1. ©Cengage Learning. All Rights Reserved. Chapter 7 Designing Developmentally Appropriate Environments Inside and Out

2. ©Cengage Learning. All Rights Reserved. Behavior Types Prosocial –Improves welfare of others or has a generally positive effect Antisocial –Detracts from welfare of others or has a generally negative effect

3. ©Cengage Learning. All Rights Reserved. Developing Prosocial Behavior Children need –Appropriate role models –A nurturing social environment –Positive interactions with peers

4. ©Cengage Learning. All Rights Reserved. Antisocial Behavior Lack of ethical restraint Lack of moral control Impulsiveness Inability to experience feelings of guilt

5. ©Cengage Learning. All Rights Reserved. Environment Physical surroundings that influence the child’s growth Surroundings that affect development and learning Everything child sees, hears, touches, or experiences

7. ©Cengage Learning. All Rights Reserved. Developmentally Appropriate Environments Caring community of learners Teaching in a way that enhances development and fosters authentic learning Appropriate curriculum linked to children’s stages of development Assessment focused on children’s holistic development Respectful and reciprocal relationships with families

8. ©Cengage Learning. All Rights Reserved. Nurturing Social Environments Foster development of positive self- esteem in children Supportive, warm, caring, and developmentally appropriate

9. ©Cengage Learning. All Rights Reserved. Limits Children must learn limits –Be safe –Be respectful –Be responsible

10. ©Cengage Learning. All Rights Reserved. A nurturing adult is… An honest, emotionally healthy person who is both assertive and caring Able and willing to make sure that children’s rights are protected Willing to help children behave responsibly Generous with affection that is not intrusive, overwhelming, or one-sided

11. ©Cengage Learning. All Rights Reserved. Competition versus Cooperation Competition reduces cooperation Cooperation is working with others unselfishly toward a common goal A cooperative environment is a learning community in which children work collaboratively

12. ©Cengage Learning. All Rights Reserved. Child-Directed Activities Children select from appropriate range of materials for exploration Children choose activities that match their own interests and abilities Children’s natural curiosity and desire to learn instigate activities Children’s choices are not influenced by adult coercion

13. ©Cengage Learning. All Rights Reserved. Learning Activities Relevant –Matched to child’s experiences, capabilities, and interests Active –Lively activities encouraging movement –Fostering large and small motor skill practice Sensorial –Appealing to five senses—touch, taste, smell, hearing, and sight

16. ©Cengage Learning. All Rights Reserved. Consistent Routines Provide reliable, predictable flow of events Meet children’s need for food, rest, and activity Help children develop self-control

17. ©Cengage Learning. All Rights Reserved. Corporal Punishment Physical retribution (spanking or paddling) Known to increase children’s aggression Slows children’s moral development May risk overall mental health of children

18. ©Cengage Learning. All Rights Reserved. Affirmation, Affection, and Acceptance Assurance to children that they are wanted Appreciating children for their own individuality Letting children know that they do not need to conform or perform to be loved

19. ©Cengage Learning. All Rights Reserved. Set the Stage for Positive Behavior Provide appropriate activities, materials, and routines Give unconditional affection and affirmation Provide recognition, not gushy or insincere praise Encourage children to cooperate rather than compete Protect child’s individual rights

21. Praise vs. Encouragement Recognition and encouragement are appropriate. Overabundance of gushy or insincere praise is inappropriate. Article: Five Reasons to Stop Saying "Good Job!“ by Alfie Kohn YOUNG CHILDREN September 2001

22. Praise vs. Encouragement To praise is "to commend the worth of or to express approval or admiration" (Brophy, 1981, p.5). Dreikurs and others (1982) say that praise is usually given to a child when a task or deed is completed or is well done. Encouragement, on the other hand, refers to a positive acknowledgment response that focuses on student efforts or specific attributes of work completed. Unlike praise, encouragement does not place judgment on student work or give information regarding its value or implications of student status.

23. Praise Is product oriented Is nonspecific places a judgment on the student gives some indication of the student's status in the group

24. Encouragement Offers specific feedback rather than general comments. For example, instead of saying, "Terrific job," teachers can comment on specific behaviors that they wish to acknowledge. Focuses on improvement and efforts rather than evaluation of a finished product. Uses sincere, direct comments delivered with a natural voice.

25. Encouragement Does not set students up for failure. Labels such as "nice" or "terrific" set students up for failure because they cannot always be “nice" or "terrific". Helps students develop an appreciation of their behaviors and achievements. Avoids competition or comparisons with others. Works toward self-satisfaction from a task or product. Is process oriented.

26. Praise Encouragement Your are the best student I ever had. You are a fine student. Any teacher will appreciate and enjoy you. You are always on time.You sure make an effort to be on time. You have the highest score in the class on this exam. You did very well on this exam. I am so proud of you.You seem to really enjoy learning You're the best helper I ever had. The room looks very neat since you straightened the bookshelves. I'm so proud of your artwork. It is nice to see that you enjoy art.

27. Praise Encouragement stimulates rivalry and competition stimulates cooperation and contribution for the good of all focuses on quality of performance focuses on amount of effort and joy evaluative and judgmental; person feels "judged" little or no evaluation of person or act; person feels "accepted" fosters selfishness at the expense of others fosters self-interest, which does not hurt others emphasis on global evaluation of the person-"You are better than others." emphasis on specific contributions -"You have helped in this way." creates quitterscreates triers fosters fear of failure fosters acceptance of being imperfect fosters dependence fosters self-sufficiency and independence