Transcript
0:00 before I had the skills of conscious discipline I would say to my children in the classroom clean up the toys it's time to clean up most of the time they would stand and look at me like this like a deer in headlights right because I hadn't shown them what it was that I wanted it to look like young children do not have the executive skills to be able to know what that's going to look like unless I show it to them and so what I'm
0:28 going to do is I'm going to model it so they can create a visual image of that and have a mental model of what that looks like so that they'll be able to do it later and they will use that and pull on that later in life one of the ways we I would do this with young children is I I would say let's practice so the first thing you're going to do is you're going to pretend to play with the blocks so
0:52 it's time to play and so they would all just kind of build with their blocks and then I would say when you hear me say stop you're going to stop playing you're going to pick up the blocks and you're going to put them in the bag that's cleaning so we're going to practice playing stopping and cleaning are you ready and then I give the the QE so we practice playing then I'll say stop pick up the toys and put them in the bag and
1:20 while I'm teaching this with kids I'm going to model it too I'm going to be showing them and modeling it for them and using my body as the picture showing them what that looks like
Summary
- Young children lack the executive skills to understand tasks without guidance.
- Modeling behavior helps create a visual image for children to follow.
- Practicing tasks, like cleaning up, reinforces learning through repetition.
- The speaker uses playtime as a context for teaching cleanup routines.
- Demonstrating actions alongside verbal instructions aids comprehension.
- Children benefit from seeing the task modeled before attempting it themselves.
- This approach fosters independence and responsibility in young learners.