Download - My first Newsletter - CDA Class 2012
Erikson’s 1st Development Task
• Trust versus Mistrust• Feeding and Comfort Behaviors–Key to development of trust– Infants trust when they come to
expect their needs will be met–Balance needed between trust in
the caregiver & a healthy sense of mistrust necessary for self-protection–Cultural differences exist in feeding
and comforting practices
Securely Attached
Insecurely attachedAvoidantResistant
Consistent Across Cultures
Forms of Attachment
Attachment• Securely attached: regulate emotions, show empathy & ability to modulate and direct emotion
• Insecurely attached: respond abnormally to other children’s distress, to stranger’s and care takers
Parenting Practices Produce
View Video Clip on Bowlby’s Attachment Theory
http://www.youtube.com/watch?v=kwxjfuPlArY&feature=related
a. What is attachment theory?
b. What is its purpose of the stranger test?
Journal 1: Please Respond
Journal 2: Apply
a. What can happen when there is serious disruption in the early relationships between parent and child?
b. How can we help parents build secure relationships with their children?
Kinds of Play• Dramatic Play & Modeling– Imitation of behavior patterns– Interaction using imagination and
fantasy – Playing house, fire fighter, super hero
• Games & Rituals –Contributes to learning about rules– Experience cause & effect &
consequences–Duck, Duck, Goose to Soccer
• Helps child –Explore the physical environment–Test scientific problem-solving
ability–Negotiate use of shared materials,
space & tools–Complete projects with observable
results
Constructive Play
–Helps child develop muscle strength, coordination, control and agility• Rough-and-tumble play –Look for a “play face” when attempting to figure out if child is playing or fighting
Active Physical Play
• Helps child –Explore and rehearse social roles
he/she has seen–Test ability to negotiate with others–Regulate emotions through
imagination–Examine personal concerns in
nonthreatening way
Imaginative Play
• Helps child – Develop needed everyday life skills– Learn & rehearse social roles and cooperative routines– Set and achieve manageable goals– Develop competence in family & society
Functional Play
How do fathers & mothers play differently with their children?
http://www.youtube.com/watch?v=8JPGbM4w1ho
http://www.youtube.com/watch?v=4cpOW4G3OOc
http://www.youtube.com/watch?v=axb8fmbas5Q
Journal 3:
• Expression of warmth or nurturance• Strategies for discipline• Quality of communication• Expectations for maturity
Baumrind’s 4 Dimensions of Parenting
1. Authoritarian—high expectations with low nurturance
1. children conscientious, obedient, and quiet—but not happy
2. Permissive—little control, but nurturing– children lack self-control & not
happy
.
Baumrind’s 3 Styles of Parenting
3. Authoritative – Parents provide limits, guidance and model compromise
With this approach, children are most likely to be
successful, articulate, intelligent & happy
Style Control Warmth Discipline
Authoritarian High Low Strict Rules
Authoritative High High Discussion
Permissive Low High Rare
Neglect Low Low Absent
Parenting Styles
Recent Studies
• Link between parenting styles and child behavior is more complex– Impact of child’s temperament– Influence of community & cultural views
on child’s perception of parenting– Positive examples of authoritarian
parenting in urban families• Produce high-achieving, emotionally
regulated children• Strict and warm can be successful
What are your views on parenting?
As a teacher, how can you influence positive parenting practices?
Journal 4:
Techniques of Discipline
• In deciding which technique to apply, parents should ask:– How does a technique relate to my
child?–Child’s temperament/age/perceptions
• Culture is a strong influence– Expectations–Offenses– Punishments
What About Spanking?
• Reasons for parenting variations: culture, religion, ethnicity,
parents’ upbringing• Developmentalists caution children
who are physically punished tend to be more aggressive
• Domestic violence of any kind can increase aggression between peers and within families
•In United States, is time-out a Developmentally Appropriate Practice?
•What are alternatives?
Journal 5:
Positive Guidance
• We are modeling what we want the children to learn to do–Restrain our first inclination–Use quiet voices–Look for a solution that helps
everybody
• If we model disrespect, the children will be disrespectful
Changing Behaviors
1. Identify the child’s need being expressed by the behavior
2. Help a child notice the problem behavior that needs to stop
3. Then help the child to identify the behavior that will replace the problem behavior and will meet the same need
4. Practice the replacement behavior
Self-Regulating Learners
Journal 6:•What helps children become
self-regulating learners
•What do self regulating learners look like?
Self-Regulating Learners
• Know themselves – strengths- interests- distractions
• Know and apply successful learning strategies
• Recognize & differentiate contexts adjusting their behavior accordingly
• Manage their own volition to reach their own goals
• 1st we learn awareness of own emotions; this is called
Emotional Literacy how to the interpret and express emotions
• Next we apply that Emotional Literacy to become aware of the emotional response of others
Emotional Regulation
• Television & video games offer a dilemma for parents–Parents find video a good babysitter–Parents believe video can sometimes
be an educational tool• Research suggests turning off the TV
to avoid exposing children to video violence as it results in human violence
The Challenge of Media
Understanding Human Development by Craig/Dunn ©
2007 Pearson Education
Thomas and Chess: Temperament
• Temperament is the inborn/characteristic way a person reacts to the world.
• Three temperament styles:–Easy: 40% of children–Difficult: 10% of children–Slow-to-warm-up: 15% of children–Other (combination) : 35%
Rothbart
• Temperament style may change through interactions with family & other caregivers.
• “Fit” of parent & child temperaments –determinant of infant-caregiver interaction–determinant of child adjustment