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CHLD 147�Socialization and the Environment

Laura Denise Harris, Ed.D.

College of the Sequoias

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Agenda

IDENTITY FORMATION

BELIEFS & ATTITUDES

CULTURAL AWARENESS

DISCIPLINE

TAKING CARE OF YOURSELF

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Objectives

Describe how the infant/toddler forms a sense of identity, and the caregivers role in this process.

2. Apply practices that promote cultural appropriate curriculum in the infant/toddler learning environment.

3. Explain the concept of redirection and methods that can be practically applied in the caregiving setting.

4. Analyze methods of discipline that encourage prosocial behaviors in toddlers.

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Pair & Think

What makes up the social environment of an infant/toddler program and how can you see it?

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Social Environment

Identity Formation

    • Attachment
    • Self Image

Cultural Identity

    • Multicultural Curriculum
    • Gender Identity

Self Concept & Discipline

    • Changing Behaviors
    • Modeling self esteem

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Identity Formation

J. Ronald Lally

    • What to fear
    • Which behaviors are appropriate
    • How messages are received and acted upon
    • How successful they are at getting their needs met by others
    • What emotions and intensity level of emotions they can safely display
    • How interesting they are

Lessons infants learn from caregivers

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Attachment

  • Prerequisite for high self esteem in infants and toddlers
  • Child must have positive/strong attachments in order to develop self esteem
  • Child without good attachments will be unable to benefit from any self esteem improvement activities; and still suffer from low self esteem
  • Difficulty?
    • Start with respect.
    • Observations: Where is the child coming from?

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Observations

Be aware of the unconscious images that influence your expectations of others and behavior toward the children in your care.

The best thing you can do if there is a child you are having difficulty attaching with, is pay attention to her every move.

Do a “child study:” short observations over a period of time, put together and examined for evidence of growth

Make notes about what the child is doing; specific and detailed

Observation helps you to really understand the child and your feelings for that child may change.

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Self Image

  • Important facet of identity formation
  • Child’s concept and feelings about himself or herself
  • Comes from body image and cultural/gender identification
  • Influenced by the way adults treat them
  • Includes the degree of self esteem they have; based on responses to/from caregivers and attachments that been have formed

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Self Concept: Physical

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Body awareness:

    • Knowing where one’s body is in space and learning its capabilities.

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    • Emerges in infants and toddlers as their motor skills develop

Self image:

    • One’s own perception of oneself that relates to body image and awareness

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    • The picture or image one has of himself.

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Cultural Awareness

  • Incorporate the child’s home language into the program and ensure it is reflected in the classroom
  • Incorporate the parents’ wishes/desires into the day to day routines
  • Be vigilant about what children in the program are learning about themselves (families, images from the media, messages they receive, etc.)
  • Ensure they are witnessing positive interactions among all adults, the way their families are treated, the way they are treated, etc.

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Culturally Appropriate Curriculum

Keep children connected to their families and culture

    • Pictures, rotating ethnic foods, music, holidays

Recognition of home language

    • Multilingual staff
    • Utilizing both languages in the classroom

Caregiving practices

    • Invite parent input and figure out what you are able to do with it within the confines of the program.

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Culturally Appropriate Environment

Be aware of the messages children are getting

    • Media, messages from caregivers, treatment of family, what they learn about themselves based on skin color

Self Image

    • Sense of entitlement can be magnified if children witness discrimination
    • People in power should not be of one ethnic group

Experiences should be positive

    • No exposure to stereotypes, prejudice, negative images
    • Adults should treat everyone as equals
    • Personal interactions should show respect

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Gender Identity

Treat boys/girls equally

Model expanded gender roles

Avoid media that shows stereotyped gender roles

Watch your language

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Checklist for Equity

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Examining Our Attitudes about Challenging Behaviors

  • What behaviors push your buttons?

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  • How do these behaviors make you feel?

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  • How does this impact your relationship with a child and his/her family?

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Managing Personal �Stress: Thought Control

Calming Thoughts

“This child is testing to see

where the limits are.

My job is to stay calm and help him learn better ways to behave.”

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Upsetting Thoughts

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“That child is a monster.

This is getting ridiculous.

He’ll never change.”

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“I’m sick of putting out fires!”

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Managing Personal �Stress: Thought Control

Calming Thoughts

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“I feel undervalued right now –

I need to seek support from

my peers and supervisor.”

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“Having her in my class is going to be a wonderful Professional Development experience.”

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Upsetting Thought

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“I wonder if the corner grocery

is hiring?”

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“He ruins everything!

This is going to be the � worst year of my career.”

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Reframing Activity

  • In pairs or in small groups:
  • See Handout 1.3 (Reframing Activity)
  • Read the four examples listed and generate two to three other challenging behaviors and how you might reframe each one.
  • In reframing the challenging behaviors, do not come up with solutions but rather restate the behaviors to make them more manageable.
  • Be prepared to share your ideas with the large group.

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Discipline

Do’s

Redirection

Removal from situation

Don'ts

Punishment/�Scolding

Timeouts

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Think & Share

  • 1. How did you feel about the kind of redirection �the adult was using?
  • 2. Would you have done it differently?
  • 3. What other kinds of approaches could have been used in this situation?
  • 4. What kind of effect might her redirection have had on the child’s self concept? What about some of your ideas?

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Discipline Techniques

Prevention

    • If they can’t reach something, they won’t touch it. If there is a gate blocking it, they won’t go there.

Redirection

    • Move them from something they shouldn’t be doing, to something similar that is okay to do.

Calm and persistent

    • Do not shame, belittle, blame or criticize them. Be persistent and avoid sharp warnings or commands.

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Discipline Techniques (Cont.)

No one “right” way

No one approach works for every child every time; determine what will be most affective and support the children in that way.

Define unaccept-able behavior

Determine what is age appropriate behavior, and identify what is appropriately undesirable.

Don’t Punish or Scold

This is damaging to their self esteem; enhance self concept by supporting them in learning to control their own behavior.

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Changing Behavior in Toddlers

1. Teach socially acceptable behavior.

2. Ignore the behavior you want the child to change.

3. Pay attention to behavior that is socially acceptable.

�4. Restructure the situation.

5. Prevent harmful behavior from happening.

6. Redirect the energy when appropriate.

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Modeling Self-Esteem

Taking Care of Yourself

Take care of your needs (physical, intellectual, emotional and social); don’t neglect yourself

Learn to be assertive; don’t let anybody take advantage of you

Learn conflict management

Learn time management

Feel proud of what you do; you have an important job. Let people know that!

Play! Renews energy and brings out your creative spirit

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