American College Philosophies and Experiences Child Guidance Questions

User Generated

Frys1812

Humanities

American College

Description

To reflect on your own philosophies and experiences related to guidance and discipline

  • Think about the approach your parents used for child rearing. What were the characteristics you think they valued most? How did those values influence your childhood? Do the choices you make match those of your parents, or are they different?
  • How would you rate yourself on a continuum from heteronomy to autonomy? How does this rating reflect your discipline approaches and the approaches of your parents and your teachers? If you are heteronomous, how can you help children become autonomous?

2

Positive and Productive Relationships

To reflect on strategies for establishing and maintaining positive and productive relationships among teachers, children, families, and peers

  • Observe young children playing games. What evidence do you see of their unique perception of rules?
  • As you interact with young children, watch for examples of their inability to think about another person’s viewpoint. Do you hear the confusion of personal fantasy with fact? What is the best adult response?
  • Analyze this experience, and discuss how you might help children to express their views and to hear those of another child.

3

Punishment and Discipline

To reflect on your own personal beliefs about punishment and discipline

  • What kind of discipline did you experience as a child? How has it affected your life, your attitudes, and your self-esteem?
  • Observe a group of young children on the playground. Determine which children seem to be socially competent and which children seem to be aggressive’; listen carefully to their interactions. Describe how adult models might have contributed to the competence level of both groups.
  • How would you explain to someone the fundamental differences between punishment and discipline? Can you relate those differences to the differences between moral autonomy and heteronomy (from Module 1)?

4

Appropriate Behavioral Examples and Limits

To reflect on providing appropriate behavioral examples and teaching limits,

  • Notice how adults respond when children get hurt or upset. Do they deny children’s negative feelings or accept them? Do they try to distract children from emotional or physical pain? What is your own common response? Do you need to work at learning new ways to respond to a child’s pain? How will you do this?
  • Observe the difference in classrooms where teachers merely tell children to clean up and those where teachers work with children showing them useful clean-up approaches. What are the differences in behavior with the children?

5

Effective Child Guidance Plans and Goals

To reflect on the creation of effective child guidance plans and how to accomplish your goals for guidance and discipline,

  • What are the behavior guidelines in an early childhood education program where you have spent time? How were these guidelines determined? Why do you think the children either do or do not follow the guidelines?
  • Observe teacher-child interactions, watching for the amount of individual attention provided. How do children respond differently to individual interaction with the teacher than they do to interactions as part of a group?
  • Observe a large group-time activity. Note any behavior problems that occur. Using information from this module, explain what the teacher might have done to prevent the behavior problem(s). If you do not witness any behavior problems during your observation, describe the strategies used by the teacher to prevent them from occurring.

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Explanation & Answer

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Outline
Topic: Child Guidance
Introduction


Children interact attentively during their individual interactions with the teacher than
when they are in a group.

Main Body


Being autonomy impacts my discipline approaches because I become more
independent, it reduces boredom since I have to do what I think is good and right and
this improves my motivation.



Children learn more about guidelines in society by establishing game rules. These
games enable them to perceive rules as something that motivates them to do things
together because they determine their interactions when they play.



The best response to children in this stage is enabling them to make connections
instead of assuming that they understand the viewpoints of another person

Conclusion


When in the group, students may not interact attentively with the teacher as he or she
may spend a lot of time on behavior issues, hence, fewer chances of interacting with
the whole group.


Running Head: CHILD GUIDANCE

1

Child Guidance
Student’s Name:
Institution Affiliation:

CHILD GUIDANCE

2
Child Guidance

1. Philosophies and Experience
My parents used authoritative parenting approach, which is also known as the democratic
parenting style. Authoritative approach has several features likehigh demand and high levels of
responsiveness. My parents valued various characteristics,such as self-reliance, good behavior,
independence, and academic excellence(Help et al., 2020). These characteristics influenced my
childhood because I was able to manage and control my emotions, I became more assertive, selfreliant, competent, and independence. My choices align with those of my parents sincetheir
values have helped me to focus on success and to have high self-esteem. This has in turn had
impacts on my decisions. I make appropriate choices that match the expectations of my parents.
I would rate myself as an autonomy because I believe I am responsible for my own
actions. Society can tell me what is right and what is wrong, but in the end, my personal choice
will allow me whether to accept or reject it. For example, the society says that stealing is wrong,
but it is upon me to decide not to steal. I am responsible for judging which actions are right and
wrong. Being autonomy impacts my discipline approaches because I become more independent,
it reduces boredom since I have to do what I think is good and right and this improves my
motivation. However, being an autonomy causes conflicts between my teacher, parents, and I as
they might tell me to do or not to do something, but I end up making a different choice.
2. Positive and productive relationships
Children learn more about guidelines in society by establishing game rules. These
games enable them to perceive rules as something that motivates them to do things together
because they determine their interactions when they play. My interaction with children has

CHILD GUIDANCE

3

revealed that children go through an egocentric stage where they experience difficulties in seeing
the viewpoints of others. Egocentrism takes place when children are unable to differentiate their
perspectives from those of others(Mcleod, 2020). For example when I played hide and seek with
them, they would hide from me but not effectively like hiding under the bed with most of their
bodies out because they believe that I cannot see them if they cannot see me.
The best response to children in this stage is enabling them to make connections instead of
assuming that they understand the viewpoints of another person. Also, it is essential to help
children talk about their feelings and encourage them to speak up those feelings. I might help
children to express their opinions and listen to others by encouraging them to keep a balance
such that they can express their viewpoints and feelings and regard the needs and feelings of
other children. Moreover, I can assist them in expressing their views by being a good example.
For instance, talking to them about my perceptions towards something will enable the children to
learn to tell what they feel. Teachingkids how to take turns and how to respond politely will ...


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