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FInal Exam Study Guide

by: Crystal Notetaker

FInal Exam Study Guide CDFR 3306

Crystal Notetaker

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Accumulated information through the semester
Guiding Children's Behavior
Archana Hedge
Study Guide
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This 7 page Study Guide was uploaded by Crystal Notetaker on Monday February 29, 2016. The Study Guide belongs to CDFR 3306 at East Carolina University taught by Archana Hedge in Fall 2016. Since its upload, it has received 5 views. For similar materials see Guiding Children's Behavior in Child Development at East Carolina University.


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Date Created: 02/29/16
Time Out: The Ultimate Consequence  Review all the slides well  Understand these concepts:  What is time out? When should it be used? ­effective when it is used sparingly, compassionately, and correctly – Children who repeatedly engage in negative behaviors (habitual  behaviors) such as punching, pushing and pinching   – This time is used to help the child/children calm down and make them  see the connection between time out and their inappropriate behavior  – Interrupt the negative pattern of behavior  How does one prepare the group or individual for time out? (Group) ­Teachers give children an opportunity to talk about time out in advance and  participate in the planning for it (Individual) ­Teacher has to establish that a particular behavior is habitual ­The adult states in advance in what circumstances it will be used ­It should be implemented every time this misbehavior occurs How do we implement timeout? ­Child is warned, and if the behavior continues he or she is removed as suitable ­Adult reflects on the child’s feelings and provides basic information so that he or  she will know what to expect ­The timing is important ­Adult remains with the child all the time ­ Not forced upon the child. If the child doesn’t respond you might just want to  reflect on the child’s feelings and keep quiet. Continuously talking to the child or  lecturing just makes it more frustrating for the child  ­Any attempts to hurt the adult have to be stopped.  ­ Adult is not antagonized in the process ­If peers are curious, the teacher should not ignore that situation and remind  children about their talk on time out and further explain that is his time out to feel better ­Following the time out situation discussion should be held with the child.  ­The child who has completed time out should be should be acknowledged for  claming himself down and finishing the task ­Later the adult who implemented the time out should have a pleasant contact  with the child Understand how time out is misused in many instances ­It is no use if you use time­out for every infraction of classroom rule or event ­It is not useful if one uses time­out as a threat ­It is not appropriate to use time­out to humiliate the child ­It is not appropriate to use time­out in lieu of helping children learn better  alternatives to problem behaviors ­It is not appropriate to hold the child in time out for a unreasonable amount of  time under the pretext of claming the child down ­It is not appropriate to place children in time out because it is simply easy and  one way of adult relief Understand and learn how to use personal messages, reflect on the use of personal message coupled with warning and follow up  ­Remind the children of the rule  ­Pause for few seconds  ­Warning – Rephrase this as an either­or statement that repeats the rule and then tells the  child what will happen if he or she doesn't follow it  ­Pause for a few seconds  ­Follow Through – Restate the warning and preface it with words such as “I told you….”. Then repeat the consequence as a statement and then begin that statement with “now” Helping children understand and Accept Limits  What are consequences? Consequences are events that make a particular behavior more or less likely to happen in  the future Types of consequences  ­ Positive : acknowledge children when they maintain and follow a particular rule ­ Negative : constructive actions aimed at helping children recognize the impact  their behavior has on themselves and others Review well different types of consequences and understand each well  Rehearsal: Allows kids to rehearse the behavior of an action that’s an appropriate  behavior  Restoration: make child restore the situation that resulted from inappropriate acts Temporary loss of privilege/deprivation: Not allowing child to use materials when they are being misused  Deciding on consequences – How do we decide on various consequences, what  factors affect our choice  ­Understand what kind of consequence is suitable at that time   ­What do you feel comfortable doing ­You might have to alter the type of consequence (change from natural to logical) ­Don’t indulge in things that don’t seem to be working for you  Children with Disabilities Inclusion – What does it mean?  Integrating every child into an activity and provided the  opportunity to learn with different styles and services in class Issues pertaining to inclusion  PROBLEM +Special Education focuses on Deficit Perspective (what a child can’t do rather than what a child can do) +Special Education believes/d in the use of reinforcers like stickers, stamps, stars  (behavioral perspective) to alter behavior SOLUTION +create interdisciplinary program for both early childhood and early childhood education +Encourage teachers from special and regular early childhood education to work together Understand various accommodations done for children with disability in the classroom  Review the concept of transitions and routines  Routines +Create a predictable routine +System of checking off the completed items or tasks of the schedule so that the child has a visual tracking record +Daily schedule for when homework assignments are collected and recorded can help  students organize their materials  +Sometimes seeking help from others to check their schedule or work helps them  eliminate their frustrations  Transition   +Individual Directions and for the group is very helpful (Verbal Instructions)  +Visual calendar to remind the child of the next activity  +Present positive aspects about the change of activity +Different sound ques are helpful for signaling Vulnerabilities (Read each slide carefully on the topic related to Children from LGBT  families).. You may choose to ignore the research aspect discussed on this topic.  +Welcome and encourage same sex parents and all parents to participate in school and to  share things that are meaningful to their families + Be thoughtful not to identify, or single out children reared by same­sex parents.  Let  children or families identify themselves + Use terms families or parents rather than fathers and mothers + Celebrate a “Person You Love Day” rather than Mother’s Day and Father’s Day + We cannot allow children to be harmed  Vulnerabilities (How to support ELL Learners) Review and Learn strategies that are proven beneficial for ELLs (English Language  Learners)/DLLs (Dual Language Learners) ­Using parentese (emphasize on a noun for children that aren’t old enough to talk) ­Total Physical Response (TPR): using objects and visuals to explain vocabulary child  might not know +ELLs needs lots of nonverbal cues while speaking (gestures and facial expressions) and  learn key phrases from child’s native tongue to communicate in certain ways Vulnerabilities   What strategies can be employed to help children exposed to violence or loss and  separation from their parents in the classroom?  VIOLENCE +Form friendships in the classroom +Buddy reading/ peer tutoring +Teach conflict resolution skills +Being a support system and listening ear to the child +Quiet corner for comfort/safety +Predictable routines  +Extra encouragement LOSS OR SEPERATION +Predictable routines +Outlet for positive and negative emotions + Example of Teacher’s absence note to class +Class scrapbook: documenting accomplishments +No parent bashing in classroom or judging parents’ actions +Provide both parents with all information  +Have parents + children work together on “All About Me” book +Positive attitudes What factors can promote resiliency and self esteem in children  Attachments and Friendships   Matching Discipline Causes to Discipline Approaches   Understand the different causes of behavioral problem (physical, social and  emotional immaturity) Social and Emotional Immaturity ­Emotional Regulation – Not able to regulate and manage their own behavior  ­Perspective Taking – Inability to tune into others feelings  ­Teacher Guidance is helpful and essential in both these situations Physical Immaturity ­Inability to sit still ­Immature coordination Understand the importance of organized physical activities  Used as a time for reflection and assessment  Review how organized physical activities can be used to asses behavioral  problems  ­The Direct Approach: modeling, descriptions, and imitating the steps to give  instruction (helps teachers to know whether child has a problem following direction) ­The Guided Approach: activities set up for child to learn on their own Understand how aggression be caused by various factors (review slides) ­Child abuse from lack of knowing how to emotionally regulate their impulses ­Child aren’t able to regulate their emotions after separating from parents at young age Analyzing Discipline Problems  Review the least and most intrusive approaches to behavior problem (Review the slides  well and read the chapter) (read the last chapter POSSIBLE CAUSES ­age­typical behavior?  ­inappropriate adult expectations ­child’s lack of skills, and communication, emotional, and social regulation ­lack of understanding (child doesn’t understand why behavior isn’t appropriate) ­misleading from models or inappropriate reinforcement  ­unmet emotional needs ­serious emotional or physical problems


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