What's Wrong with timeouts? https://www.ahaparenting.com/read/timeouts

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!

PreviousNext

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.

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ECEA 200 Child Guidance

Assignment 4

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.

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

What does the research tell us about the correlation between behavior and social problems in early education and its impact later in a childs social development? What are the implications of this research for educators? (Page 254)

In encouraging social competence in children, the ECEA must be aware of what social goals they need to incorporate into their everyday interactions and teaching. Describe the social goals listed. (Page 261)

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Social goals to incorporate into the classroom What does this goal look like in the learning environment?

Goal 1: Help children develop empathy

Encourage role play

Help the child understand how the other person feels

Discuss feelings Goal 2: Help children learn to be generous, altruistic, and able to share equipment, experiences, and people with other children

Encourage children to share equipment

aim for regulation that comes from within the child

Establish a climate of generosity

Help children learn to share the teacher Goal 3: Help children learn that being kind to other people feels good

Helping other people is one way of expressing kindness

Children should be encouraged and expected to help each other

The presence of children who have disabilities present special opportunities for children to be kind and considerate

Not doing something can also be a way of being kind to someone Goal 4: teach children that everyone has rights and that these rights are respected by all

Teach children that rules apply to everyone Goal 5: Emphasize the importance of cooperation and compromise rather than stress competition and winning

In place of fostering competition, model cooperation and helping behavior yourself

Teach the art of compromise

Teach children to work together

Encourage children to cooperate and work together Goal 6: Help children discover the pleasures of friendship

Facilitate friendliness by using reinforcement to reduce isolated behavior

Increase the social skills of friendless or excluded children

Pair children together

Help children when a friend departs or when they are rejected Goal 7: Help children with special needs fit into the life of the group Educators and every adult who cares for children has a responsibility to guide, correct and socialize children toward appropriate behaviors. These actions often are called child guidance and discipline. Positive guidance and discipline are crucial for children because they promote self-control, teach responsibility, and help them make thoughtful choices.

The more effective adult caregivers are at encouraging appropriate child behavior, the less time and effort they will spend correcting misbehavior. Using physical force, threats and put-downs can interfere with a child's healthy development.

Why is it important that educators view problems as leaning opportunities? (Page 278)

Why is it important to help children establish inner controls?

Describe the steps to resolve conflict. (Page 283)

Describe ways to create a peaceful, caring classroom in which children develop self-discipline and conflict resolution skills. (Page 280)

Suggestion What does this look like the learning environment?

Create a sense of trust and safety

Establish a close relationship with each child

Establish a caring classroom Teach conflict resolution skills Time-out is not conflict resolution Use guidance talks to promote self-control Use class meetings to promote social awareness and collaboration Involve the families in creating a peaceful tone in the classroom Increase childrens feelings of mastery by giving them many opportunities for making decisions Increase the childs feelings of being a competent, worthwhile person Foster a more social, less egocentric orientation Allow children to resolve their own conflict Explain reasons to a child Stop conflict situations before they start

When trouble repeats itself, analyze the situation and try changing it, rather than nagging the child

Consistently position yourself so that you are always able to see a large area of the room or play yard

Warn ahead of time to make transitions easier

Arrange the environment to promote positive interactions

Have as few rules as possible, but make the ones you have stick

When supervising children, plan ahead Mediate conflict resolution when necessary

Be decisive; know when to step in and control behavior

When trouble brews, take action yourself before the child doesAccept the fact that physical restraint may be necessary

Keep your own emotions under control

Remember that you dont have to make an instantaneous decision

Knowing where your flash points are is helpful, too

Practice restitution

Whenever possible, Let the Punishment fit the crime

When the encounter is over, forgive and forget; Dont hold a grudge

Most important, notice when children do the right thing, and comment favorably Part 2 Connect and Reflect

Emotional and behavioral self-regulation contributes to young childrens growing independence. It is this growing ability to control their own feelings and behavior that eventually allows a child to become more skilled in their relationships with children and adults, for example, when playing together ormaking decisions together. In the preschool years, childrens self-regulation skills are still developing. Being able to consistently regulate their own feelings and behavior is a major task for a young child. (Page 279)

What is self -regulation?

Why is it important to develop?

Behavioral regulation refers to your ability to resist using unhealthy behaviors to regulate emotion. Sometimes people use behaviors like eating, drinking alcohol, or self-harm to reduce negative emotions, but these types of behaviors end up doing more harm than good and don't end up making these people any happier.

Are your behaviours regulated?

What strategies can you incorporate in your life to be the best version of yourself?

Planningfor theclassroomis animportantpart of educating and behavior management. Properclassroom planningwill keep you organized and on track while teaching, thus allowing you to teach more and manage less. Part ofclassroom planningis developing effective lesson plans.

Plan!

Why do the Hendrick and Weiss state in Chapter 11 suggest that planning is critical?

Do you think there are preschools that dont plan curriculum? Why would childcare staff not plan to know that it is critical?

Describe your experience while you were going through school in terms of teachers being well planned, the curriculum being engaging and varied and developmentally appropriate.

Can you tell if a teacher is well planned?

Part 3 Theory into Practice

Few things can be more frustrating than watching a child struggle to make friends or having difficulty fitting into certain social settings.

Hannah is a child with developmental delays and tends to not speak unless spoken to and generally plays alone. Throughout the day she is quiet and does not disturb anyone. She listens other children and her teachers. Often, she moves from activity to activity, and no one seems to notice. Now the children rarely talk to her because she does not respond back to them.

Read the article: Strategies to Encourage Peer to Peer Interactions in Early Childcare Settings

What would you do to encourage Hannahs interactions with other children?

Strong social-emotional development underlies all later social, emotional, and academic success. Young children who develop strong early relationships with parents, family, caregivers, and teachers learn how to pay attention, cooperate, and get along with others. They are confident in their ability to explore and learn from the world around them.

Search the internet for 2 books that teach children about social and emotional skills such as conflict resolution skills, active listening, empathy, compromise, or sharing. Summarize the story. Please cite your source.

Title of Book Author Summarize the story

Time-outs have been widely seen as a good strategy to use because it appears to work the behavior stops. Unfortunately, children do not learn to self-regulate through the punishing impact of time-out they are simply frightened into compliance. The time-out uses the childs deep need for connection to extract the desired behavior.

To move away from this damaging form of discipline towards something more scientifically and developmentally ideal, adults need to start considering behavior as an expression of a need.

Narayan is not regulated today. He has hit Samantha. Narayan destroyed the structure that Wei Chun created and is running around laughing annoying other children.

Read the article: Whats Wrong with Time-Outs?

How can an educator support Narayan to be more regulated? (Page 282)

How can Narayans aggression be channeled into acceptable ways? (Page 295)

11. Child guidance is an important topic. Positive child guidance teaches children self-regulation, accountability and increases self esteem. Respectful, preserving a child's self esteem and dignity is important. Guidance is not punishment. It is not about control or making children fear adults. An educator must know the child in order to create the best physical and social environment in which they learn.

Scenario: Hansah is pre-schooler and is having challenges with regulating her behavior. You have observed her refusing to share items in the childcare setting. You have also observed her grabbing items out of other childrens hands. Sitting for a few minutes and focussing on a task is also a stretch for Hansah.

Before drop off, the parent was close to tears and asked if you could send her an email with suggestions. Write an email to this parent suggesting strategies to support Hansah. (400-500 words)

Refer to the document: Guiding Childrens Behaviour to complete this email.

0-57573300

ECEA 200 Child Guidance

Assignment 3

Online videos and suggested readings provide the information necessary to complete the assignments.

Purchase of the textbook is mandatory. Page numbers listed are from the main textbook for this course.

6019588237914

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

Describe the learning domains outlined in Figure 6.1 and complete the table below.

(Page 154)

Early Learning Domains Describe the areas in the domain. What does this look like in a learning environment? Provide 2 examples

Social and emotional Development Creative Arts Expression Approaches to learning Language Development Literacy Knowledge and skills Logic and Reasoning Mathematics, Knowledge and skills Scientific Knowledge and skills Social Studies knowledge and skills Physical development and health English Language Development What is assessment? What needs to be assessed in a learning environment? (Page 164)

Describe the interconnectedness of assessment, standards, and curriculum. (Page 165)

Maintaining confidentiality builds trust. Fostering relationships with staff, children, and families is built on trust. When managing sensitive information, there is an ethical and legal responsibility to protect the privacy of individuals and families. Describe the importance of confidentiality? (Page 174)

When routines and procedures are carefully taught, modeled, and established in a learning environment, children know whats expected of them and how to do certain things on their own. Having these predictable patterns in place allows educators to spend more time supporting children in their care in a variety of ways. Analyze the daily schedule in Figure 7.1 (Page 180).

What critical guiding principles are incorporated within the schedule? List 5. One example is listed for you.

E.g., Readying the environment by placing a variety of hands-on materials such as blocks and puzzles, before the children arrive sends the message that we are going to learn through play. The children will have engaging activities ready for them to begin as they enter the learning environment.

6. Diapering and toileting isan opportunity to engage in nurturing interactions that support all domains of development; it is so much more than taking care of a child's physical needs. While diapering and toileting, children can learn self-help strategies, increase their self-efficacy, and life skills.

Read the article: Toilet Learning at https://www.healthlinkbc.ca/healthlinkbc-files/toilet-learningRead the article: Tips for Diapering a Newborn Baby at https://www.healthlinkbc.ca/pregnancy-parenting/parenting-babies-0-12-months/newborns/tips-diapering-newborn-babyRead the article: Toilet Learning at https://www.healthlinkbc.ca/sites/default/files/documents/healthfiles/hfile92d.pdfRead the shared booklet: Preventing Illness in Child Care Settings

List 5 (may be more or less) important changes that you will make after reading this information when interacting with children during diapering and toileting. What information that you read surprised you?

7. In promoting the development of the physical self, describe a variety of activities that can be planned in the early childhood classroom to encourage physical growth. (Page 220)

Motor skill List two tasks that can be planned to develop the motor skill

Locomotion

Balance

Body and space perception

Rhythm and temporal awareness Rebound and airborne activities Projectile management Management of daily motor activities (including many fine motor tasks) Tension releasers In strengthening the development of the emotional self, describe the fundamentals of fostering a basic, healthy emotional attitude. (Page 230 and 239)

Basic Healthy Attitude Description

Trust versus mistrust Autonomy versus shame and doubt Initiative versus guilt Industry versus inferiority Identify the questions that an educator can ask to ensure a child is emotionally healthy. (Page 232)

Describe practical ways to help children achieve healthy emotional development. (Page 239)

What the teacher should do What does this looks like in the learning environment?

Remember that children have different temperaments. Goodness of fit Reduce frustration for the child whenever possible. Learn to couple language with emotion by identifying and describing the childs feelings to them and by helping them express these feelings acceptable to the relevant people. Teach the children the difference between verbal attack and self-report. Learn to recognize signs of stress and emotional upset in children. Know what to do for children who are emotionally upset. Long term treatment Promote every childs sense of self-esteem. Unconditional positive regard Honest recognition and praise Respect Helping the child achieve competence. Allow children to experience mastery by making their own choices and by being as independent as possible. Provide opportunities that are challenging but not excessively difficult to give children the chance to test themselves against difficulties. Allow many opportunities for children to experience independence and competence. Make certain that children with disabilities experience opportunities to build competence too. Offer many opportunities to accomplish meaningful work. Help children connect with nature to soothe the soul. Part 2 Connect and Reflect

The importance of self-esteem cannot be underestimated. It affects your behavior and thoughts. It changes how you feel about and value yourself. It affects your confidence, and that can affect your success and thinking in a big way.

Describe how you developed a healthy self- esteem.

What did teachers, your parents, your family, etc. do and say to develop your healthy self-esteem?

What could they have done differently to promote an even healthier self-esteem?

Why is it wise to avoid going to war with a child about conforming to a particular routine? (Page 195)

Nap time can be an especially complex time. Some children need to sleep, other children have their own schedule and other children do not need to sleep and only need a short rest. (Page 195)

Nap time is important for infants, toddlers, preschoolers, and some kindergarten children. Infants sleep on-demand, based on their own schedule. For other age groups, the daily schedule should incorporate a balance of active and quiet play, including a rest period. During quiet time, children should be encouraged to rest, but not required to sleep. Children who do not sleep should be allowed to get up and participate in quiet activities after a period of rest, while still respecting the quiet time so others can nap.

Read the Nap and Quiet time policy at Windridge Park Preschool and answer the questions below.

https://cdn1.hubspot.net/hubfs/5884588/website-pdfs/Canada/Parent-Handbook-BC-August-2021.pdfOur Naptime/ Rest time Policy

Imagine an entire day without your preschooler napping or having downtime. Oh, no! It sounds about as much fun to you as it is to their daycare teacher. With circle time, outdoor and gym play, art, music, and more play in our stimulating group centre, we recognize and understand the need for a young child to nap or rest during the day. The primary reason behind a naptime policy is to make sure your child doesnt become irritable in the afternoon, and that they stay safe before, during and after their nap time. Preschool children usually need some amount of rest during the day to provide downtime for their bodies to rejuvenate. On average, preschool children (aged 3 to 5 years) sleep 10-12 hours at night in addition to approximately a one-hour nap in the afternoon. Childrens nap schedules may vary depending on age and individual needs.

While not every child can easily sleep during naptime, we require that non-sleeping kids are quiet during this restful period. A nap is not forced on any child; your child does not have to sleep. Teachers typically will tell the children that they should try to sleep, and if they cant, they need to sit or lie quietly. This can include a quiet time activity such as looking at a book or sitting on their mat drawing or doing a puzzle. Understandably, this policy helps napping children to fall asleep easier and provides a calm atmosphere in the room. The naptime environment is calming with soft music and dim lights, and everyone has their own mat. Parents or Windridge Park Childcare Centre will provide the bedding (fitted sheet, blanket) that is comfortable for their child. Teachers will wash the bedding and disinfect their mats once a week.

Our naptime routine starts after lunch and our teachers go through a similar routine every day for the children to understand what is expected of them, so they feel safe and secure. Our ratio, as stated by Vancouver Coastal Health licensing, is one teacher to 8 children together at nap time. Nap/rest time is required of all children in childcare who are in attendance for 4 hours or more. Your child may bring a soft toy, pillow, and blanket for naptime. Your child is provided with an individual resting place. It is important that parents understand that all children need to rest. No bottles or sippy cups while napping. Our nap/rest time typically will be from 1:00 to 2:00, depending on the childrens needs. We ideally wish for this time to be one of rejuvenation, relaxation, and care for all our childrens individual needs.

What do you like about this policy?

What do not like about this policy?

What steps would you take to encourage physical activity for a child who is blind? A child with developmental delays? A child who uses a wheelchair?(Page 216)

Part 3 Theory into Practice

When conict is poorly managed it can have a negative impact on childrens relationships, on their self-esteem and ontheir learning. However, teaching children the skills for resolving conict can help signicantly. By learning to manageconict effectively, childrens skills for getting along with others can be improved. Children are much happier, have betterfriendships and are better learners at school when they know how to manage conict well.

Chi Yang and Jill, 4-year olds, are fighting over a doll. Chi Yang yells at Jill, I hate you! You are mean and ugly, and I will never play with you again!

What would you do to remedy this situation in a way that is emotionally healthy for both children?

What could be done in the future to prevent situations like this from happening?

Using childrens book is a strategy that can be used to promote empathy, kindness, and compassion. Search on the internet and list 2 books that teach children about conflict.

Systematic observation of a child's behavior during playmakes it possible to obtain relevant data to describe, explain, and understand fundamental aspects of the child's development and learning.

Amanda is new to your center. She seems interested in many areas in the center but rarely speaks. When she does speak, it is difficult to hear her voice. (Page 166)

Why does an assessment need to be done?

How should this assessment be completed? How will you gather information?

What teacher-produced records will be kept? (Page 171)

What child-produced materials will be used to assess Amanda?

What materials completed by the parent will be used to create Amandas program?

How would you use standards and assessment to benefit Amanda?

0-57573300l

ECEA 200 Child Guidance

Assignment 2

Online videos and suggested readings provide the information necessary to complete the assignments.

6084371281267Purchase of the textbook in this course is mandatory. Page numbers listed are from the main textbook for this course.

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

Play is important for all people, but play is especially meaningful and important for young children. Play is a young childs work, and they give a tremendous amount of energy and effort to it. If you doubt this, just watch for a few minutes as a 1-year-old struggles to get a ring on a color cone or stand in the background as a 3-year-old tries to fit a puzzle piece into the proper spot. Describe the importance of play below. (Page 62-66)

Purpose of play What does this theory look like in practice?

List the activity and the benefit for the child. Provide 2 examples for each

Play fosters physical development.

Sensorimotor skills

Fitness and health Outdoor play connects children to nature and their environment.

Nature feels good and inspires

Children with disabilities Play fosters intellectual development.

Symbolic thought

Acquisition of Information and Skills

Language development Play promotes social development.

Pretend play: dramatic and sociodramatic

Games with rules Play contains rich emotional values.

Expression of feelings

Relieves pressure

Mastery Play develops the creative aspect of the childs personality.

Imagination

Divergent thinking Play is deeply satisfying to children. Describe the developmental stages of play. (Page 67)

Stage of Play Description

Piagets stages of play Functional play Constructive play Dramatic play Games with rules Solitary play Parallel play Associative play Cooperative play Describe factors likely to facilitate creative play. (Page 70)

Factors likely to guide creative play Describe what this theory looks like in the learning environment.

allow children's ideas to develop, and avoid dominating the play

teacher directed play

child initiated play with teacher support

teacher intervention in play Positive interactions with teachers and with peers influence a childs social and emotional, and academic development. Educators have a responsibility to provide meaningful, positive, and healthy care to children. Describe unhealthy attitudes that some teachers have that negatively impact children. (Page 90)

Unhealthy, negative teacher attitudes towards children

Describe what an educator can do to ensure their attitude, thinking and biases dont negatively impact a child.

Lower expectations for minority students

Prejudice towards Muslims

Differences in behavior toward boys or girls

Can racist and sexist attitudes be changed? How? (Page 92)

Educators who engage children in culturally responsive educational experiences help to build a young childs self-confidence and skills, increase children's awareness, appreciation, and inclusion of diverse beliefs and cultures, and maximize children's academic achievement and educational success.

According to Hendrick and Weiss The purpose of a multicultural curriculum is to attach positive feelings to multicultural experiences so that each child will feel included and valued and will also feel friendly and respectful toward people from other ethnic and cultural groups. When you get right down to it, all the multiethnic pictures and recipes and books in the world will not make much difference if teachers, in their hearts, cannot appreciate the strong points of each child and family and help the other children appreciate them, too.

Describe the principles of cross-cultural, non-sexist education? (Page 96)

How important is it to read children books that cover the attitudes in our society about diversity, power relationships among different groups of people, and various social identities (e.g., racial, ethnic, gender, economic class, sexual orientation, and disability)?

Educators need the knowledge and the ability to firstly recognize a child with diverse abilities and then support their growth.

What does deviation from typical development mean? (Page 121)

Why is the teacher considered a screening agent? (Page 123)

What is the role of the teacher in calling the difficulty to the familys attention? (Page 124)

Is it the teachers place to diagnose? (Page 125)

How important is it to include children with special needs into a learning environment? (Page 126)

An IEP (Individual Education Plan) needs to be created for a child who has special needs. This is done by a team of professionals versed in development in which the childs difficulties lie. (Page 127)

Who is on the team?

What happens during the conference?

What information is contained in the IEP?

What is the transdisciplinary approach? (Page 128)

Describe the ways ECEAs welcome a child with special needs and their family into a childcare setting? (Page 129)

Preschoolers with special needs are members of our communities, programs, and families and it is our responsibility to provide high-quality, inclusive support and care for these children and their families. While these families often experience additional challenging situations and stressors, they have hopes, dreams, and goals for their children just like other families. You can positively impact families with a preschooler with a disability by empowering them with knowledge, empathizing with their feelings, and collaborating with other support professionals in their lives.

Complete the chart below describing general recommendations for working with children who have special needs. (Page 132)

What to do? What this theory looks like in the learning environment?

See through the exceptional to the typical in every child Try to steer a middle course, neither are over expecting Be realistic Keep regular records of the Childs Development Remain in constant contact with the family Many children require extra support to be successful in a learning environment. This extra support is called special education. Children are eligible for special education if learning is impacted by a physical, cognitive, behavioral, or emotional condition.

Describe atypical development that is frequently seen in childhood in the table below. (Page 134)

Atypical Behaviour Description

Speech and hearing problems Difficulties of Vision Attention Deficit Disorder (ADD) Attention Deficit Hyperactivity Disorder (ADHD) Childhood Asthma Seizure Disorders Sickle-Cell Anemia Admitting Children who are HIV Positive to the School Other Physical Problems Identifying and Helping Children who have Emotional Problems Autism Spectrum, Disorder (Page 144) Identifying and Helping Children who have Delayed or Advanced Mental Ability Children who are Intellectually Gifted (Page 147) Part 2 Connect and Reflect

A developmental delay refers toa child who has not gained the developmental skills expected of him or her, compared to others of the same age. Delays may occur in the areas of motor function, speech, and language, cognitive, play, and social skills.

How would you include a child with developmental delays in a program? (Page 147)

How committed are you to including this child in an education setting? How important is inclusion?

Part 3 Theory into Practice

Pretend that you are ready to open your own learning Centre. List and describe in detail 5 activities that you would incorporate in your Centre. Describe 2 variations for each activity to further engage, motivate and develop mastery for each child. (Page 78)

Activity Description Suggest 2 Variations

How would you help to integrate a child with disabilities, such as blindness or developmental delays, into the childrens play? Give specific examples of what you might say and do. (Page 129)

During outside play time, Maria is moving from one activity to another. It seems every few minutes she is moving from one activity to another. She started off grabbing a ball for a few minutes and then dropped it. She then ran to the sand box and moved a toy truck for a minute. She saw Fernando playing on a tricycle and then ran to get the other tricycle. (Page 72-77)

How can you, the ECEA, intervene and extend her play so that she is more engaged and benefitting from the outdoor experience?

What would you say?

What would you do?