Handout C-6: Skills & Knowledge

I. Fifth possible explanation: Child lacks skills and knowledge but is ready to learn

Some behavior occurs because the child simply doesn't know the skill or have the knowledge, but is ready to learn. We must remember that young children are learning everything for the very first time and need many, many opportunities to have things explained and to practice new skills.

II. Clues: How do I know if a behavior is explained by a lack of skills and knowledge?

• Behavior is not explained by developmental stage, individual differences, or environment.
• The child is young-everything is new.
• The child is in a new/unfamiliar situation.
• The child is facing a new task or problem.

III. If a child's behavior is explained by a need for skills and knowledge, what actions can I take?

• Teach what to do-punishing or stopping the behavior we don't want is not enough. We need to tell the child what to do instead.
• Talk-explain why. It helps children to understand why what we want them to do makes sense.
• Give a reason-it helps them make decisions in life.
• Give encouragement for small successes.
• Be patient with failures.
• Always offer help-children will only learn our rules if we show them that the way we want them to do something really works better than the way they are doing it for themselves.

IV. Examples

· Kimi:

Three-year-old Kimi is really taking a toll on the program's library. She loves to draw and color, but unfortunately she draws and colors in the books in the reading nook. The teacher, Charles, has started to not allow Kimi in the reading corner at free play, but he is feeling uncomfortable with this. English is Kimi' s second language, and he knows that comfort with and love for books and reading will be an important tool for her language development.

When Charles raises this concern at team meeting one day, Soon Yi, the home visitor, shares that there are very few books in Kimi's home. The local Toys-for-Tots program had given the family some coloring books at Christmas time, but those were the only children's books Kimi had seen before coming to Head Start.

Charles realizes he has been assuming that Kimi knows the rules about books but now under stands that he needs to help her learn. He makes a point of explaining the difference between coloring books and books for reading. He reminds her when she forgets and points out how keeping the books clean helps everyone enjoy them for a long time. Soon Yi arranges for Kimi's parents to borrow books from the Head Start lending library and makes sure that they too are aware of the expectations for how the books will be treated and the condition that they should be returned in.

· Caleb:

The other children don't want to play with Caleb. He just doesn't share. Every time he wants a turn on the swing or to play with the truck with a backhoe, he just pushes whoever is using it away. Caleb's feelings are hurt; he really wants the other kids to like him.

Charles knows that Caleb needs the opportunity to learn the rules of group play. Caleb is an only child and has never been in a group situation before. Sharing, turn-taking, and cooperative play are all brand new experiences.

Charles realizes that he will need to stay close by on the playground and help Caleb learn what is expected of him and how he can get his turn without making the other kids so mad at him. With lots of explaining, reminding, and support, Caleb begins to understand that there is a way to get what he wants without alienating his friends.

Handout C-7 | Handout C-5 | Module 2| Index

Head Start National Library Collection | BMCC Home