Guidance

Front 1

providing a nurturing environment that fosters healthy attitudes about problem-solving and motivates children toward self-reliance.

Back 1

GUIDANCE

Front 2

Right to safety
o Right to their possessions
o Right to fairness
o Right to avoid unnecessary discomfort
,Right of respect as a human being

Back 2

RIGHTS OF CHILDREN

Front 3

Erikson's Theory: Infants

Back 3

Trust vs. Mistrust

Front 4

Erikson's Theory: Toddlers

Back 4

Autonomy vs. Shame and Doubt

Front 5

Piaget's THeory: Infants

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Sensorimotor

Front 6

a strong affectional tie between an infant & his/her caregiver. It is developed when infants who are responded to consistently develop an emotional bond w/caregivers

Back 6

Attachment

Front 7

caregiver is seen as a security base and will explore strange environments; may protest when caregiver leaves but easily comforted upon return

Back 7

SECURE ATTACHMENT

Front 8

less able to use caregiver as secure base; clings to parents or be unwilling to explore environment; not readily comforted upon separation

Back 8

INSECURE ATTACHMENT

Front 9

blurry @ birth; faces recognized by 4 mos.
· Guidance: Use eye contact to establish communication

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INFANT PERCEPTUAL DEVELOPMENT (VISION)

Front 10

attuned to human speech
· Guidance: talk to infants often and use your voice to help your child find you.

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PERCEPTUAL DEVELOPMENT (HEARING)

Front 11

both functioning at birth
· Guidance: be sensitive to child’s likes and dislikes

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PERCEPTUAL DEVELOPMENT (SMELL AND TASTE)

Front 12

sensitive to pressure, pain, heat/cold
· Guidance: swaddling and holding soothes the child

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PERCEPT. DEVELOPMENT (TOUCH)

Front 13

Acquisition of language
Begin symbolic behavior; pretend play
Egocentric point of view
Appearance is reality

Back 13

PIAGET'S PREOPERATIONAL

Front 14

Inadequate Prenatal Care
Isolation
Substandard Child Care (day cares, etc.)
Poverty
Lack of attention

Back 14

KEY PROBLEMS THAT PUT CHILD AT RISK

Front 15

allow “all by myself”; establish small set of logical limits; allow plenty of social experiences

Back 15

INITIATIVE VS. GUILT GUIDANCE NEEDS

Front 16

emphasis on the role of the environment in shaping behavior

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BEHAVIORISM (B.F. SKINNER)

Front 17

a stimulus that increases the likelihood of repeated behavior

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REINFORCER

Front 18

an unpleasant action designed to make behavior less likely to occur.

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PUNISHMENT

Front 19

Children model their behavior after someone they perceive as similar to themselves & being nurturing and helpful

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BANDURA'S SOCIAL LEARNING THEORY

Front 20

a reminder to the child before the behavior occurs

Back 20

CUEING

Front 21

non-reinforcement to remove the trivial, small annoyances from daily interactions

Back 21

IGNORING

Front 22

focus on one problem and ignore less bothersome behaviors

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TARGET ONE BEHAVIOR

Front 23

reinforcement of small steps towards a desired behavior
·

Back 23

SHAPING

Front 24

application of a model as an example to be observed and imitated

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MODELING

Front 25

Views the child as developing w/in a complex system of relationships (microsystem, mesosystem, exosystem, macrosystem)

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BRONFENBRENNER'S ECOLOGICAL THEORY

Front 26

By this age, children understand conservation; they can handle several ideas all at one time. They are less egocentric and can apply some logical thinking to a situation

Back 26

INDUSTRY VS. INFERIORITY/CONCRETE OPERATIONS (school-aged children)

Front 27

Identity vs. Identity Confusion/Piaget’s Formal Operations

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ADOLESCENTS

Front 28

Authoritative, authoritarian, permissive

Back 28

BAUMRIND'S PARENTING STYLES

Front 29

Adolescents are capable of true abstract and symbolic thought processes, use of hypothetical-deductive reasoning and logic.

Back 29

PIAGET'S FORMAL OPERATIONAL THEORY

Front 30

based on process of individuation; gradual, progressive separation from one’s parents and taking responsibility for oneself

Back 30

AUTONOMY

Front 31

PERSONAL FABLE AND IMAGINARY AUDIENCE

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ELKIND'S ADOLESCENT EGOCENTRISM

Front 32

adolescent assumption that his/her experiences are unique

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PERSONAL FABLE

Front 33

heightened self-consciousness that leads to the belief that his/her behavior is the focus of everyone’s attention

Back 33

IMAGINARY AUDIENCE

Front 34

evidence of chronic and compulsive patterns of inappropriate or self-destructive behavior

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DYSFUNCTIONAL BEHAVIOR

Front 35

appropriate actions that serve a productive or positive function in a child’s life

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FUNCTIONAL BEHAVIOR

Front 36

focuses on the effect the child’s behavior has on the adult. Child’s actions are evaluated according to the impact on things the adult cares about, as well as adults’ emotional state and mood.

Back 36

ADULT-CENTERED BEHAVIOR

Front 37

focuses on the ability level, motives, and long-term well-being of the child in evaluating behavior. If an action is wrong, it is b/c it infringes on the rights of others or it is not safe—not because the action is a bother to the adult

Back 37

CHILD-CENTERED BEHAVIOR

Front 38

Pairing an unconditioned stimuli with a naturally occurring stimulus-response connection

Back 38

CLASSICAL CONDITIONING

Front 39

Occurs when children/babies are caught in a flow of events that are unpredictable and clearly outside their control

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LEARNED HELPLESSNESS

Front 40

the distress children show when they cry on separation form a parent or primary caregiver

Back 40

SEPARATION ANXIETY

Front 41

In order to experience this, the child must be able to distinguish familiar from unfamiliar faces (usually around 6-7 mos.)

Back 41

STRANGER ANXIETY

Front 42

one's idea of image of oneself

Back 42

SELF-CONCEPT

Front 43

one's image of oneself includes a sense of being worthwhile and valuable

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SELF-ESTEENM

Front 44

Perfectionism, the need to always be in control, people pleasing, self-doubt

Back 44

STRESS TRAPS

Front 45

Preconventional Morality, Conventional, and Postconventional Morality

Back 45

KOHLBERG'S MORAL DEVELOPMENT

Front 46

obeying the rules to avoid punishment, obeying the rules to satisfy personal needs

Back 46

PRECONVENTIONAL MORALITY

Front 47

motivated to gain approval and affection from others
duty to uphold rules and law for their own sake (the “law and order” stage)

Back 47

CONVENTIONAL MORALITY

Front 48

Individual rights and needs of majority are emphasized; Universal ethical principle, morality based on personal decision of conscience

Back 48

POSTCONVENTIONAL MORALITY

Front 49

humans’ main desire is to belong and all behavior is purposive

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DREIKURS'S SOCIAL DISCIPLINE THEORY

Front 50

Attention, Power, REvenge, Inadequacy

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THE FOUR GOALS OF MISBEHAVIOR

Front 51

THREE REASONS FOR MISBEHAVIOR (OTHER THAN THE FOUR GOALS)

Back 51

Children feel anger and contempt for authority rather than respect and affection; They feel like there are too many expectations for them to live up to; Rules are just hollow threats that are not consistent

Front 52

Asking children to look at how their behavior affects others

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INDUCTIVE GUIDANCE

Front 53

Define the boundarirs of behavior and set up a framework in which everyone knows the rules

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SETTING LIMITS

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2 reasons for setting limits

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1. PREVENT INJURIES 2. PREVCENT DESTRUCTION OF PROPERTY

Front 55

Honors the child's intent, but changes the expression or form of the activity

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REDIRECTION

Front 56

Designed to stop the behavior by focusing the child's attention on something else

Back 56

DISTRACTION

Front 57

a direct results of the child's own actions and a ntural outcome of the behavior

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NATURAL CONSEQUENCE

Front 58

consequences that need adult intervention; should be the logical outcome of the child's behavior; NOT a punishment

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LOGICAL CONSEQUENCES

Front 59

When used in a supportive way, children can feel empowered an dconfident in their ability to control their own behavior

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TIME-OUT

Front 60

Cons of time-out

Back 60

DOES NOT TEACH NEW BEHAVIOR; NO REAL LEARNING TAKES PLACE; CAN LEAVE CHILD WITH A SENSE OF REJECTION

Front 61

Focuses on the result, not the effort; can lead to dependency on adults to tell them what is good or bad

Back 61

PRAISE

Front 62

can cause children to focus on external rather than intrinsic rewards

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PRAISE

Front 63

Very global--not specific

Back 63

PRAISE

Front 64

specific and avoids labeling or interpreting

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ENCOURAGEMENT

Front 65

does not set children up for failure

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ENCOURAGEMENT

Front 66

Avoids comparison or competition, by using the child's prior accomplishments as a context

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ENCOURAGEMENT

Front 67

focuses on improvement of process rather than evaluation of finished product

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ENCOURAGEMENT

Front 68

Indirect way to influence behavior

Back 68

NONVERBAL GUIDANCE

Front 69

Examples of nonverbal guidance

Back 69

BODY LANGUAGE; GLANCES AND LOOKS; PHYSICAL PRESENCE; TOUCH

Front 70

asking open-ended questions and providing choices are examples of.....

Back 70

GUIDING INDIRECTLY WITH WORDS

Front 71

The 10 Steps of Guidance practices that include Ignoring, Listening, Brainstorming, and acting as a reporter is called...

Back 71

THE GUIDANCE CONTINUUM

Front 72

behavior that benefits others, w/o any expected reward for the self

Back 72

PROSOCIAL BEHAVIOR

Front 73

working w/others toward a common goal

Back 73

COOPERATION

Front 74

the capacity fo understand another's emotional state

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EMPATHY

Front 75

behaving in a way that benefits others w/o personal gain

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ALTRUISM

Front 76

the environment that is related to time

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TEMPORAL ENVIRONMENT

Front 77

Teacher/Child ratio for infants

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ONE TEACHER FOR EVERY 3 CHILDREN

Front 78

RATIO for Toddlers

Back 78

1 TEACHER FOR EVERY 5 TODDLERS

Front 79

PRESCHOOLERS

Back 79

1 TEACHER FOR EVERY 8-10 CHILDREN

Front 80

SCHOOL-AGED RATIO

Back 80

1 for every 12-15