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Fostering Competency - part deux

© Marilyn Stueben-Brasuell

In the previous article, I wrote about what is and what is not "competence" in terms of young children. And, as with many things pertaining to children, there is quite alot of gray space, especially when we try to define, quantify, or simply detect this concept. So, now that we have some ideas as to what competency 'is', we can take a closer look at what we can actually 'do' to foster it each and every day in each and every child we work with. Many of the guidelines you see hear may seem commonsense, and often times they are; it is just that without making a conscious effort, it is so easy to let it all slide away. You may recall the different categories of competence from the previous article (physical, social, emotional, and cognitive); so in keeping with that pattern, these guidelines are intended to help guide you in your daily routine with your children. As always, the ideas of respectful caregiving are the bottom line! FOSTERING PHYSICAL/COGNITIVE COMPETENCE: 1. Plan a safe environment that is developmentally appropriate and challenging. 2. Allow children freedom and safety to move in the manner they are developmentally ready for. 3. Do not rush development or force thechild to do anything he is not ready for (prop uo or put on a climber). Each stage of physical development is equally important in the total development of the child. Babies get ready for the next stage by doing thoroughly what they do in the present stage (i.e., respect where they are at). 4. Watch for clues from the child which show readiness to move on (i.e.,walking,jumping,quickness of task,boredom or destructiveness). 5. Give time and opportunity to practice skills by not constantly changing the environment or equipment. 6. Don't put children into positions that they cannot get into or out of themselves (i.e., propping to sit up, placing on a piece of equipment, even placing in a swing). The process of getting into the position is more important than the position itself in fostering physical competency. 7. Don't put children in restraining apparatuses which hamper the child's ability to move and explore (walkers, jumpers, swings, high chairs). Of course, don't expect parents to never use a highchair or a swing...they have their place, but not while the child is in our care. 8. Give the childe the message (verbal and non-verbal)"I trust your ability" rather than "Be careful, you might get hurt" (obviously, within the appropriate setting. Letting a 2 year old try to climb on something obviously too big isn't smart, either). Avoid making the child doubt himself.

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