Guidance Midterm

Front 1

Equip children with skills and attitudes they need for a happy, responsible, productive life.

Back 1

Long term goals

Front 2

Be kind - must not infringe on the rights of others
Be safe - must not present clear risk of harm to self and others
Be neat - must not irresonably damage environment, animals, objects or materials.

Back 2

Short-term goals

Front 3

Emphasizes what to do and sets an example to follow.
An ongoing process of interaction between adults and children.
Seen as a positive; helps children develop responsibility and self-control.
Fosters a child's ability to think, which bolsters self-esteem.
Based on a caring, nurturing approach which protects a child's feelings.

Back 3

Guidance

Front 4

Often emphasizes what not to do
Often spontaneous, on the spot reaction
Often negative, may undermine trust, autonomy, and initiative.
Has potential to diminish self-esteem.
Frequently impulsive, often causes feelings of shame and humiliation.

Back 4

Punishment

Front 5

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

Back 5

Rights of Children

Front 6

Guidance that bolsters self-esteem, nurtures cooperativeness, and models socially acceptable coping skills

Back 6

Positive assertive guidance

Front 7

Who should be responsible for the well-being and guidance of children?

Back 7

We are all responsible for the well-being and guidance of children.

Front 8

Tell the difference between reasonable rules and being overly protective.

Back 8

Reasonable rules are ones that allow a child to explore without allowing them to be in danger

Front 9

A strong affectional tie between an infant and his or her primary caregivers.

Back 9

Attachment Theory

Front 10

 Warmth and responsiveness from caregivers
 Predictable environment
 Consistent care giving

Back 10

Guidance Needs

Front 11

 Using caregiver as security base will explore strange environment.
 May protest when separation occurs, but easily comforted when caregiver returns

Back 11

Securely attached infants

Front 12

 Less able to use caregiver as a secure base.
 May cling to parent and unwilling to explore the environment.
 Not readily comforted when separation from caregiver occurs.

Back 12

Insecurely attached infants

Front 13

Emphasis on the role of environment in shaping behavior

Back 13

Behavioral Theory

Front 14

 Children model their behavior after someone they perceive as similar to themselves and being nurturant and helpful. (observational learning)
 Early childhood experiences create a child's self-image, which is further reinforced by positive or negative interactions with others.

Back 14

Modeling

Front 15

setting in which the child spends a significant amount of time, such as home and school

Back 15

Microsystem

Front 16

The relationships of the above settings, such as parents interactions with teachers

Back 16

Mesosystem

Front 17

Societal structures, such as church, neighborhood

Back 17

Exosystem

Front 18

Larger contexts such as social laws and values, federal laws.

Back 18

Macrosystem

Front 19

Gradual separation from one’s parents and taking responsibility for oneself.

Back 19

Autonomy and Individuation

Front 20

Adolescent assumption that his/her experiences are unique

Back 20

Personal fable

Front 21

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

Back 21

Imaginary audience

Front 22

In spite of their cognitive development, adolescents do not always think like adults.

Back 22

Guidance implications

Front 23

Teaching a new response triggered by a new stimulus by paring it repeatedly with a stimulus for which there is a physiological reflex.

Back 23

Classic conditioning

Front 24

The process of becoming accustomed to frequent repetition of pattern of behavior.

Back 24

Habituation

Front 25

A person’s inability to take action to make his or her life better, arising out of a sense of not being in control.

Back 25

Learned helplessness

Front 26

The distress children show when they cry in separation from a parent or primary caregiver.

Back 26

Separation anxiety

Front 27

The child must be able to distinguish unfamiliar faces from familiar ones. They may be curious or terrified

Back 27

Stranger anxiety

Front 28

Stress traps for parents and educators

Back 28

o Perfectionism
o The need to always be in control
o People pleasing
o Self-doubt

Front 29

Importance of friendships for preschoolers

Back 29

Between 3 and 5 children need to learn how to be a friend and how to have friends, a very important kind of learning for the child’s long-term social and emotional adjustment in life.

Front 30

One’s own perception of oneself in terms of personal worth, life and school successes, and perceived social status

Back 30

Self-concept

Front 31

Seeing oneself as a worthwile individual

Back 31

Self-esteem

Front 32

 Evidence of chronic and compulsive pattern of inappropriate or self-destructive behavior
 Often causes negative reactions, the opposite of the outcome desired by the child.
 When coping strategies do not work, child experiences stress and unhappiness.

Back 32

Dysfunctional Behaviors

Front 33

Appropriate actions that serve some productive or positive function in a child’s life.
 Functional behaviors help the child get his or her needs met.

Back 33

Functional behaviors

Front 34

 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 the adult’s emotional state and mood.

Back 34

Adult-centered behavior

Front 35

Focuses on the ability level, motivates and long-term well-being of the child in evaluating behavior.

Back 35

Child-centered behavior

Front 36

Four goals of misbehavior

Back 36

Attention, power,inadequacy, revenge

Front 37

 Asking children to look at how their behavior affects others.
 Moves them from an egocentric to sociocentric phase of development.

Back 37

Inductive guidance

Front 38

Distracting a child with a different object when they want something they can not have

Back 38

Distraction

Front 39

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

Back 39

Redirection

Front 40

A direct result of the child’s own actions and a natural outcome of the behavior

Back 40

Natural consequences

Front 41

• Similar to natural consequences, but need adult intervention
• Should be the logical outcome of the child’s behavior
• Must be immediate, clean, and consistent.

Back 41

Logical consequences

Front 42

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

Back 42

Prosocial behavior