ECE 201 Week 2 Assignment

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201

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Psychology

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Dec 6, 2023

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Developmentally Appropriate Environments to Support Behavior Taylor Henderson ECE 201: Intro to Early Childhood Behavior Management Dr. Colleen Murphy University of Arizona Global Campus October 30, 2023

Common Behaviors in Infants • Crying : infants cry when they need to communicate anything to their caregiver. • Infants cry when hungry, tired, upset, and need attention (Miller, 2023). • Exploratory Behavior: Infants are curious and use their senses to explore their surroundings. • They may grab objects, put things in their mouths, and make sounds. 1 0 / 3 0 / 2 0 2 3 TAY LO R H E N D E R S O N 2

 Educators can create an environment where caregivers respond promptly to an infant's cries, providing comfort, food, or a diaper change as needed.  This helps build trust and a sense of security in the infant.  Ensure that the environment is safe for exploration.  Provide age-appropriate toys and materials that encourage sensory exploration, such as soft toys, rattles, and mobiles. 1 0 / 3 0 / 2 0 2 3 TAY LO R H E N D E R S O N 3 Positive Guidance: Educators Responsive Caregiving Stimulating Environment

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 Parents should respond promptly to their infant's needs and cues.  This helps infants develop a secure attachment to their caregivers.  “Positive guidance practices emphasize teaching problem-solving and social skills. They build children's sense of belonging and membership in the family child care home” (Virtual Lab School, n.d.).  Encourage sensory play at home by providing safe, age-appropriate toys and objects for exploration. 3 / 1 / 2 0 X X S A M P L E F O O T E R T E X T 4 Positive Guidance: Family Responsive Parenting Sensory Play

Common Behaviors in Toddlers • Tantrums: Toddlers may have tantrums when they are frustrated, unable to communicate their needs, or when they want to assert their independence. • Exploration and Boundary Testing: They are curious and want to explore their environment, often pushing boundaries to see what they can and cannot do.

Positive Guidance: Educators Consistent Limits  Educators should set clear and consistent limits on behavior, helping toddlers understand boundaries and expectations. Positive Reinforcement  Use positive reinforcement such as praise and rewards to encourage desired behaviors and provide alternatives to tantrums. 1 0 / 3 0 / 2 0 2 3 TAY LO R H E N D E R S O N 6

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 Teach parents to use simple language and gestures to help toddlers express their needs, reducing frustration and tantrums.  Establish routines and schedules to create a sense of security and predictability for toddlers. 1 0 / 3 0 / 2 0 2 3 TAY LO R H E N D E R S O N 7 Positive Guidance: Family Effective Communication Routine and Predictability

Common Behaviors in Preschoolers • Independence: Preschoolers want to do things on their own and make choices. • They may resist adult help or guidance. • Imagination and Fantasy Play: They engage in imaginative play and may have difficulty distinguishing between fantasy and reality.

 Offer choices within limits to allow preschoolers to make decisions and feel a sense of autonomy.  Educators can model positive behavior and problem-solving, teaching children how to manage conflicts and emotions. 1 0 / 3 0 / 2 0 2 3 TAY LO R H E N D E R S O N 9 Positive Guidance: Educators Encourage Independence Role Modeling

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 Encourage parents to listen actively to their children's thoughts and feelings, validating their emotions and promoting open communication.  Promote structured playdates and activities that help children differentiate between imaginative play and real-life situations. 1 0 / 3 0 / 2 0 2 3 TAY LO R H E N D E R S O N 1 0 Positive Guidance: Family Active Listening Structured Play

1 2 / 0 2 / 2 0 2 3 S A M P L E F O O T E R T E XT 1 1 1 1 Common Behaviors of Early School-Age Children • Peer Interaction: Children in this age group start to develop friendships and may encounter conflicts with peers. • Learning Challenges: Some children may face academic or social challenges, leading to frustration or withdrawal.

 Teach children conflict resolution skills, such as active listening and problem- solving, to navigate peer conflicts effectively.  “Positive guidance and discipline are crucial for children because they promote self-control, teach responsibility, and help them make thoughtful choices” (Fletcher, 2016).  Provide academic support and create a safe space where children can ask questions and seek help without fear of judgment. 1 0 / 3 0 / 2 0 2 3 TAY LO R H E N D E R S O N 1 2 Positive Guidance: Educators Conflict Resolution Skills Supportive Learning Environment

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 Encourage parents to discuss and model empathy, helping children understand and respect the feelings of others.  Foster open communication with children about school challenges, providing a supportive and non- judgmental environment for discussing problems and seeking solutions. 3 / 1 / 2 0 X X S A M P L E F O O T E R T E X T 1 3 Positive Guidance: Family Encourage Empathy Open Communication

References  Fletcher, A. (2016). Positive discipline and child guidance. University of Missouri. https://extension.missouri.edu/publications/gh6119#:~:text=Positive%20guidanc e%20and%20discipline%20are,they%20will%20spend%20correcting%20misbehavior .  Miller, D. F. (2023). Positive child guidance (9th ed.). Cengage Learning U.S.  Virtual Lab School. (n.d.). Guidance: An Introduction. https://www.virtuallabschool.org/fcc/positive-guidance/lesson-1#:~:text=Posit ive%20guidance%20practices%20emphasize%20teaching,the%20family%20child%20care %20home . 3 / 1 / 2 0 X X S A M P L E F O O T E R T E X T 1 4

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