CH. 5 Sharing Views pf Initiative with Families

CH. 5Sharing Views pf Initiative with Families CD 11 Fall 2014 D. Gallegos, Child Development Instructor

Developmental Conflicts • http://youtu.be/o0TGczdbiV4 • Below are Erickson’s stages

Autonomy vs. Shame & Doubt(Will) • The second psychosocial crisis • The “well – parented” child emerges from this stage sure of him/herself • elated with his/her new found control • proud rather than ashamed. • It includes stormy self – will, tantrums, stubbornness, and negativism. • For example, one sees may 2 year olds resolutely folding their arms to prevent their mothers from holding their hands as they cross the street. Also, the sound of “NO” rings through the house or the grocery store. • http://youtu.be/a1euSA6WA5k

Initiative vs. Guilt(Purpose) • The third psychosocial crisis occurs during the “play age” • imagine, to broaden his/her skills through active play of all sorts, including fantasy • cooperate with others • to lead as well as to follow. • For example: Immobilized by guilt, he/she is: (1) fearful (2) hangs on the fringes of groups (3) continues to depend unduly on adults and (4) is restricted both in the development of play skills and in imagination. • http://youtu.be/TfNc3GiwsOw

Imagination and Fantasy • During Initiative vs. Guilt stage is when preschoolers engage in pretend play • Value of play is highly encouraged throughout our lifetime but mostly during the age of 3-6. • Exploration of fears and anger are displayed at playtime. • Play provides cognitive development that t.v. or toys can address. • Cognitive Dev. Is linked with physical and social interactions. • Through play children work at problem solving which involves mental, physical, and social skills. • http://youtu.be/uwHWpbYZdgc

Industry vs. Inferiority(Competence) • Here the child learns to master the more formal skills of life: • (1) relating with peers according to rules • (2) progressing from free play to play that may be elaborately structured by rules and may demand formal teamwork, such as baseball and • (3) Homework is a necessity, and the need for self-discipline increases yearly. • For Example: The child who, because of his/her successive and successful resolutions of earlier psychosocial crisis, is trusting, autonomous, and full of initiative will learn easily enough to be industrious. However, the mistrusting child will doubt the future. The shame – and guilt-filled child will experience defeat and inferiority. • http://youtu.be/G8_RpyfyNs4

Environmental Influences • http://youtu.be/IcZVGjG6LWM • The environment reflects whether the adults in charge of it regard developing a sense of initiative to be of value. • Cultural differences • Not all adults see giving children choices as valuable.

Group Activities • Table 1 & 2: A parent places a 3 year old in a play pen to play in there where all their toys are in there. Is this parent giving the child an opportunity for initiative? Why or why not? Give examples • Table 3 & 4: A preschool teacher the classroom rules displayed but the students continue to play inside the classroom when it is time to work? What should the teacher do?

Group Activities • Table 5 ,6 & 7: You are at Chuck e Cheese and you see a child who is about 6 years old and is sitting at the booth where the child was only looking at the children playing in the game area. The child would look at his/her parents but would look down. What do you think is occurring here?

Special Considerations • When a child is in a wheelchair or has arm braces, then accommodations are necessary • Restructuring the environment is vital to help facilitate every child’s ability to explore. • A shy child will not tell you their issues but it is crucial to get the families input to help the child’s transition in the classroom.

Aggression • http://youtu.be/iSq2sI5SMws • Causes of Aggression • Learned Aggression • learned from watching others get what they want through aggressive means. • They may see this on t.v., home, or neighborhood. • SOLUTION: Don’t turn to punishment: by hurting them physically or emotionally • Study has shown that children are likely to store up frustration from being punished and vent later, using violence that was used on them. • POWER issues are never solved by being overpowered, which is the message behind punishment.

Aggression • Aggression as the result of bottled-up feelings • Some children react to tension with aggression. • Any little frustration can cause the top to blow off the bottle. When tension is behind the aggression, it is best to work on the source of the tension. • SOLUTION-Reduce frustration by providing outlets. • Vigorous physical activities • Aggressive activities-digging, punching, hammering, etc. • Soothing sensory activities • Art or music

Aggression • Physical influences on aggression • Observations on a child’s behavior • Diet • Environment-physical environment: crowd, temperature, pollution, & weather • Extreme defensiveness • Imagine danger everywhere and are on defensive mode • SOLUTION: outside help (social worker, therapist, etc.)

Problem-Solving Skills • Solving problems physically are signs of concern. • 4 weaknesses in problem-solving skills are exhibited by teenage offenders: • 1. They make assumptions and neglect to get further info. • 2. No benefit of the doubt/”everyone is out to get them” • 3. Narrow vision of alternative solutions and rely mainly on violence. • 4. They fail to consider consequences when they lash out.

Problem-Solving Skills • Adults can help children develop problem-solving skills. • Help clarify solutions • Consider consequences • Explore alternatives to aggression. • Cannot be critical or judgmental • 4 qualities in conflict situation • 1. Firmness should come through “I won’t let you grab or hurt” • 2. Empathy “I know you want that toy” • 3. Problem-solving attitude rather than a power play “He might give it to you if you ask him” • 4. Persistence is critical “well, asking didn’t work. I wonder what else you could try”

Problem-Solving Skills • Teaching alone won’t eliminate violence. • Outside enviromental influences: home, streets, tv, video games, modeling, &/or victim of abuse. • http://youtu.be/81d0lmW1h58 6:30min mark • Early experiences set up patterns of response that can last a lifetime.

Empowering the Preschool-age Child • Trying to overpower children often leads straight to power struggles, which are the antithesis of empowering children. • Children want guidance and protection from adults. • Dramatic play is a feeling of power • Misbehaving and making adults angry is a power play for children.

Empowering the Preschool-age Child • Ways adults can empower children • 1. Teach children effective language and how to use it. • 2. Give children the support they need while they are coming to feel their personal power. • 3. Teach them problem-solving skills • Help children tune in on their uniqueness and appreciate their differences. • We can Empower children and help them experience a sense of their own power. WE can empower families as well. • http://youtu.be/81d0lmW1h58 10:30min mark

CH. 5 Sharing Views pf Initiative with Families