discipline with young children ecfe正向管教孩子心内膜纤维弹性组织增生症课件

Positive Discipline with Young Children An Overview of How to Encourage Positive Behavior The Three Legged Stool nElizabeth Crary, author of Without Spanking or Spoiling, describes these three “legs” of the positive discipline “stool” which parents need to incorporate in guiding their children: Developmental Expectations: What to expect for the age and developmental stage of the child. Temperament: How to approach the individual child depending on their nine temperament traits. Family Values: What you think is most important for your child to learn as they enter into the world. Positive Discipline Starts with Understanding Childrens Development nChildren are developmentally different from adults and have progressive stages of growth and development. nChildren have goals for all their behavior such as: belonging, acceptance, attention, and power. nUnderstanding a childs development promotes patience and positive outcomes for the parent or guardian. Developmental Stages of Young Children nInfants: Seeking trust and comfort from the adults; seeking attachment with the primary caregivers; rapid growth nToddlers: Seeking independence from the adults physically and emotionally; ambivalent about being independent; very busy observing and testing how the world works; sees the world only from their point of view; onset of language nPreschoolers: Seeking more independence and social power; interacting with peers more; rise of imagination and other cognitive skills; self-help skills developed Understanding Temperament nChildren are born with temperament traits unique to them individually. These can be observed within hours of birth. nTemperament affects a childs behavior and a parents behavior. nDiscipline is more effective if it addresses a childs temperament traits. Typical Temperament Traits nSensitivity: Physical Reaction to Senses nIntensity: Strength of Emotional Reactions nEnergy/Activity Level: Necessity for Movement nAdaptability: Ability to Adapt to Changes and Transitions nFirst Reaction: Reaction to New Situations, Ideas, Activities, Places or People nPersistence: Determination to Achieve Goals nRegularity: Predictability of Bodily Functions nMood: Overall Disposition nPerceptiveness/Distractibility: Observation of Environment Temperament Clusters nEasy Child: Predictable biological rhythms; positive mood; positive response to new situations; adapt easily; mild to moderate intensity; flexible nSlow to Warm Up Child: Negative first response; slow to adapt; may have mild to moderate intensity unless pushed to adapt to quickly nMore Challenging Child: Irregular biological rhythms; negative first reaction; difficulty adapting; moody; intense emotional reactions; highly sensitive Guiding Behavior with Temperament in Mind nParenting the slow to warm up or more challenging child can take extra thought and understanding. By keeping temperament in mind, a parent can adapt guidance methods to support the childs learning. An example: Allowing more time and more warning for transitions between activities for the slow to warm up or challenging child. nThe next chart gives you some ideas of how to tailor your guidance to your childs temperament. Summary of Positive Discipline nYou have reviewed two of the three “legs” of the positive discipline stool: 1) child developmental stage and 2) temperament. We will explore 3) family values in our next w