EDU 146 Spring 2014

Getting to Know Me

• Help me get to know you by filling out the “Getting to Know Me” questionnaire• Why are you taking this class? Let’s talk • What are your current beliefs and thoughts about child guidance?

• Syllabus – Oh yay!

Reframing Our Thinking

Goals

• Define the ultimate goal for working with young children.• With a partner, discuss your goal.• Come to a consensus with your partner about the ultimate goal for

working with young children. It can be one or the other, a combination of both of your goals, or a new goal altogether.• Share with the group.• Develop a group goal for working with young children.• “The ultimate goal for young children is to teach them to be successful

citizens in our global society.” EDU 146 201 Jan 14

Discipline

Skill buildingGuidance

NAEYC Standards

• Standard 1. PROMOTING CHILD DEVELOPMENT AND LEARNING• Standard 2. BUIDLING FAMILY AND COMMUNITY RELATIONSHIPS• Standard 3. OBSERVING, DOCUMENTING, AND ASSESSING TO

SUPPORT YOUNG CHILDREN AND FAMILIES• Standard 4. USING DEVELOPMENTALLY EFFECTIVE APPROACHES• Standard 5. USING CONTENT KNOWLEDGE TO BUILD MEANINGFUL

CURRICULUM• Standard 6. BECOMING A PROFESSIONAL

What We Know!• “Social-Emotional development is inextricably entwined with

cognitive, language, and physical development” (Elicker)• Brains development is influenced by experiences, including

interactions and relationships• Future success is determined by a child’s social-emotional skills

including the abilities to self-regulate, communicate effectively, adapt to new situations, self-motivate, and problem solve among other skills

Necessary Skills

•To be successful in school and life, children must be able to•Motivate oneself• Pay attention•Manage impulses• Handle emotions• Get along with other

Problems both exacerbated by and exacerbating lack of social-emotional skills and competences

• Family stress• Time factors• Emotional factors• Financial factors

• Lack of basic “employability skills” in young adults• Emphasis on academics and overtaxed school systems that tend to

punish rather than teach social-emotional skills• Limited education and skills for Early Childhood educators• Adults must be mentally/socially/emotionally competent

What does this mean for us?

• Become lifelong learners• Collaborate and communicate with others• Use reflective practices• Understand yourself• Know and understand children and their

development