27 Oct When we meet a child Who use consistent anticipatory cues

Using transmitted from each child about how safe they feel. When we meet a child Who use consistent anticipatory cues. such as a wind chime, soft music, or a sand we is, we take the time to pause and to thoughtfully respond instead of reacting to rhe Hourglass, to alert children about upcoming transitions to a new activity. rout "space. Encourage children to teach and share these anticipatory cues with classmates so they can prepare for an upc Be worthy of children’s trust. Teachers and staff ning transition his talk at the 2019 Yong and Science Conference, Porges offered some basic princip situation we may not fully understand. and implications for adults to translate into practical applications related to safety and) compassion and a capacity to provide a sens These suggestions are just a few of the ways to build prove to children their Without safety there is no social engagement, which is the precursor for health. support infants, toddlers, and young children in fee ersonal safety and protection. onment that can schooling: social bonding. When people feel safe, reciprocal social connection can occur bullet that deserves a deeper exploration, beca knowledge, skills, or capacity to enhance chil tected. It is this last offrety is closely linked to predictability. If the environment (geographically and early years. The following observation, s oners possess the "credtionally) is safe, people are more likely to be in state of calm and connection project in one of my advanced teacher by during these critical completed this project focused her observation was part of an inquiry unpredictability triggers fear and fight, flight, or freeze responses. diagnosis of autism spectrum disorder. As you re s. The graduate student who children who do not feel safe in the classroom are not able to be calm and relaxed The students were playing in the kitchen year-old student with a because they are focused on surviving perceived dangers. area. He was stopped by his aide and asked. "W he role that trust plays. Current societal perceptions often position human beings as learning machines responded, "That," and pointed to a toy fire d to leave the which disregards that they are in survival mode, always on a constant pursuit of Beau’s aide responded, "Tell me, "I want the fire tru ou want?" Beau "Fire truck" Again, his aide prompted to him to reper standing his request, m, Beau repeated, This notion of how humans are frequently viewed these days as "learning machines" as This time Beau dropped to the ground and began to cry I want the fire truck." safety. opposed to the living, breathing beings we are resonated with me. It is as if the incessant truck, held it close to Beau, and for a third time said, "Tell me, I w grabbed the quest to accumulate-information, skills, materials, achievements, time-becomes the off truck" Finally, Beau imitated the phrase, and his aide verbally praised him. I want the fire offalive when children are expected to perform as learning machines. That is not a spacy "Good boy," and handed him the fire truck. This type of exchange occurred countless times during this week-long observation. in which any human can feel valued or safe. Creating a Sense of Safety in the Outer Spaces Young Children Inhabit Although this is just one snapshot, it provides a brief insight into this child’s sense of safety. This graduate student provided the following thoughtful analysis about several obser When schedules, routines, and physical environments are organized and highly pre- vations and interpretations. Take a moment to think critically about these reflections and dictable, infants and young children know what to expect. They can anticipate what is additional impressions about Beau’s sense of safety and trust: about to occur and feel safe because what they expect to happen actually does. When children live with constant uncertainty, ambiguity, or chaos, being in the world might Take a look at the sentence prompted by the aide, "I want the fire truck." It was seem like one big surprise after another because they never know what they are going to established that Beau could have the fire truck if he imitated this verbal phrase. This face around the next corner. When children do not feel safe, they maintain a defensive exchange told Beau a lot. It informed him that his membership and belonging in the classroom community depended on how he communicated. To be considered a state and are operating in constant survival mode. This would be exhausting to any human being, but especially to a young child. Establishing and maintaining a climate that member, the desirable form of elaborate verbal language was required. Beau needed to not only use verbal language but also reproduce specified language for is highly predictable throughout the entire day, every day, is essential. Here are a few his decision to have any meaning to his aide. In contrast, his peers who were capable of verbally requesting a different toy by ideas to translate this into classroom practice: Ensure that the children understand and have easy access to a visual daily using a complex sentence were not asked to demonstrate this skill. To explain schedule, which they can consult throughout the day. A weekly and/or a further, when Beau was prompted to repeat the fire truck sentence, there were several students who also decided to leave the kitchen area and pick a new activity. monthly schedule can be very helpful for older children. Develop and organize the daily activities around highly predictable routines, Beau was the only student who was given a condition, which provided Beau with a clear understanding of who is in power and made it quite clear to his peers as well. some of which young children can develop or cocreate with adults. Chapter 6: Space Exploration: The Pursuit of Safety in the Inner and Outer Spaces in Young Children’s Lives 109 The Power of Presence 108

4. At the top of page 108, the author lists four of Porges’ basic principles related to safety and schools. Choose two of these to comment on. 

5. In the section entitled: Creating and Maintaining Well-Being in the Safe Spaces, the author invites us to consider “more mindful, dynamic, and supportive words that focus on an intention in a positive way and position children to preserve their inner and outer spaces….” Comment on how these word choices are more child-focused. 

6. The final section is about trauma and stress–and the impact they have on young children. We will be talking extensively about trauma this quarter–but discus three things here that you learned from this final section of the chapter.