CH. 6
Working with Families of
School-Age Children
CD 11
Fall 2013
Prof. Gallegos
Family-Centered Approach to Kindergarten
• Teacher sees the importance of creating a relationship with
each family so instead of one big orientation, they meet with
each family individually or in small group over a period of
time.
• Some families might have a home visit before school starts
Erikson’s Stages of Development
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Infancy
0-1
Basic trust versus Basic Mistrust
Toddlerhood
1-3
Autonomy versus Shame & Doubt
Preschool Years 3-6
School Age
Initiative
versus
Guilt
6-10 Industry
versus
Inferiority
Differences between Families and School &
Preschool
• Constructing Knowledge versus “Seat Work”
(p.143)
• Outdoor play time versus Recess
What do Families Want?
Exercise to build trust with each other
Indoor garden+
Arts and crafts +
Hygiene+ Basic table/life manners+
listening++ skills/communication (social)+
teamwork
rhythm and music
Community Respect++
Self-esteem
anti-bully
teacher-child ratio + Healthy Food++ extra curricular
act’s PE+/movies/storytelling recycling security/safety+++ social abilities/PTA
QUALITY After-school programs
Tutoring A.P. Multicultural Partnership
volunteering Child Studies for adults
Fieldtrips + comfort Basic School Supplies
clean environment
open-minded
freedom of speech
Classroom Pet
(responsibility) academics (ABCs) + compare and contrast problem solving(critical
thinking)
follow directions
tie shoes
consequences
nap time
onsite
resources (social services) observational windows
open door policies
appropriate
communication
no CLUTTER DAP
Go green!
What they want
• Communication with teachers
• Written notes, phone calls, emails, newsletters, etc.
Teaching Prosocial Skills
• Our values begin when we are infants. They come hand in hand with our
culture.
• Some values are just absorbed while others are taught.
• Everyone deals with morals and values with every decision we make.
• We are FORCED to choose an ACTION and Go through the PROCESS of
what we chose was a good decision.
• http://youtu.be/aAFQ5kUHPkY Fairness/Cooperation
Moral Development
• 3 researchers studied moral development: Kohlberg (1976), Gilligan (1983) and
Noddings (2005).
• Kolhberg followed Piaget and saw a pattern of organization of moral thought.
• Noddings and Gilligan focused on caring.
• National Association for the Education of Young Children (NAEYC) recognizes the
importance of “relationships”
• Caring must be genuine and not just a means of coercion or emotional manipulation.
• http://youtu.be/IAbTDlVTIqE Empathy
The Power of Adult Attention
• Pay attention to the child that is exhibiting the prosocial behavior
• Giving them affirmations
• Affirmations give messages that validate the person as an individual who has needs and
rights
• They are positive messages about expectations.
• http://youtu.be/XNxnTVBuy70 Roots of Empathy
Teaching Morals by Promoting Prosocial
Development
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Model them yourself
Explain why you are setting limits
Encourage cooperation by finding ways to get children to work and play together
Take a problem-solving approach when dealing with conflicts rather than a power
stance.
• Use guidance approaches
• Examine your power relations with children (overpower vs. empower)
(Cont.)Teaching Morals by Promoting Prosocial
Development
• Avoid using competition to motivate
• Help children appreciate the world they live in and the people they share it
with.
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Give choices
Teach children to solve conflicts without violence
Teach children to be peacemakers.
http://youtu.be/7AN7x8zLFmU