The “Good” Babies Are Being Ignored

Teachstone
Aug 8, 2017 · 2 min read

Imagine this, you’re giving a training to a group of early childhood professionals over the Infant CLASS. As you’re going over one of the indicators titled, Awareness and Cue Detection, you read the high range description on the face-page:

“Teachers consistently physically orient toward the majority of the infants and regularly look around the room. Teachers continuously acknowledge infants whether or not they are making bids for attention, by talking to them or giving them a nod or smile.”

When you’re done, the group of participants almost collectively say, “So the “good” babies have to be noticed too?”

You reply, “Tell me more, what do you mean by “good”?

One participant continues, “The “good” babies have to get called on too. You know, the “good” babies that don’t cry or fuss for long periods of time, are easily soothed, usually calm or might have a quiet cry.” The group laughs and nods in agreement.

Different members of the group begin to share their experiences in the classroom both as infant teachers and as coaches. Several of them talk about how children who cry often receive more attention than children who are calm. Usually, the calm child receives interactions only when it is time to be fed or time to change their diaper. The participants say that they hardly see teachers interact with the “good” babies because they don’t show cues that they need attention.

Of course, teachers don’t tend to ignore any infant on purpose. Often it’s because of the demands of 10 babies to 2 teachers. It’s easier to tend to the infant that is crying or hungry, than it is to interact with the child sitting quietly on a mat.

One of the aspects that makes CLASS effective is that it is based in research. When a child receives quality interactions in the early years, it leads to better developmental outcomes. Quality interactions are important, and we can begin to see “gaps” in the infant stage of life. Teachers must find ways to be intentional in ensuring that every child receives the attention they deserve, whether they are making bids for attention or not.

So what does this mean for the infants in the classroom? This means that all children should be acknowledged, regardless of what they’re doing or how they’re acting. All babies have different temperaments, just as adults do. The CLASS tool is being in tune and aware of everyone in the classroom — no matter what.


Originally published at info.teachstone.com.

Teachstone

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If you improve how teachers connect with students, children achieve more, now and for the rest of their lives. That’s the promise of CLASS®. 866.998.8352

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