Infants, Toddlers & Caregivers Ch 14


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Infants, Toddlers & Caregivers Ch 14

  1. 1. Chapter 14: Adult Relations in Infant- Toddler Care and Education ProgramsMcGraw-Hill/Irwin © 2011 McGraw-Hill Higher Education. All rights reserved.
  2. 2. Caregiver Stages of Relating to Parents• There are three caregiver stages of relating to parents: – Caregiver as savior – Caregiver as superior to parent – Caregiver as partner to parent and/or family 14-2
  3. 3. Caregiver Stages of Relating to Parents• Caregiver as savior – In this stage, caregivers are out to save each child in their care from his or her parents. – The caregiver plans to save the whole world through working with children. – Most people move out of this stage when they realize that their influence is only temporary. 14-3
  4. 4. Caregiver Stages of Relating to Parents• Caregiver as superior to parent – In this stage, caregivers see parents as clients. – The savior effect is still in effect (although lessened) as caregivers see themselves as superior substitutes for parents. 14-4
  5. 5. Caregiver Stages of Relating to Parents• Caregiver as partner to parent and/or family – In this final stage, caregivers see themselves as supplements and supports to parents. – The parent and caregiver share in the care of the child. – The caregiver encourages children’s sense of belonging in their families. 14-5
  6. 6. Service Plan: Focus on the Child• Needs and services plans should include: – Children’s likes and dislikes – Children’s daily habits (toileting/diapering, eating, etc.) – Comfort devices and cuddling needs 14-6
  7. 7. Service Plan: Focus on the Child• Writing down anecdotes about the child’s day is helpful for many parents. – Be cautious about how you write the information. – Always write the details of any significant fall, scrape or bite on an accident or incident form. Always tell parents, even for minor bumps and scratches. – Communication should be a priority from day one. 14-7
  8. 8. Service Plan: Focus on the Family• The Parent Services Project (PSP) provides a good model for encouraging parental participation.• The PSP is based on the idea that promoting the well-being of parents is a way to care for their children. 14-8
  9. 9. Service Plan: Focus on the Family• Ways to involve parents and promote their well- being include: – Fostering community building – Helping develop social networks – Letting parents make their own choices about the services they want 14-9
  10. 10. Service Plan: Focus on the Family• Communicate openly with parents.• Let parents know you heard them.• Use intake interviews to set the pattern for future communication. 14-10
  11. 11. Service Plan: Focus on the Family• When having conferences with parents: – Be welcoming – Practice active listening – Use normal vocabulary (beware of using too much professional jargon!) 14-11
  12. 12. Issues of Parents of Children withSpecial Needs• Parents of children with special needs: – May be in denial about their child’s condition – May carry a heavy burden of guilt – May be angry – Or may not have any unresolved issues at all 14-12
  13. 13. Issues that Hinder Communication• The following characteristics may hinder communication between parents and caregivers: – Age – Gender – Cultural background What other characteristics may hinder communication? 14-13
  14. 14. Tips for Encouraging Communication• Ways to encourage open communication with parents include: – Developing your listening skills – Developing a problem-solving attitude – Trying to talk to each parent each day – Regarding communication as a two-way process 14-14
  15. 15. Parent Education• Your job also involves parent education.• By involving parents, you help them learn hands-on about child development. Why is voluntary parental involvement more effective than mandatory involvement? 14-15
  16. 16. Parents of Children with Special Needs• Parents of children with special needs may need to learn their own set of skills. – Be sensitive to parent’s feelings – Invite parents to observe or participate – Respect parent’s comfort level-don’t push 14-16
  17. 17. Relating to the Parents of a ChildWho isn’t Doing Well• If a child is so disruptive that you worry about neglecting other children: – Speak with other staff members and the director. – If appropriate, talk with parents to get additional perspectives on the problems and more strategies for meeting the child’s needs. – Trying an outside referral may also be helpful. – Acknowledge that sometimes a child may need to be in a different setting. 14-17
  18. 18. Caregiver Relations• Family childcare providers: – Benefit from having family support – Should also look for support outside their families • Local support meetings are a good place to start 14-18
  19. 19. Caregiver Relations• Center Staff: – Need to talk to establish relationships – Should communicate to settle conflicts, set goals, evaluate, and share resources – Most of all, center staff need adult contact 14-19
  20. 20. Caregiver RelationsHow do the 10 principles mentioned earlier in the book apply to working with adults? 14-20
  21. 21. Online Learning Center• See Chapter 14 of the text’s Online Learning Center for chapter quizzes, Theory Into Action activities, Video Observations, and more. 14-21