Concept #1 Personal Messages
I believe this to the most important concept I've learned in my Early Childhood Education courses. I understand the four parts to the personal message and I've practiced using them during my fieldwork. The 4 "R's" for personal messages are are REFLECTION: give a reflection of the behavior you see. REACTION: attach an emotion. REASON: give a reason that relates to the child (not to others because preschool age children are so egocentric that they actually can't empathize). RULE: Remind the child of the rule.
Concept #2 Conflict/Resolution
This is a process that I know I will use often with young children. Step 1: act as the mediator separating the children. Step 2: Have the children take turns explaining when they think happened. Step 3: Sum up the problem and let the children know they are responsible for the problem and coming up with the solution. Step 4: Let the children come up with possible solutions. Step 5: Help the children agree on one solution Step 6: Praise the children for coming up with a solution. Step 7: Help the children carry out the terms of the agreement. I have trying to practice this in my fieldwork but so far I have not made it all the way to step 7. The children usually just start doing something else and the conflict is resolved so I just let it be.
Concept #3 Consequences
I really like the chapter about consequences. Knowing the different types of consequences will help me to be an effective teacher and mother. I have learned that the first consequence that should be used is a positive consequence when a child is doing something good. Here is the order of consequences that should be used when a child is misbehaving; Natural Consequence: this happen with out intervention. Logical Consequence: there are 3 categories: Rehearsal: children practice desired behavior. Restitution: child makes amends for the misbehavior. Temporary Loss of Privilege: Child looses the privilege he/she has abused. Unrelated Consequence: a consequence manufactured by the adult in response to the child's misbehavior.
Concept #4 Self-Discipline
As we learned about the levels of self-discipline it helped me make the connection to everything else we've been learning about. Everything we do with children should help them get to the Internalization level of self-discipline. The first level is Amoral: no sense of right and wrong. the second level is Adherence: responds to rewards and punishments, needs physical and verbal assistance. the third stage is Identification: adopts behavior codes of admired others the fourth and final stage of self-discipline is Internalization; the level we hope all children will achieve.
Concept #5 The Intervention Continuum
This is such a great tool in helping children achieve Internalization. It allows a child so many opportunities to correct their behavior with out intervention from the adult.
I have learned so much from this class that is will help me be a good teacher and mother. Thanks for being a great teacher with a genuine desire to help us learn the important skills and concepts.
Thursday, April 7, 2011
Sunday, April 3, 2011
Reflection #4
Chapter 11
This is one my favorite chapters. I learned so much from the section on consequences. The most important concepts from this chapter to me are; Positive consequences, Natural consequences, Logical consequences, Unrelated Consequences, and of course the personal message and follow through. I also really like the Intervention Continuum. Good stuff :)
Chapter 12
I enjoyed learning about the different types of aggression and I was so surprised when I the TV assignment and watched a few kids TV shows how much aggression there was! It's so important to know the different types of aggression which are accidental, expressive, instrumental and hostile. I realize how important it is to reinforce positive behavior and never give in to aggression.
Chapter 13
Promoting pro social behavior is so important in your classroom. I liked reading about ways to provide opportunities for children to recognize when someone has a need and to be pro social. It's important to reward children when you notice them acting in a pro social way because that is one of the most effective ways to get all the children to be pro social. They all want to be praised and rewarded.
This is one my favorite chapters. I learned so much from the section on consequences. The most important concepts from this chapter to me are; Positive consequences, Natural consequences, Logical consequences, Unrelated Consequences, and of course the personal message and follow through. I also really like the Intervention Continuum. Good stuff :)
Chapter 12
I enjoyed learning about the different types of aggression and I was so surprised when I the TV assignment and watched a few kids TV shows how much aggression there was! It's so important to know the different types of aggression which are accidental, expressive, instrumental and hostile. I realize how important it is to reinforce positive behavior and never give in to aggression.
Chapter 13
Promoting pro social behavior is so important in your classroom. I liked reading about ways to provide opportunities for children to recognize when someone has a need and to be pro social. It's important to reward children when you notice them acting in a pro social way because that is one of the most effective ways to get all the children to be pro social. They all want to be praised and rewarded.
Tuesday, February 22, 2011
Reflection #3
Chapter 8
1. It's important to know what a friend is in the eyes of the children. For Children 3 to 4 years of age think a friend is someone anyone who is engaged in the same activity at a given time. Adults are obviously not so generous with the word friend. The concept of what a friend is changes as we grow older.
2. Understanding why friend are important will help me as a teacher and in my field. Through peer relationships, children are able to develop a greater understanding of self and others, establish a sense of social identity, and where they fit in the social structure.
3. The concept of modeling is so great because you can teach virtually anything by modeling the appropriate behavior. A teacher can model different techniques to maintain positive relationships like expressing interest, cooperating, expressing acceptance, expressing affection, expressing empathy and offering assistance and helpful suggestions. Children learn so much by simply observing. We should use that to our advantage by always being a model of appropriate behavior.
Chapter 9.
1. I really liked the concept of using hard materials versus soft materials. It talks about how hardness is usually associated with efficiency and formality and softness is usually associated with relaxing and comfort. I guess it's important to think about what kind of "time-out" area you want to create and if a hard chair or a bean bag would be more appropriate.
2. I love that the book pointed out that children need materials that work. The classroom should be set up in a way that each child can succeed. If we have materials that don't work we are setting the child up to be disappointed or frustrated. I know for me, I hate using dried up markers and I'm sure children do too.
3. I like the idea of hanging up children projects in the classroom. It helps them feel like they belong there and the classroom is their environment.
Chapter 10
1. The chart on page 338 is really important. It shows the different levels of self-discipline. The first stage is amoral then Adherence, identification, and the highest level we want children to achieve is internalization.
2. Knowing the different parenting styles will be a great advantage when teaching. Parenting styles include: Authoritarian, permissive, uninvolved and authoritative. Authoritative is proven to be the most effective style.
3. Personal messages are so great! I loved leaning about how to formulate a personal message. I can see how they are really effective in adjusting undesirable behavior and reinforcing positive behavior.
1. It's important to know what a friend is in the eyes of the children. For Children 3 to 4 years of age think a friend is someone anyone who is engaged in the same activity at a given time. Adults are obviously not so generous with the word friend. The concept of what a friend is changes as we grow older.
2. Understanding why friend are important will help me as a teacher and in my field. Through peer relationships, children are able to develop a greater understanding of self and others, establish a sense of social identity, and where they fit in the social structure.
3. The concept of modeling is so great because you can teach virtually anything by modeling the appropriate behavior. A teacher can model different techniques to maintain positive relationships like expressing interest, cooperating, expressing acceptance, expressing affection, expressing empathy and offering assistance and helpful suggestions. Children learn so much by simply observing. We should use that to our advantage by always being a model of appropriate behavior.
Chapter 9.
1. I really liked the concept of using hard materials versus soft materials. It talks about how hardness is usually associated with efficiency and formality and softness is usually associated with relaxing and comfort. I guess it's important to think about what kind of "time-out" area you want to create and if a hard chair or a bean bag would be more appropriate.
2. I love that the book pointed out that children need materials that work. The classroom should be set up in a way that each child can succeed. If we have materials that don't work we are setting the child up to be disappointed or frustrated. I know for me, I hate using dried up markers and I'm sure children do too.
3. I like the idea of hanging up children projects in the classroom. It helps them feel like they belong there and the classroom is their environment.
Chapter 10
1. The chart on page 338 is really important. It shows the different levels of self-discipline. The first stage is amoral then Adherence, identification, and the highest level we want children to achieve is internalization.
2. Knowing the different parenting styles will be a great advantage when teaching. Parenting styles include: Authoritarian, permissive, uninvolved and authoritative. Authoritative is proven to be the most effective style.
3. Personal messages are so great! I loved leaning about how to formulate a personal message. I can see how they are really effective in adjusting undesirable behavior and reinforcing positive behavior.
Tuesday, February 1, 2011
Chapters 4,5,6,7
Chapter 4
1. “Behavior Reflections are nonjudgmental statements made to children regarding some aspect of their behavior or person. Behavior reflections are a powerful way to show interest in children and to narrate their world.”
I think behavior reflections can be very advantageous to the children as well as the teacher. In the book, it tells how verbal observations such as behavior reflections increase children’s self-awareness and helps them feel good about themselves because they feel like they were noticed. I am excited to use this in my fieldwork and see how the kids react to it.
2. “Most often we kill conversation by missing children’s cues, correcting grammar, giving facts, offering unsolicited opinions, or suggesting advice when not asked.”
This really stuck out to me because it’s something I often do with children. I correct their grammar and suggest advice when not asked. Just as adults don’t like to be corrected, neither do children. This is something I will try to work in my fieldwork.
________________________________________________________________________________
Chapter 5
1.”Adults also provide feedback to children regarding the appropriateness of the ways they choose to express their emotions. Such feedback is offered through gestures and sounds.”
This chapter has been my favorite so far. I loved learning about the emotional development of children. I thought this section was really important to be aware of in my fieldwork because it’s saying that no matter what emotion a child expresses, it’s important to give some type of feedback. If the emotion the child is expressing is appropriate in the situation, it important to let the child know that by showing the same emotion or with a gesture. If the emotion is inappropriate you can show the child by shaking your head or saying “no”. Children gradually come to know when certain emotions are appropriate and not appropriate.
2. “Sometimes in an effort to protect children from difficult emotional experiences, adults tell untruths.”
It’s so important to tell children the truth. In the book, it gave an example of a little girl getting a shot from the doctor and the adult said, “This won’t hurt a bit.” Of course it hurts but since the adult told her that, she was unable to prepare herself for the shot and the bonds of trust were broken. Since trust is one the fundamental elements of a relations between adults and children, you should never lie to protect them. This is something I will practice in my fieldwork.
______________________________________________________________
Chapter 6
1. “Physical Reactions: Highly stressed children often look stressed. When compared to more relaxed children, they frequently exhibit slumped posture or unnoticeably ridged body carriage. The Child may appear to be “charged up” (one or more body parts in constant motion).”
As a teacher, it’s so important to know the physical reactions in children when they are stressed. Obviously the reactions are different for each child and that’s why you should be extra observant at all times. I’m going to look for these clues during my fieldwork.
2. One the stress reduction skills in the book is “Provide opportunities for vigorous daily exercise.”
Sometimes I forget how important this is, not only for children but adults too. It always makes me feel better when I’m stressed to go running or get some type of exercise. I’m sure it does the same for children. If we make it part of our daily routine to exercise, it will help everyone’s stress level.
__________________________________________________________________
Chapter 7
1. “The amount of play by boys and girls does not differ, but the style of play and the choices of themes diverge. Most boys, like other male primates, tend to play more vigorously and more aggressively than girls. Girls tend to focus on relationships and social support, demonstrating more nurturing and empathy in their play.”
If I have to opportunity in my fieldwork I want to provide these different play styles in the classroom and allow the children to choose freely which activity they want to do. I will be interesting to see if the majority of boys and girls will follow this principle.
2. When interrupted for a transition in a group setting, the pragmatist simply stops and complies with adult requests. The fantasizer, however, has difficulty leaving the imaginative mode and may resist change by ignoring the adult, incorporating the adult request in the fantasy, and may appear distracted or distressed at the interruption when forced to comply.
I thought this was so interesting that children are either Pragmatists or fantasizers. It’s good to observe and make a mental note of what category each child falls into. It will help to avoid problems if you provide enough time to the fantasizers to finish. I’m going to watch for this in my fieldwork.
1. “Behavior Reflections are nonjudgmental statements made to children regarding some aspect of their behavior or person. Behavior reflections are a powerful way to show interest in children and to narrate their world.”
I think behavior reflections can be very advantageous to the children as well as the teacher. In the book, it tells how verbal observations such as behavior reflections increase children’s self-awareness and helps them feel good about themselves because they feel like they were noticed. I am excited to use this in my fieldwork and see how the kids react to it.
2. “Most often we kill conversation by missing children’s cues, correcting grammar, giving facts, offering unsolicited opinions, or suggesting advice when not asked.”
This really stuck out to me because it’s something I often do with children. I correct their grammar and suggest advice when not asked. Just as adults don’t like to be corrected, neither do children. This is something I will try to work in my fieldwork.
________________________________________________________________________________
Chapter 5
1.”Adults also provide feedback to children regarding the appropriateness of the ways they choose to express their emotions. Such feedback is offered through gestures and sounds.”
This chapter has been my favorite so far. I loved learning about the emotional development of children. I thought this section was really important to be aware of in my fieldwork because it’s saying that no matter what emotion a child expresses, it’s important to give some type of feedback. If the emotion the child is expressing is appropriate in the situation, it important to let the child know that by showing the same emotion or with a gesture. If the emotion is inappropriate you can show the child by shaking your head or saying “no”. Children gradually come to know when certain emotions are appropriate and not appropriate.
2. “Sometimes in an effort to protect children from difficult emotional experiences, adults tell untruths.”
It’s so important to tell children the truth. In the book, it gave an example of a little girl getting a shot from the doctor and the adult said, “This won’t hurt a bit.” Of course it hurts but since the adult told her that, she was unable to prepare herself for the shot and the bonds of trust were broken. Since trust is one the fundamental elements of a relations between adults and children, you should never lie to protect them. This is something I will practice in my fieldwork.
______________________________________________________________
Chapter 6
1. “Physical Reactions: Highly stressed children often look stressed. When compared to more relaxed children, they frequently exhibit slumped posture or unnoticeably ridged body carriage. The Child may appear to be “charged up” (one or more body parts in constant motion).”
As a teacher, it’s so important to know the physical reactions in children when they are stressed. Obviously the reactions are different for each child and that’s why you should be extra observant at all times. I’m going to look for these clues during my fieldwork.
2. One the stress reduction skills in the book is “Provide opportunities for vigorous daily exercise.”
Sometimes I forget how important this is, not only for children but adults too. It always makes me feel better when I’m stressed to go running or get some type of exercise. I’m sure it does the same for children. If we make it part of our daily routine to exercise, it will help everyone’s stress level.
__________________________________________________________________
Chapter 7
1. “The amount of play by boys and girls does not differ, but the style of play and the choices of themes diverge. Most boys, like other male primates, tend to play more vigorously and more aggressively than girls. Girls tend to focus on relationships and social support, demonstrating more nurturing and empathy in their play.”
If I have to opportunity in my fieldwork I want to provide these different play styles in the classroom and allow the children to choose freely which activity they want to do. I will be interesting to see if the majority of boys and girls will follow this principle.
2. When interrupted for a transition in a group setting, the pragmatist simply stops and complies with adult requests. The fantasizer, however, has difficulty leaving the imaginative mode and may resist change by ignoring the adult, incorporating the adult request in the fantasy, and may appear distracted or distressed at the interruption when forced to comply.
I thought this was so interesting that children are either Pragmatists or fantasizers. It’s good to observe and make a mental note of what category each child falls into. It will help to avoid problems if you provide enough time to the fantasizers to finish. I’m going to watch for this in my fieldwork.
Monday, January 17, 2011
Reflection #1
One of the most important things for a teacher to remember is that each child has a different background and has encountered different experiences. As we discussed in class, every experience a child has helps them grow and develop in some way making it impossible for any two children of the same age to be on the same developmental level. To achieve social competence, you must establish a feeling of trust with the child which will build self esteem. Depending on the child's background and family life, it may be easier to build that relationship of trust with some and harder with others. The important thing to keep trying and proving yourself worthy of the child's trust.
There are so many important things to be aware of when using nonverbal communication with your students. You must be well-informed of the child's culture as nonverbal gestures and movements can mean different things in different cultures. Nonverbal communication can be used to show authority, give praise, encourage a certain behavior, show affection and so much more. It's important to know each child's limits and levels of sensitivity when communicating this way. One child may only need a stern look when misbehaving when another child may need more than that to get back on track. I never noticed how much communication actually is non verbal. It can be used as a great teaching tool.
There are so many important things to be aware of when using nonverbal communication with your students. You must be well-informed of the child's culture as nonverbal gestures and movements can mean different things in different cultures. Nonverbal communication can be used to show authority, give praise, encourage a certain behavior, show affection and so much more. It's important to know each child's limits and levels of sensitivity when communicating this way. One child may only need a stern look when misbehaving when another child may need more than that to get back on track. I never noticed how much communication actually is non verbal. It can be used as a great teaching tool.
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