1. CHD 002 Summer 2015 June 25, 2015

2. CAJAS – Clarification & Presentations  Reviewed Assignment Sheet  Shelley shared her box

3. Another Perspective… Reasons for Difficult Behavior  Developmental reasons  Got it, lost it  Unmet emotional needs  Lousy local conditions  A child hasn’t been taught yet

4. How do YOU respond to Guidance issues?  Count off by 6  In your small group:  Brainstorm ideas for responding to difficult behavior  Take notes!  10 minutes

5. How do YOU respond to Guidance issues?  Explain situation  Redirect to other toy  Stay neutral - give attention to all  Talk with older children separately  Get to the “real” story  Eye contact  Acknowledge child’s feelings  “How would you feel if…”  Ask questions  Know they are loved even when acting out, especially when they are acting out. BEFORE when possible  Paraphrasing for the developmental age of the child  “Quiet” sign – older children  Listen to the child, pause and they talk – when you can  ACTUALLY go TO the child and get to their level  Use tone to help get messages across  Give children with difficult behavior MORE positive attention about what is going WELL with that child  Have a relationship with the family  “It’s ok to cry”, let the emotions out  Sometimes talk around other topics until they are ready to talk – older  Work for as much as consistency as possible – home/school/other house or setting  Positive Discipline (find the cause) – What should they do next time

6. Responding to Guidance Issues  Give Feedback  Allow children to experience consequences of their actions  Use time outs appropriately (NOT a punishment)  Reward desired behavior  Ignore misbehavior that is not designed to attract attention  Teach pro-social behavior  Meet Needs

7. 12 Strategies for Effective Limit Setting 1. Honor the Impulse 2. Active Listen 3. Sportscast 4. Facilitate 5. Use “I” messages 6. Set positive limits 7. Give a Choice 8. Give information 9. Natural consequences 10. Redirect 11. Invite children’s initiative 12. Set the stage for future success

8. Honor the Impulse  Remember the 4 reasons for difficult behavior  EVERY behavior has an impulse, usually a healthy impulse  The BEHAVIOR is the issue, NOT the child  How CAN the child do what they are trying to do?

9. Active Listen  Listening is a learned skill  We practice what is modeled for us  LISTEN first, then talk  LISTEN more than you talk  REALLY listen, to more than the words  Use your body to show you are listening

10. Sportscast  Works particularly well in conflict with others  Describe what you see  Be objective  Be descriptive  Stop to listen

11. Facilitate  For older children with verbal skills  Used to facilitate conflicts  Use open ended questions to help children solve their own conflicts  EXAMPLE: “I see you want Nathan’s toy. Is there another way you can ask for it?”

12. Using “I” messages  NO ONE can “make” someone else feel something  We choose our emotions  When we blame others for our emotions, they learn to do the same  “When you _____ and you________, I felt_____ because _________.”  Sometimes a “because” is needed too

13. Positive Limit Setting  Imagine a world without limits  Children NEED limits  How do we tell them what they CAN do MORE than what they CAN’T do?

14. Give a Choice  Choices give children power but help them stay in the limits of what is ok  Choices should ALWAYS be something you can do  Choices should be clear and concrete  Choices should be limited, 2-3 choices

15. Give Information  Particularly useful with situations where children don’t understand something  Works very well with verbal children  Gear the explanation to the children’s developmental level  Helps children make good choices

16. Natural Consequences  There are natural consequences all around us  They happen without you doing anything  EXAMPLE: “When you pull the cat’s tail, she might scratch you.”

17. Redirection  What CAN they do  REMEMBER to Honor the Impulse  Find activities that meet their needs in that moment

18. Invite Children’s Initiative  Ask them to help plan  Involve them in your projects  Ask them HOW you should do things

19. Set the Stage for Future Success  Who believes in you?  How do we let our children know that we believe in them even when they are misbehaving?  Do we REALLY believe they will learn the new skill?  Do we tell them we believe in them.  How do we set up the environment for success?  How do we prepare them for success?

20. “Every child needs one caring adult who is crazy about him/her. ~ U. Bronfenbrenner https://www.youtube.com/watch?v=isfw8JJ-eWM

21. One Caring Adult Reflect back on the role of your “One Caring Adult” in the development of your resilience. How did their support of your self-esteem tie into their help making you resilient to the stresses and traumas of your childhood? If you could tell them one thing, what would it be? Partners – 5 minutes

22. Assignments: ATTACHMENT PAPER DUE TONIGHT!! CAJAS – DUE Next Week! Thursday, July 2! CAJA presentations Thursday (7/2) and Tuesday (7/7) Journals DUE Tuesday (See 6/23 PPS) Reading Reminders : Handouts (on Angel 6/23/2015) Child, Family and Community – Chapters 6 & 7 Diversity in Early Care and Education – Chapters 6