ECEA 200 Child Guidance
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ECEA 200 Child Guidance
Assignment 1
Online videos and suggested readings provide the information necessary to complete the assignments.
Purchase of the textbook in this course is mandatory. Page numbers listed are from the main textbook for this course.
5964072232505
Textbook: The Whole Child: Developmental Education for the Early Years (10th Edition) Paperback Mar 27, 2013, by Patricia Weissman (Author), Joanne Hendrick (Author). ISBN-10: 0132853426 ISBN-13: 978-0132853422
**You can always search the internet to understand the concepts presented at a deeper level. Please cite any sources that you use to answer any questions. Plagiarism is a serious issue. Please see the Student Handbook for more information. **
Grade Criteria:
A
80% or above
Student shows an advanced understanding of the readings. Reflection and connection include theories, concepts, and/or strategies presented in the course materials to date. Viewpoints and interpretations are insightful and well supported. Clear, detailed examples are provided, as applicable.
B
70-79% Student shows an understanding of the readings. Reflection and connection demonstrate a general understanding of the theories, concepts, and/or strategies presented in the course materials to date. Viewpoints and interpretations are supported. Appropriate examples are provided, as applicable.
C (pass)
60-69% Student shows some understanding of the readings. Reflection and connection demonstrate a minimal reflection on, and personalization of, the theories, concepts, and/or strategies presented in the course materials to date. Viewpoints and interpretations are unsupported or supported with flawed arguments. Examples, when applicable, are not provided or are irrelevant to the assignment.
DNC -Did not complete course. Student has not shown understanding of the readings. Reflection and connection demonstrate a lack of reflection on, or personalization of, the theories, concepts, and/or strategies presented in the course materials to date. Viewpoints and interpretations are missing, inappropriate, and/or unsupported. Examples, when applicable, are not provided.
Part 1 Think Deeper
List the key reasons why children need positive and supportive guidance. (Page 3)
Describe the influences on a childs behavior in the table below. Provide an example. (Page 4)
Influences Description of the influence on a childs behavior. Use your background knowledge as well.
Age E.g. Behaviour is influenced by age. When a childs increases in age it brings changes in their ability to think, complete tasks and control their behavior. For example, a 2-year-old child cannot make a sandwich whereas most 10-year-old children can make a sandwich independently.
Level of developmental stage and abilities Environment: Space Environment: Things Environment: People Environment: Time/Program Schedule Adults who care for children Family and culture Is it normal for children to make mistakes? Should an Early Childhood Educator Assistant have realistic expectations? (Page 4)
Analyze Figure 1.1 tips for teachers on the day-to-day care of young childrens brains. (Page 8)
Which of these tips resonate with you most?
Are there any tips that you do not think benefit a childs brain development?
What is developmentally appropriate practice? (Page 11) Describe the three core considerations of developmentally appropriate practice below. (Page 12)
Core Considerations Describe
Know about child development and learning Know what is individually appropriate Know what is culturally appropriate Constructivism is an important learning theory that educators use to help children in their care learn.Constructivismis based on the idea that people actively construct or make their own knowledge, and that reality is determined by your experiences as a learner. Basically, children use their previous knowledge as a foundation and build on it with new things that they learn. Hands-on, active-learning, or child-centered philosophy are constructivist approached. Describe the contributions of constructivist theorists below. (Page 14)
Constructivist Theorists Key contributions to childhood programming
Jean Piaget Lev Vygotsky Reggio Emilia Approach What are the premises of quality education? These statements are the basics of Early Childhood Education. Describe 6 overarching big ideas about child guidance. (Page 22)
Premise Overarching big idea in Early Childhood Education in child guidance
1
2 3 4 5 6 Describe the essential requirements for quality programming for ECEAs and what this would look like in a learning environment. (Page 23-30)
Essential requirement for ECE programming What does this theory look like in practice?
Good human relationships are a fundamental ingredient of a good day E.g., Groupings must be kept small to provide the best care possible. Children should be given opportunities to move around freely and to explore their environments. Talking to each child and caring for the child is important.
Families must reincluded as part of the life of the school High quality education must be developmentally appropriate High-quality education is individualized High-quality education honors diversity in its many forms High-quality education uses reasonable and authentic methods of assessment to find out more about children High-quality education has a balance between self selection and teacher direction; both approaches are valuable High-quality education should be comprehensive High-quality teaching is intentional High-quality education has stability and regularity combined with flexibility High-quality education has variety Children need many kinds of experiences, as well as changes in basic experiences Children need changes of pace during the day to avoid monotony and fatigue and to maintain a balance of kinds of experiences Learning must be based on actual experience and participation Play is an indispensable avenue for learning The program should be reflected on daily High quality education promotes ethical standards for teachers High quality education should encourage advocacy The day should be pleasurable Why are certain families supportive of programming and others so sceptical? What can you do to open the door to good communication? (Page 34-36)
Describe the ways an educator can establish a good relationship with families below. (Page 36 )
Factors that improve relationships between the educator and the family Description
Attitude of the educator Avoid the us versus them mentality Understanding family diversity Understanding the challenges when working with families (Page 38) Show Genuine Concern Develop cultural competence (Page 40) Describe the process involved in dealing with an angry, frustrated and/or unreasonable caregiver. (Page 42)
Steps Description of process to deal with situation
The Preamble: what to do before the situation arises Coping with the initial encounter: what to do when that button is pushed What to do after the complainer departs Describe some general principles for helping families deal with crises? (Page 50)
Part 2 Connect and Reflect
Child abuse, also known as maltreatment, is common. It is important to understand and reduce the risks of abuse for your child and be familiar with the signs of abuse and neglect.
About4 million cases of child abuse and neglect involving almost 7 million children are reported each year. The highest rate of child abuse is in babies less than one year of age, and 25 percent of victims are younger than age three.
Most cases reported involve neglect, followed by physical and sexual abuse. There is a lot of overlap among children who are abused, with many suffering a combination of physical abuse, sexual abuse, and/or neglect.
Read section 52 in the BC Child Care Licensing below.
Read the document: Keeping Kids Safe from Abuse in BC. Read: HealthLink BC- Child Abuse and Neglect
https://www.healthlinkbc.ca/health-topics/child-abuse-and-neglect#:~:text=Children%20and%20teens%20can%20call,police%20or%20child%20protective%20services.
Harmful actions not permitted
52 (1)A licensee must ensure that a child, while under the care or supervision of the licensee, is not subjected to any of the following:(a)shoving, hitting, or shaking by an employee or another child, or confinement or physical restraint by another child.
(b)confinement or physical restraint by an employee, except as authorized in a childcares plan if the care plan includes instructions respecting behavioural guidance.
(c)harsh, belittling, or degrading treatment by an employee or another child, whether verbal, emotional or physical, that could humiliate the child or undermine the child's self respect.
(d)spanking or any other form of corporal punishment.
(e)separation, without supervision by a responsible adult, from other children.
(f)as a form of punishment, deprivation of meals, snacks, rest, or necessary use of a toilet.
(2)A licensee must ensure that a child is not, while under the care or supervision of the licensee, subjected to any of the following types of abuse or neglect, as described in section 1 of Schedule H:
(a)emotional abuse;
(b)financial abuse;
(c)neglect;
(d)physical abuse;
(e)sexual abuse.
Is it ever permissible for a child to undergo any of the harmful actions listed above?
Describe what you would do if you saw someone treat a child in a harmful way.
Have you seen a child being treated in a harmful manner? What did you do? What would you do differently now, knowing what you know about child guidance and the Child Care Licensing Regulation?
What are the common signs of child abuse and neglect? (Page 54)
Signs of Abuse and Neglect Description
The Child The Parent The Parent and the Child Signs of Physical Abuse Signs of Neglect Signs of Sexual Abuse Signs of Emotional Maltreatment REMEMBER!
If you think achildoryouthunder 19 years of age is being abused or neglected, you have the legal duty toreport your concernto a child welfare worker. Phone1 800 663-9122at any time of the day or night.
7591425-80962500Part 3 Theory into Practice
Manjot, a little girl in your learning centre, has started to pinch other children on a regular basis and hit other children when she does not get her way.
Describe what you would say to the parent? (Page 46)
List some practical pointers for conducting a successful conference with her parents.
How would you help Manjot understand that physical violence is never permissible and that there are other ways to deal with situations?
7591425-80962500
What's Wrong with timeouts? https://www.ahaparenting.com/read/timeouts
Parenting "experts" these days are united in their opposition to physical punishment, which research repeatedly shows hinders kids' moral, emotional and even intellectual development.
But of course, that leaves the very real question of how parents can guide a two-, three- or four-year-old, who doesn't have enough development in the prefrontal cortex yet for reason to trump emotion, and who may have no interest in following our rules!
Most experts advise parents to use Timeouts. On the surface, Timeouts seem sensible. They're non-violent but still get the child's attention. Plus, they give the parent and child a much-needed break from each other while emotions run high.
But any child can explain to you that timeouts ARE punishment, not any different than when you were made to stand in the corner as a child. And any time you punish a child, you make him feel worse about himself and you erode the parent-child relationship.
So, not surprisingly, research shows that timeouts, like other punishments,don't necessarily improve behavior. A study done by the National Institute of Mental Health[i] concluded that timeouts are effective in getting toddlers to cooperate, but only temporarily. The children misbehaved more than children who werent disciplined with timeouts, even when their mothers took the time to talk with them afterward. Michael Chapman and Carolyn Zahn-Wexler, the authors of the study, concluded that the children were reacting to the perceived love withdrawal by misbehaving more.
Thats in keeping with the studies on love withdrawal as a punishment technique, which show that kids subjected to it tend to exhibit more misbehavior, worse emotional health, and less developed morality [ii].
These results arent surprising, given how much children need to feel connected to us to feel safe, and how likely they are to act out when they dont feel safe. Children act badly when they are dysregulated, and that they need to feel connected tocalm down and act better. Timeoutsdisconnect the child from the adult, so they don't help the child to behave better.
Mona Delahooke, who writes about recent research in polyvagal science, says "Again and again,I observed children whose challenging behaviors were impervious to traditional solutions such as time-outs. Often, time-outs increased maladaptive behaviors as well as childrens anxiety and depression...When we reframe many challenging behaviors as fight-or-flight behaviors caused by subconscious distress its easy to see that when we increase threat through the social isolation of a time-out, we are ignoring the brain-body connection.Our collective obsession about time-outs reflect an outdated perception that all behaviors are motivated and incentivized. They simply arent."
Alfie Kohn, in his bookUnconditional Parenting, cites numerous studies on the negative effects of timeout and other love-withdrawal techniques on children's moral and psychological development.
***
[i] Chapman, Michael and Zahn-Wexler, Carolyn. Young Childrens Compliance and Noncompliance to Parental Discipline in a Natural Setting. International Journal of Behavioral Development 5 (982): p. 90.
[ii] Hoffman, Martin. (1970) Moral Development. In Carmichaels Manual of Child Psychology, 3rd ed., volume 2, edited by Paul H. Mussen. New York: Wiley.
So while its true that timeouts are infinitely better than hitting, they teach the wrong lessons, and they dont work to create better behaved children. In fact, they tend to worsen kids' behavior. Here's why.
1. Timeouts make kids see themselves as bad people.
You confirm what she suspected she is a bad person. Not only does this lower self esteem, it creates bad behavior, because people who feel bad about themselves behave badly.
As Otto Weininger, Ph.D. author of Time-In Parenting says:
Sending children away to get control of their anger perpetuates the feeling of 'badness" inside them...Chances are they were already feeling not very good about themselves before the outburst and the isolation just serves to confirm in their own minds that they were right.
2. Timeouts don't help kids learn emotional regulation.
The fastest way to teach kids to calm themselves is to provide a holding environment for the child, giving him the message that his out of control feelings are acceptable and can be regulated. When you send him off to his room by himself, he'll calm down eventually -- but he's no closer to learning to manage those emotions next time. That doesn't mean you need to physically hold your child when he's upset; he probably won't let you. A "holding environment" might also mean staying close and calm, saying very little, but reassuring him that he's safe and you're there with a hug when he's ready.
(Why "safe"? Because emotional dysregulation sends the child into "fight, flight or freeze" which means by definition that an upset child feels unsafe. That's why he fights you as if you're his mortal enemy instead of his beloved parent. So your goal when your child is upset is to restore safety, before you can teach appropriate behavior.)
3. Timeouts work through fear, as a symbolic abandonment.
Banishing an upset child is pushing her away just when she needs you the most. Worst of all, she only calms down and becomes more "obedient" because you've triggered the universal childhood fear of abandonment.
Dan Siegelsays that the relational pain of isolation in timeout is deeply wounding to young children and that when repeated over and over, the experience of timeout can actually change the physical structure of the brain.
4. Timeouts don't help kids with their upsetting emotions, which makes more misbehavior likely.
Isolating the child with timeout gives her the message that you'll push her away if she expresses challenging emotions. Only her pleasant feelings are safe; her authentic, messy, difficult feelings part of who we all are are unacceptable and unlovable. A child can't separate herself from her feelings. So she concludes that she's unlovable. And she represses those difficult emotions, which just means they're no longer under conscious control and are ready to pop out with more force next time she gets upset.
5. Instead of reaffirming your relationship with your child so she WANTS to please you, timeouts fuel power struggles.
Many parents end up in physical brawls with their child while trying to drag them to timeout. The child loses face and has plenty of time to sit around fantasizing revenge. (Did you really think she was resolving to be a better person?)
6. Timeouts, like all punishment, keep us from partnering with our child to find solutions since we're making the problem all theirs.
That makes us less likely to see things from our child's perspective. It weakens our bond with our child. Unfortunately, that bond is the only reason children behave to begin with. So parents who use timeouts often find themselves in a cycle of escalating misbehavior.
What to do instead of Timeouts
In summary, timeouts, while infinitely better than hitting, are just another version of punishment by banishment and humiliation. To the degree that Timeouts are seen as punishment by kids and they always are -- they are not as effective as positive guidance to encourage good behavior.
So if youre using them as punishment for transgressions, thats a signal that you need to come up with a more effective strategy. Prevention always works best, and emotion coaching is invaluable. Managing your own emotions is also essential, because that calms, rather than inflames, the storm. SeeHow to Use Peaceful Parenting, andHandling Your Own Angerfor specific strategies.
And if youre using Timeouts to deal with your child's meltdowns, thats actually destructive, because youre triggering your childs abandonment panic. Try emotion coaching and time ins.
What's Time IN?
If you want to teach your child emotional self-management, thats only effective before a meltdown starts and the child can still access the reasoning capacity of the prefrontal cortex. When you see the warning signs, take your child to a "Time IN" to help her calm down. This signals to your child that you understand that she's got some big emotions going on and you're right there with her. If she's just a bit wound-up and wants to snuggle or even read a book, fine. If she's ready for a melt-down, you're there to help. Just let her know you're there and she's safe.
Once the meltdown starts and your child is swept with emotion, its too late for teaching. Don't try to talk or negotiate or convince him of anything; he's in "fight or flight" emergency mode and the thinking parts of his brain aren't working right now. Just stay nearby so you dont trigger his abandonment panic, and stay calm. Dont give in to whatever caused the meltdown (in other words, don't give him that cookie you said no to), but offer your total loving attention. Tell him he's safe. Be ready to reassure him of your love once he calms down.
When You're Losing It
Timeouts are a terrific management technique for keeping your own emotions regulated. But use them on yourself, not your child. When you find yourself losing it, take five. This keeps you from doing anything youll be sorry about later. It models wonderful self-management for your kids. And it ultimately it makes your discipline more effective because you arent making threats that you wont carry out.
Parents who use timeouts are often shocked to learn that there are families who never hit, never use timeouts, and rarely raise their voices to their children. But you shouldnt need to use these methods of discipline, and if you're using them now, you'll probably be quite relieved to hear that you can wean yourself away from them.
Check out the section on this website calledHow to Use Peaceful Parentingfor more specifics. And remember, this too shall pass!
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Keeping Kids Safe from Abuse in BC
Child abuse is one of the most serious problems facing our society. Abused children suffer and, all too often, the damage lasts a lifetime. Even worse, it can extend to future generations as patterns of abuse and neglect repeat themselves.
Most children do get the love and care they need to grow up strong, safe and secure. But others need our help. That's why it's so important to know the signs of abuse and neglect, and to take the right action when we see them. This guide will tell you how to do that. It also offers advice on preventing abuse.
Whether they're our own children, our neighbours', or a stranger's, we all share responsibility for their well-being. We owe it to them to do whatever we can to keep childhood a safe place to be.
What is Abuse?When to Suspect AbuseWhen a Child Comes to YouIf you Suspect Abuse is Taking PlaceWhat the Social Worker Will Ask YouAfter you Make a ReportHow Children are ProtectedWhen Children are Removed from Their HomesPreventionStreet-ProofingWhere to Get HelpWhat is Abuse?
Child abuse occurs with alarming frequency. As public awareness of the subject has grown, so have the numbers of reported and confirmed cases. The following definitions are adapted from B.C.'s child protection legislation, theChild, Family and Community Service Act.
Physical abuseis any physical force or action that results, or could result, in injury to a child. It's stronger than what would be considered reasonable discipline.
Sexual abuseis the use of a child for sexual gratification. It includes sexual touching as well as non-touching abuse, such as making a child watch sexual acts.
Emotional abuseis a pattern of destructive behaviour or verbal attacks by an adult on a child. It can include rejecting, terrorizing, ignoring, isolating, exploiting or corrupting a child.
Neglectis failure to provide for a child's basic needs: food, clothing, adequate shelter, supervision and medical care. Neglect is the form of abuse most frequently reported to the Ministry of Children and Family Development.
It's Your Legal Duty
If you think achildoryouthunder 19 years of age is being abused or neglected, you have the legal duty toreport your concernto a child welfare worker. Phone1 800 663-9122at any time of the day or night.
When to Suspect Abuse
Abused and neglected children almost always show signs of their suffering. Some of the most common signs are listed below.
Remember, these are warning signs. They don't necessarily mean abuse is happening. But the more you see, the more concerned you should be.
Warning signs:
Unexplained bruises especially on the face, lower back, thighs or upper arms
Unexplained bruises on an infant
Different coloured bruises, indicating they're at different stages of healing
Unexplained fractures
Constant complaints such as sore throats or stomach aches that have no medical explanation
Lack of proper hygiene
Clothing inappropriate to weather conditions
Torn, stained or bloody underwear
Irritation, bruising, bleeding, pain or itching near genitals or anus
Bruises on breasts, buttocks or thighs
Sudden onset of nightmares, bed wetting, and/or fear of the dark
Sudden change in attitude towards someone
Expressing sexual knowledge not usual for their age in their language, behaviour or play
Becoming anxious and fearful after being outgoing and friendly
Remember: these are warning signs. They don't necessarily mean abuse is happening. But, especially where one or more sign is noticed in the same child, there's cause for concern.
When a Child Comes to You
Sometimes, a child who is being abused will tell an adult. If this happens to you:
Stay calm
Listen to them
Let them know you believe them
Reassure them
Tell them you're sorry it happened and let them know it's not their fault
Don't promise to keep it a secret
Don't say everything will be fine now. It may take a lot of time before everything is fine again
If you Suspect Abuse is Taking Place
Report your concern.Call1 800 663-9122at any time of the day or night.
What the Social Worker will Ask You
When you report suspected abuse, the social worker will ask you about:
The child's age, name and location
Any immediate concerns for the child's safety
Why you believe the child needs protection
Any statements the child has made
The child's parents and other family members
The alleged offenders
Any other children such as siblings who may be involved or at risk
Any previous incidents or concerns for the child
Any other relevant information such as the child's language or special needs
Don't waituntil you have all this information before calling. Just tell the social worker as much as you know. They'll also ask for your name, address and phone number and how you know the child. Your name will be kept confidential.
After you Make a Report
If it appears the child may, indeed, need protection, a child protection social worker will start an investigation. This involves seeing and talking to the child and people who know the child, such as their parents, extended family, teacher, family doctor or child care worker.
Depending on the kind of abuse or neglect involved, the social worker may contact other agencies such as the police, the Superintendent of Schools, or the local Medical Health Officer.
If the child is aboriginal, their band or community will also be involved. Or, the information may be turned over to an aboriginal child welfare agency.
How Children are Protected
When an investigation finds that a child needs protection, the social worker will take whatever steps are most appropriate and least disruptive to the child. Children are only removed from their homes when they're in immediate danger and nothing less disruptive can protect them.
When Children are Removed from Their Homes
Whenever a child is taken away from their family for their own protection, a court process starts. A Family Court judge hears evidence from all sides and makes the final decision about who the child will live with, and under what conditions.
Children who cannot safely stay with family members or friends go to foster homes or care facilities that can meet their needs.
Prevention
Keeping children safe
Whether you're a parent, family member, neighbour or friend, the best way to protect a child from abuse is to have a good, open relationship with them. That means spending time with them, letting them know you care and, above all, listening to what they have to say.It's important that they understand that they can talk to you about anything no matter how disturbing or uncomfortable.
Encourage the children in your life to talk to you about their day, every day (or as often as you see them).
Teach them to tell you if an older person ever asks them to keep a secret.
Make sure they know the difference between good touching (like a pat on the back or a quick hug for something done well) and bad touching, which is any touching that makes a child uncomfortable.
Be sure they know it's okay to say no to an older person even if that person is someone they know and trust. Because the tragic truth is, most children who are abused are victims of people they know.
Never shake a child its one of the most dangerous things a parent or caregiver can do. Shaking a baby or young child can cause brain damage, blindness and even death.
Street-proofing
Tips for parents and caregivers
Kidnapping by strangers is very rare, accounting for less than 1% of missing children cases, according to the RCMP. Still, we should all take sensible precautions.
Never leave a young child alone in a public place not even for just a minute.
Dont put their name on their clothing. A stranger can use it to gain their trust.
Go along when a young child uses a public washroom, even if they protest.
Never assume theres someone else watching out for your child. Always know where they are and whos looking after them.
And, in case the worst happens, keep an up-to-date photo (no more than six months old) with your childs height, weight, eye and hair colour on the back, along with a description of any birth marks.
There are also a number of things you can teach your child to help them deal safely with strangers on their own:
As soon as theyre old enough, teach them their name, address, phone number and parents names.
Teach them to shout, Youre not my mother! or Youre not my father! if someone tries to take them away.
Teach them to go to a sales clerk if theyre separated from you in a store.
Teach them to go to a police officer if theyre in trouble and one is nearby. Never frighten your child by threatening to call the police if they do something wrong.
Give your child a code word for emergencies. That way, a stranger who doesnt know the word wont get far, even if they say something like, Come with me to the hospital; your father has been hurt.
Teach your child to say no firmly. Practice shouting it with them. Give them permission to scream it if theyre in trouble.
Where to Get Help
To report child abuse or neglect (at any time of the day or night.)1 800 663-9122
Kids Help Phone(counseling and referral)1 800 668-6868
Youth Against Violence Line1 800 680-4264
Reporting Child Abuse
If you think achildoryouthunder 19 years of age is being abused or neglected, you have thelegal duty to reportyour concern to a child welfare worker.
Phone1 800 663-9122at any time of the day or night.
Helpline for Children
If you are a child or youth and would like to talk to someone call the Helpline for Children at 310-1234.
You do not need an area code. You can call at any time of the day or night and you do not have to give your name.
