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Guiding Behavior and Social Competence Slide 2 DESCRIBE EFFECTIVE SOCIAL SKILLS AND COMMUNICATION SKILLS. Key Concept #1 Slide 3 Social competence: is a persons ability to get along with others in acceptable and appropriate ways. Slide 4 Social Skills Model respect, acceptance, and positive social skills. Encourage empathy and compassion. Promote positive self-concept. Encourage cooperation and teamwork. Require self-control Slide 5 Fostering Social Relationships Create an environment that encourages group activities and fosters friendships. Card and board games, activity tables, and group story telling encourage cooperative interactions. Slide 6 Social Communication Skills Expressing Feelings Children experience wide range of feelings Learning to manage feelings appropriately is important Teachers should use active listening as a strategy and listen to the child and repeat back to the child what they said Children can express feelings through acting out through puppets. Slide 7 Social Communication Skills Parenting Styles Guidance: involves behavior modeling and corrective actions by adults. AuthoritarianDemocraticPermissive Strong leaders Make all the decisions Sets standards for children to meet Act quickly when rules are broken Children feel secure with parents in charge Believe children deserve a say in matters that affect them. Allow children to help set rules and consequences Children are given some choice. Children tend to be confident and move easily towards independence. Allow children to make all the decisions they can handle, offering guidance when needed. Fewer rules but children understand expectations Allow children to experience natural consequences instead of penalities. Children often learn to solve problems creatively Slide 8 WHY IS IT IMPORTANT FOR TEACHERS TO UNDERSTAND VARIOUS PARENTING STYLES? Slide 9 Social Communication Skills Cultural Sensitivity Familys beliefs and customs impact a childs behavior. Appropriate nonverbal communication also varies from culture to culture. Some cultures view eye-to-eye contact between children and adults as disrespectful. Take time to learn the values of the families and incorporate them into your program where appropriate. Slide 10 Social Communication Skills Guidance in Multigenerational Homes Multigenerational homes can cause many people contributing to childrearing. Families must be consistent with behavior expectations and who has the final say in guidance. Slide 11 LIST 5 WAYS TO BUILD SOCIAL SKILLS IN CHILDREN. Note Check Slide 12 IDENTIFY THE GUIDANCE GOALS OF THE EARLY CHILDHOOD CLASSROOM. Key Concept #2 Slide 13 Goals of Child Guidance Protects each childs physical safety Supports childrens self-esteem and emotional well- being Ensures respect for all childrens rights and feelings Teaches appropriate use of classroom materials and property Promotes independence and the ability to make good decisions Nurtures a sense of responsibility and accountability Encourages self-control and self-discipline, the ability to guide your own behavior. Slide 14 HOW CAN POSITIVE CHILD GUIDANCE LEAD TO SELF-DISCIPLINE? Note Check Slide 15 DESCRIBE BASIC CHILD GUIDANCE TECHNIQUES Key Concept #3 Slide 16 Preventing Problems Providing Balance Children can loose focus if the activity is too long. Balanced schedule is important because both extremes find it hard to behave appropriately. Remember to consider children with special needs when planning active and quiet play. Slide 17 Preventing Problems Schedules, Transitions, and Routines Follow consistent schedule with smooth transitions Children are secure in predictability If interrupted, confusion can lead to misbehavior A child that acts out may be responding to change Prepare activities where children dont have to wait long for a turn Slide 18 Preventing Problems Activities Offer wide variety of choices but find a balance. Busy children are less likely to behave poorly Incorporate topics, themes, and activities that children enjoy. Play open-ended activities Provide developmentally appropriate activities. Slide 19 Preventing Problems Environment and Equipment Arrange environment to promote success Toys are easily reached, and can easily be put away Provide enough for all students Behavior problems can arise if they are waiting for a long period of time to play with an item. Equipment must match ability. Slide 20 Preventing Problems Provide Individual Attention Plan 1-on-1 interaction or small group activities. This prevents misbehavior and need for attention. Some children may come from less stable homes and this can also affect behavior. Slide 21 Expectations and Limits I-messages: include specific description of behavior, how it affects you, and your feelings about it. I feel _____ when ____ because ___. Slide 22 Expectations and Limits Verbal and Non-Verbal Guidance Verbal communication should be simple and clearly stated based on development. To avoid confusion, use facial expressions and physical mannerisms that are consistent with words. Use nonverbal techniques that help cue children into expected behavior. Use songs or puppets to be more interactive. Slide 23 EXPLAIN HOW TO HANDLE INAPPROPRIATE BEHAVIOR AND CONSEQUENCES AND HOW TO AID CONFLICT RESOLUTION Key Concept #4 Slide 24 Handling Inappropriate Behavior Biting A response to teething pain An experiment in cause and effect A way to get a desired toy A method of expressing anger and frustration A signal of wanting a care providers attention Slide 25 Handling Inappropriate Behavior Ignore Minor Misbehavior Might misbehave just to get attention If minor misbehavior gets attention, even negative attention, it might increase rather than decrease. Slide 26 Handling Inappropriate Behavior Offer Choices Some children may feel they have little control and acting out might be a way to gain it back Offer developmentally appropriate choices and collaborate with children to plan activities. Allow them to make appropriate decisions. Slide 27 Handling Inappropriate Behavior Coach Appropriate Behaviors Need firm but friendly reminders to follow rules Coaching encourages childrens progress and expresses confidence in their ability to behave correctly. Acknowledgement of good work encourages appropriate behavior to continue Slide 28 Handling Inappropriate Behavior Distraction and Redirection Distraction involves moving childs attention to a more appropriate or safe activity. Redirection: involves steering a childs disruptive behavior to a different more acceptable one that still meets their needs. Distraction is used more for infants and young toddlers. Slide 29 Establish Behavior Consequences Consequences: events that occur as the result of a particular behavior They are positive and negative Slide 30 Establish Behavior Consequences Encouragement and Positive Reinforcement Encourage positive behaviors, they will repeat Positive Reinforcement: consequence that rewards a particular behavior and will likely be repeated. Keep in mind if children are praised for everything they might loose their motivation. Slide 31 Establish Behavior Consequences Natural Consequences Natural result of an action They can be effective only if it doesnt cause immediate danger or harm Drawing is dropped and not picked up it will be stepped on and messed up Slide 32 Establish Behavior Consequences Logical Consequences Teach a child to correct a mishap If a child spills milk, teach them how to clean it up. Slide 33 Establish Behavior Consequences Withdrawal of Privileges Privilege taken away should directly relate to the misbehavior and should be time sensitive. If a child throws sand they may be denied access to the sand box, not the entire play area, and that day, not the next. Slide 34 Establish Behavior Consequences Cool-Down Moments: Short period of time in which is the child must sit away from the group they are interrupting. Cool-Down MomentTime-Out Helps child gain self-control Follow up with discussion Children should learn to problem solve Child decides when they return Focuses too much on a specific chair or place Can label a child as a trouble-maker Can undermine self-esteem Meant to punish, embarrass, etc. Adults decides return Slide 35 Guidance Challenges Avoid Labels Children should not be labeled When they are labeled they tend to confirm those labels through their actions. Negative labels can create stereotypes which can harm self-esteem. Children can pick up differences in facial expression and tone that label them as well. Slide 36 Guidance Challenges Conflict Resolution Encourage children to express point of view If children have difficulty expressing their feelings, you may need to coach them. Coach children through the problem solving steps. Slide 37 Guidance Challenges Assess the Situation Identify Brainstorm Evaluate and Choose Reevaluate Choice Provide Positive Reinforcement Slide 38 Guidance Challenges Document Concerns: If problem lasts more than a week it may require special attention Childs behavior should be recorded if a pattern is seen. Behavior could be linked to undiagnosed physical, mental, emotional, or social problem Concerns may lead to issues such as hearing loss, vision loss, or attention disorders later on Unresolved behaviors require a conference with parents Slide 39 WHAT ARE THE VARIOUS TYPES OF CONSEQUENCES THAT CAN GUIDE CHILDRENS BEHAVIOR? Note Check Slide 40 Critical Thinking Questions Think about the parenting styles you read about. Explain how different parenting styles could affect your child-guidance strategies. Slide 41 Critical Thinking Questions What message does a child care professional send if he or she hurts, frightens, threatens, or demeans a child? Why is it important to avoid labeling children? Slide 42 Critical Thinking Questions Explain three ways a child care professional might react when conflict occurs between children? Slide 43 Critical Thinking Questions How can behavior consequences promote responsible behavior? Slide 44 Critical Thinking Questions Why is consistency so important when enforcing consequences? Slide 45 Critical Thinking Questions Draw conclusions about how collaboration with a parent or family member can help solve problem behavior in children.