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CH. 6 Working with Families of School-Age Children CD 11 Fall 2013 Prof. Gallegos.

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Presentation on theme: "CH. 6 Working with Families of School-Age Children CD 11 Fall 2013 Prof. Gallegos."— Presentation transcript:

1 CH. 6 Working with Families of School-Age Children CD 11 Fall 2013 Prof. Gallegos

2 Family-Centered Approach to Kindergarten Teacher sees the importance of creating a relationship with each family so instead of one big orientation, they meet with each family individually or in small group over a period of time. Some families might have a home visit before school starts

3 Erikson’s Stages of Development Infancy 0-1Basic trust versus Basic Mistrust Toddlerhood1-3Autonomy versus Shame & Doubt Preschool Years3-6Initiativeversus Guilt School Age6-10Industry versus Inferiority

4 Differences between Families and School & Preschool Constructing Knowledge versus “Seat Work” (p.143) Outdoor play time versus Recess

5 What do Families Want? Exercise to build trust with each otherIndoor garden+ Arts and crafts +Hygiene+ Basic table/life manners+rhythm and music listening++ skills/communication (social)+teamworkCommunityRespect++ Self-esteemanti-bullyteacher-child ratio+Healthy Food++ extra curricular act’s PE+/movies/storytelling recyclingsecurity/safety+++ social abilities/PTA QUALITY After-school programsTutoringA.P. MulticulturalPartnership volunteeringChild Studies for adultsFieldtrips +comfortBasic School Supplies clean environment open-mindedfreedom of speechClassroom Pet (responsibility) academics (ABCs)+compare and contrastproblem solving(critical thinking)follow directionstie shoesconsequencesnap timeonsite resources (social services)observational windowsopen door policiesappropriate communicationno CLUTTERDAPGo green!

6 What they want Communication with teachers Written notes, phone calls, s, newsletters, etc.

7 Teaching Prosocial Skills Our values begin when we are infants. They come hand in hand with our culture. Some values are just absorbed while others are taught. Everyone deals with morals and values with every decision we make. We are FORCED to choose an ACTION and Go through the PROCESS of what we chose was a good decision. Fairness/Cooperation

8 Moral Development 3 researchers studied moral development: Kohlberg (1976), Gilligan (1983) and Noddings (2005). Kolhberg followed Piaget and saw a pattern of organization of moral thought. Noddings and Gilligan focused on caring. National Association for the Education of Young Children (NAEYC) recognizes the importance of “relationships” Caring must be genuine and not just a means of coercion or emotional manipulation. Empathy

9 The Power of Adult Attention Pay attention to the child that is exhibiting the prosocial behavior Giving them affirmations Affirmations give messages that validate the person as an individual who has needs and rights They are positive messages about expectations. Roots of Empathy

10 Teaching Morals by Promoting Prosocial Development Model them yourself Explain why you are setting limits Encourage cooperation by finding ways to get children to work and play together Take a problem-solving approach when dealing with conflicts rather than a power stance. Use guidance approaches Examine your power relations with children (overpower vs. empower)

11 (Cont.)Teaching Morals by Promoting Prosocial Development Avoid using competition to motivate Help children appreciate the world they live in and the people they share it with. Give choices Teach children to solve conflicts without violence Teach children to be peacemakers.

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