Relationship-Based Guidance

Chapter 3 from Guiding children’s Social and Emotional Development: A Reflective Approach. Katz. 2014

Book Learning vs. Real Life

• Read the case study on p. 36 in your text• Real children and families in real care situations = a dynamic situation

CSEFEL Pyramid Revisited

DAP Revisited

•Knowledge and understanding • of child development and learning• of what is individually appropriate• Differences between children• Variations within the child

• of what is culturally appropriate

•Add to that• Relationship-based – reciprocal and respectful

Relationship-based guidance

• Still Face Experiment• Notice how the mother is attuned to her baby and how her responsiveness or

lack of responsiveness impacts the baby’s stress levels.

• Which are you? • Sage on the stage? See p. 40 in your text• Guide on the side? Evaluate your personal motivations for choosing to teach

More terms

• As we continue our self-awareness activities, look at the definition of personality on p. 41. How does that differ from temperament?• In the definition of personality, the definition mention “patterns of

affect”. What is affect when it’s a noun?• In the definition of temperament in Table 3.1 at the bottom of the

page, what does constitutional predisposition mean?

Reframing Our Thinking

• Read the scenarios on p. 41. Which viewpoints are more helpful and supportive for positive relationships with children?• How you respond to children’s behaviors will depend on your

“interpretation of and emotional reaction to” those behaviors• Look at the Reframing Activity from the CSEFEL Preschool Training Module• In this activity, you are to write instances during the day that may “push

your buttons” or cause you to feel frustrated with a child. Can you think of more positive ways to view what happened? Are you able to reframe your thinking so that you can consider a more proactive and positive response to the behavior? Can you consider ways to help a child improve her social or emotional skill set so that those “annoying” behaviors are diminished?

CSEFEL

• Look at the Reframing Activity from the CSEFEL Preschool Training Module• In this activity, you are to write instances during the day that may

“push your buttons” or cause you to feel frustrated with a child. Can you think of more positive ways to view what happened? Are you able to reframe your thinking so that you can consider a more proactive and positive response to the behavior? Can you consider ways to help a child improve her social or emotional skill set so that those “annoying” behaviors are diminished?

Looking back• Remember goodness-of-fit?• Complete the activity at the bottom of p. 42 and on p. 43 in your text• After comparing your temperament to the temperament of a child in

your care, how can you adjust your expectations, responses and the environment to better meet the needs of the child?

Let’s Evaluate

• Look at the scenario on p. 45 in your text. • What steps does Peggy take to better meet the needs of Nolan? • What patterns of behaviors do we have that cause problems for the

children in our care? • What patterns of behaviors do we have that are helpful for dealing

with the children in our care?• How can we determine what a child’s behaviors are trying to tell us?

Skill Building - Conversations

• Role play – model the use of extended discourse • Two children are playing restaurant and they want you to be their

customer• Two children have build a zoo out of the blocks in the block center

and have put a variety of animals in various parts of their zoo.• A child is worried because he heard his mommy and daddy yelling last

night • A child cries after lunch every day and has to go home. No one knows

why.

Skill Building - Observations

• How do young children communicate their inner states?• How do we read their cues?• Nonverbal communication – through body language, eye contact,

expressions, play, etc.• Provide variety of opportunities for children to express their inner

states.• Know child development to help interpret children’s communication

Skill Building – Demonstrating Respect

• Reciprocity and respect between adult and child enhance compliance and cooperation• Golden rule• How do you “like to be guided and corrected”?• What is the tone of your voice?

• Parallel process