CAREERS WITH CHILDREN

Bellringer:

Reflect on these past few weeks in this class. Tell me what you know about child guidance. (Think about positive guidance techniques, working with misbehavior, reasons for misbehavior, positive communication etc.)

Targets for today…• Make connections to the previous lesson and understand

guidance techniques• Understand Maslow hierarchy of needs and apply to

Maggie’s behavior• Apply strategies to create own behavior guidance plan

Where are we going with this??• Guidance

• Positive guidance techniques• Reasons for misbehavior• How comfortable do you feel with all of this?

• What about Maslow?

Where does this fit in with guidance?

Maslow’s Hierarchy of Needs• Think back to Tuesday with creating own hierarchy… how

do you think this fits in with working with children?

• Anything a child does is behavior and ALL behaviors are purposeful and happen for a reason.

• Yes sometimes behaviors may be destructive and inappropriate but all are trying to tell you something.

What is Maslow Hierarchy Needs?• Human beings are motivated by unsatisfied needs, and

certain lower needs mist be satisfied before higher needs can be achieved.

• When working with children we need to look beyond their behavior in order to truly understand them.

Basic needs for survival

Consistency, stability, love, belonging.

The desire to belong. Need to feel loved.

Self-Esteem: competence of mastery of task. & attention/ recognition of others.

Desire to become more and more what one is… bucket lists

Maggie’s StoryMaggie is 4 years old. Her mother and father had a terrible fight last night. Maggie's dad came home drunk and started to yell at Jodi, Maggie's mom. Jodi was frightened as he has hit her during their fight last night. She became more frightened when he began to yell at Maggie and Nathan, Maggie’s little brother, for leaving their toys on the floor. Desperate to separate the children form their father, Jodi put them to bed immediately before their had even eaten their dinner. Maggie was hungry and confused and cried herself to sleep with the sound of angry fighting echoing in her ears.No one remembered to set the alarm, so the entire family got up late and had to rush around trying to get dressed and out the door. Again, no food was eaten. Maggie’s mother was distracted and worried about being ate for work. She rushed Maggie into her child care center and pushed her into the classroom with a quick “Good-bye.”

The children in Maggie’s class were already at circle time and they were singing, “If You’re Happy and You Know It.”

Think Individually…• Using Maslow Hierarchy of Needs, answer the questions

on a separate sheet of paper:• How do YOU think Maggie reacted? Why?• How did the teachers probably react, not knowing about Maggie's

circumstances?• What were Maggie’s immediate needs?• What should the teacher have done?

Pair Up and Share…• Pair up with a partner and share your own responses…• Be prepared to share later with the class your thoughts

about the scenario.

How should we respond?• Understanding and Responding to misbehavior

• Attention getting (Teacher, Teacher!!)• Power control (Not wanting to go to circle time)• Avoidance of failure (Asking someone to draw for them)• Revenge (Rips paper and says: “I hate you)

Working With Behaviors…• Human beings are not born with social skills, they learn

them. • Very small children don’t have words to express their

feelings and needs. • They don’t connect action to consequences, they are

impulsive and self centered, and even though they may notice others feelings, they don’t develop the feeling of empathy until age 2.

• They use any means of factors to get what they want and make themselves understood.

• There are a variety of factors that influence a child’s behavior: environment, development needs, caregiver behaviors, physical healthy, individual family practices etc.

• Alexander and the Terrible, Horrible, No Good, Very Bad Day

http://www.youtube.com/watch?v=RnYW6YH_8w4&feature=related

Alexander’s day….• Moving to Australia is not an option for Alexander• Domino Effect: Alexander’s behaviors resulted from

previous issues and overtime they have built up and so his whole day tumbled down and seemed like a Terrible, No Good, Very Bad Day.

• His behavior is a clear sign to show how he was feeling.• How would you have reacted to Alexander? What kind

of steps would you have taken to resolves his conflicts?

To deal with these kids we need to focus in making positive steps toward conflict resolution.

• Anticipate• After the situation• Redirect the participants• Become actively involved in the situation yourself, modeling social cooperation

and problem solving. Recognize and respect al participants feelings before it occurs

• Understand• Aggression may be due to:

• Normal Development stage• Anger at the provider or other children• Sick, hungry, lack of sleep• Over stimulation• Stress at home• Too many recent changes in child's life• Defense • Lack of communication or coping skills• Seeking approval or attention of their peers

• Defuse• Use a calm soothing voice• Give children physical space• Allow children to vent their fury verbally• Discuss options

• Deflect• Remove yourself and other children from harm• Stand between children and their intended target• Block blows with arms• Walk away from the confrontation

• Restrain• Wrap arms lightly (but firm) around chest from behind

• Resolve• Wait for them to tell you they are ready to talk and then discuss initial

problem

Now…• Make a chart that lists all the problems that Alexander

encounters and a solution for how each problem could have been avoided or resolved.

• Use your positive guidance techniques to help Alexander with his problems.

Behavior Guidance Plan• Used by Child care centers to help guide children toward

appropriate direction.

Reflect on Today…

Exit Task:• Why is it important to look beyond the child’s misbehavior

when working with them?

• What strategies could you use to work with children like Alexander?

• Rank your understanding of today’s lesson (1-5)

• Behavior Guidance Plan•  • Child’s Name: ________________________ Date of Birth: ________________ Today’s Date: _____________•  • Child’s strength (what the child does well):•  •  •  • Describe the problem (specific behaviors):•  •  •  • What is the desired behavior for the child?•  •  •  • Possible changes to the environment to modify behavior:• • • • Positive communication to reinforce good behavior (praise, smile, specialactivity, time with the caregiver, etc.)• • • • Communication to acknowledge the child’s feelings:• • •  • Appropriate choices the child could be given:• • • • Appropriate consequences:• • • Plan of Action:• Caregivers will:•  •  • Parents Will: •  • Start date of plan: Evaluation Date:• Other things to try:

Let’s Practice….• Aiesha’s Scenario:

• Aiesha, a 2 year old girl is having a Terrible, Horrible, No Good Very Bad Day.” So far, she is crabby, has cried a lot, hit Tarek, and had 2 temper tantrums, and it is only 9:30 am!

• Now Aiesha and Ragnar both have hold of a truck. They are both screaming, “It’s Mine!!”

• Using the Behavior Guidance Plan, develop strategies to help Aiesha.

Careers with Children:

“The way we raise our children directly influences who they will become.”

Agree or Disagree??

Parenting Styles

• There are three main parenting types

• Authoritarian

• Authoritative (Democratic)

• Permissive

• Uninvolved

HIGH

HIGH

Parenting Styles:

Authoritarian

• Many limits and rules• Parents’ make all of the rules without any input from children

• Punishment• Little affection and praise• Parents expect total obedience and misbehavior is not tolerated

• Parent’s expect children to have the same beliefs

• “Do as I say not do as I do”• Conformity

Authoritarian Style•Children from authoritarian homes often rebel from their controlling parents. •Children fear their parents and are afraid to turn to them for advice.•In later years, children from authoritarian homes are plagued with guilt, depression, or anger.

•Children from Authoritarian families are often…

•Obedient•Distrustful•Discontented •Withdrawn•Unhappy•Angry•Not High Achievers•Rebellious

Permissive Parenting

• Opposite of Authoritarian.

• Too few limits

• Children get to make their own choices.

• Permissive parented children have little respect for their parents and authority figures.

The Permissive Parent Continued• The permissive parent is unstructured and has few routines.

• Parents have few expectation of the children.

• Permissive parents generally ignore misbehaviors and rarely punish or correct their children.

• Children run the permissive family.

• On the positive side, permissive parents are generally warm and nurturing.

Children from Permissive Families are Often

•Aggressive•Lack self-control•Lack self-reliance•Most unhappy•Anxious•Lack motivation•Lack self-esteem

Authoritative/Democratic Style

• Mid point between Authoritative and Permissive (Best of both styles)

• Parents set limits and enforce rules.

• Parents take into consideration child’s requests, needs, and questions.

Authoritative/Democratic Style Continued

• Children’s wants are considered when making family decisions.

• Respect children’s unique personalities, and support their interests.

• Parents are loving, consistent, high expectations.

• Parents have reasonable expectations and realistic standards.

Children from Authoritative/Democratic families are….

•Happy•Self-reliant•Self-controlled•Sharing and friendly•Cooperative•High achieving•More likely to participate in school activities

•Authoritative/Democratic children’s parents have high expectations for them and give them support to meet those goals. This type of parent is the most active and hands on parent. Our ideal parent.

Overall…

• Children's behavior reflects how they were raised.

• Happy Medium is the Place to be : )

• Its not only important for you to be aware of this when working in child care centers, but also in the future when you have families of your own.

Assignment for today…

• Thanks to Hollywood, we are able to get a glimpse of different types of families.

• Now that you are parenting experts you can identify different parenting styles in the movies.

YOUR TASK: • Take all 4 parenting styles and find parents from movies that match each style.

• Also, write a description of the parenting traits and how it fits within that style.

Example:

• Wants to be more friend than parent.• “cool mom”

• No limits for the children. • All fancy things for

Regina and sister

• They own the show. “Way Regina talks to mom”

• http://www.youtube.com/watch?v=rl6UoYiBp-M

• AUTHORITARIAN: For each of the following situations, you must decide how you, as parents, will handle it. Write your answers on a sheet of paper so you can report them to the class.

• It is bedtime and the children do not want to go to bed.

• Your child broke a favorite toy. • Your child's room is a mess. • It is time for your child to come home, but

he/she is in the middle of a • project and wants to finish it first. • Your son came in later than he was

supposed to with a worried look on • his face. • Your daughter came home from the store

with a candy bar that was • not hers.

• PERMISSIVE: For each of the following situations, you must decide how you, as parents, will handle it. Write your answers on a sheet of paper so you can report them to the class.

• It is bedtime and the children do not want to go to bed.

• Your child broke a favorite toy. • Your child's room is a mess. • It is time for your child to come home,

but he/she is in the middle of a • project and wants to finish it first. • Your son came in later than he was

supposed to with a worried look on • his face. • Your daughter came home from the

store with a candy bar that was • not hers.

• AUTHORIATATIVE: For each of the following situations, you must decide how you, as parents, will handle it. Write your answers on a sheet of paper so you can report them to the class.

• It is bedtime and the children do not want to go to bed.

• Your child broke a favorite toy. • Your child's room is a mess. • It is time for your child to come home, but

he/she is in the middle of a • project and wants to finish it first. • Your son came in later than he was

supposed to with a worried look on • his face. • Your daughter came home from the store

with a candy bar that was • not hers.

• UNINVOLVED: For each of the following situations, you must decide how you, as parents, will handle it. Write your answers on a sheet of paper so you can report them to the class.

• It is bedtime and the children do not want to go to bed.

• Your child broke a favorite toy. • Your child's room is a mess. • It is time for your child to come home,

but he/she is in the middle of a • project and wants to finish it first. • Your son came in later than he was

supposed to with a worried look on • his face. • Your daughter came home from the

store with a candy bar that was • not hers.