EDU 146, Chapter 3, 2014sp, CCC, child guidance

1. Relationship-Based
Guidance
Chapter 3 from Guiding children’s Social and Emotional Development: A
Reflective Approach. Katz. 2014

2. Book Learning vs. Real Life
• Read the case study on p. 36 in your text
• Real children and families in real care situations = a dynamic situation

3. CSEFEL Pyramid Revisited

4. DAP Revisited
• Knowledge and understanding
• of child development and learning
• of what is individually appropriate
• Differences between children
• Variations within the child
• of what is culturally appropriate
• Add to that
• Relationship-based – reciprocal and respectful

5. Relationship-based guidance
• Still Face Experiment
• Notice how the mother is attuned to her baby and how her responsiveness or
lack of responsiveness impacts the baby’s stress levels.
• Which are you?
• Sage on the stage?
• Guide on the side?
See p. 40 in your text
Evaluate your personal motivations for
choosing to teach

6. More terms
• As we continue our self-awareness activities, look at the definition of
personality on p. 41. How does that differ from temperament?
• In the definition of personality, the definition mention “patterns of
affect”. What is affect when it’s a noun?
• In the definition of temperament in Table 3.1 at the bottom of the
page, what does constitutional predisposition mean?

7. Reframing Our Thinking
• Read the scenarios on p. 41. Which viewpoints are more helpful and
supportive for positive relationships with children?
• How you respond to children’s behaviors will depend on your
“interpretation of and emotional reaction to” those behaviors
• Look at the Reframing Activity from the CSEFEL Preschool Training Module
• In this activity, you are to write instances during the day that may “push
your buttons” or cause you to feel frustrated with a child. Can you think of
more positive ways to view what happened? Are you able to reframe your
thinking so that you can consider a more proactive and positive response
to the behavior? Can you consider ways to help a child improve her social
or emotional skill set so that those “annoying” behaviors are diminished?

8. CSEFEL
• Look at the Reframing Activity from the CSEFEL Preschool Training
Module
• In this activity, you are to write instances during the day that may
“push your buttons” or cause you to feel frustrated with a child. Can
you think of more positive ways to view what happened? Are you
able to reframe your thinking so that you can consider a more
proactive and positive response to the behavior? Can you consider
ways to help a child improve her social or emotional skill set so that
those “annoying” behaviors are diminished?

9. Looking back
• Remember goodness-of-fit?
• Complete the activity at the bottom of p. 42 and on p. 43 in your text
• After comparing your temperament to the temperament of a child in
your care, how can you adjust your expectations, responses and the
environment to better meet the needs of the child?

10. Let’s Evaluate
• Look at the scenario on p. 45 in your text.
• What steps does Peggy take to better meet the needs of Nolan?
• What patterns of behaviors do we have that cause problems for the
children in our care?
• What patterns of behaviors do we have that are helpful for dealing
with the children in our care?
• How can we determine what a child’s behaviors are trying to tell us?

11. Skill Building - Conversations
• Role play – model the use of extended discourse
• Two children are playing restaurant and they want you to be their
customer
• Two children have build a zoo out of the blocks in the block center
and have put a variety of animals in various parts of their zoo.
• A child is worried because he heard his mommy and daddy yelling last
night
• A child cries after lunch every day and has to go home. No one knows
why.

12. Skill Building - Observations
• How do young children communicate their inner states?
• How do we read their cues?
• Nonverbal communication – through body language, eye contact,
expressions, play, etc.
• Provide variety of opportunities for children to express their inner
states.
• Know child development to help interpret children’s communication

13. Skill Building – Demonstrating Respect
• Reciprocity and respect between adult and child enhance compliance
and cooperation
• Golden rule
• How do you “like to be guided and corrected”?
• What is the tone of your voice?
• Parallel process