INTRODUCTION TO EARLY CHILDHOOD EDUCATION GUIDANCE AND COLLABORATIVE RELATIONSHIPS

1. ET-ECE-10: Identify techniques for positive collaborative relationships with children. INTRODUCTION TO EARLY CHILDHOOD EDUCATIONGUIDANCE AND COLLABORATIVE RELATIONSHIPS

2. Dealing with Disruptive Students In a Negative Manner • http://player.discoveryeducation.com/index.cfm?guidAssetId=06437FD2-8FE9-4D23-B6C1-AE18B69602D4&blnFromSearch=1&productcode=US

3. Dealing with Disruptive Students In a Positive Manner • http://player.discoveryeducation.com/index.cfm?guidAssetId=5011732E-A963-49D3-9D1D-332E2F8625A9&blnFromSearch=1&productcode=US

4. STANDARDET-ECE-10: Identify techniques for positive collaborative relationships with children. I Can Statements • Explain the components of effective communication with children. • Describe guidance approaches. • Determine developmentally appropriate practices that promote self-discipline. • Distinguish guidance strategies that promote positive behavior in children. • Determine the impact of physical punishment, threats and other negative guidance on children. • Analyze the impact of supervision on children’s learning. • Discuss principles for working with children displaying negative behavior. Essential Questions • What are some philosophies of guidance and how do you select one that works well for you and the children in your care? • What techniques or guidance are available and how/when should these be used? • How do you differentiate between behaviors that fall within the range of “normal” and ones that are so problematic that you should seek help? • What factors affect children’s behavior? • How can you help children deal with and learn alternative behaviors such as aggression, biting, and shyness? • What behaviors do we expect of young children?

5. STANDARDS ET-ECE-10: Identify techniques for positive collaborative relationships with children. • 10.1 Explain the components of effective communication with children. • 10.2 Examine guidance approaches that include modeling, behavior modification, and cognitive and psychoanalytic approaches. • 10.3 Determine developmentally appropriate practices that promote self-discipline. • 10.4 Distinguish guidance strategies, including direct and indirect, that promote positive behavior in children. • 10.5 Determine the impact of physical punishment, threats and other negative guidance on children. • 10.6 Examine the impact of supervision on children’s learning. • 10.7 Discuss principles for working with children displaying negative behavior.

6. ACADEMIC STANDARDS: • ELA11W1. The student produces writing that establishes an appropriate organizational structure, sets a context and engages the reader, maintains a coherent focus throughout, and signals a satisfying closure. • ELA11LSV1. The student participates in student-to-teacher, student-to-student, and group verbal interactions. • NFACS4.5. Demonstrate techniques for positive collaborative relationships with children.

7. UNDERSTANDINGS & GOALS Enduring Understandings: • Pro-social behaviors have to be nurtured in an atmosphere of acceptance. • According to Dreikurs, all children’s misbehaviors stem from one of four underlying goals: attention, power, revenge, and inadequacy. • In humanistic psychology, the basic, underlying tenet is mutual respect and acceptance between adult and child. • Behavior management is based on the notion that children’s behavior can be changed by changing the environment. • An eclectic approach to guidance allows teachers to select those features of various approaches that work best for them. • The long-range goal is for children to learn constructive ways of solving problems. Essential Questions: • What are some philosophies of guidance and how do you select one that works well for you and the children in your care? • What techniques or guidance are available and how and when should these be used? • How do you differentiate between behaviors that fall within the range of “normal” and ones that are so problematic that you should seek help? • What factors affect children’s behavior? • How can you help children deal with and learn alternative behaviors such as aggression, biting, and shyness? • What behaviors do we expect of young children?

8. OPENING- BELL RINGER REMINDERS *Please ensure that Standard 13 notes are complete. OPEN NOTES TEST ON TOMORROW!! *All Cultural Diversity Posters, along with a sample craft, should be complete at this point. *All missing assignments must be completed by Friday, May 9th. There will be a 5 point deduction for each day that late assignments are not turned in. WORK HARD TO COMPLETE TODAY’S TASKS- LESS TALKING AND MORE FOCUS!!!! EOCT AROUND THE CORNER…. STUDY HARD!! MISSING ASSIGNMENTS *Field Experience (will be made up through ECE Field Experience Make-up assignment in Edmodo) *Observation Journals *Sourcebook Organized *Cultural Diversity Poster

9. OPENING/ WORK PERIOD Make-Up Day Housekeeping -Complete missing assignments *Observation Journals ( Field Experience/Job Shadow) *Performance Tasks *Notes (Sourcebook) -Ensure that notes are complete for Standards 9a (Curriculum & Instruction) , 10 (Guidance) , & 13 (Cultural Diversity) -Ensure that Sourcebook is organized. Sourcebooks will be checked by May 16th !! (TEST GRADE!!) -One Child Observation Study due by May 16th (See Edmodo for details on how tosubmit this assignment) FINAL EXAM TODAY!! • Please ensure that your sourcebook is organized properly: • Cover Page • Name • Period • 2013-2014 • Early Childhood Education • Table of Contents • (2 pages- front only) • Section 1- Bell Ringers • Section 2- Notes • Section 3- Observation Journal Important!! • Pay close attention to the completion of the following: • Long Term One Child Study (Performance Task & Test Grade!!) • Job Shadow (Journal, Packet, Cultural Diversity Lesson Plan) • Missing Observation Journals

10. OPENING- BELL RINGER Permission Slips Due TODAY For General Preparation and Study of the Play •Ghetto • Detroit •Siamese twins • Pediatric Neurosurgery • Neurosurgeon • Neurology • Boston • Johns Hopkins Hospital • Paralysis • Seizure • Resident • Internship • Radiology • Premed • Hemispherectomy • Brain Tumor • Brain damage • Mental Retardation • Inoperable • Referrals • Plasticity • Cyst • Australia •Yale University • University of Michigan EOCT AROUND THE CORNER…. STUDY HARD!! MISSING ASSIGNMENTS

11. Define the following terms: GUIDANCE VERBAL ENVIRONMENT CONSEQUENCE TIME-OUT I-MESSAGE PROMPTING REDIRECTING MODELING ACTIVE LISTENING OVERSTIMULATED FRUSTRATION STRESS FLEXIBLE LIMITS ROUTINES TRANSITIONS AUDITORY SIGNALS What are the four reasons for misbehavior? What are the four goals of guidance? What are the six types of guidance techniques? Identify five ways to build self-discipline. Identify the seven means of giving positive guidance. Name five techniques for effective guidance. Identify the six causes of behavioral problems. Name five stressors that lead to behavior problems. Sourcebook NotesET-ECE-10: Identify techniques for positive collaborative relationships with children. Copy the vocabulary terms from slide #6 in the Standard 9a- Curriculum and Instruction

12. GUIDANCE AND COLLABORATIVE RELATIONSHIPSECE TERMINOLOGY EDU-IECE-5. Students will demonstrate techniques for positive collaborative relationships with children. • GUIDANCE • VERBAL ENVIRONMENT • CONSEQUENCE • TIME-OUT • I-MESSAGE • PROMPTING • REDIRECTING • MODELING • ACTIVE LISTENING • OVERSTIMULATED • FRUSTRATION • STRESS • FLEXIBLE LIMITS • ROUTINES • TRANSITIONS • AUDITORY SIGNALS

13. GUIDANCE AND COLLABORATIVE RELATIONSHIPSECE TERMINOLOGY • GUIDANCE- Consists of direct and indirect actions used by an adult to help children develop appropriate behavior patterns. • VERBAL ENVIRONMENT- All the communication that occurs within the setting • CONSEQUENCE- A result that follows an action or behavior • TIME-OUT- A guidance technique that involves moving a child away from others for a short period of time. • I-MESSAGE-Tells the child how you feel about his or her behavior in a respectful manner. • PROMPTING-Making a verbal or nonverbal suggestion that requires a response. • REDIRECTING-divert, or turn, the child’s attention in a different direction. • MODELING-Verbal or nonverbal actions by one person, setting an example for others. • ACTIVE LISTENING- You first listen to what the child is saying to you and then respond by repeating what was just said. • OVERSTIMULATED-Overexcited by many things • FRUSTRATION-Feelings of defeat or discouragement causing tension • STRESS-The body’s reaction to physical or emotional factors, often taking the form of tension • FLEXIBLE LIMITS- Limits that can be adapted to the needs of an individual or a a situation • ROUTINES-Everyday experiences • TRANSITIONS- Changing from one activity to another and/or moving from one place to another • AUDITORY SIGNALS- Informing children of a change through the use of sound

14. OpeningChoose one of the following situations:Read the three situations below and choose the problem that holds the most interest for you. Situation AEleven-year old Claire writes remarkably well for her age. Her work shows a creativity and maturity of thought uncommon in elementary school. However, she is failing writing because she rarely turns in homework assignments and occasionally fails to complete classroom work. The work that she does complete is often riddled with spelling and punctuation errors and her handwriting is atrocious. You have talked with Claire and with her parents on several occasions. She claims that she simply forgets to finish her work. Situation BTen-year-old Kelly is an average student who seems to enjoy school and the social community of the classroom. Unfortunately, she enjoys the company of the other students so thoroughly that she can’t stop talking to her neighbors, or even to the kids across the room. Her frequent disruptions are beginning to wear on you and to annoy many of the class members. Kelly is almost always good-natured and always agrees to try harder when you remind her to be quiet, but the problem only seems to be getting worse. • Situation CEight-year-old Dustin is reading well below grade level. He attends resource, but he doesn’t seem to be progressing. Dustin shies away from any classroom activity that involves reading—he looks terrified whenever you ask for a volunteer. You can see that he is beginning to retreat into himself. He doesn’t interact much with the other children and he tries to melt into the background when you are calling on students.

15. Skinner's Operant Conditioning His theory: Behaviorist- a theory of learning based upon the idea that all behaviors are acquired through conditioning. • Classical conditioning is a technique used in behavioral training in which a naturally occurring stimulus is paired with a response. Next, a previously neutral stimulus is paired with the naturally occurring stimulus. Eventually, the previously neutral stimulus comes to evoke the response without the presence of the naturally occurring stimulus. The two elements are then known as the conditioned stimulus and the conditioned response. • Operant conditioning Operant conditioning (sometimes referred to as instrumental conditioning) is a method of learning that occurs through rewards and punishments for behavior. Through operant conditioning, an association is made between a behavior and a consequence for that behavior. Imagine a rat in a cage. This is a special cage (called, in fact, a “Skinner box”) that has a bar or pedal on one wall that, when pressed, causes a little mechanism to release a foot pellet into the cage.  The rat is bouncing around the cage, doing whatever it is rats do, when he accidentally presses the bar and -- hey, presto! -- a food pellet falls into the cage! The operant is the behavior just prior to the reinforcer, which is the food pellet, of course.  In no time at all, the rat is furiously peddling away at the bar, hoarding his pile of pellets in the corner of the cage. A behavior followed by a reinforcing stimulus results in an increased probability of that behavior occurring in the future. What if you don’t give the rat any more pellets?  Apparently, he’s no fool, and after a few futile attempts, he stops his bar-pressing behavior.  This is called extinction of the operant behavior.

16. Create at least one solution for your problem: • The real solution to any problem is likely to be as complex and interesting as the people involved. We do not mean to suggest that any one principle of educational psychology will provide an easy and definitive solution. However, for the purposes of this exercise, try to come of with at least one concrete idea, based on the principles of operant conditioning, that you can implement in an effort to solve your particular problem. • Be introspective, creative, and realistic. Consider the possible strengths and weaknesses of your solution. Discuss the implications of the solution that you have chosen and how it will potentially effect the student, the other students in the classroom and your own teaching. Discuss why you think you have chosen a sound solution and offer any insights you might have gathered from other teachers who have encountered similar situations. Be sure to include information about the theory on which you are basing your solution.

17. WHY DO CHILDREN MISBEHAVE? • A misbehaving child is a discouraged child. Why?

18. MISBEHAVIOR: • Is based on a child’s mistaken interpretation of how to find BELONGING & SIGNIFICANCE!

19. 4 GOALS OF MISTAKEN BEHAVIOR: 1. Attention 2. Power 3. Revenge 4. Give-up

20. Reasons 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.

21. Reasons for Misbehavior • 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.

22. Goals of Guidance • To maintain children’s self-esteem and produce a desired change in behavior • To produce self-regulation and self-control • Teach them to direct their own behavior without outside control • To promote prosocial behaviors among children • Accepting and respecting others’ feelings • Verbally and physically comforting others • Expressing strong emotions in acceptable ways • Helping others • Cooperating with others in play and cleanup time • Sharing toys and materials • Sharing affection • Showing concern

23. Explain the components of effective communication with children. EFFECTIVE COMMUNICATION WITH CHILDREN

24. Direct Guidance & Communication Principles Use simple language Speak in a relaxed voice Be positive Offer choices with care Encourage independence and cooperation Be firm Be consistent Provide time for change Consider feelings Intervene when necessary

25. Teachers Discuss Attitude, Power, and Respect • http://player.discoveryeducation.com/index.cfm?guidAssetId=A59E7A23-4DB2-4BD5-B317-A0DE365DEFC4&blnFromSearch=1&productcode=US

26. Examine guidance approaches that include modeling, behavior modification, and cognitive and psychoanalytic approaches. GUIDANCE APPROACHES

27. Types of Guidance Techniques

28. 1. Natural and Logical Consequences • To make the punishment fit the crime. • Natural Consequences: occur without interference, child can see the result of their choices • Logical Consequences: should be relevant to the misbehavior • Example: if Sally spills the paint, she must clean up the mess that is made • Cannot be used if the consequence will cause harm to self, others or property, or too far in the future. • Short in duration, not imposed in anger, provide opportunities for children to learn from their behavior

29. 2. Positive Statements • Clearly states what is expected, then help them get started • When guiding children, phrase all requests in a positive manner • Talk to children at their eye level when giving directions • Example: say, “Let’s walk to the blocks,” rather than, “Don’t run to the blocks”

30. 3. Redirection • Children up to two years old can be easily distracted • 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

31. 4. Reverse Attention • When a child’s behavior is inappropriate, focus on a child who is displaying the appropriate behavior and make a positive comment • Ignoring the negative, reinforcing the positive • If the first child changes his behavior, he should be immediately reinforced with a positive statement.

32. 5. 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?”

33. Use a place where there are no distractions or positive reinforcers 6. 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.

34. MODELINGPeople can learn by observing the behavior is of others and the outcomes of those behaviors. How the environment reinforces and punishes modeling: People are often reinforced for modeling the behavior of others. Bandura suggested that the environmentalso reinforces modeling. This is in several possible ways: • 1, The observer is reinforced by the model. For example a student who changes dress to fit in with a certain group of students has a strong likelihood of being accepted and thus reinforced by that group. • 2. The observer is reinforced by a third person. The observer might be modeling the actions of someone else, for example, an outstanding class leader or student. The teacher notices this and compliments and praises the observer for modeling such behavior thus reinforcing that behavior. • 3. The imitated behavior itself leads to reinforcing consequences. Many behaviors that we learn from others produce satisfying or reinforcing results. For example, a student in my multimedia class could observe how the extra work a classmate does is fun. This student in turn would do the same extra work and also receive enjoyment. • 4. Consequences of the model’s behavior affect the observers behavior vicariously. This is known as vicarious reinforcement. This is where in the model is reinforced for a response and then the observer shows an increase in that same response. Bandura illustrated this by having students watch a film of a model hitting a inflated clown doll. One group of children saw the model being praised for such action. Without being reinforced, the group of children began to also hit the doll .

35. BEHAVIOR MODIFICATION • Behavior modification is based on the principles of operant conditioning, which were developed by American behaviorist B. F. Skinner (1904-1990). Skinner formulated the concept of operant conditioning, through which behavior could be shaped by reinforcement or lack of it. • In behavior modification, extinction eliminates the incentive for unwanted behavior by withholding the expected response. A widespread parenting technique based on extinction is the time-out, in which a child is separated from the group when he or she misbehaves. This technique removes the expected reward of parental attention.

36. COGNITIVE AND PSYCHOANALYTIC APPROACHES • Cognitive-a learning theory of psychology that attempts to explain human behavior by understanding the thought processes. The assumption is that humans are logical beings that make the choices that make the most sense to them. • Pschoanalytic-The Conscious and Unconscious Mind • The Structure of the Mind According to Freud • The conscious mind includes everything that we are aware of. This is the aspect of our mental processing that we can think and talk about rationally. A part of this includes our memory, which is not always part of consciousness but can be retrieved easily at any time and brought into our awareness. Freud called this ordinary memory the preconscious. • The unconscious mind is a reservoir of feelings, thoughts, urges, and memories that outside of our conscious awareness. Most of the contents of the unconscious are unacceptable or unpleasant, such as feelings of pain, anxiety, or conflict. According to Freud, the unconscious continues to influence our behavior and experience, even though we are unaware of these underlying influences.

37. Determine developmentally appropriate practices that promote self-discipline. SELF-DISCIPLINE

38. Developing Self-Discipline • http://player.discoveryeducation.com/index.cfm?guidAssetId=49F1E57C-EA2B-4B1F-8457-6B483995B09A&blnFromSearch=1&productcode=US

39. BUILDING SELF-DISCIPLINE Classroom Management Strategies • ! Increase positive interactions • ! Teacher organizes the daily schedule to reflect consistency and variety that are clearly focused and relevant to students. • ! Teacher establishes smooth, efficient classroom routines and procedures. • ! Teachers interact with all students in a positive, caring manner. • ! Teachers provide incentives/recognition/rewards to promote excellence. • ! Teachers set clear expectations/standards for classroom behavior and apply them fairly and consistently. • ! Teacher engages students in helping solve classroom problems. • ! Teacher moves around room for increased proximity to students. • ! Teacher visually scans the room for opportunities to acknowledge responsible behavior. • ! Teacher makes eye contact with students and smiles. • ! Teacher acknowledges responsible behavior verbally or with tangible rewards • ! Teacher establishes a positive attitude about the potential for success for every student. • ! Teacher models and reinforces the expected behaviors. • ! Teacher provides opportunities for positive practice of expected behaviors.

40. BUILDING SELF-DISCIPLINEClassroom Level Interventions • ! Teacher places hand on student’s shoulder to remind and show support. • ! Teacher gives a verbal reminder to redirect behavior. • ! Teacher corrects behavior errors in a manner that provides instruction. • ! Teacher makes accommodations in areas of classroom to increase the student’s chance of success. • ! Teacher develops lessons to help students manage situations that cause difficulties.. • ! Student is given quiet time to think about behavior. • ! Student and teacher discuss better choices. • ! Student is given time-out in the room. • ! Teacher and student develop a signal to help the student realize when he/she is engaging in inappropriate behavior. • ! Teacher uses a pre-correction to help a student avoid an inappropriate behavior when there seems to be a good chance of the inappropriate behavior occurring based on prior history. • ! Teacher Ignores behavior to deprive student of desired attention. • ! Teacher contacts parent. • ! Teacher consistently praises expected behavior and/or gives consequences for inappropriate behavior ( • ! Teacher follows through on problem behavior with predetermined consequences. • ! Teacher changes student’s seat in the room or physical arrangement of the room to enable teacher to respond consistently to minor misbehavior, to prevent misbehavior from escalating, and to engage more frequently in positive interactions with students. • ! Have student fill out a Behavior Improvement Form.

41. Distinguish guidance strategies, including direct and indirect, that promote positive behavior in children. GUIDANCE STRATEGIES

42. Positive Guidance • Consistency is the key to guidance • Self-discipline: ability to direct one’s own behavior • Attention is a powerful reinforcer to guide children: they often misbehave for attention • Children may rebel when parents punish rather than discipline • Respond to aggressive behavior in non-aggressive ways • Example: is a very effective way to teach children desired behavior • Discipline: guidance which helps the child learn self-control

43. Techniques for Effective Guidance Positive Verbal Environment Positive Reinforcement Using Consequences Warning Time-Out I-Messages (behavior, feelings about, effects) Effective Praise Suggesting Prompting Persuading Redirecting Modeling Listening Ignoring Encouraging

44. Determine the impact of negative guidance such as physical punishment and threats on children. IMPACT OF NEGATIVE GUIDANCE

45. IMPACT OF NEGATIVE GUIDANCE Social Behavior • Corporal punishment is associated with children’s aggression and other antisocial behavior (towards peers, siblings and adults). Cognitive Effects • Social relationships such as early attachment to caregivers, friendships and collaborative learning between peers, and relationships between children and teachers, directly and indirectly influence children’s learning and motivation to learn. Quality of Parent–Child Relationships • Children’s secure attachment is fostered by warm, positive parent–child interactions and negatively associated with harshly punitive interactions. Mental Health • Mental health problems are associated with physical punishment due to their being an outcome of the suppression of childhood anger associated with being hit by adults who children depend on for love and nurturance. Moral Internalization • The major long-term goal of family discipline is to help children internalize the values and attitudes of society to guide their own behavior. Many adults want children to internalize such values, and they do not realize that the excessive use of power-assertive discipline in the absence of induction or explanation may have the opposite effect from what they wish to achieve.

46. Examine the impact of supervision on children’s learning. IMPACT OF SUPERVISION

47. OBSERVATION In your assigned class, observe adults dealing with children’s behavior. Make notes on the situations, the responses, and the outcomes. Analyze what you observed. Describe in writing two positive situations observed. What made them positive? Describe two negative situations. Recommend a positive approach that would have been more effective.

48. PURPOSE OF SUPERVISION • Actualize the student's learning to develop specific skills/competencies • Continually assess the student's progress toward their educational goals • Intervene in situations which are detrimental to the student's learning, e.g. harassment • Facilitate the student's learning • Assist the student in gaining critical thinking skills

49. Apply principles for working with children displaying negative behavior. PRINCIPLES FOR NEGATIVE BEHAVIOR

50. Causes of Behavioral Problems Family Stressors That Lead to BehaviorProblems Guidance Challenges Overstimulation Breaks in Routines Noise Waiting Time Frustration Physical Problems Birth or adoption of sibling Marriage, separation or divorce of parents Custody, visitation, or support issues Marriage of a parent Parent entering the workforce Family member moving in or out Death Moving (Self or Friend) Loss of employment Financial or legal problems Substance abuse or addiction Exposure to violence Incarceration of family member Becoming homeless Arguing, fighting, or violence among family members Abuse or neglect of self or family member