A little about how NVC can help in pre-
In kindergarten, you are focused on creating good relationships and a safe and stimulating environment for learning and collaboration. The children are given the opportunity to develop as individuals, both socially and in terms of knowledge and get an experience of being part of a community. Collaboration on children in both preschool and parents give many situations where communication and understanding of the different needs and behaviors play a crucial role. Nonviolent Communication is an attitude and a practice that can help to strengthen the capacity and increase opportunities to meet with respect, listening empathically, to express themselves honestly and to interact with people of all ages, even in challenging situations.
Some areas of communication with children where NVC can be a valuable guide:
· Express yourself clearly to reach and facilitate cooperation
· Set boundaries without blame or threaten
· Expressing appreciation so that it enhances confidence and self esteem
· Listen with your presence and acknowledge children in their experiences
· Mediate between the child and be a model for them to deal with conflict
NVC provides guidance how to set boundaries in a way that creates trust in relationships. We then need to meet the child where it is and adjust our own behavior after the – without it being necessary to relinquish leadership Us. Often bills adults between being dominant and giving in to the children's wishes. Here NVC can be an aid to the moment to find a way that provides more contact and reciprocity. It is based on having a cooperative relationship with the child and use their spontaneous authority and power as an adult without forcing, punishing or threatening. We can say, for example,: – I want you to come and sit with me a while. Instead of saying: – You have to sit still now, otherwise destroy you for the other.
NVC also emphasizes a respectful listening that makes room for differences. That as children get to develop their empathy – by personally met with empathy – is extremely important in order to understand how the actions you perform affects other people. Being able to listen with empathy, take in what the other is experiencing in the moment, without trying to fix or to respond is something we will return to in our trainings. When children do not want it as adults suggests we can listen in and guess what the child experiences to make connections and to avoid a power struggle. – Is it that you would like to continue with what you do because you like it? Instead of directly trying to argue to get the child on what you want. – Everyone should go out now. It will be fun. Hurry up to get a bike on the farm. To practice NVC can provide mutual conversations that strengthen children to protect their privacy while being open to cooperation with other.
When there are conflicts between children NVC focuses on understanding and caring for both their needs and to distinguish documents from person. For example, if a child hits another, it is easy to fall into one being "victims” and the other is the "perpetrator", and we express then the blame. In order to want to learn from their mistakes and find new ways to work better with others, you need to get first get a full understanding, empathy, for their experience and it needs it tried cater. – Was it so that you also wanted to have fun and when you took that car as A held? – And you A, were you arg för you would fortsätta leka with car?
With NVC we train also to express appreciation to the children in a way that strengthens confidence and self esteem. Berom the Latt, just as criticism, contribute to the static, assessing communication that are more classifiedproducing than strengthening and networking. We have a habit of telling others what they ARE for anything, rather than what they DO for something that we like or do not like. We â € t.ex. a child ”- You ar DUKTIG ", Instead of saying ” – Look, Now could you tie my shoes myself ". The danger in that we may hear non-specific assessments from "auktoritehave” is that we do not develop our ability to independently evaluate their own and others' inrates. With NVC we train both to objectively express what kids do as we appreciate and to get children to feel valued without performance – just because they exist and are themselves.
This was some brief examples of how NVC can help in pre-. In recent 10 years, I and my colleagues NVC done several projects in schools and introduced NVC to hundreds of educators. I am pleased to experience, evaluations and reports that describe how NVC influenced and enriched the daily lives of those who paid attention to reflect on and integrate NVC. NVC can provide an important confirmation of the importance of human values and the care that is often the motivation to work with children. It is often perceived as a relief and inspiration to get support to stand for these values in a clear way.
Marianne Göthlin, skolande.se, firstname.lastname@example.org, 0704215561