1. Adult/Child Interactions

2. Objectives Students will explore their understanding of the importance of self- concept and their role in affecting the child’s view of self. Student will investigate their understanding of setting limits for children vs. rules

3. Reflect for a moment… Write about one negative interaction you had with an adult as a young child Write about one positive interaction you had with an adult as a young child

4. Self-Concept affects… Academic achievement Confidence Success in live Happiness

5. What is needed for a positive self- image? Connectiveness Uniqueness Power Models

6. I reflect and affect a child’s self-concept! You are a mirror for children!

7. Rules vs. Limits Authority-based Adult control Rigid Encourage dependence Inhibit decision-making Bring resentment Require punishment Values-based Shared power Flexible Independence Encourage decisions Bring respect Expect cooperation

8. Guidelines for Limits Everyone deserves to be safe We take care of the materials and equipment in our school Everyone is responsible for their own actions We treat everyone fairly and respectfully

9. I-Message Three parts 1– Tell the person how you feel about the behavior 2– Name what is happening that is unacceptable 3-Indicate why you are concerned

10. Sample I-Messages It scares me when I see you climbing on the table because it’s not strong, and you could get hurt. (Please put your feet on the floor). When I see you running indoors, I worry that you might fall and hit your head. (Please use your walking feet inside) I feel frustrated when there is so much noise. I want everyone to hear when I tell you what we are going to do. (Please swallow your words)

11. Decide if the following are I-messages You need to hang up your jacket rather than leaving it on the table. I’m afraid the doll might break if you keep banging it on the floor. I need you to go use the toilet now. I feel upset when you hit another child. Hitting hurts. I get worried when you are late getting home.

12. In your teams: Write two situations that may happen in a classroom where the limits are being pushed (be specific!) Pass your two situations to another group. Write appropriate “I-messages” that could be used to respond to the situation.

13. Giving Information When you give information you just tell the child what you see. Example: “I see the toys you were playing with in the block center are still on the floor.” Example: “You left the book on the floor. Remember we take care of our books.”

14. Choices Acceptable to both teacher and child Example: “You can stay in that area if you keep your hands to yourself or you can go to another center…you choose.” If no choice is made, the teacher may need to make and explain the choice: Example: “When you are ready to be at the table with the other children without hurting them, you may come back. In the meantime, choose another center.”

15. Natural Consequences Natural consequences occur without adult intervention Example: The child leaves her toy brought from home outside; it gets broken accidentally; she doesn’t have it to play with anymore.

16. Logical Consequences Consequences that are arranged by the adult Tailored to fit the situation Example: Child brings a toy from home and leaves it outside. The teacher tells her she has to take it home for two days.

17. Contingencies A second action depends on the first The contingency usually begins with the word “when.” Example: “When the puzzle is put away you may choose another activity.” Avoid negative contingencies! Example: “If you don’t put the puzzle away, you can’t do another activity.”

18. ECERS-R Interactions Review pages 37-41 in the ECERS-R Identify the indicators listed that could include the concept of setting limits