CHAPTER 6 Working with Families of School-Age Children Child, Family, and Community: Family-Centered Early Care and Education Sixth Edition Janet Gonzalez-Mena Updated by: Ruby Willey-Rendon, West Texas A&M University

Gonzalez-Mena, Child, Family, and Community: Family-Centered Early Care and Education, 6e. © 2013, 2009, 2006, 2002, 1998 by Pearson Education, Inc. All Rights Reserved 6-2 Beginning School is… A major transition? Just another step? Seamless continuation? Largely unnoticeable to child?

Gonzalez-Mena, Child, Family, and Community: Family-Centered Early Care and Education, 6e. © 2013, 2009, 2006, 2002, 1998 by Pearson Education, Inc. All Rights Reserved 6-3 Family-Centered Kindergarten Relationships valued Invitations to families to visit “Making connections” versus “filling out forms” Separation anxiety addressed Staggered entry Collaborative approach

Gonzalez-Mena, Child, Family, and Community: Family-Centered Early Care and Education, 6e. © 2013, 2009, 2006, 2002, 1998 by Pearson Education, Inc. All Rights Reserved 6-4 Erikson’s Stages of Development Erikson’s Psychosocial Stages Stage & Approx. AgeTask Preschool years 3 – 6Initiative versus Guilt School age 6 – 10Industry versus Inferiority The years between three to six years are also known as the “play” years.

Gonzalez-Mena, Child, Family, and Community: Family-Centered Early Care and Education, 6e. © 2013, 2009, 2006, 2002, 1998 by Pearson Education, Inc. All Rights Reserved 6-5 Erikson’s Stage of Industry Urge to master skills Emergence of many competencies How things work Discovery and mastery

Gonzalez-Mena, Child, Family, and Community: Family-Centered Early Care and Education, 6e. © 2013, 2009, 2006, 2002, 1998 by Pearson Education, Inc. All Rights Reserved 6-6 From Preschool to School Differences managed better if identified and addressed Expectations of child, families and teachers Philosophical approaches

Gonzalez-Mena, Child, Family, and Community: Family-Centered Early Care and Education, 6e. © 2013, 2009, 2006, 2002, 1998 by Pearson Education, Inc. All Rights Reserved 6-7 Constructivist Approach Developmental perspective Child “constructs” knowledge “Teaching is not telling” Often not consistent with K-12 approach (skill drill and memorization)

Gonzalez-Mena, Child, Family, and Community: Family-Centered Early Care and Education, 6e. © 2013, 2009, 2006, 2002, 1998 by Pearson Education, Inc. All Rights Reserved 6-8 Role of Recess Lack of recess in most settings In early years, outdoor play is central Early 1980’s: three daily recess periods plus one hour lunch was the norm Research does not support hypothesis that cutting recess results in academic success

Gonzalez-Mena, Child, Family, and Community: Family-Centered Early Care and Education, 6e. © 2013, 2009, 2006, 2002, 1998 by Pearson Education, Inc. All Rights Reserved 6-9 Research on Moral Development Lawrence Kohlberg ( ) Based on Piaget’s stages of cognitive development Pattern of progressive moral thought Right or wrong most basic As intellectual capacities become more complex so does moral thought

Gonzalez-Mena, Child, Family, and Community: Family-Centered Early Care and Education, 6e. © 2013, 2009, 2006, 2002, 1998 by Pearson Education, Inc. All Rights Reserved 6-10 Research on Moral Development (cont.) Carol Gilligan ( ) Identified gap in Kohlberg’s research Kohlberg only studied men and boys Concern about others in both genders Coined phrase “ethic of caring”

Gonzalez-Mena, Child, Family, and Community: Family-Centered Early Care and Education, 6e. © 2013, 2009, 2006, 2002, 1998 by Pearson Education, Inc. All Rights Reserved 6-11 Research on Moral Development (cont.) Nell Noddings ( ) Fosters moral development by using ethic of caring Create conditions that support character education Attention – relationships valued – acutely receptive to each other

Gonzalez-Mena, Child, Family, and Community: Family-Centered Early Care and Education, 6e. © 2013, 2009, 2006, 2002, 1998 by Pearson Education, Inc. All Rights Reserved 6-12 Care in Education Authentic relationships consistent with Gerber and Pikler Research indicates that social-emotional skills are strong predictors of later academic success Optimal learning requires good prosocial skills

Gonzalez-Mena, Child, Family, and Community: Family-Centered Early Care and Education, 6e. © 2013, 2009, 2006, 2002, 1998 by Pearson Education, Inc. All Rights Reserved 6-13 Conversations about Adult Attention Praise, appreciation, affirmation and strokes hold different meaning Culture shapes how these are valued

Gonzalez-Mena, Child, Family, and Community: Family-Centered Early Care and Education, 6e. © 2013, 2009, 2006, 2002, 1998 by Pearson Education, Inc. All Rights Reserved 6-14 Prosocial and Moral Development Model behaviors Explain your actions Encourage cooperation Problem-solving approach Avoid punishment (seek other forms of guidance)

Gonzalez-Mena, Child, Family, and Community: Family-Centered Early Care and Education, 6e. © 2013, 2009, 2006, 2002, 1998 by Pearson Education, Inc. All Rights Reserved 6-15 Prosocial and Moral Development (cont.) Reflect on power relationships Avoid competition as motivator Model and encourage appreciation Give reasonable choices Model and teach non-violence