Midterm Study Guide Flashcards
Fire
Lincoln music hall- Schultz Room
NAEYC ratio
1: 10 for 20 children
1: 11 for 22 children
1: 12 for 24 children
Extrinsic Motivation
Motivation comes from reward externally offered. Outside motivation. Reward comes not in carrying out the action but for completing the action.
Discipline
Helping children learn personal responsibility for their behavior and the ability to judge between right and wrong for themselves
Accident Procedures
Minor accidents- teachers will provide immediate first aid care and nothing more. First aid kits are located in each room. Anther teacher will make an attempt to contact the child’s parents. An Ouch Form will be filled out.
Accidental Injury requiring medical attention- mentor teacher should provide first-aid care, an another teacher should call emergency services and parents. Until parent/guardian/ambulance/physician is present on scene, the mentor teacher is in charge of all decisions for the child’s health.
Pickup/Dropoff Policy
Children will only be released to s parent or authorized person. Authorized persons are listed on the child’s Emergency Form. Authorized people are those who may pick up a child from school without prior notice to the teacher. Under no circumstance will a child be released to anyone not on the child’s form without written authorization from the parents.
Guidance
Helping children deal with a problem
Medication Policy
No medications will be given unless it’s s life threatening allergy
Punishment
Intended to hurt or humiliate a person in response to undesirable behavior in hopes of changing the behavior.
Restrictive language
Language that conveys teacher control by using power assertion methods, threat, commands, and criticisms
Intrinsic Motivation
Motivated by the thing itself. Motivation comes from within the person. Reward comes from carrying out the action.
Behaviorist Discipline Model
Process- molds behavior via Rewards and punishment
Goal- Obedience
Accidental aggression
Aggressive acts that are unintentional
Tornado
Inner Hallway of Pugsley- near the elevator
Constructivist Discipline Model
Process- Helps children learn from experience and learning
Goal- moral autonomy
Logical consequences
Those imposed by an adult but linked to the child’s actions- different than a punishment
Maturationist Discipline Theory
Process- believes that time is the best teacher
Goal- individual development
Instrumental dependency
The necessary reliance we have on others for certain things that are beyond our capacity to do so
Goals of discipline
Improve self-concept and self-esteem
Promote self-discipline and moral autonomy
Emotional dependency
A need to be near others and to have their support, affection, and reassurance. The unwillingness or the self-perceived inability to do things for oneself that one should be able to do
I-Messages
- state the unwanted behavior
- state your feelings
- explain why you feel that way
“I can’t read with so much noise in the room. It gives me a sore throat to try to talk loudly enough for people to hear me.”
Instrumental aggression
Aggressive acts that are used to get an object or something the aggressor wants (purpose is not to hurt)
Natural consequences
The child experiences the direct results of his or her own behavior. Those that automatically result from the child’s behavior with no intervention from an adult
Examples of logical consequences
Exclusion: removed from the activity that they behaved inappropriately in until they believe they are ready to behave appropriately
Deprivation: not allowing a child access to materials that they used inappropriately until the child believes they are able to behave appropriately
Restitution: the child pays for or replaces that which has been damaged or lost as a result of their actions; the child assists the child they have injured
Reciprocity: what the child has done to another is done back to them. (Not and adult doing evil for evil) if the child does not help you, you don’t help the child.
Expressive aggression
Aggressive acts that are playful/exploratory in nature
Hostile aggression
Premeditated hurtful behavior
Responsive Language
Language that conveys a positive regard for children and a respect for and acceptance of their individual ideas and feelings
Thomas
Bozeid
Brooklyn
Brech
Callista
Cramer
Chet
deBlonk
Felix
Foss
Donovan
Gloege
Ella
Haggerty
Liam
Heiberger
Teagan
Hof
Audrey
Kleinsasser
Jaeley
Markus
Anaya
Robertson
Averie
Robinson
Elizabeth
Saunders
Michael
Schmit
Micah
Stern
Hunter
Wedemeyer
