1
Q
What does it mean to be intentional in our guidance?
A
Intentional Guiding and Intentional Educators
2
Q
Define calm.
A
A feeling of being relaxed, aware of what is going on. When we are calm, the limbic system is subdued.
3
Q
Define quiet.
A
A forced state of being involved in a mesmerizing or quiet activity. A person can be still or quiet and still be intensely aroused.
4
Q
What are the three components of calm.
A
- Physical
- Cognitive
- Emotional
5
Q
Describe the attributes of the left brain.
A
- loved and desires order
- logical
- linguistic
- literal
- linear
6
Q
Describe the attributes of the right brain.
A
- holistic
- nonverbal (sending/reviving body language)
- sees the big picture (meaning and feelings of experience)
- gut feelings
- intuitive
- experiential
- directly influenced by the body
- strong emotional flood our right hemisphere, making it hard to listen and reason
7
Q
List the outdated practices.
A
- verbal overload
- meaningless speech (waking feet, inside voice)
- asking questions you already know the answer to
- being the expert
- giving directions to solve children’s problems
- reminding children what they did yesterday
- lecturing about what is right or not nice
- calling children my friends
- corporal punishment
- time out
- fear and intimidation (teacher voice)
- praising children in hopes of getting them to please you
8
Q
Define praise.
A
Given after a child had completed part or all of a task to show that their achievement is worthy of your approval (external)
9
Q
Define encouragement.
A
Given after a child is doing something to support them to continue and to show appreciate for their efforts (internal).
10
Q
What is the problem with praise?
A
Praise reduces children’s ability to think independently and causes them to rely on other for their sense of self worth and self esteem.
11
Q
What is a timeout?
A
- unacceptable practice
- punishment
- humiliation
- isolation
- arguing
- plotting revenge
12
Q
What is time away?
A
- appropriate to use
- calming down
- no humiliation
- supported by adult
- determined by child
- caring privacy time
- removing the child from an overwhelming situation
- supportive cooking off time and regroup
- time to be with an adult and away from the group
a opportunity to save face and renter when ready
13
Q
Define a natural consequence.
A
An outcome that results from a situation without any external intervention to change or control the conclusion.
Example: no gloves = cold hands
14
Q
Define logical consequences.
A
Are the results of the child’s actions that are imposed by adults. An outcome that results from a situation which adults determine and control the conclusion.
Example: child spills = they have to clean up
15
Q
What are the common causes for conflict in the classroom?
A
Objects: the children want to use the same materials or objects
Space: children want to use the same space
Privilege: children want to be first, perform a favoured task
Social Issues: conflict occurs because of social need or interaction such as being excluded or a misunderstanding
16
Q
What are the benefits of conflict?
A
- experience opportunities to support the acquisition of new skills
- provides important teachable moments
17
Q
How can you support conflict resolution with children?
A
- comprehend the details in a conflict to find an appropriate solution
- listen carefully to details and perspectives
- mediate a win win solution that balances the power
18
Q
What are the 6 steps to conflict resolution?
A
- Approach calmly, position yourself at the children’s level
- Acknowledge feelings - defuse the anger through active listening
- Gather information - find out the facts and encourage communication
- Restate the problem - reframe if necessary
- Asks for ideas for solutions and choose one together - have children find a solution, assist if necessary
- Be prepared to give follow up support
19
Q
What is a visual schedule?
A
- photographs, pictures, symbols or drawings that provide information about a sequence of activities or events
- printed and laminated symbols presented to students in a specific preset to indicate the sequence of as task or series of activities
- can be used to increase independence, acquisition, and engagement
- tools for providing clear expectations for routines or activities and help to promote positive behaviours during times like transitions, as children have a visual representation of what to expect
20
Q
Where are visual schedules requires?
A
Municipalities like Toronto and The Kindergarten Program.
21
Q
What is a visual aid?
A
- can be used throughout the classroom or for various routines or parts of the day
22
Q
Why use visual schedules?
A
- can be used to prevent challenging behaviour
- support and increase receptive and expressive communication
- children benefit from visual reminders to enhance memory
- children can refer to static images once the words are spoken and no longer present
- visuals serve as a reminder of the verbal direction
- assist children in knowing exactly what is expected of them
- allows children to self monitor routines to completion
- most beneficial when used in conjunction with spoken language and/of sign language
- teaches appropriate behaviour or new skills for children who have challenging behaviour
23
Q
What are some picture tips?
A
- don’t use too many pictures
- remove parts of the schedule as you complete them or have a schedule am/pm schedule
- use real photographs
- make pictures durable and easy to maneuver
- use written words and or numbers
24
Q
What is a transition?
A
Times when children move from one element on the daily routine to the next.
Example: free play, outdoor, lunch
25
What percentage of the day do children spend in transition?
20-35%
26
What are some things to consider when planning for transitions?
- how to implement change
- number of children moving
- number of staff available
- limitation of the facility
- time required and time available
- how to signal a transition and ares that might require advance warning
27
What makes for a successful transition?
- respect of each child’s individual pace and work style
- a consistent and balanced daily routine enables children to anticipate upcoming events
- is posted somewhere children can see
- keep transitions to a minimum
- decrease waiting time
- use music and movement
- offer choices when available
- provide warning signals in advance (5mins)
28
What are daily life routines?
- eating, sleeping, dressing, toileting
- personal in nature
- cultural differences need to be recognized and respected
- can affect self esteem and sense of security
- opportunities for quality interactions and building relationships
- routines are experienced at home too
-
Children’s choices about using materials reflect home experienced
- food choices, sleeping habits utensils and dishes
29
What is the gradual admission procedure?
- helps with separation anxiety
- is a three day process
30
What is the first step in the gradual admission procedure?
The parents visits the centre alone
- observed the program
- reviews program brochures and other documentation
- interview with centre supervisor
31
What is the second step in the gradual admission procedure?
Parent and child visit together
- the visit is short , one hour during work/ free play
- parent and child experience the program together
- parent provided ad much or little support as the child’s beds
32
What is the third step in the gradual admission procedure?
Children’s first day with the parent attending
- parent and child come for 2-2.5 hour
- parent may leave for 10-20 mins with the child’s knowledge
- parent reassured the child that they will return
33
What is the fourth step in the gradual admission process?
The child’s second day
- child stand for half day including lunch
- parent stays in the morning until the child has settled
- parent returns to have lunch with the child
- before leaving, they observe washroom and start of nap time
34
What is the fifth step in the gradual admission procedure?
The child’s third day
- child stays for the fall day
- parent calls after lunch, to check how the child has adjusted
- parent may pick the child up early if they are having difficulty
35
What is the temporal environment?
It’s related to time:
- daily life routines
- blocks of time for learning activities (free play, small group)
- transitions
36
Why is a daily schedule important for children?
A consistent provides children with:
- an opportunity for children to anticipate what will happen each day
- emotional stability and security
- trust in their environment
- order and security
- familiarity and consistency
37
Consistency and flexibility
- consistent schedules, but not rigid, provide a sense of security
- a reasonable amount of flexibility is also needed to allow spontaneous opportunities for learning and to extend children’s interests
38
Revising Schedules
- lunch should be relaxed with time for washing hands and cleaning up (1 hours
- small and large group: maximum of 20mins for 3-4 year olds
- rest: 2hours with options for non sleepers
- transitions: as few as possible
- outdoors: 2 hours for program 6+ hours, 1 hour in am and pm, 30 mins for after school programs
39
What are the elements of the daily routine?
- eating: snack time, lunch
- sleeping/resting: rest time
- work: free play, small group time, large group, outdoor
40
What are the elements of eating times?
- times for children to enjoy health food in a supportive social setting
- provided enough time to promote independence and reduce frustration
- respect individual differences
- do I fusion of responsibility of what they eat, adults have the responsibility to provide healthy choices
41
What are the element of sleeping/rest time?
- time for sleeping, or quiet, solitary on-your-own for play
- respect for individual sleep patterns and preferences are important
- Childrens needs change, 0-18 months have irregular sleep schedule
42
What are the elements of work/free play?
- large blocks of uninterrupted time for play
- young children learn through play and participation in integrated experienced rather than subject based
- math, literacy and science concepts should be weaved into experiences
- centre philosophy and program type may inform the strategies for the timing of schedules
43
What are the elements of work/small group time?
- educator meets with 6-10 children to work on an activity planned and introduced by the educator
- the adult chooses and introduced the material, but encourages the children to use the materials in a variety of ways
- teacher imitated and child directed
44
What are the elects of work/large group?
- all adults and children get in a group together
- opportunity for each to participate in a large group, sharing ideas, and learning from the ideas of others
- should be brief and purposeful, no more than 20mins
45
What are the elements of outside time?
- designed for vigorous, noisy, physical play without the constraints of four walls
- children feel freer to talk, move, and explore
- adults join in play, assist, and converse with them
- enabled children to play together, invent their own games, and become familiar with their natural surroundings
- CCEYA requires 2 hrs for full time program and 30 mins for after school programs
46
What is intentional guiding?
Intentional Guiding: Educators act with specific outcomes or goals in mind for children’s socialization, self regulation, and self esteem
47
What is an intentional educator?
Intentional Educators: Use developmentally appropriate strategies and engage in deliberately planned strategies to achieve the outcomes they have in mind
Intentional Strategies
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