Interactions

Many types of adult/child relationships occur each day in the classroom. Each interaction has a specific purpose for moving the day forward. As educators, we need to think about our exchanges with children. In our practice, we create invitations that influence different social interactions. 

During interactions between adults and children, numerous interaction patterns emerge. These patterns are not inclusive of all interactions. Here are a few examples of the types of interactions we experience in the classroom and the possible outcomes produced by the encounter.

Directional interactions. Directional interactions are part of every early childhood experience. There are times when we need to ask children to do specific tasks, from putting on a coat to washing hands. Directional interactions help us guide a community of children through the day. They help us ensure that specific tasks happen. Directional interactions are most effective when the directions are clear and concise and should consist of three or fewer tasks that vary depending on the age of the children.

An example would be, “It is time to go outside. Please, put on your coat and line up at the door.” The strength of directional interactions is they are specific and addressed in the simplest way possible. The gap in directional activities is the limited interactions between children and adults. Directional interactions are a request. A response medium that often produces compliance, challenge, or clarifications. Limited social exchange is an unfortunate byproduct of this type of interaction.

Invitational interactions. Invitational interactions invite children into engagement with some type of activity. True invitational interactions offer children the choice to join. Invitational interactions come in the form of a question. An example would be, “Would you like to try our new paintbrushes?” Invitational interactions invite autonomy on the part of the child to choose to engage in the invitation. The gap is that adults don’t always clarify between an invitation and a direction. We often try to soften a directional activity stating it as an invitation, “can you,” “would you like to,” and “will you.” This type of messaging results in frustration for the adult and child. True invitational interactions are optional for children.

Social Interactions. Social interactions are adult/child interactions that are conversational and focus on an authentic give and take of ideas. Social interactions are voluntary and include a pattern of questions, comments, and beliefs about a topic. True social interactions involve active listening, seeking to understand each point of view. The strength of social interactions is that they invite us to exchange ideas and help us create a sense of connection. There is a gap in social interactions. Without authentic engagement and focus, the exchange feels unsatisfactory to the participants. The result is a lack of focus that impacts trust in the dialogue between children and adults

Relational Interactions. Relational interactions focus on exchanges based on emotional synchronization. Relational interactions help us feel something and feed our need for acceptance. Relational interactions nurture deep, meaningful connections over time. They are the emotional connections that sustain adults and children. A lack of relational interactions creates a gap in the relationship between children and adults. We cannot plan relational interactions into the day. They grow when we can slow down and be wholly present in a child’s life.

What other types of social interactions do you see in your work between adults and children?