Guidance Tradition Chapter 1 Part 2

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John Comenius Valued early childhood and saw parents as a child’s first teacher. All children are deserving of an education Forbid corporal punishment

Johann Pestalozzi Advocated education that addressed “hand, heart and mind” Teachers need to continually monitor their methods to keep children engaged and interested in learning

Robert Owen Owen believed that people are more productive if they are spoken to with respect and treated nicely.

Fredrich Froebel Father of kindergarten Extension of family life Innate impulses of child could develop through play and play like activities,

Maria Montessori Children learn through responsible decision making in in a prepared enviroment designed to further each child’s development. Mix of freedom and structure

John Dewey Progressive education Connection between curriculum, teaching methods and discipline Teacher was rather an part of the group interacting rather than a dictator..

Jean Piaget Children learn through interacting with their environment, and children learn how to interact with others by interacting with others. Children construct their knowledge through this interaction. We don’t open up their heads and pour it in!

Self Psychologists Combs, Erikson, Purkey and Rogers Believed that developing the self as the primary dynamic in human behavior Ultimately connection between stress and brain development was reinforced by the later brain research!

Rudolph Driekurs Positive Discipline Teacher as a leader Reasons why children misbehave (what are they gaining from the behavior) Encouragement and praise differentiation

Assertive Discipline Obedience based discipline

Guidance Teaching children about consequences and behavior alternatives

Impact of Developmentally Appropriate Practice Interactive approach Teacher child relations Routines Understandable expectations for children Methods such as modeling redirection and setting clear limits

Ultimate Definition of Guidance Teaching the children to learn from their mistakes All children feel accepted as capable members and learners Facilities an interactive learning environment in which the adult functions as a responsive leader and the children engages in process of constructing meaning through developmentally appropriate activities. Take pride in development personal identities

Healthy emotions, social and cultural development Links together teacher, parent and child as an interactive team

Guidance Goals See one’s self as worthy and capable Able to express strong emotions in nonhurtful ways Ability to solve problems ethically and intelligently Ability to work cooperatively in groups with acceptance of differences Ability to understand and respect feelings and viewpoints of others.

Discipline Definition

Punishment Definition

Guidance Definition