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Intentional Strategies > Final > Flashcards

Final Flashcards

1
Q

What does it mean to be intentional in our guidance?

A

Intentional Guiding and Intentional Educators

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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.

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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.

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4
Q

What are the three components of calm.

A
  1. Physical
  2. Cognitive
  3. Emotional
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5
Q

Describe the attributes of the left brain.

A
  • loved and desires order
  • logical
  • linguistic
  • literal
  • linear
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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
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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List the outdated practices.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
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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)

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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).

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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.

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11
Q

What is a timeout?

A
  • unacceptable practice
  • punishment
  • humiliation
  • isolation
  • arguing
  • plotting revenge
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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
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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

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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

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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

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16
Q

What are the benefits of conflict?

A
  • experience opportunities to support the acquisition of new skills
  • provides important teachable moments
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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
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18
Q

What are the 6 steps to conflict resolution?

A
  1. Approach calmly, position yourself at the children’s level
  2. Acknowledge feelings - defuse the anger through active listening
  3. Gather information - find out the facts and encourage communication
  4. Restate the problem - reframe if necessary
  5. Asks for ideas for solutions and choose one together - have children find a solution, assist if necessary
  6. Be prepared to give follow up support
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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
Q

What percentage of the day do children spend in transition?

A

20-35%

26
Q

What are some things to consider when planning for transitions?

A
  • 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
Q

What makes for a successful transition?

A
  • 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
Q

What are daily life routines?

A
  • 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 tooChildren’s choices about using materials reflect home experienced
  • food choices, sleeping habits utensils and dishes
29
Q

What is the gradual admission procedure?

A
  • helps with separation anxiety
  • is a three day process
30
Q

What is the first step in the gradual admission procedure?

A

The parents visits the centre alone
- observed the program
- reviews program brochures and other documentation
- interview with centre supervisor

31
Q

What is the second step in the gradual admission procedure?

A

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
Q

What is the third step in the gradual admission procedure?

A

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
Q

What is the fourth step in the gradual admission process?

A

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
Q

What is the fifth step in the gradual admission procedure?

A

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
Q

What is the temporal environment?

A

It’s related to time:
- daily life routines
- blocks of time for learning activities (free play, small group)
- transitions

36
Q

Why is a daily schedule important for children?

A

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
Q

Consistency and flexibility

A
  • 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
Q

Revising Schedules

A
  • 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
Q

What are the elements of the daily routine?

A
  • eating: snack time, lunch
  • sleeping/resting: rest time
  • work: free play, small group time, large group, outdoor
40
Q

What are the elements of eating times?

A
  • 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
Q

What are the element of sleeping/rest time?

A
  • 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
Q

What are the elements of work/free play?

A
  • 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
Q

What are the elements of work/small group time?

A
  • 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
Q

What are the elects of work/large group?

A
  • 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
Q

What are the elements of outside time?

A
  • 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
Q

What is intentional guiding?

A

Intentional Guiding: Educators act with specific outcomes or goals in mind for children’s socialization, self regulation, and self esteem

47
Q

What is an intentional educator?

A

Intentional Educators: Use developmentally appropriate strategies and engage in deliberately planned strategies to achieve the outcomes they have in mind

Intentional Strategies (2 decks)

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