Swim ppt ch06

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Swim ppt ch06

  1. 1. Chapter 6 Building Relationships With and Guiding the Behaviors of Infants and Toddlers ©2014 Cengage Learning. All Rights Reserved.
  2. 2. Building Relationships With and Guiding the Behaviors of Infants and Toddlers • Creating a caring community of learners – Learners are valued – Teachers help children learn to respect and acknowledge differences and value others • Mastery climate – An intentional emphasis on internal motivation rather than external motivation ©2014 Cengage Learning. All Rights Reserved.
  3. 3. Reggio Emilia Approach to Infant-Toddler Education • History • Developed in a city in Italy after World War II • Led to nationally funded approach to infant/toddler and preschool programs • Philosophy • 14 principles for educators as a foundation • Image of the Child • Competent, active and critical ©2014 Cengage Learning. All Rights Reserved.
  4. 4. Reggio Emilia Approach to Infant-Toddler Education • Inserimento – The strategy for building relationships and community among adults and children when the child is first entering an infant-toddler center – Individualized for each family • Parent interviews and home visits • Parent-teacher meetings • Documentation • Large or small group discussions with families • Daily communication ©2014 Cengage Learning. All Rights Reserved.
  5. 5. A Developmental View of Discipline • Discipline – Helping infants and toddlers learn to be socially competent with peers and other adults – Teaching appropriate behavior and setting limits on inappropriate behavior – Our personal experiences have shaped our beliefs about discipline • Mental Models – Self, Environment, Child ©2014 Cengage Learning. All Rights Reserved.
  6. 6. Strategies for Respectfully Guiding Children’s Behavior • A caring community involves the social, emotional and behavioral environments • Infants and toddlers learn to self-regulate • They must have the power to choose their own actions (locus of control) ©2014 Cengage Learning. All Rights Reserved.
  7. 7. Strategies for Respectfully Guiding Children’s Behavior • Labeling Expressed Emotions – Emotional talk labels feeling states – Teachers model and mirror feeling states – Caregivers accept emotions and the need to express them as normal – Good caregiving in emotion-centered • Teaching Emotional Regulation — Use the 3 As to develop self-soothing — Encourage positive self-talk ©2014 Cengage Learning. All Rights Reserved.
  8. 8. Building the Foundations for Perspective Taking • Perspective-taking – Leads to successful, positive relationships – Helping children to explain how others feel • Setting Limits – Specific, positive language – Selective use of “no” • Establishing consequences – Natural and logical consequences are most effective ©2014 Cengage Learning. All Rights Reserved.
  9. 9. Strategies for Respectfully Guiding Children’s Behavior • Providing Choices – Balance too many with too few • Redirecting actions – Divert and distract – Provide substitute activity • Problem solving – Learning to reframe the issue helps toddlers feel more powerful and in control of outcomes – Involve families in problem solving ©2014 Cengage Learning. All Rights Reserved.
  10. 10. Spotlight on Research • Early Intervention and Building Collaborative Partnerships – Strength-based perspective – Sharing expectations – Meeting emotional needs ©2014 Cengage Learning. All Rights Reserved.
  11. 11. Checkpoint Discussion Questions • Why should infant-toddler teachers focus their attention on creating a caring community of learners? • Review the principles of the Reggio Emilia approach to early education on Table 6-1. Which of the principles support the practices of inserimento? ©2014 Cengage Learning. All Rights Reserved.
  12. 12. Checkpoint Discussion Questions • Why is taking a developmental approach to guidance beneficial for children and teachers? • Compare and contract the two mental models for guiding children’s behaviors. • List and explain three strategies for positively guiding and supporting the development of very young children’s self-regulation skills.

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