CH. 6 Working with Families of School-Age Children CD 11 Dr. Gallegos

Learning Outcomes In this chapter we will discover…. Describe the advantages of family-centered kindergartens Describe Erikson’s stages of development related to school-age children Explain differences between school and preschool Identify at least three ways for teacher to find out what families want for their children Describe how teaching prosocial skills relates to children’s decision-making processes in figuring out right from wrong. Explain common issues around the power of adult attention and the use of affirmations. Explain various approaches to teaching morals by promoting prosocial development.

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

Erikson’s Stages of Development Infancy 0-1 Basic trust versus Basic Mistrust Toddlerhood 1-3 Autonomy versus Shame & Doubt Preschool Years 3-6 Initiative versus Guilt School Age 6-10 Industry versus Inferiority

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

What do parents want? Communication with teachers Written notes, phone calls, emails, newsletters, etc. Pg. 144-146

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. http://youtu.be/aAFQ5kUHPkY Fairness/Cooperation

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. http://youtu.be/IAbTDlVTIqE Empathy

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. http://youtu.be/XNxnTVBuy70 Roots of Empathy

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)

(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. http://youtu.be/7AN7x8zLFmU