This document discusses relationship-based guidance and reflective practice in early childhood education. It covers topics such as developmental appropriateness, cultural sensitivity, the importance of respectful relationships between educators and children, and reframing thinking to respond to behaviors in a positive way. Educators are encouraged to engage in self-awareness activities to evaluate their own temperaments, motivations, and patterns of interaction in order to better meet the individual needs of each child.

1. Relationship-Based
Guidance
Chapter 3 from Guiding children’s Social and Emotional Development: A
Reflective Approach. Katz. 2014

2. Book Learning vs. Real Life
• Read the case study on p. 36 in your text
• Real children and families in real care situations = a dynamic situation

3. CSEFEL Pyramid Revisited

4. DAP Revisited
• Knowledge and understanding
• of child development and learning
• of what is individually appropriate
• Differences between children
• Variations within the child
• of what is culturally appropriate
• Add to that
• Relationship-based – reciprocal and respectful

5. Relationship-based guidance
• Still Face Experiment
• Notice how the mother is attuned to her baby and how her responsiveness or
lack of responsiveness impacts the baby’s stress levels.
• Which are you?
• Sage on the stage?
• Guide on the side?
See p. 40 in your text
Evaluate your personal motivations for
choosing to teach

6. More terms
• As we continue our self-awareness activities, look at the definition of
personality on p. 41. How does that differ from temperament?
• In the definition of personality, the definition mention “patterns of
affect”. What is affect when it’s a noun?
• In the definition of temperament in Table 3.1 at the bottom of the
page, what does constitutional predisposition mean?

7. Reframing Our Thinking
• Read the scenarios on p. 41. Which viewpoints are more helpful and
supportive for positive relationships with children?
• How you respond to children’s behaviors will depend on your
“interpretation of and emotional reaction to” those behaviors
• Look at the Reframing Activity from the CSEFEL Preschool Training Module
• In this activity, you are to write instances during the day that may “push
your buttons” or cause you to feel frustrated with a child. Can you think of
more positive ways to view what happened? Are you able to reframe your
thinking so that you can consider a more proactive and positive response
to the behavior? Can you consider ways to help a child improve her social
or emotional skill set so that those “annoying” behaviors are diminished?

8. CSEFEL
• Look at the Reframing Activity from the CSEFEL Preschool Training
Module
• In this activity, you are to write instances during the day that may
“push your buttons” or cause you to feel frustrated with a child. Can
you think of more positive ways to view what happened? Are you
able to reframe your thinking so that you can consider a more
proactive and positive response to the behavior? Can you consider
ways to help a child improve her social or emotional skill set so that
those “annoying” behaviors are diminished?

9. Looking back
• Remember goodness-of-fit?
• Complete the activity at the bottom of p. 42 and on p. 43 in your text
• After comparing your temperament to the temperament of a child in
your care, how can you adjust your expectations, responses and the
environment to better meet the needs of the child?

10. Let’s Evaluate
• Look at the scenario on p. 45 in your text.
• What steps does Peggy take to better meet the needs of Nolan?
• What patterns of behaviors do we have that cause problems for the
children in our care?
• What patterns of behaviors do we have that are helpful for dealing
with the children in our care?
• How can we determine what a child’s behaviors are trying to tell us?

11. Skill Building - Conversations
• Role play – model the use of extended discourse
• Two children are playing restaurant and they want you to be their
customer
• Two children have build a zoo out of the blocks in the block center
and have put a variety of animals in various parts of their zoo.
• A child is worried because he heard his mommy and daddy yelling last
night
• A child cries after lunch every day and has to go home. No one knows
why.

12. Skill Building - Observations
• How do young children communicate their inner states?
• How do we read their cues?
• Nonverbal communication – through body language, eye contact,
expressions, play, etc.
• Provide variety of opportunities for children to express their inner
states.
• Know child development to help interpret children’s communication

13. Skill Building – Demonstrating Respect
• Reciprocity and respect between adult and child enhance compliance
and cooperation
• Golden rule
• How do you “like to be guided and corrected”?
• What is the tone of your voice?
• Parallel process