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EDU 146 Chapter 1 Why Guidance Matters

EDU 146 Chapter 1 Why Guidance Matters. Family Structures. Various arrangements of people living together with children Dual-earner couples couples where both partners are gainfully employed Single parents mothers, fathers, grandparents, or guardians rearing children alone.

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EDU 146 Chapter 1 Why Guidance Matters

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  1. EDU 146 Chapter 1 Why Guidance Matters

  2. Family Structures • Various arrangements of people living together with children • Dual-earner couples • couples where both partners are gainfully employed • Single parents • mothers, fathers, grandparents, or guardians rearing children alone

  3. Typical Causes of Stress for Families with Children • Time crunch • Financial pressures • Lack of adequate sleep • Juggling needs of job and family

  4. Families Need Child Care • Working parents frequently have difficulty finding child care that is • developmentally appropriate • affordable • accessible • available • Most difficult to find and afford is quality child care for infants and toddlers

  5. Early Childhood Programs • Proprietary program • privately owned for-profit business • Faith-based program • owned and run by a religious group • Publicly funded program • funded by grants, donations, and/or government funds

  6. Sadly, Quality Child Care Is Not Available to All Families • According to a Philadelphia study, only 2 out of 10 centers are able to provide quality care; the rest range from poor to mediocre • Poor children are less likely to participate in quality care programs

  7. Child Care is Costly for Low-Income Families • The average percent of family income spent on child care is 7.5% • Families with annual incomes of $18,000 or less, however, tend to spend an average of 22.8% of their income on child care • Although families with incomes of $54,000 or more tend to spend an average of 3.9%

  8. Child Care Financial Assistance Is Hard to Get • In most states, families with annual incomes of $25,000 do not qualify for assistance with child care expenses • Funding for child care has declined in recent years. Federal child care funding dropped from $4.817 billion in 2002 to $4.800 billion in 2005 • During that time, TANF funding for child care decreased from $3.96 billion in 2000 to $3.28 billion in 2004

  9. Who Benefits from Quality Child Care? • There is growing recognition that investing efforts and resources to better the lives of children is not only humane but also very cost-effective • Head Start research has shown long-term savings in tax dollars

  10. Fostering Positive Guidance • Responding to children’s needs • Showing affection • Assuring children that they are valued

  11. Internal Control • Strategies for child guidance should not rely only on methods for external control, • but rather must interact with and extend the development of naturally unfolding internal mechanisms and motivations for self-control

  12. The Adult • Adults should seek not to gain control over children but rather to guide them effectively, • while setting for them an immediate and tangible example of appropriate coping and assertive negotiation

  13. The Authoritarian Style This is the “sledgehammer” approach: • “Do it because I said so.” • “I don’t want to hear any more about it.” • “Do as you’re told!”

  14. The Permissive Style This is the “doormat” approach: • “Gee, I hope you don’t fall off that fence.” • “I’d rather pick up your clothes than listen to whining.” • “Here, darling, have more chocolates—unless you prefer ice cream.”

  15. The Authoritative Style This is the “guide” approach: • “April, please stop.” • “When you shake the hamster cage, Fluffy feels frightened and his water spills.” • “Would you like to get fresh water for Fluffy so that you can make him feel better?”

  16. Objective versus Goal • Objective • immediate intention or purpose • Goal • overarching aim or aspiration

  17. The Short-Term Objective • Children will be helped to follow the same basic rules for decent and responsible behavior that are applicable to all persons living in a democracy • Behavior must not infringe on the rights of others • Behavior must not present a clear risk of harm to oneself or others • Behavior must not unreasonably damage the environment, animals, objects, or materials in the environment

  18. Long-Term Goal • Our most critical long-term goal is to assist children in their journey to responsible adulthood by nurturing their mastery of self-control

  19. Rules for Responsible Human Behavior • Treat others the way you want to be treated • Take only reasonable risks • Take care of the environment (immediate surroundings as well our earth)

  20. Focus on Basic Ground Rules • Be safe • Stop behavior if it presents a clear risk of harm to oneself or others • Be respectful (Be Kind) • Stop behavior if it infringes on the rights of others • Be responsible (Be Neat) • Stop behavior if it will unnecessarily damage the environment

  21. Golden Rule of Awareness • "What I want for myself, I must also want for you, and what I want from you, I must be willing to give.” • Clare Cherry - Author of Please Don’t Sit on the Kids: Alternatives to Punitive Discipline

  22. Rights • Human rights • basic liberties and privileges due all human beings • Children have a right to… • be protected from injury • avoid unnecessary discomfort • protect their possessions • be treated fairly

  23. The Spoiled Child,Myth or Reality? • Spoiling is the process of overprotecting and overindulging children • Spoiling should never be a consideration when caring for infants • The issue is personal responsibility, individual accountability, and answerability

  24. The Environment is… • All of the people and things that come in contact with the child • Critically important to children’s growth and development • Needs to be developmentally appropriate • Should have activities matched to the natural stages of children’s growth and development

  25. Role Models • An appropriate role model teaches children positive behavior by serving as an example • Children learn social skills by imitating others’ • communication styles • attitudes • responses to stress

  26. Positive Role Models… • Treat everyone with dignity and respect • Rely on communication, persistence and patience • Respond assertively to misbehavior—firmly and gently • Use problem-solving to identify cause of misbehavior • Plan and prepare activities, materials, and routines • Give unconditional affection and affirmation

  27. Learning • Children learn best in settings that • are relaxed • encourage play • invite exploration • are relevant to their interests and abilities

  28. Early Development • Is supported through • Safe but interesting environment • Opportunities for exploration • Freedom within reasonable limits • Activities that encourage movement • Experiences that stimulate the senses

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