bellringer: “to what extent have you worked with children? do you baby-sit or have younger...
TRANSCRIPT
Bellringer: Bellringer: “To what extent have “To what extent have you worked with children? Do you worked with children? Do you baby-sit or have younger you baby-sit or have younger brothers or sisters? How brothers or sisters? How comfortable do you feel working comfortable do you feel working with children?”with children?”
Schedule:Schedule: Intro. to child DevelopmentIntro. to child Development Parents are People WorksheetParents are People Worksheet
Today’s ObjectiveToday’s Objective(What I want you to know before you leave today)(What I want you to know before you leave today)
New Unit Starts Today: Child New Unit Starts Today: Child DevelopmentDevelopment
Students will be able to: Students will be able to: Understand the importance of studying Understand the importance of studying
Child Development—ages and stagesChild Development—ages and stages Recognize when one is ready to become Recognize when one is ready to become
a parenta parent Gain understanding of how to care for a Gain understanding of how to care for a
childchild
Class Discussion: Class Discussion: ParentingParenting
Parenting….Parenting…. Along with the good times, comes bad timesAlong with the good times, comes bad times
Discussion:Discussion: What are some problems that might come up What are some problems that might come up
when parenting a child?when parenting a child? What are some financial challenges that parents What are some financial challenges that parents
might face?might face? What personal sacrifices might they have to make?What personal sacrifices might they have to make? How can parents prepare themselves for the good How can parents prepare themselves for the good
and bad?and bad?
The Desire for a ChildThe Desire for a Child(Why do people choose to have children? How (Why do people choose to have children? How
can you know when you are ready?)can you know when you are ready?)
The decision to have a child needs to be The decision to have a child needs to be backed up by sound reasoningbacked up by sound reasoning� Some have unrealistic views of what Some have unrealistic views of what
having a child could mean.having a child could mean.
Ask yourself: Ask yourself: “Would having a baby be fair to “Would having a baby be fair to you and the child?”you and the child?”
Many Have Children for the Many Have Children for the “Wrong” Reasons“Wrong” Reasons
For example:For example: Hoping others will treat them more respectfullyHoping others will treat them more respectfully Make them feel better about themselves, have Make them feel better about themselves, have
someone to love themsomeone to love them Give them purpose in lifeGive them purpose in life In hopes that their own parents will view them In hopes that their own parents will view them
as a “grown-up”as a “grown-up” To make dating relationship strongerTo make dating relationship stronger
Children bring with them a whole new set Children bring with them a whole new set of concernsof concerns
Readiness for ChildrenReadiness for Children
How do you know when you are ready?How do you know when you are ready? Emotional Readiness:Emotional Readiness:
Emotional Maturity: Fully developed Emotional Maturity: Fully developed emotions, or feelings & the ability to emotions, or feelings & the ability to handle them wellhandle them well
PatiencePatience SympathySympathy Degree of selflessnessDegree of selflessness Self-controlSelf-control Self-confidenceSelf-confidence
Readiness for ChildrenReadiness for Children Financial Readiness:Financial Readiness:
Raising a child is expensiveRaising a child is expensive Financial Stability: the ability to met everyday living Financial Stability: the ability to met everyday living
costscosts Can’t expect others to take financial responsibility for Can’t expect others to take financial responsibility for
youyou Personal Readiness:Personal Readiness:
Babies give a family a new focusBabies give a family a new focus Parents’ needs take “back seat” to those of the childParents’ needs take “back seat” to those of the child Must be ready to make personal sacrificesMust be ready to make personal sacrifices
TimeTime EnergyEnergy Career goalsCareer goals Social lifeSocial life FinancesFinances
Parents are Parents are PeoplePeople
Be as Honest as Possible Be as Honest as Possible When you Fill the Answers in When you Fill the Answers in
on This Worksheet.on This Worksheet.
Illustration of the Ideal Illustration of the Ideal ParentParent On 8.5 x 11 Paper, you will be making an illustration of the type of On 8.5 x 11 Paper, you will be making an illustration of the type of
parent you want to be. parent you want to be. Example:Example:
Personality TraitsPersonality Traits Ways you would meet the needs of your childrenWays you would meet the needs of your children Rules you would haveRules you would have Will you work or not?Will you work or not?
No white left showing (5 points)No white left showing (5 points) Can use magazine cut-outs, drawings, etc.Can use magazine cut-outs, drawings, etc.
On back: Write 1 paragraph (Jane Schaffer or other paragraph On back: Write 1 paragraph (Jane Schaffer or other paragraph format you have learned in your English class.) explaining what format you have learned in your English class.) explaining what everything is, what it means and why you desire to have that everything is, what it means and why you desire to have that quality as a parent (18 points)quality as a parent (18 points)
Must have at least 6 items (you may choose to have more)Must have at least 6 items (you may choose to have more) Neatness counts (5 points)Neatness counts (5 points) What you don’t finish is homeworkWhat you don’t finish is homework
Bellringer: Bellringer: ““
Notes: Ages and StagesNotes: Ages and Stages
5 Areas of Development5 Areas of Development
1.1. Physical: In 2 areas--gross & fine Physical: In 2 areas--gross & fine motor skillsmotor skills
• Gross (large) Motor Skills:Gross (large) Motor Skills: Control over large muscles in body (ex: Control over large muscles in body (ex:
arms & legs)arms & legs)
• Fine (small) Motor SkillsFine (small) Motor Skills Control over small muscles in body (ex: Control over small muscles in body (ex:
hands & fingers)hands & fingers)
5 Areas of Development5 Areas of Development
2.2. Intellectual DevelopmentIntellectual Development Ability to:Ability to:
• Use languageUse language• Understand ConceptsUnderstand Concepts• Concentration needed to succeed in Concentration needed to succeed in
schoolschool
5 Areas of Development5 Areas of Development
3.3. Emotional Development:Emotional Development:• Learn to appropriately control Learn to appropriately control
emotions emotions • Be able to identify and label emotionBe able to identify and label emotion• Emotions develop on a timelineEmotions develop on a timeline
• Crying for displeasure (infant)Crying for displeasure (infant)• Physically displaying (tantrum) and crying Physically displaying (tantrum) and crying
(toddler)(toddler)• More control, use words and problem-More control, use words and problem-
solving (preschool and school age)solving (preschool and school age)
5 Areas of Development5 Areas of Development
4.4. Social DevelopmentSocial DevelopmentLearning to interact with people—like Learning to interact with people—like
sharing, and taking turnssharing, and taking turns
Adults and peer Adults and peer relationships/interactionsrelationships/interactions
Societal roles and guiding principlesSocietal roles and guiding principles
5 Areas of Development5 Areas of Development
5.5. Moral DevelopmentMoral Development
Develop a sense of right and wrongDevelop a sense of right and wrong
Create a value system—through Create a value system—through family, society, and self-explorationfamily, society, and self-exploration
4 Stages of Development4 Stages of Development
1.1. Infancy: birth - 1 yearInfancy: birth - 1 year
2.2. Toddlerhood: 1 - 3 yrs.Toddlerhood: 1 - 3 yrs.
3.3. Preschool Age: 4 - 6 yrs.Preschool Age: 4 - 6 yrs.
4.4. School Age: 7-12 yrs.School Age: 7-12 yrs.
First 3 stages together are called:First 3 stages together are called:
Early Childhood Early Childhood
(birth - 6 years)(birth - 6 years)
In each stage, children In each stage, children master different skills master different skills
and abilities.and abilities.These are called: These are called:
Developmental TasksDevelopmental Tasks
3 Principles of 3 Principles of DevelopmentDevelopment
1.1. Development is Sequential:Development is Sequential:n Almost all children learn dev. Tasks in Almost all children learn dev. Tasks in
same ordersame ordern Skills build on one anotherSkills build on one anothern Crawling - walking/scribbling - Crawling - walking/scribbling -
drawingdrawing
3 Principles of 3 Principles of DevelopmentDevelopment
2.2. Rates of Development are Rates of Development are IndividualIndividual
n Some Children Develop more rapidly Some Children Develop more rapidly than othersthan others
n Some walk 15 months, others @ 10 Some walk 15 months, others @ 10 monthsmonths
3 Principles of 3 Principles of DevelopmentDevelopment
3.3. 5 Areas of Development are 5 Areas of Development are Interrelated:Interrelated:
n Many skills require that the child be Many skills require that the child be ready in more than one areaready in more than one area
n Ex: Potty Training: Physical Ex: Potty Training: Physical control/intellectual & emotional readinesscontrol/intellectual & emotional readiness
Bellringer: Bellringer: ““Are discipline and punishment the Are discipline and punishment the same thing? Why or why not?same thing? Why or why not?
Schedule:Schedule:Discipline PowerPoint: Positive Guidance and Discipline PowerPoint: Positive Guidance and
DisciplineDisciplinePositive Child Guidance and Limited Choices (do Positive Child Guidance and Limited Choices (do
aloud as a class)aloud as a class)Show Super NannyShow Super Nanny
Positive Guidance Positive Guidance
andand
DisciplineDiscipline
Reasons for MisbehaviorReasons for Misbehavior•Stage of Growth: the child is behaving in a normal manner for the stage of growth he/she is in: power, attention, revenge, assumed inadequacy are normal
•Unfulfilled Needs: The child’s needs are not being met and she/he is acting out in order to try to get his/her needs met.
Reasons for Reasons for MisbehaviorMisbehavior
•Environment: The child is uncomfortable in or does not understand his/her environment.
•Doesn’t know Better: The child has not been taught the concept he/she is dealing with.
Positive GuidancePositive Guidance
•Discipline: guidance which helps the child learn self-control
•Self-discipline: ability to direct one’s own behavior
•Children may rebel when parents punish rather than discipline
•Attention is a powerful reinforcer to guide children: they often misbehave for attention
•Example: is a very effective way to teach children desired behavior
•Consistency is the key to guidance
•Respond to aggressive behavior in non-aggressive ways
Types of Guidance Types of Guidance TechniquesTechniques
1. Natural and Logical 1. Natural and Logical ConsequencesConsequences
•Natural Consequences: occur without interference, child can see the result of their choices
•Cannot be used if the consequence will cause harm to self, others or property, or too far in the future.
•Logical Consequences: should be relevant to the misbehavior
•Short in duration, not imposed in anger, provide opportunities for children to learn from their behavior
•To make the punishment fit the crime.
•Example: if Sally spills the paint, she must clean up the mess that is made
2. Positive Statements2. Positive Statements
•When guiding children, phrase all requests in a positive manner
•Example: say, “Let’s walk to the blocks,” rather than, “Don’t run to the blocks”
•Clearly states what is expected, then help them get started
•Talk to children at their eye level when giving directions
3. Redirection3. Redirection
•Get him to focus on something else.
•Example: if he is angry at the blocks area, lead him to a different area of the room and introduce a different activity
•Children up to two years old can be easily distracted
4. Reverse Attention4. Reverse Attention•When a child’s behavior is inappropriate, focus on a child who is displaying the appropriate behavior and make a positive comment
•If the first child changes his behavior, he should be immediately reinforced with a positive statement.
•Ignoring the negative, reinforcing the positive
5. Limited Choices5. Limited Choices•Do not give him an unlimited choice unless he can really have what is chosen.
•Only give choices that are available.
•Example: “Do you want juice or water for a drink?” rather than, ‘What would you like to drink?”
6. Time Out6. Time Out•When a child has disobeyed a rule, she will be sent to a predetermined place to distance herself from the problem and gain composure.
•Should be a last option, limited use.
•Use a place where there are no distractions or positive reinforcers
NANNY 911NANNY 911
• Discuss:What were the behavior issues?How were the parents dealing with it it?How did the nanny suggest handling it?Do you agree or disagree with the Nanny’s suggestionsWhat would you do if you came upon these situations while babysitting?What are some other strategies for dealing with these behavior issues?
March 9thMarch 9th
Bellringer: Bellringer: ““10 Questions to ask a potential babysitter of 10 Questions to ask a potential babysitter of your children.”your children.”
Schedule:Schedule:Baby-Sitter Basics worksheet (in groups of 3)Baby-Sitter Basics worksheet (in groups of 3)As class…discuss each question, have a discussionAs class…discuss each question, have a discussionBaby-sitting dilemmas worksheet in partners (3 dilemmas Baby-sitting dilemmas worksheet in partners (3 dilemmas
each) or Confused Cathyeach) or Confused CathyIf time….do role plays to act out dilemmas and show how the If time….do role plays to act out dilemmas and show how the
babysitter deals with the dilemmababysitter deals with the dilemma
November 30thNovember 30th
Bellringer: Bellringer: ““
Schedule:Schedule:Catch-up Day if neededCatch-up Day if needed
Can teach about Importance of Play and do “Play Can teach about Importance of Play and do “Play Activities”Activities”
End of unit test?End of unit test?