1. Warm-up  Name the different family structures we discussed in the last class and explain what each might look like.  Objective: Students will explore effective guidance skills for working with young children in order to enhance working relationships within the preschool laboratory.

2. Effective Parenting and Guidance Skills Chapter 3

3. Parenting Styles  Authoritarian Children obey without question. Child has no voice. When child breaks rule, parent responds quickly and firmly. Children obey without question. Child has no voice. When child breaks rule, parent responds quickly and firmly.  Assertive-Democratic Children have more input. More independence and freedom of choice with rules. When child breaks rule, parents believe that child learns best from accepting the results of their actions or by problem-solving with the child to find acceptable punishment. Children have more input. More independence and freedom of choice with rules. When child breaks rule, parents believe that child learns best from accepting the results of their actions or by problem-solving with the child to find acceptable punishment.

4. Parenting Styles  Permissive Parents give child wide range of freedom. Children set their own rules. Encouraged to think for themselves and not follow trends. Parents tend to ignore rule breaking. Parents give child wide range of freedom. Children set their own rules. Encouraged to think for themselves and not follow trends. Parents tend to ignore rule breaking.  Few parents follow one styles at all times, depending on the issue.

5. Pause to Read  Turn to page 89.  Read “How to Give Children Effective Directions”.  Using the same sheet as your Warm-ups, respond to the question in the “Your Turn” box.

6. Guiding Children’s Behavior  Guidance – using firmness and understanding to help children learn how to behave.  Self-discipline – the ability to control your own behavior.  Conscience – inner sense of what is right.

7. Guiding Children’s Behavior  Being a role model  Setting limits 3 questions to help determine limits: 3 questions to help determine limits: Does the limit allow the child to learn, explore, and grow?Does the limit allow the child to learn, explore, and grow? Is the limit fair and appropriate for the child’s age?Is the limit fair and appropriate for the child’s age? Does the limit benefit the child, or is it merely for the adult’s convenience?Does the limit benefit the child, or is it merely for the adult’s convenience?

8. Guiding Children’s Behavior  Positive Reinforcement Be specific Be specific Comment on the behavior ASAP Comment on the behavior ASAP Recognize small steps Recognize small steps Help children take pride in their actions Help children take pride in their actions Tailor the encouragement to the needs of the child Tailor the encouragement to the needs of the child Use positive reinforcement wisely Use positive reinforcement wisely

9. Dealing with Inappropriate Behavior  Questions to ask yourself when responding to misbehavior: Is the expected behavior appropriate, given the child’s age and development? Is the expected behavior appropriate, given the child’s age and development? Does the child understand that the behavior was wrong? Does the child understand that the behavior was wrong? Did the child do the behavior knowingly and deliberately, or was it beyond the child’s control? Did the child do the behavior knowingly and deliberately, or was it beyond the child’s control?

10. Dealing with Inappropriate Behavior  Negative Reinforcement – response aimed at discouraging children from repeating an inappropriate behavior.  Consistency – clearly explain rules and stick to them. Helps children know what is expected. Children lose trust and confidence when rules change frequently or they are not enforced. Helps children know what is expected. Children lose trust and confidence when rules change frequently or they are not enforced.

11. Different Methods for Dealing with Inappropriate Behavior  Natural Consequences – Child suffers from the result of their action. Ex. You lose your phone, you don’t get another one. Ex. You lose your phone, you don’t get another one.  Logical Consequences – Parents choose a consequence that is related to the misbehavior. Ex. Katie colors on the table, Katie must clean the table and her crayons get taken away from her. Ex. Katie colors on the table, Katie must clean the table and her crayons get taken away from her.

12. Different Methods for Dealing with Inappropriate Behavior  Loss of Privileges – Take away something they like that is related to the misbehavior. Best with children 5 and up. Ex. You racked up your phone bill, so now you lost your phone privileges for one week. Ex. You racked up your phone bill, so now you lost your phone privileges for one week.  Time-out – Short period of time in which a child sits away from other people and the center of activity. Ex. Johnny is misbehaving in the group, so you warn him, then redirect him, but he is still, not listening, so you sit him by himself and explain to him what he was doing wrong and let him calm down. Ex. Johnny is misbehaving in the group, so you warn him, then redirect him, but he is still, not listening, so you sit him by himself and explain to him what he was doing wrong and let him calm down.

13. Poor Disciplinary Measures  Bribing – Giving children rewards in order to make them do something. Does not teach them self-control. Does not teach them self-control. Makes them expect rewards all the time. Makes them expect rewards all the time.  Making children promise to behave – children naturally make mistakes. Children may feel forced to lie if they make a mistake and they made a promise. Children may feel forced to lie if they make a mistake and they made a promise.  Shouting and yelling – Bad example/role model Use firm, calm voice so they know you are serious Use firm, calm voice so they know you are serious

14. Let’s Practice!!  Work on Worksheet 3-2 “Evaluating Guidance Techniques”.  Read each situation and decide if the method used was effective.  If yes, write yes in the space to the right and explain why in the space below the situation.  If no, write no in the space to the right and explain why not in the space below the situation.