Chapter1 Introduction

©2010 Cengage Learning.All Rights Reserved.

Positive Child GuidanceSixth Edition

Darla Ferris Miller


Introduction

Chapter 1


Families Need Child Care

• Working parents frequently have difficulty finding child care that is

• developmentally appropriate

• affordable

• accessible

• available

• Most difficult to find and afford is quality child care for infants and toddlers


Fostering Positive Guidance

• Responding to children’s needs• Showing affection• Assuring children that they are valued


Internal Control

• Strategies for child guidance should not rely only on methods for external control, but rather must interact with and extend the development of naturally unfolding internal mechanisms and motivations for self-control


The Adult

• Adults should seek not to gain control over children but rather to guide them effectively, while setting for them an immediate and tangible example of appropriate coping and assertive negotiation


The Authoritarian Style

This is the “sledgehammer” approach:

• “Do it because I said so.”

• “I don’t want to hear any more about it.”

• “Do as you’re told!”


The Permissive Style

This is the “doormat” approach:

• “Gee, I hope you don’t fall off that fence.”

• “I’d rather pick up your clothes than listen to whining.”

• “Here, darling, have more chocolates—unless you prefer ice cream.”


The Authoritative Style

This is the “guide” approach:

• “April, please stop.”

• “When you shake the hamster cage, Fluffy feels frightened and his water spills.”

• “Would you like to get fresh water for Fluffy so that you can make him feel better?”


Family Structures

• Various arrangements of people living together with children

• Dual-earner couples

– couples where both partners are gainfully employed

• Single parents

– mothers, fathers, grandparents, or guardians rearing children alone


Typical Causes of Stress for Families with Children

• Time crunch

• Financial pressures

• Lack of adequate sleep

• Juggling needs of job and family


Early Childhood Programs• Proprietary program

– privately owned for-profit business

• Faith-based program

– owned and run by a religious group

• Publicly funded program

– funded by grants, donations, and/or government funds


Sadly, Quality Child Care Is Not Available to All Families

• According to a Philadelphia study, only 2 out of 10 centers are able to provide quality care; the rest range from poor to mediocre

• Poor children are less likely to participate in quality care programs


Child Care is Costly for Low-Income Families

• The average percent of family income spent on child care is 7.5%

• Families with annual incomes of $18,000 or less, however, tend to spend an average of 22.8% of their income on child care

• Although families with incomes of $54,000 or more tend to spend an average of 3.9%


Child Care Financial Assistance Is Hard to Get

• In most states, families with annual incomes of $25,000 do not qualify for assistance with child care expenses

• Funding for child care has declined in recent years. Federal child care funding dropped from $4.817 billion in 2002 to $4.800 billion in 2005

• During that time, TANF funding for child care decreased from $3.96 billion in 2000 to $3.28 billion in 2004


Who Benefits from Quality Child Care?

• Throughout the country, there is growing recognition that investing efforts and resources to better the lives of children is not only humane but also very cost-effective

• Head Start research has shown the dramatic long-term savings in tax dollars, not to mention all the unaccomplished dreams and wasted talents, if we fail to provide early quality care and education


Objective versus Goal

• Objective– immediate intention or purpose

• Goal– overarching aim or aspiration


The Short-Term Objective

• Children will be helped to follow the same basic rules for decent and responsible behavior that are applicable to all persons living in a democracy

– Behavior must not infringe on the rights of others

– Behavior must not present a clear risk of harm to oneself or others

– Behavior must not unreasonably damage the environment, animals, objects, or materials in the environment


Rules for Responsible Human Behavior

• Treat others the way you want to be treated

• Take only reasonable risks• Take care of the environment

(immediate surroundings as well our earth)


Focus on Basic Ground Rules

• Be safe– Stop behavior if it presents a clear risk of

harm to oneself or others• Be kind

– Stop behavior if it infringes on the rights of others

• Be neat– Stop behavior if it will unnecessarily damage

the environment


Rights

• Human rights

– basic liberties and privileges due all human beings

• Children have a right to…

– be protected from injury

– avoid unnecessary discomfort

– protect their possessions

– be treated fairly


Long-Term Goal

• Our most critical long-term goal is to assist children in their journey to responsible adulthood by nurturing their mastery of self-control


The Spoiled Child,Myth or Reality

• Spoiling is the process of overprotecting and overindulging children

• Spoiling should never be a consideration when caring for infants

• The issue is personal responsibility,

individual accountability, and answerability


The Environment is…

• All of the people and things that come in contact with the child

• Critically important to children’s growth and development

• Needs to be developmentally appropriate• Should have activities matched to the natural

stages of children’s growth and development


Role Models

• An appropriate role model teaches children positive behavior by serving as an example

• Children learn social skills by imitating others’– communication styles– attitudes– responses to stress


Positive Role Models…

• Treat everyone with dignity and respect at all times

• Rely on communication, persistence and patience rather than on force

• Respond assertively to misbehavior with both firmness and gentleness

• Use problem-solving strategies to identify the causes of misbehavior

• Plan and prepare appropriate activities, materials and routines

• Give unconditional affection and affirmation


Learning

• Children learn best in settings that– are relaxed– encourage play– invite exploration– are relevant to their interests and abilities


Early Development• Is fostered by

– Safe but interesting environment– Opportunities for exploration – Freedom within reasonable limits– Activities that encourage movement– Experiences that stimulate the senses

Chapter1 Introduction

Education

Transcript of Chapter1 Introduction