Blog Reflection #3

Chapter 8 – Supporting Children’s Peer Relationships and Friendships

A. Coaching.

1. When working with young kids, I have to remember that a lot of times they really don’t know how to be a “friend”. Therefore, we must teach them.  Coaching allows them to discuss, see a demonstration, practice and evaluate a skill. Being a friend and having a friendship is a real skill, one that must be practiced and learned. Although I need to remember to not be over bearing and allow children to play with each other as they will, I can most definitely assist in their interaction skills as they are playing and learning.

B. Initiating cooperative activity and play.

1. This is a strategy I definitely need to work on. I find that since so many of the children at my Daycare don’t play well together (during free play) or very nicely, I try to separate them in their play and allow them to be solitary if they wish. However, I know that group activities (that although may be hard to manage sometimes) are so very beneficial for not only learning skills, but cooperative skills in working which each other. I know I need to implement more group activity and play.

Chapter 9 – Influencing Children’s Social Development by Structuring the Physical Environment

A. Adjusting Aspects of the Facility to Influence Children’s Behavior       

1. I don’t think I ever realized how much the physical environment affects a child’s way of learning and their behavior. But as I read through this chapter, it made so much sense. As you walk in certain environment, there is an already set atmosphere, and it is so important that you set that atmosphere for your students so they know what is expected of them, while still allowing them to be comfortable. It talks about Safety, Interior design, Sound control, and Lighting. I wont really be able to apply much of this in my student teaching, but it is so important to be aware of so I can take in the environment into affect and how it effects the children’s behavior so directly.

B. Controllable Dimensions in the Physical Environment

1. This chart does a nice job of putting it plainly what dimensions you can control in your classroom and the different ways you can control them. Once again, I can’t really apply this in my student teaching, but one day when I have a classroom of my own to set up, I will really need to factor in all these things and the different extremes of each. I’ll have to consider each dimension carefully, and I really never knew how important things like this were. I really always thought teachers just put classrooms together nicely and so they would look pretty. I realize now how much time and effort goes into a classroom setup and how much it can affect environment.

Chapter 10 – Fostering Self-Discipline in Children: Communicating Expectations and Rules

A. Summary of developmental issues on self-discipline.

1. Self-discipline is a really complicated skill for young children to develop, but so very important. This chart breaks it down into the three types of development needed to have self-discipline. We need to remember to encourage growth in all these aspects equally so children may be balanced and acquire self-discipline.  Language Development, Cognitive Development, and Emotional Development require so much from children physically, emotionally, and mentally.

B. Differences in attitudes and practices among authoritarian, permissive, uninvolved, and authoritative discipline styles.

1. We talked about this quite a bit in class, which helped me more fully understand it. I know, personally, I tend to switch between these discipline styles depending on my mood, although I’m striving to have an authoritative style all the time. It’s hard for me to remember that things like Control, Maturity demands, communication, and Nurturance are all so vital when implementing discipline. It’s not a simple task we do; we have to really take into account what we feel in best for the child and that situation. I feel that too many people, including myself sometimes, overlook it’s importance. We think that it doesn’t matter how we react to a child because they’re just a child, but we don’t realize how crucial our responses are and how important this part of their development it. I have viewed and experienced all of these different kinds of discipline styles, and aside from the text book telling me so, I know authoritative it the most positive and effective.

Blog Reflection #2

Chapter 4

A.      Effective Praise

a.       I’m usually pretty hesitant with giving children too much praise, as I don’t want it to turn into a pride issue. However, the text sets out a very clear way in which praise can be healthy and positive. It covers 3 points when giving praise; Selective Praise, Specific Praise, and Positive Praise. I feel that this kind of praise is really important so that one, children can receive positive feed-back from adults and gain self-confidence, and two, that they can do so without receiving an inflated view of one’s self or other unhealthy reactions.

B.      Paraphrase Reflections

a.       In this section it talks about responding to children individually, and depending on the conversation. I think I forget this sometimes and respond to most children quite similarly. It also mentions using even the simplest of phrases can be what a child needs to hear, just to hear a response. I don’t always need to try to give elaborated feedback to show that I’m actively listening. Sometimes they just need to know that you’re listening at all with a simple “Mm-hmm”.

Chapter 5

A.      Helping Children Use Words to Express Their Emotions to Others

a.       I have been using this a lot with the kids I work with since discussing it in class. The kids really appreciate being able to find words that describe their emotions. A couple times I’ve tried to help a child find a word to describe what they’re feeling and I’ve suggested the wrong words because I’ve misunderstood their emotions. The children can say “No, that’s not it” and I look for other words until I can help them express what they are really feeling. It’s had a really positive effect on them.

B.      Acknowledge Children’s Strong Emotions

a.       When a child is upset over something that seems so small and insignificant it is easy for me to try to comfort them with a few words and expect them to move on. However, it is really important that we are acknowledging children’s emotions and understand where they are coming from. As I look back to what really upset me as a child, it may seem insignificant now, but at the time it really impacted me. I’ve been getting better at remembering that when working with children and really taking in to consideration what is and why they are upset.

Chapter 6

A.      What Adults Can Do to Help Children Manage Stress

a.       I have to help a lot of children manage stress on a daily basis, working at a care center. The better I get to know the kids personally, the easier it is to help them manage their stress. I also know which kids to now put to near to each other because of reoccurring stresses with the same classmate. In field, hopefully I’ll be able to get to know some of the kids well enough to help them manage their stress; however it often takes time and knowledge of the child and their background.

B.      Use Nonverbal Attending Skills

a.       Not only does listening help comfort a child, but showing them physically that you care. I’ve learned that this doesn’t always mean a physical comforting touch like a hand on the shoulder, but it can just be your body position and where your focus is. I’ll admit, working with a class of kids, it’s hard to stop and listen to a child when you know there are other things you need to get done. Even though it’s hard, it’s so very important.

Chapter 7

A.      The Integrative Function of Play (Figure 7-1)

a.       This diagram lays it out specifically what skills children can gain from positive play. It also points out that a crucial part of this is to practice all of their abilities during play. Play should not be directed, but guided so that the kids can really have the opportunity to explore and investigate.

B.      Valuing Children’s Humor

a.       I personally really value this point, knowing that the development of a child’s humor can be really hard for them, but is still crucial. Growing up, I feel that I didn’t always have a chance to develop my sense of humor and I wouldn’t wish that upon other kids. It’s so important to listen to children and laugh and smile and appreciate what they’re saying, otherwise they might stop trying all together.