328 Exam 1 Flashcards
Where to go for a fire:
Lincoln Music Hall
Where to go for a tornado:
Basement or between elevators
Where to go for a bomb threat:
Lutheran Church
Policy for medication:
we do not distribute medication
Appropriate clothing:
dress-casual, covered, no holes, long shirts
When to wash hands:
Before eating When you arrive Before leaving Bathroom Changing stations Coming inside after being outside Sneeze, cough, etc. Sensory table
Picking up/Dropping off children policy:
Log it on the sheet
Those specified on the emergency contact forms
Parents must escort the child
Staff to Child Ratio
4 Years
16 students = 1:8
18 students = 1:9
Staff to Child Ration
5 years
16 students = 1:8
18 students = 1:9
20 students = 1:10
Mild accident procedure (a child is bleeding)
rubber gloves, apply pressure, antiseptic, band-aid, keep them calm, accident/ouch report (what happened)
Severe accident procedure (a child falls and becomes unconscious)
call 911, mentor teacher ASAP, clear the area, check pulse, CPR? Call the parents/emergency contacts, fill out a report (mentor teacher and parent) – step-by-step what took place
Why is “What’s wrong with you, you’re 4 years old”?
Degrading
Implies all 4-year-old’s know what is right vs. wrong in all situations
Instead - talk about what happened
Helping children deal with a problem
Guidance
Helping children learn personal personal responsibility for their behavior and to judge between right and wrong for themselves
Discipline
External controls; counteractive to healthy attitudes and behaviors
Punishment
4 goals of discipline
- Self-concept
- Self-esteem
- Self-discipline
- Moral Autonomy
understanding who we are and what we do
self-concept
how we feel about self-concept
self-esteem
regulating themselves
self-discipline
having the ability to make decisions about right and wrong, regardless of any rewards or punishments, yet taking into consideration the rights and needs of all involved
- Mutual respect
- Helping children understand
- Guiding choices
Moral Autonomy
children must have a relationship with you before they will be motivated to pay attention to what you ask
Mutual respect - Moral Autonomy
help children learn the reasons behind your requests and guidelines. State your reasons to the children
Helping children understand - Moral Autonomy
provide children with choices so they learn how to make good decisions
Guiding choices - Moral Autonomy
why are time outs not appropriate?
Used as a punishment Humiliating No information for why they are there Drag on for long periods Not given a sense of a more appropriate behavior "one size fits all" mentality
involves the child with it, you want them to figure out a solution for themselves; reward and punishment
Constructivist
you try to mold their behavior, rewards or lack there of; self-governance through expereince
Behaviorist
children will learn as they mature; “they’ll learn, they’ll get it at some point”
Maturaltionalist
a mom, dad, etc. that they have an emotional tie to
Emotional dependency
an object they have a tie to
Instrumental dependency
the child experiences the direct results of his or her own behavior
Natural Consequences
those imposed by an adult but linked to the child’s actions— different than punishment
Logical Consequences
4 Logical concequences
- Reciprocity
- Exclusion
- Deprivation
- Restitution
doing to the child what the child has done; not helping a child with a project because they ruined anothers
Reciprocity
permits the child to remain a member of the group, but removes him/her from the person they have offended; their actions break the bond
Exclusion
not being allowed to use materials that we misused; allowing the child to determine when they are ready to return and use it properly
Deprivation
helps them see themselves as helpful rather than harmful; clean up a mess you made, get a cold cloth for someone you hurt
Restitution
Rather than showing children how things work, let them touch and investigate materials and tell you how they work
Active curriculum
Room arrangements
Well defined areas, entries and exits Boundaries Identities at home Home characteristics Home identities Activity level – calm vs. active Noise level – quiet vs. loud Involvement level – tidy or “slightly involved” vs. “fully involved” Types of activities – near each other
Amount of supplies
Use real materials (e.g. bird’s nests, plants, a visit to a museum or science center, a visit from a community center, historical artifacts such as photographs, diaries, old toys, etc.) as a source of inspiration for lessons
Amount of supplies correlates to the number of students; Too much vs. too little
Modeling
Adults serve as positive role models for children
Teachers set the tone for the classroom, with children taking on the interaction style of the adult
As teachers, we need to model and teach appropriate behavior methods by showing them or giving them cues to direct their behavior
Divert/distract the child’s misbehavior
Redirection
I-Message (3 parts)
Telling the person what they did, how it affected you, and how it affected others
- State the unacceptable behavior
- State your feelings
- Explain why you feel that way
an internal form of motivation. You strive towards a goal for personal satisfaction or accomplishment
Intrinsic Motivation
doesn’t always have to be another person, but it is some outside demand, obligation, or reward that requires the achievement of a particular goal
Extrinsic Motivation
5 Steps to Problem Solving
- Clarification
- Solution Formation
- Solution Selection
- Implementation
- Evaluation
acknowledge the problem and define the ownership of the problem – get both sides
Problem Clarification - step 1
brainstorm a list of possible solutions
Solution Formation - step 2
evaluate each solution, taking into account feelings - adopt a solution that all agree to
Solution Selection - step 3
follow through with who will do what by when
Implementation - step 4
assess the success of the solution - if it fails, try another
Evaluation - step 5
4 types of agression
- Accidental
- Expressive
- Instrumental
- Hostile
aggressive acts that are unintentional
Accidental Aggression
aggressive acts that are playful/exploratory in nature
Expressive Aggression
aggressive acts that are used to get an object or something the aggressor wants (purpose is not to hurt)
Instrumental Aggression
premeditated hurtful behavior
Hostile Aggression
language that conveys a positive regard for children and a respect for and acceptance of their individual ideas and feelings
Example: You need to use your inside voices.
Responsive Language
language that conveys teacher control by using power assertion methods, threats, commands, and criticisms
Example: Be quiet!
Restrictive Language
