A Guidance Approach for the Encouraging Classroom, 6th edition by Dan Gartrell

1. Chapter Two
“Child Development &
Guidance”
©2014 Cengage Learning.
All Rights Reserved.

2. Chapter Two Guiding Questions:
• How do Piaget’s ideas provide a foundation for the
study of child development?
• How do Vygotsky’s ideas describe the adult’s role
in guiding development?
• Why is Erikson’s work a link between child
development and guidance in the classroom?
• How does Gardner’s theory of multiple intelligences
support the guidance approach?
©2014 Cengage Learning.
All Rights Reserved.

3. Chapter Two Guiding Questions:
• How does the concept of emotional intelligence
define the central guidance issue?
• What are the implications of brain development for
guiding personal development?
• Cultural Responsiveness: Why is guidance
important for healthy development in a diverse
society?
• Family Partnerships: How does the teacher create a
climate for partnerships with families?
©2014 Cengage Learning.
All Rights Reserved.

4. Jean Piaget:
Child Development & Guidance
• Four stages of cognitive development:
– Sensorimotor (birth-2 years)
– Preoperations (2-7 years)
– Concrete operations (7-11 years)
– Formal operations (11 years-adulthood)
• Young children are egocentric and developing
autonomy
• From Piaget’s perspective, the role of the teacher
is to support the child’s interactions with objects
and people.
©2014 Cengage Learning.
All Rights Reserved.

5. Lev Vygotsky:
Healthy Personal Development
• Development occurs through social
interactions
• When an activity is within a child’s zone of
proximal development (ZPD) the teacher or
more knowledgeable peers can scaffold the
experience to promote development
• Private speech allows children to try out new
ideas, allowing them to become their own
teacher
©2014 Cengage Learning.
All Rights Reserved.

6. Erik Erikson:
Child Development & Guidance
• Crises of childhood:
– Trust vs. mistrust (birth-18 months)
– Autonomy vs. shame and doubt (18-42 months)
– Initiative vs. guilt (42 months-6 years)
– Industry vs. inferiority (6-12 years)
• Mental health is impacted by how each crisis is
reconciled
• Teachers should work to foster behaviors that will
help children settle these crises in healthy ways
©2014 Cengage Learning.
All Rights Reserved.

7. Howard Gardner:
Multiple Intelligences
• Individuals can be gifted in many areas not
traditionally recognized:
– 1. Musical intelligence
– 2. Bodily-kinesthetic intelligence
– 3. Logical-mathematical intelligence
– 4. Linguistic intelligence
– 5. Spatial intelligence
– 6. Interpersonal intelligence
– 7. Intrapersonal intelligence
– 8. Naturalist intelligence
• The purpose of education is to develop each learner’s
unique abilities for the benefit of their culture.
©2014 Cengage Learning.
All Rights Reserved.

8. Emotional Intelligence
• Recognition that learning and emotion are linked has a long history
• “The mind is not a vessel to be filled, but a fire of aspirations to be
kindled” (Socrates & Plutarch)
• Emotional Intelligence (EI) is…
– “the ability to perceive emotion, integrate emotion to facilitate
thought, understand emotions and to regulate emotions to promote
personal growth” (Salovey & Grewel)
– Self awareness, self-management, social awareness, and
relationship management (Goleman)
• Children with low levels of EI are likely to have challenging behavior
• Though stress can act as a deterrent, all children can make
progress in developing EI
©2014 Cengage Learning.
All Rights Reserved.

9. Brain Development
• Children’s brains develop best in enriched
environments. Such environments offer:
– nutrition and life circumstances that promote physical health.
– a learning environment that is pleasurably intense (intriguing) but
free of undue pressure and stress.
– interest-based activities that encourage multiple aspects of
development (physical, emotional, aesthetic, cognitive, language,
social, cultural).
– ongoing opportunities for children to construct personal meaning
and to express and share ideas.
– ongoing opportunities for children to participate in friendly
relationships and social activities that affirm their personal and
social worth
©2014 Cengage Learning.
All Rights Reserved.

10. Creating a Climate of
Partnership
• Times to initiate communication and
partnership:
– Before school begins
• Letters and/or calls and/or visits of introduction
– After school begins, starting on the first day
• Invite parent volunteers
• Phone calls home
• Greeting meetings
• Surveys
©2014 Cengage Learning.
All Rights Reserved.