Week 3, Day 5 - 6/23/2015

What were the key message in your readings? * Attachment is important to relationships and social development * 2 contrasting patterns between eating and sleeping * Naptime can be a struggle if there is more time with parent & child than is allowed with time and higher group sizes in care settings * Attachment comes from being sensitive to the child and their needs * Initiative is being active, on the move, doing things for themselves * Importance of play for children – develop language, physical and social skills * Some families do not speak with infants so language develops later and may hinder relationship with the family * Secure can be easily seen * Attachment happens when adults are sensitive to the children * Creating a dialogue with the teachers to the families – asking questions in supportive ways – say something POSITIVE about children to their parents – Sandwiching works if there are difficult things to share * Attachment is an emotional process connected to brain development – lots of neuron activity * Accepting children’s behaviors – make sure NOT to leave without saying goodbye. * Hard for caregivers to work with different (LOTS OF) families, children from different backgrounds, etc. * When are endearments a sign of attachment or a sign of LACK of attachment?

“Important and enduring beliefs or ideals shared by the members of a culture or family about what is good or desirable and what is not. Values exert major influence on the behavior of an individual and serve as broad guidelines in all situations.”

* With your partner… * Each one write down the following for both yourself and what you think is true for your partner * Name three values your family held dear that showed in how they handled routines * Name three values you think your partners childhood family held dear from what they described to you. * Compare your answers and discuss (2 minutes)

* Seeing it… * Defining initiative… “readiness and ability to initiate action: one's personal, responsible decision: to act on one's own initiative.”

Hope: Trust vs. Mistrust (Infants, 0 to 1 year) Will: Autonomy vs. Shame & Doubt (Toddlers, 2 to 3 years Purpose: Initiative vs. Guilt (Preschool, 3 to 5 years Competence: Industry vs. Inferiority (Childhood, 6 to 11 years)

Industry: “Energetic, devoted activity at any work or task” Inferiority: “Less important, valuable, or worthy” Shy Personality difference No Confidence Dependent for everything from outside Need approval New ideas/change can cause chaos Confident Creative Independent Industrious as a group Sharing ideas and working together Contributing to the group process Social connection Goal oriented Ambition Cooperative or not Competitive Arrogant Leadership Team player

 With your partner…(TAKE NOTES) * How was guilt used in your family? Describe the words or actions that made you feel guilt when you were young. How did you feel when guilt was used? * Describe a typical school experience to your partner (6-10 yrs old). * Did your teachers make you feel capable? Smart? What did they do that made you feel the ay you did? (Actions, words, attention…) * Describe a time when you were a child where you felt good about something you did. What happened? Why did you feel good about it? What messages did the adults in the situation give you? * 10 minutes each

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What are your fondest play memories? Where did you play, and with whom? What were your boundaries? What were the rules?

* Microsystem – WHO are the people who you have contact with regularly (daily, weekly, …) These people have an impact on who you are through your relationship with them. It can be positive or negative. As with every relationship, the impact they have on you will change over time.

* Mesosystem – The RELATIONSHIPS between the people in your Microsystem. The relationships between the people you are close to have an impact on who you are. (EXAMPLE: The relationship between a sibling and a parent will affect you.)

* Exosystem – 1) The Community places and environments that affect you and the people in your microsystem. (Schools, work, etc) 2) The people who affect people in your microsystem but who are not in your microsystem. (EXAMPLE: Your girlfriend’s boss)

* Macrosystem – 1) The LEFT half is the larger social beliefs, laws, and ideas that influence you through their presence in your community. (EXAMPLES for USA: Democracy, Independence, Racism, etc… 2) The RIGHT half is the beliefs, ideals, values and influences of your family’s culture and environment

* Pushing * Aggression * Disobeying * Talking back * Abusive * Being shy * Don’t listen * Stubbornness * Ignoring * Negative influence on others * Non-verbal (selective mutism) * Lying * WHINING * Crying lots – too sensitive * Hyperactive * Getting other people in trouble * Being disrespectful * Mean girls * Demands attention

~ Man must be disciplined, for he is by nature raw and wild. ~ Immanuel Kant

~ Children require guidance and sympathy far more than instruction. ~ Anne Sullivan

 Looking at these two quotes, what do you believe?  What if we look at this from the perspective of your parents? Your childhood? What did they believe? What did you experience?  Dyads – Partners share – 5 minutes

* How was guidance used in your childhood * How was discipline used in your childhood?

“Important and enduring beliefs or ideals shared by the members of a culture or family about what is good or desirable and what is not. Values exert major influence on the behavior of an individual and serve as broad guidelines in all situations.”

* Developmental reasons * Got it, lost it * Unmet emotional needs * Lousy local conditions * A child hasn’t been taught yet

* Assignments: * Weekly Journal – Reflect on the discipline or guidance used with you when you were a child. Write one to two pages about what your experiences were and how you felt when you were being disciplined. DUE 6/30 * CAJAS – DUE Next Week! Thursday, July 2! * CAJA presentations Thursday 7/2 & Tuesday 7/7 * Reading: * Handouts (on Angel) * Child, Family and Community - Chapters 6 & 7 * Diversity in Early Care and Education – Chapter 6