Chapter1 Introduction

©2010 Cengage Learning.
All Rights Reserved.
Positive Child GuidanceSixth EditionDarla Ferris Miller

IntroductionChapter 1

Families Need Child Care
Working parents frequently have difficulty finding child care that is
developmentally appropriate
affordable
accessible
available
Most difficult to find and afford is quality child care for infants and toddlers

Fostering Positive Guidance
Responding to children’s needs
Showing affection
Assuring children that they are valued

Internal Control
Strategies for child guidance should not rely only on methods for external control, but rather must interact with and extend the development of naturally unfolding internal mechanisms and motivations for self-control

The Adult
Adults should seek not to gain control over children but rather to guide them effectively, while setting for them an immediate and tangible example of appropriate coping and assertive negotiation

The Authoritarian Style
This is the “sledgehammer” approach:
“Do it because I said so.”
“I don’t want to hear any more about it.”
“Do as you’re told!”

The Permissive Style
This is the “doormat” approach:
“Gee, I hope you don’t fall off that fence.”
“I’d rather pick up your clothes than listen to whining.”
“Here, darling, have more chocolates—unless you prefer ice cream.”

The Authoritative Style
This is the “guide” approach:
“April, please stop.”
“When you shake the hamster cage, Fluffy feels frightened and his water spills.”
“Would you like to get fresh water for Fluffy so that you can make him feel better?”

Family Structures
Various arrangements of people living together with children
Dual-earner couples
couples where both partners are gainfully employed
Single parents
mothers, fathers, grandparents, or guardians rearing children alone

Typical Causes of Stress for Families with Children
Time crunch
Financial pressures
Lack of adequate sleep
Juggling needs of job and family

Early Childhood Programs
Proprietary program
privately owned for-profit business
Faith-based program
owned and run by a religious group
Publicly funded program
funded by grants, donations, and/or government funds

Sadly, Quality Child Care Is Not Available to All Families
According to a Philadelphia study, only 2 out of 10 centers are able to provide quality care; the rest range from poor to mediocre
Poor children are less likely to participate in quality care programs

Child Care is Costly for Low-Income Families
The average percent of family income spent on child care is 7.5%
Families with annual incomes of $18,000 or less, however, tend to spend an average of 22.8% of their income on child care
Although families with incomes of $54,000 or more tend to spend an average of 3.9%

Child Care Financial Assistance Is Hard to Get
In most states, families with annual incomes of $25,000 do not qualify for assistance with child care expenses
Funding for child care has declined in recent years. Federal child care funding dropped from $4.817 billion in 2002 to $4.800 billion in 2005
During that time, TANF funding for child care decreased from $3.96 billion in 2000 to $3.28 billion in 2004

Who Benefits from Quality Child Care?
Throughout the country, there is growing recognition that investing efforts and resources to better the lives of children is not only humane but also very cost-effective
Head Start research has shown the dramatic long-term savings in tax dollars, not to mention all the unaccomplished dreams and wasted talents, if we fail to provide early quality care and education

Objective versus Goal
Objective
immediate intention or purpose
Goal
overarching aim or aspiration

The Short-Term Objective
Children will be helped to follow the same basic rules for decent and responsible behavior that are applicable to all persons living in a democracy
Behavior must not infringe on the rights of others
Behavior must not present a clear risk of harm to oneself or others
Behavior must not unreasonably damage the environment, animals, objects, or materials in the environment

Rules for Responsible Human Behavior
Treat others the way you want to be treated
Take only reasonable risks
Take care of the environment
(immediate surroundings as well our earth)

Focus on Basic Ground Rules
Be safe
Stop behavior if it presents a clear risk of harm to oneself or others
Be kind
Stop behavior if it infringes on the rights of others
Be neat
Stop behavior if it will unnecessarily damage the environment

Rights
Human rights
basic liberties and privileges due all human beings
Children have a right to…
be protected from injury
avoid unnecessary discomfort
protect their possessions
be treated fairly

Long-Term Goal
Our most critical long-term goal is to assist children in their journey to responsible adulthood by nurturing their mastery of self-control

The Spoiled Child,Myth or Reality
Spoiling is the process of overprotecting and overindulging children
Spoiling should never be a consideration when caring for infants
The issue is personal responsibility,
individual accountability, and answerability

The Environment is…
All of the people and things that come in contact with the child
Critically important to children’s growth and development
Needs to be developmentally appropriate
Should have activities matched to the natural stages of children’s growth and development

Role Models
An appropriate role model teaches children positive behavior by serving as an example
Children learn social skills by imitating others’
communication styles
attitudes
responses to stress

Positive Role Models…
Treat everyone with dignity and respect at all times
Rely on communication, persistence and patience rather than on force
Respond assertively to misbehavior with both firmness and gentleness
Use problem-solving strategies to identify the causes of misbehavior
Plan and prepare appropriate activities, materials and routines
Give unconditional affection and affirmation

Learning
Children learn best in settings that
are relaxed
encourage play
invite exploration
are relevant to their interests and abilities

Early Development
Is fostered by
Safe but interesting environment
Opportunities for exploration
Freedom within reasonable limits
Activities that encourage movement
Experiences that stimulate the senses

Chapter1 Introduction

by Claudia Anderson

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