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Study Guide For CDFS 211

by: Elizabeth Rubio

Study Guide For CDFS 211 CDFS 211

Elizabeth Rubio
Long Beach State

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Hope these help!
Gina Guffy
Study Guide
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This 5 page Study Guide was uploaded by Elizabeth Rubio on Monday April 11, 2016. The Study Guide belongs to CDFS 211 at California State University Long Beach taught by Gina Guffy in Spring 2016. Since its upload, it has received 41 views.

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Date Created: 04/11/16
(Study Guide for Direct Guidance (Ch6 Pearson) and Outdoor Playing) Affective Guidance Interaction between an adult and a child wherein the adult expresses emotions or  feelings to influence the behavior of the child. Easily influence the child based on YOUR emotions. Leave it out the door, children  know their energy. Get to know children and they will teach you about themselves, about what they are  thinking and feeling Ties with observation Be Genuine­listen and understand children’s feelings, remember to communicate your  own genuine feelings Don’t be the “overly­excited” one.  Direct Guidance Give Attention helps children know that you are aware they are their, and that you are  keeping their needs in mind. Ex: Eye­contact, smiling back­ gestures Provide Feedback that gives information children can use. Can’s and Do’s Naming Feelings: reflecting the feeling a child seems to be expressing and naming it  helps children recognize their own emotions as well as those of others. Physical Guidance It includes: Individuality in Physical Guidance Demonstrating Modeling Removing Taking something away from them or distract them into a different activity Using Time­Out “Ineffective Gesturing   Body Language Verbal Guidance Verbal guidance means using words to influence a child’s behavior. Listening Carefully when children communicate their ideas, questions, and feelings. Reflective Listening by putting words to the feeling the child seems to be experiencing   ­You reflect what you think they are going through By using reflective listening, or Active Listening, you gain deeper insight into how  children think and feel. Natural tone of voice (no high or low voice [newborns and babies are an exception]) Make eye contact Use Short Sentences (speak. Stop. Speak. Etc.) Positive Direction Direction   Give Few Directions at a time (depending of the child’s age.) “Let’s get in a line and go  to the bathroom.” “Let’s wash our hands and dry them.” “Put your jackets in your cubby,  and it’s time to eat.” Only Necessary­ avoid being over directive and bossy Give directions at the Appropriate Time and Place you want the behavior to occur. Give Real Choices when possible Give Logical and Accurate reasons for request Verbal Guidance “I” message Clearly State Limits and Follow through. Limits or rules protect: The child Other children and adults in the group, and The learning environment, including furnishings and materials  OUTDOOR PLAY AND LEARNING Benefits  Enhances not only physical but emotional, social, and intellectual development ▯ Healthy Growth and Development: F▯resh air, sunlight, and exercise, are all important benefits of well­planned outdoor  play. S▯unlight provides  vitamin D that is essential for the growth of strong bones and teeth. ▯ Oxygen found in fresh air, is essential for life. ▯ Exercise aids all of the body’s inner system to grow, develop, and function Motor Skills Benefits  W▯ alking, running, climbing, pedaling, pushing, and pulling T▯he fundamental motor skills learned in early childhood form the basis for the  specialized use of those skills in games and sports M▯ otor development is classified as B▯ody management or stability skills L▯ocomotor skills involving movement through space M▯ anipulative skills, including projection (throwing, kicking) and reception (catching) Social­Emotional Benefits ▯ Self Efficacy: A▯ child’s judgment of what he or she can do with a skill. ▯ ▯ Expressing and Handling Feelings: C▯ hildren need the opportunity to express all types of feelings, from joyful exuberance to frustration and anger at a playmate’s lack of cooperation. ▯ Getting along with others: T▯he skill of living in harmony with others begins in childhood. T▯he skills and dispositions children practice with plants and animals outdoors can apply in their relationships with others. ▯ Feeling Connected to Nature: T▯he relationship with nature that children develop in early childhood provides a spiritual sustenance that shapes and nourishes their entire lives. Cognitive Benefits ▯ Self­Regulation: A▯n essential quality for success in school and life with roots in earliest infancy. It  involves the ability to inhibit behaviors, it is typically discussed in the context of social­ emotional development. ▯ ▯ Symbolic Play: s▯hows us where children are in their cognitive development and provides the means by which they progress to higher levels. ▯ Curriculum Content ­­ Art: e▯xposure to the natural world and access to the same sorts of art materials found  indoors, a high­quality outdoor play area provides ideal conditions for meeting the goals  for art. ▯ ▯ Curriculum Content – Language Arts: L▯anguage explodes outdoors. V▯ocabulary growth surges as children learn words for what they observe and take on  particular roles in their play. ▯ Curriculum Content – Science and Math: A▯n outdoor play area is an environmental laboratory for learning about nature, weather, plants, animals, and insects and about such concepts as number, speed, gravity,  height, weight, and balance.  The Outdoor Play Environment  ▯ Planning, ▯ Time for Play, ▯ Spaces to Support Play,▯ Safety and Health ▯ Beauty,Equipment,Including all Children , ▯ Storage , andMaintenance  


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