordSec03v3.qxd 7/7/03 8:10 PM Page 185 other adults can affect the sharing information and project. The idea is to type and quality of experi- responsibilities for the think as a team: “Why ences that you create for classroom and the children. are we here?” and “How young children. Positive There are other materials do children grow, develop, adult/adult interaction written about the nature of and learn?” occurs when: adult/adult relationships You are beginning to that deal with power create an atmosphere of ● Adults take time to dynamics and struggles that trust, which is important engage in joint planning, for young children. They based on their collective can interfere with the way in which staff are perform- need to know they are observations and anecdot- safe—emotionally, physi- ing in various settings al records. cally, and psychologically. (Bloom et al., 1991). One of the ways that ● Adults interact by com- Positive and consistent adults can help build municating and sharing adult/adult interactions open this atmosphere of safety information about chil- up opportunities for commu- dren and their families. is to work collaborative- nication about how children ly. The reason you are ● Dialogue and problem- are growing and learning there—first and fore- solving help determine and how that development most—is to provide how and what teaching can be supported. It is rare informed, professional experiences and learning that you will find programs care and education for goals might be made more that provide staff develop- the children. The focus effective for the children. ment and training based on on the question, “Why principles of adult learning, are we here?” should pro- ● There is a mutual coaching to help teachers vide a context for the exchange of ideas about learn to work collaboratively, conversations and inter- the learning environment, or conflict management actions among and and about sharing tasks strategies. It is critical, between adults. and responsibilities for therefore, to think about how Adults need to interact setting up projects, rear- your interactions with other with each other in ways ranging the classroom, adults can contribute to chil- that promote their devel- caring for the classroom dren becoming capable, con- opment as learners and pets, and other day-to-day fident, and competent. Two problem-solvers as they chores. examples may be useful: engage in the teaching and learning process. In Although there are few (1) Talk with all the other his work on theories of research studies that specif- adults about what you all adult learning, Malcolm ically look at the relation- are doing. When it comes Knowles (1984) suggests ship between the ability of time to plan, focus on the that adult learning is adults to work competently goal(s) that you want to problem-centered rather with each other and the achieve with a particular than content oriented. effects this has on outcomes child or group of children. This is not to say that for children, it is interesting Together, as a team, content for the children’s to note that validated cur- decide what type of expe- program is not a critical riculum models tend to talk riences will foster the factor. Rather, the inten- about this (e.g., High/Scope, goal(s). Then divide up tion is for adults to focus The Creative Curriculum). the responsibilities for on their process of plan- These curriculum models gathering, setting up, or ning and implementa- emphasize the importance putting away materials tion as a way to jointly of team planning and of and equipment for the problem-solve. 185 GordSec03v3.qxd 7/7/03 8:10 PM Page 186 (2) Create opportunities for the classroom. I might Remember the quotes “quality adult time.” share a new hobby or talk at the opening of this Another way in which about a situation with a discussion? Revised, they adult/adult interactions child in my class, or the can guide our adult/adult can be enhanced is topic may be of a more relationships and influ- through a period of “quali- personal nature. In any ence the interactions ty adult time.”Virginia case, I need my colleagues between all of the mem- Satir suggests that the to be aware and give me bers of the teaching/ ability to engage in posi- any support they can. learning community we tive adult/adult communi- Often, when we do not call early childhood cation impacts the inter- have this kind of atmos- education. personal dynamic.“Quality phere that promotes hon- adult time” can be five est and trusting adult “My actions speak louder minutes or longer if you relationships, there are than my words.” can manage. The point is misinterpretations or “It is confusing for people to build trust among “attitudinal” problems to see me do things that are adults and learn that it is that become internalized contradictory to what I am important to have time to and affect the climate of saying.” share feelings or experi- the classroom as well as “What I do speaks so loud- ences that may or may not the interaction among ly that people cannot hear a have anything to do with colleagues. word I am saying.” Ed Greene, Ph.D., EM Greene Associates, is a education at Montclair State University in consultant in the areas of child develop- New Jersey. ment, early learning, and children’s media environments. Ed has worked over 30 years in the field of early care and education as an References infant caregiver, preschool teacher, K-12 alternative education teacher, teacher educa- Bloom, P. J., Sheerer, M., & Britz, J. (1991). tor, professional development trainer, and Blueprint for action: Achieving center-based online and distance learner instructor. Ed change through staff development. Lake served on the governing board of NAEYC, Forest, IL: New Horizons. and is presently a member of the Council for Knowles, M. (1984). Andragogy in action. San Professional Recognition and Early Francisco: Jossey-Bass. Childhood Equity Alliance as well as other Satir, V. (1988). The new peoplemaking. organizations. Ed is currently an associate Mountain View, CA: Science and Behavior professor of early childhood and elementary Books. 186.