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| Everything adults deliberately do and say, either directly or indirectly, to influence children's behavior, with the goal of helping the children become well-adjusted, self-directed, productive adults. |
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| The base of adults' decisions regarding what to do with children. |
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| The decisions that make up the major portion of guidance. The alternatives are not clear cut. |
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| Technical decisions related to choice of curriculum goals and content. |
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| Decisions related to allocating the means for achieving goals. |
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| The way we apply our values to our behavior. |
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| The increasing size and weight of the individual child. Physical and physiological changes taking place. |
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| Increasing complexity of various skills and attributes within the child. |
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| Children grow from "head to tail" |
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| Children grow from the midline of the body toward the extremities. |
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| The general tempo at which various biological, behavioral, and personality characteristics emerge. |
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| The child's incentive or desire to learn a behavior. |
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| Birth-9 months. Sucking motions when baby's cheek is stimulated. |
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| Birth-3 months. Holds fingers tightly. |
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| Birth-3 months. Causes the baby to extend legs, arms, and fingers, and arch its back in response to a sudden loud stimulus. |
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| Birth-3 months. When the baby is laid on its back, the head turns to one side and the arms and legs assume the position of a fencer. |
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| A capacity for relationships with other people. |
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| Includes the ability to recognize, express, and manage one's feelings and to have empathy for the feelings of others. |
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| The individual's belief in her or his own ability to perform a task. Sense of what you can do and what you are willing to try. |
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| The general way people respond to experiences. |
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| Adapt easily to their environments and make few demands on their caregivers. |
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| Slow to warm up and react with hesitation to changes. |
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| Express their strong likes and dislikes in unmistakable terms. |
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| Piaget. Birth-age 2. Babies make sense of the world by interacting with it through reflexes and perceptual-motor activities. |
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| Major cognitive achievement of the sensorimotor period. Learning that things do not cease to exist when babies cannot perceive them. |
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| Piaget. Age 2-7. Children learn as they interact with forces and things in their environment. |
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| Vygotsky. What children have to learn is shaped by the culture in which they live, and that the way they learn is through interaction with older children or adults. |
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| Vygotsky. The process by which an adult supports the child in a task, offering suggestions or filling in bits of missing information, until the child can accomplish the task alone. |
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| Zone of proximal development |
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| Vygotsky. Anything a child cannot yet do independently, but can do with help. |
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| Vygotsky. Means by which children direct their own learning or behavior. |
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| Family-based intervention |
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| Families are treated as partners from the beginning, helping to assess their child's needs, to decide on goals, to develop plans for intervention, and to carry out those plans. |
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| Your sense of who you are and where you fit in the world. |
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| The worth or value you ascribe to your image of yourself and your abilities. |
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| The positive helping actions that children perform for others including empathy, sympathy, sharing, taking turns, being helpful, and being generous. |
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| The behind-the-scenes work and planning that influences the behavior of the child. Requires the management of the environment- the space, equipment, materials, and human energy that make up the program. |
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| Reggio Emilia- environment (classroom) |
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| An area of space that the child feels belongs to him or her. |
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| The physical, verbal, and affective techniques used to influence a child's behavior. Includes facilitating prosocial behaviors, preventing problems by anticipating and redirecting particular behaviors, and using consequences to encourage or discourage particular behaviors. |
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| All techniques that employ physical contact of physical proximity to influence the child's behavior. |
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| Encourages children to imitate the desired behavior. |
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| Gets children going in the desired direction. |
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| Necessary to protect the child or others. |
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| Helps children to understand your guidance, especially if they do not fully understand your directions. |
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| Using words to influence the child's behavior. |
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| Putting into words the feelings that the child seems to be experiencing. |
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| Help children learn to control their own behavior. The more closely the consequence is related to the behavior, the easier it will be for the children to see the connection and to see the fairness of those consequences. |
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| Interaction between the adult and child wherein the adult expresses emotion or feelings to influence the behavior of the child. |
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| is being planful and deliberate. Knowing what you are doing and why, and being able to explain it to others. Having a vision—as educators, as administrators, as a professions. |
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To have Self-Actualization, you must first have
Good Self-Esteem , which requires
Love and Belonging, which first requires
Safety, which requires
Physiological Needs (Food, Water, Shelter) |
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| the mental or cognitive processes resulting in the selection of a course of action among several alternatives which produces a final choice. |
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Your decisions that effect others (students, teachers, families)
The decisions that make up the major portion of your guidance.
Thinking on your feet
Quick decisions in that moment
All parties may not be happy with the decision |
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Definition
Technical decisions related to choice of curriculum, goals and content.
Includes choice of teaching technique.
Includes choice of educational resources.
Based on knowledge, research, and experience.
Based on goals for children.
Based on societal expectations. |
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Allocating the means for achieving goals.
Beautiful playground or plenty of art supplies?
New carpet or new computer?
Replace broken toys or get new books?
CREATIVITY is crucial in these decisions. |
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| examine and judge something: to consider or examine something in order to judge its value, quality, importance, extent, or condition |
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| NAEYC Code of Ethical Conduct and Statement of Commitment |
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Definition
Appreciate childhood as unique and valuable
Base our work on knowledge of how children develop and learn
Appreciate and support the bond btwn child and family
Recognize that children are best understood and supported in the context of family, culture, community and society. |
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| Children Grow and Develop following predictable patterns. Knowing the typical patterns for the age you are working with will allow you to have a reasonable expectations for the behavior of the children in the group. |
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Know all you can about each child in the group.
Individual growth and development depends on genetic makeup, temperament, abilities and disabilities, experience and the home environment. |
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| Progresses from broad, generalized abilities to more refined, specific skills. |
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Physical
-Large or Gross Motor
-Small or Fine Motor
Cognitive, Mental or Intellectual
Social
Emotional
Language |
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| Social-emotional development |
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Definition
SOCIAL – refers to the capacity for relationships with other people (peers and adults).
EMOTIONAL – includes the ability to recognize, express, and manage one’s feelings and to have empathy for the feelings of others. |
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Erikson. Stage 1.
Occurs between birth and one year of age and is the most fundamental stage in life.
Because an infant is utterly dependent, the development of trust is based on the dependability and quality of the child’s caregivers. |
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| Autonomy vs. Shame and Doubt |
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Erikson. Stage 2.
Takes place during early childhood and is focused on children developing a greater sense of personal control.
Like Freud, Erikson believed that toilet training was a vital part of this process. However, Erikson's reasoning was quite different. Erikson believe that learning to control one’s body functions leads to a feeling of control and a sense of independence.
Other important events include gaining more control over food choices, toy preferences, and clothing selection.
Children who successfully complete this stage feel secure and confident, while those who do not are left with a sense of inadequacy and self-doubt. |
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Erikson. Stage 3.
During the preschool years, children begin to assert their power and control over the world through directing play and other social interaction. |
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Erikson. Stage 4.
This stage covers the early school years from approximately age 5 to 11.
Through social interactions, children begin to develop a sense of pride in their accomplishments and abilities. |
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| Stanley Greenspan's Stages |
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Definition
Babies learn to organize physical sensations and regulate their reactions to those sensations.
They develop the ability to feel intimate connections with others.
They develop intentionality or the ability to behave in purposeful, organized ways.
They learn to read the intentions and expectations of others
They use ideas to express emotions
They become able to think about feelings and interactions with others. |
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| The More Knowledgeable Other |
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| Vygotsky. Anyone who has a better understanding or a higher ability level than the learner. (teacher, coach, or older adult, peers, a younger person, or even computers) |
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| The Zone of Proximal Development (ZPD) |
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| Vygotsky. The distance between a student’s ability to perform a task under adult guidance and/or with peer collaboration and the student’s ability solving the problem independently. |
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| Family based intervention |
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Definition
| Families are treated as partners from the beginning, helping to assess their child’s needs, to decide on goals, to develop plans for intervention, and to carry out those plans. |
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Definition
Children must have some control over the direction of their learning;
Children must be able to learn through experiences of touching, moving, listening, seeing, and hearing;
Children have a relationship with other children and with material items in the world that children must be allowed to explore and
Children must have endless ways and opportunities to express themselves. |
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Parents are a vital component to the program.
Parents are viewed as partners, collaborators and advocates for their children.
Teachers respect parents as each child's first teacher and involve parents in every aspect of the curriculum.
Parents volunteer in Reggio Emilia classrooms. |
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Large part of self-concept
Gender Constancy young children begin to understand.
Often pass through a stage of extreme rigidity about what is appropriate for one gender or the other. |
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Only child? High Self-esteem
First-born? High mental abilities – Want to follow the rules!
Siblings close in age? Rivalries may develop
Second born? Tries hard to catch up with first born, more of a risk taker, often peace maker |
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Excessive self-love and self-involvement
Can arise from empty praise, unrelated to effort or achievement
In actuality is a serious problem unrelated to what Early Childhood Teachers do or don’t do! |
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There are predictable times when behavior seems to “fall apart”
May signal a rapid spurt of growth in one or more areas of development1
Called touchpoints, they are opportunities for learning!
Avoid power struggles!
Focus on positive behavior! |
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Programs for young children promote acceptance through books and songs, opportunities for cooperative dramatic play, adequate supplies, and emphasis on individual or group goals rather than competition.
Competition has no place in ECP |
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Children need room to move!
35 sq feet – 50 sq feet is the range that is argued (excluding bathrooms etc)
Reggio Emilia – 125 square feet/child |
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| You should have at least 50% more work spaces than children |
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| Indirect Guidance Overview |
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Safety FIRST
Atmosphere – calm, neutral color, music
Environment – 4 well defined centers with 3 sides
Materials – organized, 50% more spaces than kids
Schedule – most time in self-directed activity
Balance of activity – quiet and active
Enough time – to get into work, for active play
Transitions – plan and plan and be prepared
Balance of children – boys/girls, ages, diversity
Rich and Varied Curriculum – challenge NOT frustrate |
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