Jaime Hoonsan

ECE 252
April 12, 2015
Powerful Interaction Observation
Date: 4-6-15
Time:

School: Lighthouse Academy Teacher: Ms. Kylie

Beginning Time: 10:40 AM

Age of Child: 4 Years

Ending Time: 10:43 AM

Setting: The observation of the interaction occurred during morning center time in the Home
Living Center in the Pelican Room. 4 children aged 3-4 years, and 1 teacher were present in the
learning center at the time of the interaction.
Interaction: Ms. Kylie was sitting at the table in the Home Living center where 4 children were
playing. One of the children, Marissa brought 2 plates and some toy food over to the table.
Marissa said Ms. Kylie, lets eat! She sat a plate in front of Ms. Kylie and put a piece of corn
on the cob on the plate. She then gave Ms. Kylie a fork. Ms. Kylie, raised her eye brows, smiled
and then responded: Oh, thank you so much, Marissa! Im so hungry, and corn on the cob is my
favorite! Do you have a favorite food Marissa? Marissa put another plate at the table and sat
down next to Ms. Kylie. Marissa responded: I like momatoes. Theyre my favorite. Ms. Kylie,
picked up her corn on the cob and pretended to eat it responded: Tomatoes are your favorite?
That is so neat! Did you know that tomatoes grow from a seed? Marissa nodded yes and
continued watching Ms. Kylie the whole time. She pointed at the toy corn that Ms. Kylie was
eating and asked: Where does that come from? Ms. Kylie responded: Corn comes from seeds
too! Let me show you. Then she took Marissa over to the teacher desk where she had some
seeds that the class was going to plant the following day. Ms. Kylie put the seeds on the table and
told Marissa: Take a look at them. Tomorrow, well put them in the dirt. What else do you think
the seeds will need in order to grow? Marissa answered Water, and Ms. Kylie replied Water,
thats right, and sunshine. The seeds will need lots of sunshine. Do you think we will be able to

Jaime Hoonsan
ECE 252
April 12, 2015
keep them inside or will we have to put them outside? Marissa thought for a moment and then
replied and pointed to the door. Outside. Sun is outside. At this point, other children began to
come over to join Ms. Kylie and Marissa and the powerful interaction was over.
1. Be Present
Take a few deep breaths: Ms. Kylie was not in a rush to begin an interaction. She allowed
herself a quiet moment before beginning to speak to Marissa.
P.16 I take some deep breaths and look outside the window. Improvement: The interaction
might have been improved upon if Ms. Kylie had allowed herself to do some deep breathing
prior to speaking with Marissa.
Arrange the setting: Ms. Kylie arranged the chairs in the home living center to facilitate a
powerful interaction.
P.22 If you like flowers, bring a flower for yourself each week and display it on your counter.
Improvement: The interaction might be improved upon if the teachers had items present which
helped them to feel comfortable and affirmed.
Use your real voice: Ms. Kylie used her normal voice during the interaction, helping Marissa
gain a sense that she had Ms. Kylies undivided attention.
P. 22 Instead of using your teacher voice, focus on the child as an individual and have a
conversation together. Improvement: This part of the interaction was wonderful, and I see no
area on which to improve.

Jaime Hoonsan
ECE 252
April 12, 2015
2. Connecting to the Child
Slow down, stay in the moment: Ms. Kylie took time from other activities that she could have
been doing and sat down. She made herself available for a powerful interaction.
P. 33 When you show children that you are interested in them and that you want to be with
them, they relax and be in the moment with you. Improvement: Show children on a regular
basis that you are available for powerful interactions.
Put yourself at the childs level: Ms. Kylie sat at the table with Marissa
P.47 Sit or kneel. Look into the childs eyes. Improvement: Be sure to make eye contact
throughout the interaction.
Personalize the Interaction: Ms. Kylie took into account what she already knew about Marissa
to adjust her words and tone to be personal specifically for this interaction.
P.33 Observing children closely and customizing your responses to them allows you the joy of
seeing the world through a childs eyes Improvement: Seek out interactions with children to
help build relationships which will cultivate the ability to engage in powerful interactions.
Gives the Child Time: Ms. Kylie didnt jump in and try to make a powerful interaction happen.
She allowed the children time to gather their thoughts and waited for the right moment.
P.60-61 Scan your room regularly to anticipate problems. Who needs your guidance in a
powerful interaction? Improvement: Ms. Kylie might start to seek out powerful interactions
with children in the program who would deeply benefit from frequent powerful interactions.
Changes Facial Expression: Ms. Kylie conveyed real emotion to Marissa through facial
expressions. P. 51 Change the expression on your face to fit the situation and the childs

Jaime Hoonsan
ECE 252
April 12, 2015
emotions Improvement: Ms. Kylie might begin to label different types of emotions for
Marissa.
3. Extend Learning
Mirror Talk: Ms. Kylie used mirror talk Tomatoes are your favorite? to help extend Marissas
learning.
P. 90 Mirror talk nurtures your relationships with children because you are noticing them and
letting them know you value what they are doing. Improvement: Add rich vocabulary words to
promote and increase language development.
Responds to Curiosity: Ms. Kylie responded to Marissas curiosity when she asked where corn
comes from.
P. 76 When you see children being curious, its a rich opportunity to encourage aand extend
their learning. Improvement: Be a model of curiosity for children. Allow them to see you ask
questions and explore their answers.
Asks Questions: Ms. Kylie asked Marissa questions to help expand on her learning throughout
the interaction.
P. 77 Really skilled teachers have a wide repertoire of questions to rely on. Improvement:
Have a list of open ended questions posted in various places throughout the room. This helps if
you get stuck and need help thinking of questions to ask.
Links New to Familiar: Because she already knew that Marissa knew that Corn grew from
seeds, Ms. Kylie helped Marissa link new concepts to already familiar concepts when she told
her that tomatoes grow from seeds. Tomatoes grow from seeds, so does corn.

Jaime Hoonsan
ECE 252
April 12, 2015
P. 129 Children need your guidance to bridge the gap between their life experiences and all new
things they are trying to learn in school. Improvement: Provide more learning opportunities
for children to link new to familiar through real life experiences.
Conversation: The open conversation between Ms. Kylie and Marissa allows for their
connection to continue to grow and for them to learn more about each other.
P. 76 Whether verbal or nonverbal, conversations strengthen relationships and at the same time
can extend childrens language awareness, understanding and thinking. Improvement: Keep
looking for ways to solidify relationships and grow bonds between yourself and the children. You
never know when the information you have learned about a child or family will be helpful.