By Robert Milne
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Additional info for A theory of programming language semantics, part A
Noting times and situations when the behaviour is most likely to occur gives the adults the opportunity to explore ways of taking action to minimize the impact of the behaviour. This basic approach is effective in both reducing inappropriate responses and gathering specific information to help other professionals focus their skills, should this be necessary. 40 9277 Chap 03 p31-49 19/10/04 4:59 pm Page 41 3 ■ DEALING WITH CONFLICT Including social interaction in our process of breaking down tasks into small steps, using ‘can do’ statements, can help to identify what action the adult needs to take to best support the child.
Our own communication with the children can contribute to our aim to be in tune and to enable children to develop their own communication skills. Partly this will be through role-modelling but also through reflection and problem-solving. For example, we can physically be at the child’s level, we can listen to what they say, really listen, show we have been listening while checking our understanding through engaging in conversation and showing interest. This helps us to move away from a direct question and answer model of communication.
One of the major decisions we have to make is about what work we choose to do. If we have the unsatisfying feeling of having drifted into working with children we are unlikely to enjoy or make the most of the opportunity for either ourselves or the children with whom we work. When we dread going to work it is important to consider if this is a passing feeling, or something more fundamental. If it is a passing feeling, refocusing on the positive impact you have had on the children’s learning, development of relationships or ability to cope with a new routine can highlight the ways in which you are making a positive difference.
A theory of programming language semantics, part A by Robert Milne