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.