Final Flashcards
What does it mean to be intentional in our guidance?
Intentional Guiding and Intentional Educators
Define calm.
A feeling of being relaxed, aware of what is going on. When we are calm, the limbic system is subdued.
Define quiet.
A forced state of being involved in a mesmerizing or quiet activity. A person can be still or quiet and still be intensely aroused.
What are the three components of calm.
- Physical
- Cognitive
- Emotional
Describe the attributes of the left brain.
- loved and desires order
- logical
- linguistic
- literal
- linear
Describe the attributes of the right brain.
- 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
List the outdated practices.
- 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
Define praise.
Given after a child had completed part or all of a task to show that their achievement is worthy of your approval (external)
Define encouragement.
Given after a child is doing something to support them to continue and to show appreciate for their efforts (internal).
What is the problem with praise?
Praise reduces children’s ability to think independently and causes them to rely on other for their sense of self worth and self esteem.
What is a timeout?
- unacceptable practice
- punishment
- humiliation
- isolation
- arguing
- plotting revenge
What is time away?
- 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
Define a natural consequence.
An outcome that results from a situation without any external intervention to change or control the conclusion.
Example: no gloves = cold hands
Define logical consequences.
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
What are the common causes for conflict in the classroom?
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
What are the benefits of conflict?
- experience opportunities to support the acquisition of new skills
- provides important teachable moments
How can you support conflict resolution with children?
- 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
What are the 6 steps to conflict resolution?
- 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
What is a visual schedule?
- 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
Where are visual schedules requires?
Municipalities like Toronto and The Kindergarten Program.
What is a visual aid?
- can be used throughout the classroom or for various routines or parts of the day
Why use visual schedules?
- 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
What are some picture tips?
- 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
What is a transition?
Times when children move from one element on the daily routine to the next.
Example: free play, outdoor, lunch
What percentage of the day do children spend in transition?
20-35%
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
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)
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 tooChildren’s choices about using materials reflect home experienced
- food choices, sleeping habits utensils and dishes
What is the gradual admission procedure?
- helps with separation anxiety
- is a three day process
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
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
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
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
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
What is the temporal environment?
It’s related to time:
- daily life routines
- blocks of time for learning activities (free play, small group)
- transitions
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
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
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
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
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
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
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
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
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
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
What is intentional guiding?
Intentional Guiding: Educators act with specific outcomes or goals in mind for children’s socialization, self regulation, and self esteem
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
