1. CHAPTER 4 EFFECTIVE PARENTING PAGE 60

2. OBJECTIVES Identify physical, intellectual, emotional and social development Identify physical, intellectual, emotional and social development Describe principles of growth and development Describe principles of growth and development Discuss heredity vs. environment Discuss heredity vs. environment Identify characteristics of strong families Identify characteristics of strong families Describe effective communication techniques Describe effective communication techniques Explain parental influence on self esteem Explain parental influence on self esteem Identify sources of parental support Identify sources of parental support

3. HOW CHILDREN GROW AND DEVELOP GROWTH-INCREASE IN BODY SIZE, STRENGTH, AND ABILITY GROWTH-INCREASE IN BODY SIZE, STRENGTH, AND ABILITY DEVELOPMENT-A CHANGE IN FUNCTION AS A RESULT OF GROWTH DEVELOPMENT-A CHANGE IN FUNCTION AS A RESULT OF GROWTH MATURATION-AN IN-BORN TIMETABLE AND BLUEPRINT FOR DEVELOPMENT MATURATION-AN IN-BORN TIMETABLE AND BLUEPRINT FOR DEVELOPMENT

4. TYPES OF DEVELOPMENT PHYSICAL-Changes in size, height, and weight of a person PHYSICAL-Changes in size, height, and weight of a person INTELLECTUAL-The development of abilities in perception, attention, and association* see note page 62 INTELLECTUAL-The development of abilities in perception, attention, and association* see note page 62 EMOTIONAL-recognition of feelings or emotions and the expression of those feelings. EMOTIONAL-recognition of feelings or emotions and the expression of those feelings. SOCIAL-relating to others in a socially acceptable manner. SOCIAL-relating to others in a socially acceptable manner.

5. PATTERNS OF DEVELOPMENT DEVELOPMENT PROCEEDS FROM HEAD TO FOOT DEVELOPMENT PROCEEDS FROM HEAD TO FOOT DEVELOPMENT PROCEEDS FROM TRUNK OUTWARD DEVELOPMENT PROCEEDS FROM TRUNK OUTWARD DEVELOPMENT FOLLOWS A SEQUENCE DEVELOPMENT FOLLOWS A SEQUENCE RATE OF DEVELOPMENT VARIES RATE OF DEVELOPMENT VARIES

6. EFFECTS OF HEREDITY AND ENVIRONMENT HEREDITY-TRAITS THAT ARE PASSED FROM ONE GENERATION TO ANOTHER HEREDITY-TRAITS THAT ARE PASSED FROM ONE GENERATION TO ANOTHER ENVIRONMENT-EVERYTHING IN A PERSON’S SURROUNDSINGS ENVIRONMENT-EVERYTHING IN A PERSON’S SURROUNDSINGS DISCUSS INHERITED AND ENVIRONMENTAL TRAITS DISCUSS INHERITED AND ENVIRONMENTAL TRAITS DEBATE THE ISSUE, GIVE EXAMPLES DEBATE THE ISSUE, GIVE EXAMPLES

7. INFLUENCE OF THE FAMILY THE FAMILY IS THE PRIMARY NURTURING UNIT THE FAMILY IS THE PRIMARY NURTURING UNIT Children have many needs Children have many needs Children need structure Children need structure Children need to recognize the consequences of their actions Children need to recognize the consequences of their actions Children need to listen and express themselves Children need to listen and express themselves Family nurturing is continuous through the life cycle Family nurturing is continuous through the life cycle

8. THE INFLUENCE OF THE MARITAL RELATIONSHIP ON CHILDREN The husband-wife relationship is the primary relationship in the family The husband-wife relationship is the primary relationship in the family It provides the foundation for the entire family. It provides the foundation for the entire family. Provides safety and security. Provides safety and security.

9. CHARACTERISTICS OF STRONG FAMILIES Family members support and appreciate one another. Family members support and appreciate one another. Family members spend time together Family members spend time together Family members communicate with one another Family members communicate with one another Family members share moral values Family members share moral values Family members share rituals and traditions Family members share rituals and traditions

10. COMMUNICATION Communication is a key component in all relationships. Communication is a key component in all relationships. Children are receptive to all forms of communication (hugs, facial expressions) Children are receptive to all forms of communication (hugs, facial expressions) Children are extremely sensitive to the different ways parents communicate with them. Children are extremely sensitive to the different ways parents communicate with them. Children are very intuitive. Children are very intuitive. The groundwork for communication is laid very early in the parent-child relationship. The groundwork for communication is laid very early in the parent-child relationship.

11. ACTIVE LISTENING Encourages the speaker to share Encourages the speaker to share Makes the speaker feel respected and accepted Makes the speaker feel respected and accepted Helps the speaker clarify the meaning of the message Helps the speaker clarify the meaning of the message Minimizes the changes for misinterpretations. Minimizes the changes for misinterpretations.

12. DEFINE PROBLEM OWNERSHIP THE PROBLEM OWNER IS THE ONE MOST CONCERNED OR UPSET. THE PROBLEM OWNER IS THE ONE MOST CONCERNED OR UPSET. SOME PARENTS TEND TO ASSUME OWNERHSIP OF EVERY FAMILY PROBLEM SOME PARENTS TEND TO ASSUME OWNERHSIP OF EVERY FAMILY PROBLEM This does not allow children to learn problem solving skills. Give examples

13. I, YOU, AND WE MESSAGES “I” MESSAGES GIVE THE RESPONSIBILITY FOR A PROBLEM TO THE PERSON MAKING THE STATEMENT. “I” MESSAGES GIVE THE RESPONSIBILITY FOR A PROBLEM TO THE PERSON MAKING THE STATEMENT. “YOU” MESSAGES ARE OFTEN LESS EFFECTIVE; THEY PLACE BLAME AND MAKE PEOPLE DEFENSIVE. “YOU” MESSAGES ARE OFTEN LESS EFFECTIVE; THEY PLACE BLAME AND MAKE PEOPLE DEFENSIVE. “WE” STATEMENTS ARE EFFECTIVE, SHOWS FAMILY INVOLVEMENT “WE” STATEMENTS ARE EFFECTIVE, SHOWS FAMILY INVOLVEMENT Follow-up activities Follow-up activities

14. PARENTAL INFLUENCE ON SELF CONCEPT Almost everything a parent does and says has an impact on the self concept of the child; begins to develop from the moment of birth. Almost everything a parent does and says has an impact on the self concept of the child; begins to develop from the moment of birth. The way children feel about themselves guides behavior. The way children feel about themselves guides behavior. All individuals go through trying times, everyone has ups and downs, challenges All individuals go through trying times, everyone has ups and downs, challenges

15. SELF CONCEPT Children should feel loved Children should feel loved Praise and encouragement should be used, refer to chart on page 79. Praise and encouragement should be used, refer to chart on page 79. Guidance and discipline helps children learn limits and gives a feeling of safety and security. Guidance and discipline helps children learn limits and gives a feeling of safety and security. Trust is the basis of the parent-child relationship. Trust is the basis of the parent-child relationship.

16. RESOURCES Look on page 81 in text for resources available to parents Look on page 81 in text for resources available to parents Research local resources: Research local resources: www.sfmc.net www.southeasthospital.com www.sfmc.net www.southeasthospital.com www.sfmc.net www.southeasthospital.com www.sfmc.net www.southeasthospital.com