1. Careers with Children Bellringer:
Reflect on these past few weeks in this class. Tell me what you know about child guidance.
(Think about positive guidance techniques, working with misbehavior, reasons for misbehavior, positive communication etc.)

2. Targets for today…
Make connections to the previous lesson and understand guidance techniques
Understand Maslow hierarchy of needs and apply to Maggie’s behavior
Apply strategies to create own behavior guidance plan

3. Where are we going with this??
Guidance
Positive guidance techniques
Reasons for misbehavior
How comfortable do you feel with all of this?
What about Maslow?
Where does this fit in with guidance?

4. Maslow’s Hierarchy of Needs
Think back to Tuesday with creating own hierarchy… how do you think this fits in with working with children?

5. Anything a child does is behavior and ALL behaviors are purposeful and happen for a reason.
Yes sometimes behaviors may be destructive and inappropriate but all are trying to tell you something.

6. What is Maslow Hierarchy Needs?
Human beings are motivated by unsatisfied needs, and certain lower needs mist be satisfied before higher needs can be achieved.
When working with children we need to look beyond their behavior in order to truly understand them.

7. Desire to become more and more what one is… bucket lists
Self-Esteem: competence of mastery of task. & attention/ recognition of others.
The desire to belong. Need to feel loved.
Consistency, stability, love, belonging.
Basic needs for survival

8. Maggie’s Story
Maggie is 4 years old. Her mother and father had a terrible fight last night. Maggie's dad came home drunk and started to yell at Jodi, Maggie's mom. Jodi was frightened as he has hit her during their fight last night. She became more frightened when he began to yell at Maggie and Nathan, Maggie’s little brother, for leaving their toys on the floor. Desperate to separate the children form their father, Jodi put them to bed immediately before their had even eaten their dinner. Maggie was hungry and confused and cried herself to sleep with the sound of angry fighting echoing in her ears.
No one remembered to set the alarm, so the entire family got up late and had to rush around trying to get dressed and out the door. Again, no food was eaten. Maggie’s mother was distracted and worried about being ate for work. She rushed Maggie into her child care center and pushed her into the classroom with a quick “Good-bye.”
The children in Maggie’s class were already at circle time and they were singing, “If You’re Happy and You Know It.”

9. Think Individually…
Using Maslow Hierarchy of Needs, answer the questions on a separate sheet of paper:
How do YOU think Maggie reacted? Why?
How did the teachers probably react, not knowing about Maggie's circumstances?
What were Maggie’s immediate needs?
What should the teacher have done?

10. Pair Up and Share…
Pair up with a partner and share your own responses…
Be prepared to share later with the class your thoughts about the scenario.

11. How should we respond? Understanding and Responding to misbehavior
Attention getting (Teacher, Teacher!!)
Power control (Not wanting to go to circle time)
Avoidance of failure (Asking someone to draw for them)
Revenge (Rips paper and says: “I hate you)

12. Working With Behaviors…
Human beings are not born with social skills, they learn them.
Very small children don’t have words to express their feelings and needs.
They don’t connect action to consequences, they are impulsive and self centered, and even though they may notice others feelings, they don’t develop the feeling of empathy until age 2.
They use any means of factors to get what they want and make themselves understood.
There are a variety of factors that influence a child’s behavior: environment, development needs, caregiver behaviors, physical healthy, individual family practices etc.

13. Alexander and the Terrible, Horrible, No Good, Very Bad Day

14. Alexander’s day…. Moving to Australia is not an option for Alexander
Domino Effect: Alexander’s behaviors resulted from previous issues and overtime they have built up and so his whole day tumbled down and seemed like a Terrible, No Good, Very Bad Day.
His behavior is a clear sign to show how he was feeling.
How would you have reacted to Alexander? What kind of steps would you have taken to resolves his conflicts?

15. To deal with these kids we need to focus in making positive steps toward conflict resolution.
Anticipate
After the situation
Redirect the participants
Become actively involved in the situation yourself, modeling social cooperation and problem solving. Recognize and respect al participants feelings before it occurs
Understand
Aggression may be due to:
Normal Development stage
Anger at the provider or other children
Sick, hungry, lack of sleep
Over stimulation
Stress at home
Too many recent changes in child's life
Defense
Lack of communication or coping skills
Seeking approval or attention of their peers

16. Defuse Deflect Restrain Resolve Use a calm soothing voice
Give children physical space
Allow children to vent their fury verbally
Discuss options
Deflect
Remove yourself and other children from harm
Stand between children and their intended target
Block blows with arms
Walk away from the confrontation
Restrain
Wrap arms lightly (but firm) around chest from behind
Resolve
Wait for them to tell you they are ready to talk and then discuss initial problem

17. Now…
Make a chart that lists all the problems that Alexander encounters and a solution for how each problem could have been avoided or resolved.
Use your positive guidance techniques to help Alexander with his problems.

18. Behavior Guidance Plan
Used by Child care centers to help guide children toward appropriate direction.

19. Reflect on Today… Exit Task:
Why is it important to look beyond the child’s misbehavior when working with them?
What strategies could you use to work with children like Alexander?
Rank your understanding of today’s lesson (1-5)

20. Behavior Guidance Plan
Child’s Name: ________________________ Date of Birth: ________________ Today’s Date: _____________
Child’s strength (what the child does well):
Describe the problem (specific behaviors):
What is the desired behavior for the child?
Possible changes to the environment to modify behavior:
Positive communication to reinforce good behavior (praise, smile, specialactivity, time with the caregiver, etc.)
Communication to acknowledge the child’s feelings:
Appropriate choices the child could be given:
Appropriate consequences:
Plan of Action:
Caregivers will:
Parents Will:
Start date of plan: Evaluation Date:
Other things to try:

21. Let’s Practice…. Aiesha’s Scenario:
Aiesha, a 2 year old girl is having a Terrible, Horrible, No Good Very Bad Day.” So far, she is crabby, has cried a lot, hit Tarek, and had 2 temper tantrums, and it is only 9:30 am!
Now Aiesha and Ragnar both have hold of a truck. They are both screaming, “It’s Mine!!”
Using the Behavior Guidance Plan, develop strategies to help Aiesha.

22. Careers with Children:
“The way we raise our children directly influences who they will become.” Agree or Disagree??

23. Parenting Styles There are three main parenting types Authoritarian
Authoritative (Democratic)
Permissive
Uninvolved

24. HIGH
HIGH

25. Parenting Styles:

26. Authoritarian Many limits and rules
Parents’ make all of the rules without any input from children
Punishment
Little affection and praise
Parents expect total obedience and misbehavior is not tolerated
Parent’s expect children to have the same beliefs
“Do as I say not do as I do”
Conformity
Authoritarian parents were often raised in strict homes

27. Authoritarian Style
Children from authoritarian homes often rebel from their controlling parents.
Children fear their parents and are afraid to turn to them for advice.
In later years, children from authoritarian homes are plagued with guilt, depression, or anger.

28. Children from Authoritarian families
are often…
Obedient
Distrustful
Discontented
Withdrawn
Unhappy
Angry
Not High Achievers
Rebellious

29. Permissive Parenting Opposite of Authoritarian. Too few limits
Children get to make their own choices.
Permissive parented children have little respect for their parents and authority figures.

30. The Permissive Parent Continued
The permissive parent is unstructured and has few routines.
Parents have few expectation of the children.
Permissive parents generally ignore misbehaviors and rarely punish or correct their children.
Children run the permissive family.
On the positive side, permissive parents are generally warm and nurturing.

31. Children from Permissive Families are Often
Aggressive
Lack self-control
Lack self-reliance
Most unhappy
Anxious
Lack motivation
Lack self-esteem

32. Authoritative/Democratic Style
Mid point between Authoritative and Permissive (Best of both styles)
Parents set limits and enforce rules.
Parents take into consideration child’s requests, needs, and questions.

33. Authoritative/Democratic Style Continued
Children’s wants are considered when making family decisions.
Respect children’s unique personalities, and support their interests.
Parents are loving, consistent, high expectations.
Parents have reasonable expectations and realistic standards.

34. Children from Authoritative/Democratic families are….
Authoritative/Democratic children’s parents have high expectations for them and give them support to meet those goals. This type of parent is the most active and hands on parent. Our ideal parent.
Happy
Self-reliant
Self-controlled
Sharing and friendly
Cooperative
High achieving
More likely to participate in school activities

35. Overall… Children's behavior reflects how they were raised.
Happy Medium is the Place to be : )
Its not only important for you to be aware of this when working in child care centers, but also in the future when you have families of your own.

36. Assignment for today…
Thanks to Hollywood, we are able to get a glimpse of different types of families.
Now that you are parenting experts you can identify different parenting styles in the movies.
YOUR TASK:
Take all 4 parenting styles and find parents from movies that match each style.
Also, write a description of the parenting traits and how it fits within that style.

37. Example: Wants to be more friend than parent.
“cool mom”
No limits for the children.
All fancy things for Regina and sister
They own the show.
“Way Regina talks to mom”

38. AUTHORITARIAN: For each of the following situations, you must decide how you, as parents, will handle it. Write your answers on a sheet of paper so you can report them to the class.
It is bedtime and the children do not want to go to bed.
Your child broke a favorite toy.
Your child's room is a mess.
It is time for your child to come home, but he/she is in the middle of a
project and wants to finish it first.
Your son came in later than he was supposed to with a worried look on
his face.
Your daughter came home from the store with a candy bar that was
not hers.
PERMISSIVE: For each of the following situations, you must decide how you, as parents, will handle it. Write your answers on a sheet of paper so you can report them to the class.
It is bedtime and the children do not want to go to bed.
Your child broke a favorite toy.
Your child's room is a mess.
It is time for your child to come home, but he/she is in the middle of a
project and wants to finish it first.
Your son came in later than he was supposed to with a worried look on
his face.
Your daughter came home from the store with a candy bar that was
not hers.

39. AUTHORIATATIVE: For each of the following situations, you must decide how you, as parents, will handle it. Write your answers on a sheet of paper so you can report them to the class.
It is bedtime and the children do not want to go to bed.
Your child broke a favorite toy.
Your child's room is a mess.
It is time for your child to come home, but he/she is in the middle of a
project and wants to finish it first.
Your son came in later than he was supposed to with a worried look on
his face.
Your daughter came home from the store with a candy bar that was
not hers.
UNINVOLVED: For each of the following situations, you must decide how you, as parents, will handle it. Write your answers on a sheet of paper so you can report them to the class.
It is bedtime and the children do not want to go to bed.
Your child broke a favorite toy.
Your child's room is a mess.
It is time for your child to come home, but he/she is in the middle of a
project and wants to finish it first.
Your son came in later than he was supposed to with a worried look on
his face.
Your daughter came home from the store with a candy bar that was
not hers.