 These children's faces and actions reflect well-being and self-confidence, but the beginnings a few months ago were different. Headstart teachers see many children come to school apathetic or fearful or hesitant, speechless, frustrated to the point of rage or despair, or just too unsure of themselves to be able to speak or even look up. Without pre-school programs like Headstart, children who feel this way at four may enter first grade with only a blurred sense of who they are and what they can do. They may well decide that they can never succeed. That school is not for them. How to Headstart teachers reach out to these children? How do they convince them that they are worthwhile and capable? Here is a group on the first day. The teacher's first job is to make every child feel safe and welcome. It is vital for children to feel at home here. Mothers can always stay to help or observe. Hi, Wita. It's kind of hard to go to a new place sometimes, isn't it? But you're going to be all right. I'm going to take care of you until you feel better. And look what I see over here. I see this in the mirror, look. I see Jane and Wita, the pair of them and the teacher. On the very first day, the teacher lets the children know she likes them and wants them to feel comfortable in school. The teacher's aid is just as important in helping each child feel welcome and in helping them learn the ropes. On the first few days, children wear their names. Nothing helps a child and his teacher establish a true relationship more than being able to use each other's names without hesitation. At home or in the neighborhood, many of these children have felt lost in the shuffle. Children learn at once that they are free to handle things, that the teacher expects them to use these materials, expects them to find out the school's possibilities and their own. The teachers start early to know each child, not only his name, but also his special needs and interests. Every day, teachers extend their warm, personal welcome. Every day, teachers work through with each child his choice of activity. They avoid seeming aloof and uninvolved. They support children's early efforts. Putting the child's name on his painting makes it obvious to the children that teachers value them and their work. Every day, teachers see to it that children go home with some clarity about what they have been doing. The children feel the worth of their accomplishments. Teachers find many ways to make each child feel like a distinct person, significant to himself, to the other children and to the adult. In this school, one teacher took the trouble to take pictures and make an album that included each child. In every school, teachers can use songs which name the children. In every school, teachers can help children's awareness of themselves, hands, their noses, their knees, their shoulders. All teachers can use mirrors to help children learn about themselves and their differences and learn to respect the differences. As children learn who they are, they can play at being somebody else. Would you like a hat? Shall I put it on you? How beautiful you are. You better do it because I don't know how to tie a man's tie. Can you tie it? Like that. Let's see how it looks. There you have your daddy's tie on. That looks pretty good, doesn't it? The teacher encourages children to work effectively. She helps this boy stick to a job and learn how to succeed. Turn it so that the toast is up here on the top of the toaster. Got it again. Well now look at it. Really look at it and feel it. It has a spoon sticking out. Now see if you can find the place for the spoon. With similar experiences behind her, this girl approaches a hard job with confidence in her ability. The teacher helps where help is essential. She uses every occasion to lead children to the conviction that they can accomplish things. In the same way the assistant helps children succeed. She helps. Not too much, but enough. Sometimes children arrive loaded with troubles. The teacher comforts this girl and leads her to a favorite activity. She stays with her until trust and the challenge of the activity eases the child's pain. For another child or another teacher, the way of handling distress might be different. In one way or another, children discover that their teachers really like them and help them learn. Children come to feel that school is their school and that they share responsibility for it. They take pride in remembering what comes next and in putting the room to rights after free play. And getting the tables ready for the mid-morning snack. The snack provides a natural occasion for communicating. Children's confidence and self-esteem are enhanced when teachers talk to them and even more when teachers listen to them. Didn't you come in a book? Did you see any other books? Teachers seize every occasion for genuine conversation. There isn't any card in there. You know, if you ever go to the library, you'll see that library books have those envelopes too. And cards that you put in. I got all the things. You did? I'm going to college. You're going where? You're going to college? You're much older? When you're about 18? I bet you are. Confidence comes from adults who have lots of time for you. Time to comfort you. Time to take you seriously. Confidence comes when grown-ups provide you with plenty of time to play. Confidence comes with a place for your own belongings. It comes when teachers respect what children do on their own. Alone or together. And when they discuss things with children seriously. Confidence comes too when children see that their families are welcomed as visitors. Or perhaps to read a story. To summarize this film, here is how one boy, Mark, acquires self-esteem in a few months of school. Mark is holding back his hand to his mouth. He seems to arrive each day silent, passive, and apathetic. All his gestures seem to say, I can't. He seems unsure and alone. But teachers give him a pet guinea pig to hold. And some small responsibility in caring for it. And with the responsibility, some sense of importance. They read to him, giving him their time and interest and respect. And with these he gets some self-assurance. It's snow. That's right. They help him follow through when he starts to do things. So that success can be his. We move this thing to the end because it's stable there. Could you push it in a little bit? Move a little bit. His teachers see to it that he becomes involved in interesting projects. Now he seems to be learning to say, I can. He begins to be part of the group who even celebrates his birthday. Experiences for the first time in his life being important to everyone. This new feeling of significance seems almost unbearable. But he is beginning to respect himself. For the first time, he knows the glow of self-confidence. He and other Head Start children are learning that they can succeed. Acquiring confidence.