CHD 002Summer 2015

June 25, 2015

CAJAS – Clarification & Presentations Reviewed Assignment Sheet

Shelley shared her box

Another Perspective…Reasons for Difficult Behavior

Developmental reasonsGot it, lost it

Unmet emotional needs Lousy local conditions A child hasn’t been taught yet

How do YOU respond to Guidance issues? Count off by 6 In your small group:

Brainstorm ideas for responding to difficult behavior

Take notes!

10 minutes

How do YOU respond to Guidance issues? Explain situation Redirect to other toy Stay neutral - give attention to all Talk with older children separately Get to the “real” story Eye contact Acknowledge child’s feelings “How would you feel if…” Ask questions Know they are loved even when

acting out, especially when they are acting out. BEFORE when possible

Paraphrasing for the developmental age of the child

“Quiet” sign – older children

Listen to the child, pause and they talk – when you can

ACTUALLY go TO the child and get to their level

Use tone to help get messages across Give children with difficult behavior

MORE positive attention about what is going WELL with that child

Have a relationship with the family “It’s ok to cry”, let the emotions out Sometimes talk around other topics

until they are ready to talk – older Work for as much as consistency as

possible – home/school/other house or setting

Positive Discipline (find the cause) – What should they do next time

Responding to Guidance Issues

Give Feedback Allow children to experience consequences of

their actions Use time outs appropriately (NOT a

punishment) Reward desired behavior Ignore misbehavior that is not designed to

attract attention Teach pro-social behavior Meet Needs

12 Strategies for Effective Limit Setting

1. Honor the Impulse2. Active Listen3. Sportscast4. Facilitate5. Use “I” messages6. Set positive limits7. Give a Choice8. Give information9. Natural consequences10. Redirect11.Invite children’s initiative12.Set the stage for future success

Honor the Impulse Remember the 4 reasons for difficult

behavior EVERY behavior has an impulse, usually

a healthy impulse The BEHAVIOR is the issue, NOT the

child How CAN the child do what they are

trying to do?

Active Listen

Listening is a learned skill We practice what is modeled for us LISTEN first, then talk LISTEN more than you talk REALLY listen, to more than the words Use your body to show you are listening

Sportscast Works particularly well in conflict with

others Describe what you see Be objective Be descriptive Stop to listen

Facilitate

For older children with verbal skills Used to facilitate conflicts Use open ended questions to help

children solve their own conflicts EXAMPLE: “I see you want Nathan’s toy.

Is there another way you can ask for it?”

Using “I” messages NO ONE can “make” someone else feel

something We choose our emotions When we blame others for our

emotions, they learn to do the same “When you _____ and you________, I

felt_____ because _________.” Sometimes a “because” is needed too

Positive Limit Setting

Imagine a world without limits Children NEED limits How do we tell them what they CAN do

MORE than what they CAN’T do?

Give a Choice Choices give children power but help them

stay in the limits of what is ok Choices should ALWAYS be something you

can do Choices should be clear and concrete Choices should be limited, 2-3 choices

Give Information Particularly useful with situations where

children don’t understand something Works very well with verbal children Gear the explanation to the children’s

developmental level Helps children make good choices

Natural Consequences There are natural consequences all around

us They happen without you doing anything EXAMPLE: “When you pull the cat’s tail,

she might scratch you.”

Redirection What CAN they do REMEMBER to Honor the Impulse Find activities that meet their needs in

that moment

Invite Children’s Initiative Ask them to help plan Involve them in your

projects Ask them HOW you

should do things

Set the Stage for Future Success

Who believes in you? How do we let our children know that we

believe in them even when they are misbehaving?

Do we REALLY believe they will learn the new skill?

Do we tell them we believe in them. How do we set up the environment for

success? How do we prepare them for success?

“Every child needs one caring adult who is crazy about him/her. ~ U. Bronfenbrenner

https://www.youtube.com/watch?v=isfw8JJ-eWM

One Caring Adult

• Reflect back on the role of your “One Caring Adult” in the development of your resilience. How did their support of your self-esteem tie into their help making you resilient to the stresses and traumas of your childhood?

• If you could tell them one thing, what would it be?

• Partners – 5 minutes

• Assignments:• ATTACHMENT PAPER

DUE TONIGHT!!• CAJAS – DUE Next

Week! Thursday, July 2!• CAJA presentations

Thursday (7/2) and Tuesday (7/7)

• Journals DUE Tuesday (See 6/23 PPS)

• Reading Reminders:• Handouts (on Angel

6/23/2015)• Child, Family and Community

– Chapters 6 & 7• Diversity in Early Care and

Education – Chapters 6