Why guidance matters chapter 1

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Why guidance matters chapter 1

  1. 1. Why Guidance Matters Chapter 1 from Positive Child Guidance
  2. 2. Stressed families • Working families – busy with demands of jobs and homes • Family structures – single parents, multiple generations, etc. • “Sandwich” generation – parents who have the demands of children and their aging parents • Working parent guilt – primarily impacts mothers
  3. 3. Our Role as Teachers • Provide Developmentally Appropriate Practice (DAP) – Is it appropriate for each child and his/her individual needs and interests? – Is it supportive of each child’s family and is it respectful of each child’s culture? – Is it based on best practice and knowledge of child development?
  4. 4. What we need • Create activities and experiences that are DAP • Provide materials that are DAP • Have a solid knowledge of child development (ages and stages) (NAEYC Key Element 1a) • Understand individual differences in each child (NAEYC Key Element 1b) • Get to know families and their culture, values, and expectations for their children (NAEYC Key Element 1c)
  5. 5. The Core of DAP • See p. 7 in your text – We will continue to talk about these ideas, but I expect you to know them as part of NAEYC standards. NAEYC (National Association for the Education of Young Children) is committed to providing the best of research based practices to the students of early childhood education and to the front line of education of young children.
  6. 6. Our Role as Teachers (cont.) • Provide parental support (NAEYC Key Elements 2b, 2c) – Help them understand age and developmentally appropriate strategies and expectations. – Communicate regularly – Recognize and appreciate them as their child’s first and foremost teacher
  7. 7. Our Role as Teachers (cont.) • Provide specific and intentional guidance for children (NAEYC Key Element 1b) – Be intentional in providing social/emotional development opportunities for young children – Have realistic expectations and teach desired (DAP always!) skills and behaviors
  8. 8. Who’s responsible? • Families? • Schools? • Communities? • Government? • Who is responsible for the well-being of our children? What is our ultimate goal as we guide children, encourage appropriate behaviors, and minimize inappropriate behaviors? What is the role of various types of discipline? What do we really mean by discipline?
  9. 9. Confused yet? • Let’s look at specific vocabulary and concepts – DAP – using what we know (based on research) about how children learn and grow and “effective early education practices” to “promote optimal learning and development” (NAEYC Standard 1: Promoting child development and learning) – Child guidance – an approach to providing external support and interaction with children as they naturally develop towards intrinsic motivation, self-control, and self-discipline
  10. 10. Vocabulary & Concepts (cont.) • Discipline – from the root word “disciple”; means “to teach” or “to train”, but is often used interchangeably with “punishment”. For our purposes, we are going to use “discipline” more from the perspective of “teaching” and “guiding”. • Child development – biological, psychological, and emotional changes that occur from birth through adolescence. While each child develops at his or her individual rate, there is a natural progression of development that is universal.
  11. 11. Vocabulary & Concepts (cont.) • Social development –the development of skills as they relate to a child’s interactions (external) with others (adults and peers) • Emotional development – the development of skills as they relate to understanding and properly controlling one’s emotions (internal) • These are often used in conjunction with one another. Other similar terms that may be used are Emotional Intelligence and Executive Function.
  12. 12. Working with Families • Positives – – Open communication – Support system and teamwork – Sharing of ideas and successes • Pitfalls to avoid – Failure to respect ALL parents and types of families – Us vs. them mentality
  13. 13. Some Theory • Bronfenbrenner – ecological systems theory – each system influences a child’s development • Behaviorist learning theory – B.F. Skinner – external reinforcers can control behavior (rewards and punishments) • Do rewards and punishment prevent people from developing an intrinsic skills of self- control and self-discipline and create people who won’t do anything until they know what the payoff is?
  14. 14. Bottom Line • While external controls may be beneficial in some instances, we must be intentional in our strategies for positive child guidance • We want children to become self-directed • We want children to rely less and less on others for managing their behaviors • More effort on the front end allows us to be proactive and to create a positive environment that supports “healthy, respectful, supportive, and challenging learning environments” (NAEYC Key Element 1c)
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