IECE5 Positive Collaborative Relationships with Children

1. IECE5 Positive Collaborative Relationships with Children Mrs. Lea Folds January 2012

2. EDU-IECE-5. Students will demonstrate techniques for positive collaborative relationships with children. • Explain the components of effective communication with children. • Examine guidance approaches that include modeling, behavior modification, and cognitive and psychoanalytic approaches. • Determine developmentally appropriate practices that promote self-discipline. • Distinguish guidance strategies, including direct and indirect, that promote positive behavior in children. • Determine the impact of negative guidance such as physical punishment and threats on children. • Examine the impact of supervision on children’s learning. • Apply principles for working with children displaying negative behavior.

3. a. Explain the components of effective communication with children. • To be an effective teacher, you need to have good communication skills. These skills are important for ease in expressing ideas and gaining trust with children, their families, and your peers. • Positive communication skills will help you form and maintain a close relationship with the children in your care. • Your words will inform, explain, and guide them. • Listening actively to what the children share is just as important as speaking. • Effective early childhood teachers encourage and show interest in children.

4. a. Explain the components of effective communication with children. • Use more suggestions than commands – children respond faster to suggestions than commands. • Interact often with the children and ask open-ended questions – those that require more than one-word answers. • Children in this type of environment will show positive characteristics including independence, verbalization, cooperation, task persistence, and high self-esteem. • Model prosocial behaviors. Nurturing teachers have children in their classes who interact easily with others.

5. a. Explain the components of effective communication with children. Guidelines for Developing Effective Guidance Skills • Observation of the children – watch how individual children behave in certain situations. This will help you understand the children in your class. • Examine any stereotypes you may hold. Ask yourself – Do I have any biases based on culture, gender, personality, or appearance? Be honest with yourself about your own attitudes and how they may influence your interactions with children. • Be aware of any family and cultural behavior differences that may affect how you and the children interact. Discuss differences and verbal and nonverbal communication with parents. • Share observations, feelings, and suggestions with other teachers – this may help you better understand your children. • Sit with the children whenever possible. The children will find it easier to approach you and gain your attention. • Let the children begin interaction with you. • To develop independence and self-confidence, never do for the children what they can do for themselves.

6. b. Examine guidance approaches that include modeling, behavior modification, and cognitive and psychoanalytic approaches. • Guidance consists of direct and indirect actions used by an adult to help children. • Effective guidance should maintain children’s self-esteem and produce a desired change in behavior. • Self-regulation and self-control are the long-term goals of guidance – children should learn to direct their own behavior without outside control. • Prosocial behaviors are another goal of guidance. These are acts of kindness that benefit others.

7. b. Examine guidance approaches that include modeling, behavior modification, and cognitive and psychoanalytic approaches. c. Determine developmentally appropriate practices that promote self-discipline. Positive Verbal Environment • Create a positive verbal environment by using active listening skills. • Have the classroom set up before the children arrive so you can give the children your full attention when they arrive. • Use the children’s names when you speak to them, and courtesy words, please, thank you, excuse me, should be modeled throughout the day. • Be sincere and constructive when praising children.

8. b. Examine guidance approaches that include modeling, behavior modification, and cognitive and psychoanalytic approaches. c. Determine developmentally appropriate practices that promote self-discipline. Positive Reinforcement • Involves rewarding positive behavior • Rewarding positive behavior encourages the child to repeat the behavior. • Only reward behaviors you want the child to repeat Using Consequences • A consequence is a result that follows an action or behavior. • Natural consequences are experiences that follow naturally as a result of a behavior. They do not require any intervention. Ex: If you forget to put on your gloves, your hands will get cold. Natural consequences cannot be used if a child’s safety is at risk.

9. b. Examine guidance approaches that include modeling, behavior modification, and cognitive and psychoanalytic approaches. c. Determine developmentally appropriate practices that promote self-discipline. Using Consequences • Logical consequences are those set up deliberately by an adult to show what will happen if a limit is not followed. • When using logical consequences you must first make children aware of the consequences of not following the limits. Warning • If the child breaks a limit, remind them of the consequence and then follow through with the consequence if they continue the behavior. • Warnings provide children an opportunity to change their behavior and comply with the limits.

10. b. Examine guidance approaches that include modeling, behavior modification, and cognitive and psychoanalytic approaches. c. Determine developmentally appropriate practices that promote self-discipline. Time-Out • Time-out is a guidance technique that involves moving a child away from others for a short period of time. • Time-out is used when a child’s disruptive cannot be ignored. The child needs time to calm down. • Time-out can be an effective guidance tool for some children. Four- and five-year olds usually understand the purpose better than younger children. • To be effective, tell children in advance what behaviors will result in time-out. • Carry out time-out in an unemotional, direct way. Remove the child to an area away from the group – but still visible. Do not speak to the child while they are in time-out this will reward their misbehavior.

11. b. Examine guidance approaches that include modeling, behavior modification, and cognitive and psychoanalytic approaches. c. Determine developmentally appropriate practices that promote self-discipline. I-Messages • An I-message communicates your perceptions and feelings. It tells the child how you feel about his or her behavior in a respectful manner. It does not place blame with the child, instead it helps the child learn how others view his or her actions. • Your I-message statement should include three parts: • the child’s behavior • your feelings about the behavior • the effects of the behavior

12. b. Examine guidance approaches that include modeling, behavior modification, and cognitive and psychoanalytic approaches. c. Determine developmentally appropriate practices that promote self-discipline. Effective Praise • Effective praise is sincere and constructive. It is specific and individualized to fit the situation and the child. It acknowledges the child’s actions or progress. • Effective praise recognizes the child’s positive behaviors and encourages the child to persist at a task. • Effective praise can be verbal or nonverbal. • Make the praise age appropriate • Give praise immediately. It is most effective while children are still in the act. • Establish eye contact when praising. • Do not overuse praise or it will become ineffective.

13. b. Examine guidance approaches that include modeling, behavior modification, and cognitive and psychoanalytic approaches. c. Determine developmentally appropriate practices that promote self-discipline. Suggesting • Suggesting means placing thoughts for consideration into children’s minds. This in turn, often leads to action. • Always make suggestions positive. Lead children’s thoughts and feelings in a desirable direction. • Ex: A child spills milk at the table. You say “Michael, here’s the sponge.” Prompting • Children often need prompting either to stop an unacceptable action or start an acceptable one. Prompting can also be used to prepare children for transitions. A prompt requires a response. “April, do you remember where your coat belongs?” • Prompt calmly, and be prepared to repeat the prompt until the desired behavior is developed.

14. b. Examine guidance approaches that include modeling, behavior modification, and cognitive and psychoanalytic approaches. c. Determine developmentally appropriate practices that promote self-discipline. Persuading • By persuading, children are encouraged to act or behave in a certain way by appealing to their basic wants and needs. • Link behavior with the children’s feelings. Ex: A child who is hanging back from an activity might be persuaded to join by appealing to his or her need to belong. You might say, “We are having so much fun, Elizabeth. Will you join us?” Redirecting • Redirecting involves diverting, or turning attention into a different direction. One way to redirect is to distract. • Redirection encourages children to express themselves in more socially acceptable ways.

15. b. Examine guidance approaches that include modeling, behavior modification, and cognitive and psychoanalytic approaches. c. Determine developmentally appropriate practices that promote self-discipline. Modeling • Children learn by imitating others. Modeling involves showing children proper behaviors through verbal and nonverbal actions. Listening • Listening involves giving children your full attention. It is more effective when you are at eye level with the child and let the child speak without interruption. • Active listening involves first listening to what the child is saying to you and then respond by repeating what the child said. This lets the child know you have heard what they said.

16. b. Examine guidance approaches that include modeling, behavior modification, and cognitive and psychoanalytic approaches. c. Determine developmentally appropriate practices that promote self-discipline. Ignoring • When a child is able to gain your attention by whining, crying, or throwing a temper tantrum, you have reinforced the child’s behavior. • If a child’s inappropriate behavior is not dangerous, avoid giving the child attention. Do not look directly at the child. Avoid acknowledging the behavior. • Tell the child what behavior you are ignoring and what behavior you desire. • Changing a young child’s behavior is usually not a quick process. Be patient and consistent. Encouraging • Encouraging is a guidance technique that helps children believe in themselves. Encouraging children recognizes their efforts and improvement.

17. b. Examine guidance approaches that include modeling, behavior modification, and cognitive and psychoanalytic approaches. c. Determine developmentally appropriate practices that promote self-discipline. Induction • Induction happens when parents/caregivers discipline by reasoning and explaining. If punishment is needed, these parents use logical consequences. Adults, as older and wiser people, explain to children why they should or should not use certain behaviors. • Children disciplined by this technique tend to show better self-control, display more concern for others, and take responsibility for their own failures.

18. d. Distinguish guidance strategies, including direct and indirect, that promote positive behavior in children. Direct Guidance • Involves nonverbal (physical) and verbal actions. • Nonverbal actions include facial gestures such as eye contact, a smile, or even a surprised look. Your words are also a form of direct guidance. • Body gestures are another form of direct guidance • Even as children begin to pay more attention to words, they still rely on nonverbal actions to help them understand messages • Your verbal actions need to reinforce what you are communicating verbally.

19. d. Distinguish guidance strategies, including direct and indirect, that promote positive behavior in children.

20. d. Distinguish guidance strategies, including direct and indirect, that sociallmotepositive behavior in children.

21. d. Distinguish guidance strategies, including direct and indirect, that promote positive behavior in children.

22. d. Distinguish guidance strategies, including direct and indirect, that promote positive behavior in children.

23. d. Distinguish guidance strategies, including direct and indirect, that promote positive behavior in children. Indirect Guidance • Indirect guidance involves outside factors that influence behavior. • The physical setup of a center is a form of indirect guidance. • In order to carefully supervise young children, a large, open classroom is best. • Shelving units should be placed around the outside walls of the room. • Children’s independence can also be encouraged through the physical setup of the classroom. Bathrooms, cubbies, and class materials should be arranged so that children can access the areas on their own. • Toys and materials should have a designated place in the classroom. Placing a picture of the item on a shelf or container lets children easily find where things belong.

24. e. Determine the impact of negative guidance such as physical punishment and threats on children. Power Assertion • Power assertion occurs when parents/caregivers use or threaten to use some form of physical punishment or deny privileges. • The main problem with physical punishment is that it can hurt or harm children. For this reason, corporal punishment is illegal in child care programs and some other settings. • Power-assertive techniques are not healthy forms of discipline. • Power-assertion works because the child fears the adult. As the child grows physically, however, fear lessens and the technique no longer works. • Even for young children, fear is based on being caught and punished. The child is not being guided by what is right or wrong – but by the risk of getting caught and punished.

25. e. Determine the impact of negative guidance such as physical punishment and threats on children. Power Assertion – continued • To children, being physically punished for an act of aggression, such as hitting another child, seems like a double standard. This is a good example of the punishment not fitting the misdeed. • Power-assertive techniques are often used when parents/caregivers are angry. If parents/caregivers are prone to losing their tempers, their intended light physical punishment could become abusive when done in anger. • All discipline techniques are imitated or modeled by children. When children see parents/caregivers lose control, children may become violent during their teen years or abusive to their own spouses or children as adults.

26. e. Determine the impact of negative guidance such as physical punishment and threats on children. Love Withdrawal • In love withdrawal, parents/caregivers threaten children or suggest some form of parent/child separation. • An extreme example is parents telling children they do not want or love them. Some parents even tell their children they are going to give them away. • Milder forms of love withdrawal include ignoring the child or giving the child the silent treatment. • Experts consider love withdrawal to be emotional abuse. Even in its milder forms, the technique creates stress and prevents the expression of feelings.

27. f. Examine the impact of supervision on children’s learning. • Supervision is important in providing and safe and supportive learning environment for young children. It gives the teacher the opportunity to observe the child at play and in their interactions with adults and other children. These observations can be used to teach needed concepts and to provide enriching experiences for young children. • Teachers have a major role in children’s learning. They need to allow for a great deal of freedom of expression. • Adults’ attitudes toward play influence how a child views an activity. Adults should provide play experiences that are important to children. • To help children learn through play, adults also need to allow freedom to play, allow time to explore, display the right attitude toward play, and select toys with care. • Teachers/caregivers can join in play when invited by the child, but let the child lead the play.

28. g. Apply principles for working with children displaying negative behavior.

29. Parenting Styles Within a year or two of the child’s birth parents develop a parenting style. Parenting styles are grouped into three categories: authoritarian, permissive, and democratic. Authoritarian • The main objective is to make the children completely obedient. These parents think obedience is the most important behavior their children should learn. They expect children to respect their authority with little or no explanation as to why children should obey. Such parents are likely to use physical punishment when children do not behave. They seldom reward good behavior. • These children may not understand why they should act as their parents wish. They may not be able to develop self-control. They may also fear their parents and rebel when they become older. Authoritarian parenting does not have good outcomes for the child.

30. Permissive • Permissive parents give children almost no guidance or rules. They feel children should make their own decisions about right and wrong. They may think setting limits for their children will make the children feel unhappy or unloved. The truth is, without guidelines, these children may feel lost. They may have trouble getting along with others later in life because they have never needed to follow rules. Permissive parenting can also give children the impression parents do not care enough to guide and teach them.

31. Democratic (authoritative) • Parents set some rules but allow children some freedom. When these parents set rules, they explain to children why the rules are needed. Children may even be allowed to help set the rules and decide some punishments. These children learn self-discipline in a positive, encouraging setting. Parenting experts endorse a democratic parenting style as healthiest for children and families.