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

2. 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.

3. 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

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

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

6. What do parents want? Communication with teachers
Written notes, phone calls, s, newsletters, etc. Pg

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.