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$Page 1: Working with Children - PC\|MACimages.pcmac.org/.../Unit_3_Working_with_CHildren.docx · Web viewWorking with Children This unit is designed to increase understanding of methods,$
Working with Children

This unit is designed to increase understanding of methods, techniques, and procedures used in the field of early childhood education. Students learn how to use guidance techniques and

maintain a healthy, safe environment.

Unit 3

OVERVIEW:This unit is designed to increase understanding of methods, techniques, and procedures used in

the field of early childhood education. Students learn how to use guidance techniques and

maintain a healthy, safe environment.

A focus of this unit is guidance strategies. Students need to build a solid understanding of

expectations, behavior limits, and guidance techniques to help them work successfully in their

internship experiences. As they practice writing behavior limits, learn to communicate positive

expectations to children, and learn to use both direct and indirect guidance approaches, they will

build a strong repertoire of skills that will serve them well as they work with and guide children

in the future.

Students need to understand health and safety policies as a context for learning how to apply

emergency procedures. Students will interpret selected child care rules so that, as future child

care professionals, they will understand how to write and interpret policies that reflect state laws

regulating child care centers. As they learn to follow steps to handle various types of

emergencies, they will gain confidence as responsible caregivers.

Like building blocks, a curriculum lays a foundation that allows teachers to build instruction to

meet the challenges of educating students today. This unit lays a foundation for discovering the

joy of working with children and for transforming students into competent, caring early

childhood professionals.

Essential Questions:

1. How can teachers and child caregivers communicate expectations and set behavior limits?

2. What guidance techniques are most effective?3. What policies ensure a safe, healthful environment in early childhood settings?4. What procedures should be used during emergencies?

ECE1 Unit 3 Working with Children Page: 1

OUTLINE:Expectations are communicated through words and actions that help children build social skills. What are some guides for communicating expectations? Model respect and acceptance Encourage empathy and compassion Encourage cooperation and teamwork Insist on self-control Communicate rules in an easy-to-understand way --- e.g., place rules in one of three

categories – (1) Be safe, (2) Be kind, (3) Be neat

Limits are established through rules. What are some guides for setting behavior limits? Make rules short Focus each rule on one main point State rules in terms of positive behaviors expected Set rules that are reasonable Avoid making too many rules Define both acceptable and unacceptable behaviors Enforce rules in a consistent manner Flex rules to adapt to needs of individuals and situations Tell children when they have broken a rule/done something wrong Give attention to children who have been hurt by others who have broken rules

What are the major goals of guiding children? To promote prosocial behaviors

Examples of prosocial behaviors To teach self-control

Examples of self-control

What are the two types of guidance?Direct (involving physical and verbal actions) and indirect (involving outside factors that influence behavior)

Direct guidance techniques° Use simple language ° Speak in a relaxed voice° Be positive° Offer choices with care° Encourage independence and cooperation° Be firm° Be consistent° Provide time for change° Consider feelings° Intervene when necessary

Indirect guidance techniques° Open classroom, good visibility° Close monitoring of young children° Large, open spaces° Bathrooms easy to find and use


° Fixtures at children’s levels° Place to hang up their own coats° Low shelves and sinks to help with cleanup° Designated place for all toys and materials° Cues on shelves to show what is stored there° Marked containers

Recommended techniques for guiding behavior Positive reinforcement Using consequences Warnings Time out I–messages Effective praise

- Make praise age-appropriate- Give praise immediately- Establish eye contact- Don’t overuse praise

Suggesting Prompting Persuading Redirecting Modeling Listening, active listening Ignoring Encouraging Promote a positive self-concept

- Words and actions- Reactions- Subtle messages- Verbal and nonverbal feedback- Activities that make children feel good about themselves- Experiences that provide for student success

Child care policies help ensure safe, healthful environments for children. Typical safety and health policies are written to address the following goals:

Goals of safety policies Supervise children at all times Maintain minimum adult-child ratios Provide a safe environment

Goals of health policies Require medical examinations of staff Keep medical care information for children on file Follow regulations for giving medications Provide care for mildly ill children


Exclude ill children from contact with other children Implement sanitary practices Provide parents access to their children

Basic Emergency Response1. Call “911”2. Administer first aid3. Implement emergency procedures

Emergency Procedures for Smoke/Fire Emergencies1. Sound the alarm2. Line up children at the exit door3. If infants are involved and the ratio of children to staff is greater than 2 to 1, place

infants in a crib with wheels and roll to safety4. In case of blocked exits, use planned alternative exit routes5. Taking roll book, proceed quietly to outside safe location6. Leave lights on and close the door7. Once safely outside, call the roll8. Report names of missing children to rescue authorities

Emergency Procedures for Severe Weather and Disaster Emergencies 1. Consult specific safety procedures for each weather emergency in advance from the

American Red Cross, local fire department, or weather station2. Following posted directions, proceed with children to predetermined location to take

shelter3. Take attendance after reaching shelter4. Report names of missing children5. Access battery-operated radio and flashlight as needed6. For tornadoes and hurricanes, have children sit on their knees facing the wall with faces

down, covering heads with their hands

Emergency Procedures for Threats/Imminent Danger1. Lock down doors2. Close blinds or curtains3. Place the alert sign under the door4. Use green for “all clear,” red for “needs assistance”

5. Reassure children that you are there to care for them

Emergency Procedures for Utility and Maintenance Emergencies1. Notify administration2. Care for children in a secure location

Emergency Procedures for Illness and Injury Emergencies1. Upon arrival, administer health checks; administer screenings as needed2. Check vitals3. Report illness to parents if fever is over 100 degrees or if medical attention is required4. Isolate children who may have contagious illnesses until parents pick up


5. Fill out incident report if medical attention is required

Procedures for Specific Types of Injuries Poisonings

1. Do not rely on possibly outdated antidote charts, first aid or product information2. Do not give syrup of ipecac/other emetic until doctor or poison control center advises3. Gather information needed --- child’s symptoms; first aid procedures administered, if

any; time of poisoning; child’s age and weight; name and amount of poisonous substance

4. With the poison container on hand, contact the local poison control center5. Follow the instructions given by the doctor or the poison control center

Wounds1. Determine if the wound is closed or open2. For closed wounds, apply a cold cloth or pack; for open wounds, wash with warm water,

then bring the wounded edges together as you apply a bandage3. Determine if the wound is deep 4. For deep wounds or wounds that do not stop bleeding quickly, get medical help5. Determine the source of the wound6. For human and animal bites of all types, if the skin is broken, call a doctor at once7. For insect stings, check to see if child is allergic and, if so, give them their medication for

this and get immediate help. If not allergic, scrape stinger away with fingernail, avoid using tweezers, watch for signs of anaphylactic shock; if seen, get immediate medical help

8. For splinters, wash area with soap and water; use a pair of tweezers sterilized in alcohol, boiled for 10 minutes, or held in a flame and wiped with a clean cloth; remove splinter; do not apply ointment or antiseptic; cover with a sterile bandage until doctor can see it

Burns1. Determine if the burn is first-, second-, or third-degree2. First-degree burns, apply cold water to relieve pain; second-degree burns, get medical

help; third-degree burns, get immediate medical attention Choking

1. If old enough, encourage the child to cough2. If necessary, use the Heimlich maneuver



Key Terms: EXPECTATIONS AND BEHAVIOR LIMITSExpectationsrespect Proper courtesy, honor, or esteemacceptance Willingness to receive or approveempathy The ability to put oneself in another person’s place, to

understandcompassion Genuine kindness, consideration of another person’s

feelingscooperation Ability to work together well, to give and taketeamwork Ability to work together as a groupself-control Ability to monitor and manage one’s own feelings and

reactionsBehavior Limitsmain point A major idea, a big thoughtpositive behaviors Things that are done according to rules, appropriate

actionsreasonable Something that is legitimate or understandable; not

expecting too muchacceptable behaviors Actions that yield positive results, are considered “good”unacceptable behaviors Actions that yield negative results, are considered “bad”enforce To monitor and manage, to follow through onconsistent Handled the same way from one person or situation to

anotherflex To adapt or change as circumstances requireGUIDANCE TECHNIQUESGoals of Guidanceprosocial Kind actions that benefit other peopleself-control The ability to discipline oneselfDirect & Indirect Guidancedirect guidance Using physical and verbal actions to guide behaviorindirect guidance Using factors in the environment to influence behaviorintervene To “step in” to redirect a behavior or situationvisibility The ability to see and be seenmonitor To oversee, as in behaviorfixtures Built-in items, such as a sink and commode in a bathroomdesignated Reserved for a certain purposecue A signalRecommended Techniquespositive reinforcement Ways of rewarding positive behaviorconsequence Any result that follows a behaviorwarning A reminder that bad behaviors will bring consequencestime out Moving a child away from the other children for a short

time


I-message A statement beginning with the pronoun I used to express how the caregiver feels about a child’s behavior

Suggesting Putting thoughts into a child’s mind for considerationprompting Taking action to stop or start a behaviorredirecting Turning a child’s attention in a new directionignoring Withholding attention or not acknowledging a behaviorsubtle Not easily noticeablefeedback Responding, either in words or actions, to what is said or

doneencouraging Recognizing a child for trying or for improvingHEALTH AND SAFETY POLICIESGeneral Termspolicy A planned, written course of action for a specific

circumstance; used to guarantee consistency and sound decision-making

compliance Conformity and obedience, as in “compliance with the law”

compliant The characteristic of being obedient, of conformingliability Having legal responsibility and being subject to

punishment for not doing somethingexempt Not subject to; excused fromrule A policy that is implemented as a requirement; in the case

of North Carolina Child Care Rules, a requirement for licensing

ratio The number of times one number contains another number; the relationship between two numbers

Healthaxillary A way of taking body temperature; of or near the armpitoral A way of taking body temperature; by mouthrectal A way of taking body temperature; by the rectumcommunicable A disease that can be passed from one person to another;

contagious, infectiousimmunization A medical procedure to introduce a vaccine into the body

to provide antibodies to resist disease; an inoculation, a vaccination, or “shot”

administer To give, as in administering medicationsfoodborne illness Sickness caused by eating foods containing bacteria,

toxins, parasites, or virusespathogens Germs, bacteriasanitary Preserving cleanliness and healthfulness; reducing

bacteriauniversal precautions Guidelines staff must follow to control infections


Safetysupervise To watch, to be aware ofhazardous Having the potential to produce injury, to cause an

accidentEMERGENCY PROCEDURESEmergenciesimminent danger A situation that poses the strong possibility of risk to

people nearbyInjuriesabrasion A scrape; a damaged area of skinwound Any damage to the surface of the skinclosed wound An injury beneath the surface of skin tissue, such as a

bruise, with no skin brokenopen wound A cut, scrape, or other injury where the skin is brokenrabies A serious disease caused by a virus that is transmitted by

rabid animals; causes infection of the brain and nervous system

burn An injury caused by heat from fire, sunshine, radiation, or chemicals

first-degree burn A burn to the surface layer of the skinsecond-degree burn A burn to more than one layer of skin; characterized by

pain, blisters, swelling, and discolorationthird-degree burn A very severe burn to more than one layer of skin with

nerve damageProcedureshealth check A routine daily health inspection of an individual child to

check for symptoms of injury or illnessscreening A health inspection of a group of children to look for one

specific problemvitals Signs of good health --- pulse, blood pressure, etc.emetic A substance that makes a person vomitsyrup of ipecac A type of emetic used under doctor’s advice for

poisoningsHeimlich maneuver An abdominal thrust used to help a choking victimpoison control center A place where reliable information about poisons and

treatments may be obtained by telephoneGeneral Termscaustic Able to burn/damage the esophagus when going down or

coming upanaphylactic shock Shock that comes from a several allergic reaction, as to a

stingingest To take into the body; to eat and swallow




Classwork starts here…

MOLDING BEHAVIORIntroduction: Today we will make gelatin as we think about what it takes to guide children.How is making gelatin like guiding the behavior of children? Let’s get started with our demonstration, watch and listen closely, and see where your thoughts take you. Demo Step 1: Open and pour gelatin into a clear bowl. Measure 1 cup hot water and 1 cup cold water. Question 1: What 3 ingredients are used to make gelatin? What ingredients do we use to teach children how to behave properly? Follow-up: Pause while students record their thoughts. Demo Step 2: Pour hot water into gelatin; stir at least 2 minutes or until gelatin is thoroughly dissolved. Question 2: Why must the water be hot? Why is it important to stir a full 2 minutes? What conditions should be in place in order for guidance techniques to work properly? Follow-up: Pause while students record their thoughts. Demo Step 3: Add 1 cup of cold water and stir. Question 3: Why is it important to use the correct amount of cold water? What could be the result if incorrect amounts of ingredients for guiding children are used? Follow-up: Pause while students record their thoughts. Demo Step 4:

Chill for 4 hours or until gelatin is firmly set.Question 4: Why are the cold environment and the time element so important for gelatin to set?What roles do the environment and the element of time play in guiding children? Follow-up: Pause while students record their thoughts. Then have students pair and share what they have written. Finally, ask each pair to share with the class one main point about what it takes to guide the behavior of children. Summary: As we have made gelatin today, you have thought about what it takes to guide children successfully. The next step will be for you to work independently to organize your thoughts and write your own recipe for guiding children. Then, at the end of this study, you will return to your recipe and make any changes that you feel are needed to reflect what you have learned and experienced.


Recipe for Guiding ChildrenDirections: Use separate paper to pre-write your ideas and plan what you will include. Use the space below to write your own recipe for guiding children. Include all of the most “essential ingredients” with “amounts” and step-by-step “instructions” for combining and preparing them.

Pre-Write:



Recipe for guiding children

Have student teams follow guides for setting behavior limits to practice writing appropriate rules for selected learning centers:

Housekeeping center Block center Dramatic play center Manipulatives center Art center Sand/water center Play center Reading center Music center

Examine and compare rules developed by teams and compare with samples on “Sample Limits”

Agree which rules are acceptable and make changes if needed.


Have students prepare rules posters and post.


Your Turn to Write LimitsDirections: Review the sample limits found on the previous handout and below. Use the “open book” at the bottom of the page to develop a set of behavior limits for one playground activity --- e.g., swing, slides, jungle gums, or seesaws. Then compare your limits with those done for the same activity by another student. Make any changes needed to make your limits as good as possible.

More Sample Limits:For book corner activitiesTurn one page at a timeGive torn books to the teacherReturn books to the shelfTouch book gently

For science activities* Encourage children to participate by observing, touching, etc.* Feed pets and water plants only under supervision* Keep science equipment in the correct area* Handle pets with care


LEARNING LOG

Write about a time during your childhood when you needed guidance. Write what was done to help you and by whom.

Pair students to discuss the following questions:

a. Was the guidance you received given in a positive way?

b. Did this guidance redirect you in a more positive direction?

c. What would you do differently/the same if you encountered a similar situation with a child in your care?


SUMMARIZE the 2 main goals of guidance --- (1) to promote prosocial behaviors and (2) teach self-control.


Direct GuidanceHave each student select at random one “Direct Guidance or Indirect Guidance” card, or one of each, depending on the size of the class. Have each student find out if their card illustrates direct or indirect guidance. Have them review the text section on that technique and be ready to summarize to the class.

Use simple language Speak in a relaxed voice

Be positive Offer choices with care

Encourage independenceand cooperation

Be firm

Be consistent Provide time for change

Consider feelings Intervene when necessary


Indirect Guidance

Open classroom,good visibility

Close monitoring of young children

Large, open spaces Bathrooms easy to findand use

Fixtures at children’s levels Place to hang up their coats

Low shelves and sinks to help with cleanup

Designated place for all toys and materials

Cues on shelves to show what is stored there

Marked containers


Solutions to MisbehaviorHave students work in pairs to complete “Solutions to Misbehavior”

Ask students the following question:

1. Does a child’s self-concept have anything to do with their tendency to misbehave?

2. Does low self-esteem contribute to behavior issues?

Discuss these ways to promote a positive self-concept:- Words and actions- Reactions- Subtle messages- Verbal and nonverbal feedback

- Activities that make children feel good about themselves

- Experiences that provide for student success.


Directions: Have students role play the following vignettes using recommended guidance techniques to redirect and guide behavior. Offer students the opportunity to play “role play tag” if they see another way of redirecting. Have them tag the character on the shoulder and step into his/her shoes.

1. Beth, age two, wants the toy truck that Austin, age 2, is playing with. Beth grabs the truck and runs. The struggle begins.

2. Seth, age 5, is breaking crayons and throwing them at the other children.

3. Tania, age 3, is biting the other children.

4. Sammy, age 6, continues to karate kick the playhouse, even though he has been reminded several times about the center rules.

5. Sarah, age 9 months, continues crawling to the box of marbles and playing with them, even though she has been moved several times.

6. Donny, age 2, refuses to help with clean up.

7. Ryan, age 3, refuses to sit still at story time.

8. Madison, age 3, refuses to participate in group activities and stays in the playhouse.

9. Carlos, age 4, refuses to try finger painting.

10. Bryan, age 5, runs down the hall, away from the teachers.


Have students locate in their textbooks information that relates to safety and health for children, tag initial pages in each chapter/section with post-it notes, and scan chapter headings.

Have students do a Quick Write on this prompt:

What are some of the important elements of a safe, healthful environment for children?







Homework

Starts Here….

.

Child Care Professional Chapter 15: Guiding Children Textbook Pages 288-311

Study Guide1. Name at least four short-term and long-term goals of guidance in a child care setting

2. Identify at least four guidelines for effectively talking to children

3. What are the benefits of using active listening with children?

4. What are four principals involved in effectively using positive discipline?


5. Why is knowing a child’s development level important to positive discipline?

6. What are the purposes of rules that promote positive discipline?

7. Explain how a caregiver can promote good behavior in terms of:a. Schedule:

b. Choices:

c. Example:



d. Positive reinforcement:

8. What is the caregiver’s goal in dealing with misbehavior?

9. Briefly describe the following three techniques that caregivers might use to respond to misbehavior.

a. Ignoring

b. Giving reminders


c. Using “I” messages

10. What is redirection?

11. What consequences of misbehavior might child care professionals use?

12. List at least three guidelines for effectively using consequences.

13. Identify four ways, other than using positive discipline, of positively guiding children’s social, emotional, and moral growth.


14. Give three suggestions for helping children resolve a conflict

15. Describe at least three ways that caregivers might use to deal with a troubled child.


Applying Your KnowledgeFor each inappropriate disciplinary method below, explain what consequences might occur.1. Using sarcasm

2. Making children promise to behave

3. Bribing children to behave


Chapter 15 Activity 1: Realistic Expectations

Read each of the situations described below. Determine whether or not the adults expectations for the children are realistic and positive. Explain your decisions.

1. Samuel chose to paint during free time. As snack time neared, his teacher told him, “Samuel, hang up your painting, put away the paints, wipe up the table, and then go stand in line.”

2. When Ms. Atherton saw Inez pinch another child during story time, she thought, “There she goes again.” She sighed loudly and said, “Inez, go sit in the time-out for three minutes—as usual.”

3. Twenty-month-old Nathan became fascinated with a cut-glass figure that Franz kept on his desk. Rather than constantly trying to keep Nathan away from the figure, Franz put it in a desk drawer for the time being.

4. Shannon and Brianne are two-and-a-half-year-old twin sisters. Whenever they have a conflict, their teacher tells them, “I am very disappointed in you both. Sisters shouldn’t fight.”


5. Reginald noticed that the three-year-olds, in his room often begin to help wash the tables when he simply sets out several damp sponges and begins to wipe the tables himself.

6. Jana frequently tells the preschoolers to wash their hands after working with clay. She put posters in the art learning center to remind them. When Hakim left smudges of clay on the carpet from his dirty hands, Jana told him he could not play with the clay for the rest of the week.


Chapter 15 Activity 2: Putting Positive Guidance into Practice

Read the passage below. Then answer the questions that follow.

You’re the BestTen minutes before noon, the preschool teacher switched the classroom lights off and on. Sara Novotny, one of the aides, walked about the learning centers, telling the children it was almost lunch time. In the art center, four-year-old Angela dabbed thoughtfully at a large sheet of paper on a low easel. “Angela, It’s time to put away the paints and wash your hands for lunch,” Sarah told her. “Can you finish your picture now, or would you like to finish it tomorrow?”

Angela put down her brush. “It’s finished.” She announced. She carefully picked up her painting and pinned it to the clothesline stretched just beside the easel.

“That’s a beautiful painting, “Sarah said. “The pink and purple remind me of flowers in the spring.”

“Thank you,” replied Angela. She closed her paints and set them on the shelf, then washer her brushes in the sink nearby. She hung up her smock with the others on the row of hooks.

Sarah caught Angela’s eye and smile. “You keep this place so clean. I really like that.”

When the children, the teacher, and the two aides had washed their hands, they all walked quietly to the lunchroom. Sarah noticed Angela begin to skip away from the others. “Angela,” she reminded her, “this is a walking zone.” Angela fell back into line.

In the lunchroom, Sarah sat with the children at one of the tables. Angela sat across from her. Sarah saw that Angela was eating her carrot sticks by walking them end-over-end across the table to the edge, then crunching them loudly between her teeth. Angela saw Sarah looking and grinned broadly, shreds of carrot showing.

Sarah turned to the child beside her. “Jeremy, please pass the applesauce,” she requested. As she spooned some onto her plate, she asked “Angela, would you like some applesauce? It has a little bit of cinnamon. You liked the cinnamon when we made oatmeal cookies last week, remember?”

Angela peered into the bowl of applesauce and served herself a small portion. “Mmmm, yummy,” she declared.


After lunch, the preschoolers and adults cleared their dishes and wiped down the tables. Sarah again saw Angela skipping, this time with a wet cloth in her hand. Before she could stop her, Angela tripped and fell. Sarah hurried over, but the little girl was unhurt. She did however, have a large wet spot on her jumper.

“Remember our rule about walking?” Sarah asked. Angela nodded, frowning at her damp clothing, and finished whipping the table.

Later, Sarah was tucking Angela in for her nap. “You’re the best teacher ever,” Angela whispered. Sarah smiled. Technically, she was not a teacher, yet to Angela, every adult was a teacher. That was a job Sarah took very seriously

1. Identify at least two ways in which the preschool environment where Sarah works is designed to help children succeed.

2. What positive communication techniques did Sarah use to talk to Angela?

3. Using examples from the story, identify at least three guidance techniques that Sarah and the staff used to encourage positive behavior in the children.


4. What techniques did Sarah use in response to Angela’s inappropriate behavior? Give examples.

5. Explain how guiding children is an ongoing, interrelated process. Review the story for ideas, if necessary.


Enrichment Activity

Guiding the Behavior of ChildrenBelow are several situations frequently encountered in the child care setting. Read each situation and decide whether you agree or disagree with the caregiver’s reactions. If you agree, tell why. If you disagree, tell why and offer and alternative way for dealing with the child’s behavior.

1. At every opportunity he can find, Roberto likes to feed the fish in the preschool’s aquarium. Worried that he would overfeed and kill the fish, Roberto’s teacher removed the fish food from its location next to the tank. Now he keeps it locked in a closet and fives it to Roberto only when the fish need to be fed.

2. Camille is a bright and talented school-age child, easily bored with the regular routine. Looking for diversion, she often bothers the other students. She “helps” them with their homework and “improves” their art projects. When the other children start to cry or complain. Camille’s teacher sends her to the director’s office.


3. The children at Melinda’s family day care enjoy drawing on her patio with chalk. Melinda has one piece of chalk in each color, which often leads to fights over who gets to use each color first. When the children start fighting, Melinda takes the chalk away and tells them they may no longer draw on the patio.

4. Although Conrad loves to play in the block area, he is not very good at putting the blocks away. Today Conrad was told twice to pick up the blocks, but still did not do so. Conrad’s teacher told him that he will not be allowed to play with the blocks tomorrow.


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