Education Paraphrase Assignment

ECEA 200 Child Guidance

Assignment 4

Online videos and suggested readings provide the information necessary to complete the assignments.

Purchase of the textbook in this course is mandatory. Page numbers listed are from the main textbook for this course.

· Textbook: The Whole Child: Developmental Education for the Early Years (10th Edition) Paperback – Mar 27, 2013, by Patricia Weissman (Author), Joanne Hendrick (Author). ISBN-10: 0132853426 ISBN-13: 978-0132853422

**You can always search the internet to understand the concepts presented at a deeper level. Please cite any sources that you use to answer any questions. Plagiarism is a serious issue. Please see the Student Handbook for more information. **

Grade	Criteria:
A 80% or above	Student shows an advanced understanding of the readings. Reflection and connection include theories, concepts, and/or strategies presented in the course materials to date. Viewpoints and interpretations are insightful and well supported. Clear, detailed examples are provided, as applicable.
B 70-79%	Student shows an understanding of the readings. Reflection and connection demonstrate a general understanding of the theories, concepts, and/or strategies presented in the course materials to date. Viewpoints and interpretations are supported. Appropriate examples are provided, as applicable.
C (pass) 60-69%	Student shows some understanding of the readings. Reflection and connection demonstrate a minimal reflection on, and personalization of, the theories, concepts, and/or strategies presented in the course materials to date. Viewpoints and interpretations are unsupported or supported with flawed arguments. Examples, when applicable, are not provided or are irrelevant to the assignment.
DNC -Did not complete course.	Student has not shown understanding of the readings. Reflection and connection demonstrate a lack of reflection on, or personalization of, the theories, concepts, and/or strategies presented in the course materials to date. Viewpoints and interpretations are missing, inappropriate, and/or unsupported. Examples, when applicable, are not provided.

Part 1 Think Deeper

1. What does the research tell us about the correlation between behavior and social problems in early education and its impact later in a child’s social development? What are the implications of this research for educators? (Page 254)

2. In encouraging social competence in children, the ECEA must be aware of what social goals they need to incorporate into their everyday interactions and teaching. Describe the social goals listed. (Page 261)

Social goals to incorporate into the classroom	What does this goal look like in the learning environment?
Goal 1: Help children develop empathy · Encourage role play · Help the child understand how the other person feels · Discuss feelings
Goal 2: Help children learn to be generous, altruistic, and able to share equipment, experiences, and people with other children · Encourage children to share equipment · aim for regulation that comes from within the child · Establish a climate of generosity · Help children learn to share the teacher
Goal 3: Help children learn that being kind to other people feels good · Helping other people is one way of expressing kindness · Children should be encouraged and expected to help each other · The presence of children who have disabilities present special opportunities for children to be kind and considerate · Not doing something can also be a way of being kind to someone
Goal 4: teach children that everyone has rights and that these rights are respected by all · Teach children that rules apply to everyone
Goal 5: Emphasize the importance of cooperation and compromise rather than stress competition and winning · In place of fostering competition, model cooperation and helping behavior yourself · Teach the art of compromise · Teach children to work together · Encourage children to cooperate and work together
Goal 6: Help children discover the pleasures of friendship · Facilitate friendliness by using reinforcement to reduce isolated behavior · Increase the social skills of friendless or excluded children · Pair children together · Help children when a friend departs or when they are rejected
Goal 7: Help children with special needs fit into the life of the group

3. Educators and every adult who cares for children has a responsibility to guide, correct and socialize children toward appropriate behaviors. These actions often are called child guidance and discipline. Positive guidance and discipline are crucial for children because they promote self-control, teach responsibility, and help them make thoughtful choices.

The more effective adult caregivers are at encouraging appropriate child behavior, the less time and effort they will spend correcting misbehavior. Using physical force, threats and put-downs can interfere with a child's healthy development.

a. Why is it important that educators view problems as leaning opportunities? (Page 278)

b. Why is it important to help children establish inner controls?

4. Describe the steps to resolve conflict. (Page 283)

5. Describe ways to create a peaceful, caring classroom in which children develop self-discipline and conflict resolution skills. (Page 280)

Suggestion	What does this look like the learning environment?
Create a sense of trust and safety · Establish a close relationship with each child · Establish a caring classroom
Teach conflict resolution skills
Time-out is not conflict resolution
Use guidance talks to promote self-control
Use class meetings to promote social awareness and collaboration
Involve the families in creating a peaceful tone in the classroom
Increase children’s feelings of mastery by giving them many opportunities for making decisions
Increase the child’s feelings of being a competent, worthwhile person
Foster a more social, less egocentric orientation
Allow children to resolve their own conflict
Explain reasons to a child
Stop conflict situations before they start · When trouble repeats itself, analyze the situation and try changing it, rather than nagging the child · Consistently position yourself so that you are always able to see a large area of the room or play yard · Warn ahead of time to make transitions easier · Arrange the environment to promote positive interactions · Have as few rules as possible, but make the ones you have stick · When supervising children, plan ahead
Mediate conflict resolution when necessary · Be decisive; know when to step in and control behavior · When trouble brews, take action yourself before the child does · Accept the fact that physical restraint may be necessary · Keep your own emotions under control · Remember that you don’t have to make an instantaneous decision · Knowing where your flash points are is helpful, too · Practice restitution · Whenever possible, “Let the Punishment fit the crime” · When the encounter is over, forgive and forget; Don’t hold a grudge · Most important, notice when children do the right thing, and comment favorably

Part 2 Connect and Reflect

6. Emotional and behavioral self-regulation contributes to young children’s growing independence. It is this growing ability to control their own feelings and behavior that eventually allows a child to become more skilled in their relationships with children and adults, for example, when playing together or making decisions together. In the preschool years, children’s self-regulation skills are still developing. Being able to consistently regulate their own feelings and behavior is a major task for a young child. (Page 279)

a. What is self -regulation?

b. Why is it important to develop?

c. Behavioral regulation refers to your ability to resist using unhealthy behaviors to regulate emotion. Sometimes people use behaviors like eating, drinking alcohol, or self-harm to reduce negative emotions, but these types of behaviors end up doing more harm than good and don't end up making these people any happier.

1. Are your behaviours regulated?

2. What strategies can you incorporate in your life to be the best version of yourself?

7. Planning for the classroom is an important part of educating and behavior management. Proper classroom planning will keep you organized and on track while teaching, thus allowing you to teach more and manage less. Part of classroom planning is developing effective lesson plans.

Plan!

a. Why do the Hendrick and Weiss state in Chapter 11 suggest that planning is critical?

b. Do you think there are preschools that don’t plan curriculum? Why would childcare staff not plan to know that it is critical?

c. Describe your experience while you were going through school in terms of teachers being well planned, the curriculum being engaging and varied and developmentally appropriate.

d. Can you tell if a teacher is well planned?

Part 3 Theory into Practice

8. Few things can be more frustrating than watching a child struggle to make friends or having difficulty fitting into certain social settings.

Hannah is a child with developmental delays and tends to not speak unless spoken to and generally plays alone. Throughout the day she is quiet and does not disturb anyone. She listens other children and her teachers. Often, she moves from activity to activity, and no one seems to notice. Now the children rarely talk to her because she does not respond back to them.

Read the article: Strategies to Encourage Peer to Peer Interactions in Early Childcare Settings

a. What would you do to encourage Hannah’s interactions with other children?

9. Strong social-emotional development underlies all later social, emotional, and academic success. Young children who develop strong early relationships with parents, family, caregivers, and teachers learn how to pay attention, cooperate, and get along with others. They are confident in their ability to explore and learn from the world around them.

Search the internet for 2 books that teach children about social and emotional skills such as conflict resolution skills, active listening, empathy, compromise, or sharing. Summarize the story. Please cite your source.

Title of Book	Author	Summarize the story

10. Time-outs have been widely seen as a good strategy to use because it appears to work – the behavior stops. Unfortunately, children do not learn to self-regulate through the punishing impact of time-out – they are simply frightened into compliance. The time-out uses the child’s deep need for connection to extract the desired behavior.

To move away from this damaging form of discipline towards something more scientifically and developmentally ideal, adults need to start considering behavior as an expression of a need.

Narayan is not regulated today. He has hit Samantha. Narayan destroyed the structure that Wei Chun created and is running around laughing annoying other children.

Read the article: What’s Wrong with Time-Outs?

a. How can an educator support Narayan to be more regulated? (Page 282)

b. How can Narayan’s aggression be channeled into acceptable ways? (Page 295)

11. Child guidance is an important topic. Positive child guidance teaches children self-regulation, accountability and increases self esteem. Respectful, preserving a child's self esteem and dignity is important. Guidance is not punishment. It is not about control or making children fear adults. An educator must know the child in order to create the best physical and social environment in which they learn.

Scenario: Hansah is pre-schooler and is having challenges with regulating her behavior. You have observed her refusing to share items in the childcare setting. You have also observed her grabbing items out of other children’s hands. Sitting for a few minutes and focussing on a task is also a stretch for Hansah.

Before drop off, the parent was close to tears and asked if you could send her an email with suggestions. Write an email to this parent suggesting strategies to support Hansah. (400-500 words)

Refer to the document: Guiding Children’s Behaviour to complete this email.

Edit: June 13, 2023