chapter 2: theoretical foundations of child guidance...
TRANSCRIPT
Chapter 2: Theoretical Foundations of Child Guidance
Prepared by Debbie Laffranchini
CLDDV 121: GUIDANCE OF
YOUNG CHILDREN
Infants and Toddlers
• Sensorimotor stage
• Mouth things to learn about them
• Drop things to see where they go
Preschoolers
• Preoperational stage
• Difficulty taking others’ perspective
• Fooled by appearances
• Focusing on the before and after and
ignoring how things change
• Difficulty reversing a process
• In the here and now
PIAGET
• Scaffolding
• Zone of proximal development
• Adult-child dialogue
LEV VYGOTSKY
• Focuses on psychological, emotional, and social learning needs
• Adult influence
ERIK ERIKSON
MASLOW
Perception of reality
Acceptance of self, of others, and of nature
Spontaneity
Problem-solving ability
Self-direction
Detachment and the desire for privacy
Freshness of appreciation
Richness of emotional reaction
Frequency of peak experiences
Identification with other human beings
Satisfying and changing relationships with other people
Democratic character structure
Creativity
Sense of values
SELF-ACTUALIZATION
Four mistaken goals that drive some
children’s behavior include:
1. Striving for undue attention
from others
2. Seeking power over others
3. Hurting others through revenge
4. Displaying inadequacy or
incompetence
ADLER’S MISTAKEN GOALS
ADLER’S MISTAKEN GOALS
CARL ROGERS
Child owns the
problem
Area of no problem
Teacher (or adult)
owns the problem
CARL ROGERS
Who owns the problem?
• Deliver I-messages when adult
owns the problem
• Listen actively when child owns
the problem
PROBLEM OWNERSHIP