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Intentional Strategies > Midterm > Flashcards

Midterm Flashcards

1
Q

What are the three key points of CCEYA Ontario Regulation 137/15?

A
  1. The program statement must reflect a view of children as being competent, capable, and rich in potential
  2. Support positive and responsive relationships among the children, parents, child care providers and staff
  3. Encourage the children to interact and communicate in a positive way and support their ability to self regulate
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2
Q

What do positive interactions look like?

A
  • speaking warmly to children
  • listening attentively when children are speaking
  • enjoying the children
  • explaining reasons for rules when children misbehave
  • encourages the children to try new experiences
  • doesn’t try to exercise too much control over children
  • seems enthusiastic about children’s activities and ideas
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3
Q

What are the three educator styles?

A
  1. Authoritarian
  2. Authoritative
  3. Permissive
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4
Q

Describe the adult centered view of misbehaviour and give one example.

A

If the child’s behaviour is causing a problem for the adult.

Example: a child talking out of turn interrupts the teacher, a child doesn’t share requires the teachers time and energy

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5
Q

Describe the child centred view of misbehaviour and provide an example.

A

The behaviour infringe unfairly in others rights, presents a risk of harm to the child, or results in mishandling of objects or living things

Examples: a child displays aggression to animals or living things (teach empathy and respect for life), child consistently refused to follow safety rules

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6
Q

What do you need to consider when taking a child centred view of behaviour?

A
  • child’s level of understanding/development
  • child’s temperament
  • severity and frequency of misbehaviour
  • underlying motive/cause
  • adults beliefs and feelings about misbehaviour
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7
Q

What is behaviour management in the classroom (behaviourism)?

A
  • typically rooted in behaviourism
  • involves multiple external strategies aimed at controlling children’s behaviour, typically through external rewards and punishment
  • based on an adult-determined process to learn how to be a cooperative community member
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8
Q

True or False? “Bad kids” exist.

A

False!

Child ventured views acknowledge that there is no such thing as a “bad kid”

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9
Q

What is a child centred approach and view of “bad kids”?

A
  • separate the child from the behaviour
  • child needs to know they still matter even if you do not approve of the behaviour
  • address the behaviour, not the child as a person
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10
Q

Describe the difference between self control and self regulation.

A

Self control seeks to inhibit or manage problems only when they arise (surface behaviours).

Self regulation seeks to identify and reduce the causes of problems in mood, thought, and behaviour (hidden stressors).

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11
Q

What are the 5 steps of the Shanker Method?

A
  1. Reframe the behaviour
  2. Recognize the stressors
  3. Reduce the stressors
  4. Reflect - develop stress awareness
  5. Respond - develop strategies to promote restoration and resilience
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12
Q

Define misbehaviour.

A

The child could have acted differently; they were aware that they shouldn’t have done something, and was perfectly capable of acting differently.

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13
Q

Define stress behaviour.

A

The child is not fully aware of what they are doing or why; they have a limited capacity to act differently.

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14
Q

What are the 5 Domains of Stress Behaviour?

A
  1. Biological
  2. Cognitive
  3. Emotional
  4. Social
  5. Prosocial
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15
Q

Describe the biological domain of stress behaviour.

A

Physical body, mental and overall health, energy levels, sensory stimulation

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16
Q

Describe the cognitive domain of stress behaviour.

A

Brian functioning, ability to learn, attention skills, self regulation, memory, organization

17
Q

Describe the emotional domain of stress behaviour.

A

Strong positive/negative emotions, well-being and communication, ability to regulate emotions

18
Q

Describe the social domain of stress behaviour.

A

Difficulty picking up social cues, unable to understand the effect of their behaviour on others

19
Q

Describe the prosocial domain of stress behaviour.

A

Difficulty coping with other peoples stress, situations and circumstances, integrity, empathy, desire to do the right thing

20
Q

Describe the 3 points of the CECE Code of Ethics and Standards of Practice (Caring and Responsive Relationships).

A
  • strong, positive relationships contribute to healthy child development and are necessary for children’s well-being and learning
  • positive interactions between the teacher and student are the single most important factor in improving learning
  • an awareness of being valued, respected and seen as competent and capable builds the child’s sense of self and belonging, contributed to their wellbeing, enables them to engage and feel more comfortable expressing themselves
21
Q

Describe the authoritarian educator style.

A
  • high control, little warmth
  • values obedience, rules, and structure
  • undies punishment and reward to manage behaviour
  • children are not allowed to express ideas or opinions
  • curriculum is teacher initiated and led
22
Q

What are the outcomes of the authoritarian educator style?

A

Results in children who are fearful, aggressive, withdrawn and unable to make responsible decisions or think creatively

23
Q

Describe the authoritative educator style.

A
  • high warmth and expectations
  • respect, fairness, warmth, open communication, reasoning, consistency, shared involvement
  • provided reasons for rules and are open to negotiation
  • authentic and appropriate choices are provided
  • children are asked for opinions and heard
  • curriculum comes from observation of interested, activities and materials are planned to support children’s interests
24
Q

What are the outcomes of the authoritative educator style?

A

Results in children who are independent, creative, persistent, socially mature, high academic achievers, self controlled and effective decision makers

25
Q

Describe the permissive educator style.

A
  • high warmth, low expectation
  • believe children should do what they want and will sort things out
  • little to no structure in the classroom, no expectations for behaviour
  • curriculum is free for all, no planning or scaffolding
26
Q

What are the outcomes of the permissive educator style?

A

Results in children with difficulty learning positive social skills, bossiness, impulsive, low self control, hostile, delinquency, low academic achievement

27
Q

What are some “typical” behaviour issues of infants and toddlers?

A
  • Crying
  • Attachment to caregivers
  • clinging
  • separation and stranger anxiety
  • beginning verbal communication (no)
  • possessiveness “mine”
  • extreme responses (clingy, stubborn)
  • physical responses to emotions (hitting, biting)
28
Q

What are some “typical” behaviour issues in preschoolers?

A
  • learning to use words to express feelings
  • understanding friendships
  • accepting responsibility
  • following rules
  • expression of self
  • competitive behaviour
29
Q

What are the signs of stress behaviour?

A
  • heightened impulsivity
  • difficulty ignoring distractions
  • problems in mood
  • erratic mood swings
  • trouble listening
  • incoherent speech
30
Q

What are the underlying causes of misbehaviour?

A
  • inappropriate expectations
  • misunderstanding expectations
  • immature self- control
  • silly playfulness, group contagion
  • boredom
  • fatigue and discomfort
  • desire for recognition
  • discouragement
  • frustration
  • rebellion
31
Q

What is reframing behaviour?

A
  • enables us to distinguish between misbehaviour and stress behaviour
  • helps us see and understand the reasons for challenging behaviours
32
Q

What are some examples of a welcoming environment?

A
  • organized
  • comfortable
  • appropriate conflict management
  • children’s feelings/opinions are heard and respected
33
Q

What are some examples of an unwelcoming environment?

A
  • use of punishments
  • limited (close ended) materials
  • teacher centered
  • strict environment
34
Q

Describe child guidance.

A
  • promotes self control
  • teaches responsibility
  • engagement and learning focused
  • 5 steps to conflict resolution
35
Q

Describe punishment?

A
  • only focuses on correcting negative behaviour
  • demeans and belittles
  • makes children feel stressed, hurt, angry, and rejected
  • results in weaker emotional regulation and more impulsive aggressive behaviour

Intentional Strategies (2 decks)

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