It is the most natural to combine the different Playing-2-gether skills in real life practice. However, some teachers(-in-training) prefer to practice the different skills separately. The combination of both strategies may be important to integrate these complex interaction skills in daily practice.
Next, you can watch video fragments where the teachers of our project use the combination of various skills.
These videos are financed by the EU Erasmus+ grant. Authors are responsible for the content.
Playing with water
Two older children and the younger boy Farhat play with water and several objects. Teacher Jorge observes and tries to make the children think about floating and sinking. He notices that Farhat is not interested and starts mirroring his play, filling the jug with water.
As you notice, the children are interested in different materials and processes. Jorge chooses to follow the lead of Farhat, the child with whom he wants to strengthen his relation. How does Farhat respond to this?
How do you deal with different interests of children?
Where is Batman?
Farhat is 4;2 years and speaks Dutch as a second language. He and teacher Jorge play with the Batman car and castle. Jorge mainly follows Farhat’s lead, by observing, imitating and describing what the boy is doing or repeating what he is saying. He also builds in moments of silence.
Although Jorge mainly follows Farhats lead, he also tries to add new elements now and then. Do you notice that Jorge is sensitive to Farhat’s reaction? How do you stay connected to children when you give a new impulse to play?
Drawing faces
Teacher Dana and Oliver (6 yrs. old) are drawing each other. It was idea of Oliver to do it. Teacher is mirroring his activity and t the beginning she follows Oliver´s leading, later she encourages him to conversation by verbally describing action and feelings in the situation.
How does he feel like? Is he interested in the activity? Do you notice there is present emotional bond between them?
Problem solving in a group
Children are talking about “class service”. Teacher Dana is asking children how to solve a problem when two boys, Oliver (6 yrs. old) and Patrik want to be a class service at the same time. Classroom rule is that service consists of one child. She gives questions to children which are directed to common class satisfaction, she focuses on positive emotions in group and decision which will be acceptable for the whole class. She is verbally describing the situation, labelling feelings in a group, support relational needs in the group.
Is teacher Dana sensitive to individual needs in class? How does she manage the situation? Is she emotionally connected to children, especially to Oliver? What kind of relational needs she develops?