Professional Documents
Culture Documents
developing the skills to make wise decisions for themselves. I learned from Chapter
8 of Get over it anger in children may be a second emotion. Children need
opportunities to express all the feeling they have. Children need help recognizing
and expressing feelings. Toddlers have a lot of energy and dont know how to calm
down. I learned from Chapter 9 of Get over it a toddlers environment needs to
reflect their needs and interests. I learned from discussion board #2 that children
cannot practice self-control until they are in an environments that provides the
opportunities for control. A clear organized environment produces an energy that is
orderly. An environment that invites self-control will produce an energy that helps
children learn self-control. When a childs basic needs are met, they can then learn
self-control. I learned Maslows Theory which creates a hierarchy of needs. The
lower levels must be met first before a child can go onto self-actualizations. The
levels are from the bottom, deficit needs, physiological, safety, belonging, esteem
and finally self-actualizations. When needs are not met, children will have mistaken
behaviors. Teachers are positive leaders in guidance. I learned from Chapter 5 of
The power of guidance teachers need to work continuously to make a program
responsive to each child. Guidance should be used instead of time-outs. All
discipline should be supportive and teach a child how to gain control and express
their feelings appropriately. Time-outs impose external control and inhibit a childs
ability to build internal controls. Guidelines teach a child to understand. If a child
shows mistaken behavior, the first thing we need to look at and change is the
environment. From Chapter 6 of The power of guidance I learned four intervention
strategies that should replace time-outs. These strategies are; conflict
management, guidance talks, class meetings and comprehensive guidance.
Children respond positively when teachers build relationships with the child and
family. There is no such thing as a bad child. Mistaken behavior can be the result of
strong unmet emotional and/or physical needs that a child cannot cope with or
understand. I learned from Chapter7 of The power of guidance the importance of
class meetings. A class meeting is guidances approach to group punishment. Class
meetings encourage children to learn multiple realities, discover they have choices
and realize they are responsible for their own decisions. With consistent class
meetings over time children begin to care for one another, solve their own problems
feel more empowered, feel more in control of their learning and view all community
as their teachers. The third article summary I picked was Children with challenging
behaviors. This article teaches the importance of teamwork in changing
challenging behaviors. Challenging behavior can be controlled and change with
positive reinforcements. Changing the environment may be all you need to change
challenging behavior. One of the most important things with challenging behavior is
be consistent. The best way to prevent challenging behavior is to foster social and
emotional needs and skills. When children start to gain a better understanding of
emotions, they become more capable of emotion regulation. I learned from handout
2.7 Social emotional teachers strategies controlling anger and frustrations is one
of the most difficult tasks in emotional literacy. When children learn to cope with
their emotions constructively, they will have an easier time with disappointments,
aggravation, and hurt feelings. Teachers are the role models children look at for
remaining calm. Challenging behavior develops over a period of time in the context
of relationships and environments. I learned from handout 1.4 Addressing
it supports my views that children who are given the right support and environment
will learn to manage themselves. Children who have the freedom of choice with the
right environment and tools will learn self-reliance. Our job is to give them what
they need. I learned from chapter 15 of Get over it that when we give children the
opportunities to make decisions, the greater they will feel in control of their lives.
Listening to a child and giving them choices helps them build self-worth. I learned
from chapter 16 of Get over it risk taking helps children increase resilience,
develop problem solving skills, create safer play and better judgements. Children
need opportunities for physical, social and intellectual risks. This includes physical
forms of fighting. I learned from chapter 17 of Get over it children fight over
issues, possessions or for attention. First thing we need to distinguish is if the
physical fighting is aggressive or assertive. When we observe we will see if
intervention is required. Children need opportunities to work problems out
themselves. From chapter 18 of Get over it I learned children cannot be successful
at losing until they have lots of opportunities to win. Children need opportunities to
gain power so they can learn self-control. With power struggles they may in forms of
roughhousing. I learned from chapter 19 of Get over it physical intervention that
takes place during roughhousing gives children give-and-take social interactions. We
need to support roughhousing with enough space and know they can tell the other
child to stop when they are finished with this type of play. Another form of play is
superhero play. I learned in chapter 20 of Get over it superhero play gives children
opportunities to gain power, so they will create less negative behaviors. When we
create our space for children they need to feel safe and have a sense of belonging. I
learned from chapter 21 of Get over it the importance of children having a sense
of belonging. Children need playful experiences so they can attain power, support
dramatic play and lots of opportunities for active play. I learned challenging
behavior is due to environments, the curriculum or adult practices. From the book
Get over it I learned through observations we see what we need to change to help
children. We need to offer encouragement and clear messages. Children become
empowered when we give them daily opportunities to demonstrate who they
become, what they have created and what they want. Through this class the most
important thing I learned was there is no such thing as a bad child, only mistaken
behaviors. If a child has mistaken behavior, look at the environment. Everything we
learn about a child is a direct result of our objective observations.