Chapter 2: Theoretical Foundations of Child Guidance

Prepared by Debbie Laffranchini

CLDDV 121: GUIDANCE OF

YOUNG CHILDREN

Infants and Toddlers

• Sensorimotor stage

• Mouth things to learn about them

• Drop things to see where they go

Preschoolers

• Preoperational stage

• Difficulty taking others’ perspective

• Fooled by appearances

• Focusing on the before and after and

ignoring how things change

• Difficulty reversing a process

• In the here and now

PIAGET

• Scaffolding

• Zone of proximal development

• Adult-child dialogue

LEV VYGOTSKY

• Focuses on psychological, emotional, and social learning needs

• Adult influence

ERIK ERIKSON

MASLOW

Perception of reality

Acceptance of self, of others, and of nature

Spontaneity

Problem-solving ability

Self-direction

Detachment and the desire for privacy

Freshness of appreciation

Richness of emotional reaction

Frequency of peak experiences

Identification with other human beings

Satisfying and changing relationships with other people

Democratic character structure

Creativity

Sense of values

SELF-ACTUALIZATION

Four mistaken goals that drive some

children’s behavior include:

1. Striving for undue attention

from others

2. Seeking power over others

3. Hurting others through revenge

4. Displaying inadequacy or

incompetence

ADLER’S MISTAKEN GOALS

ADLER’S MISTAKEN GOALS

CARL ROGERS

Child owns the

problem

Area of no problem

Teacher (or adult)

owns the problem

CARL ROGERS

Who owns the problem?

• Deliver I-messages when adult

owns the problem

• Listen actively when child owns

the problem

PROBLEM OWNERSHIP