CHAPTER 11: The Social Self: Fostering Self- Discipline and Conflict Resolution Skills The Whole Child: Developmental Education for the Early Years Tenth.

Presentación del tema: "CHAPTER 11: The Social Self: Fostering Self- Discipline and Conflict Resolution Skills The Whole Child: Developmental Education for the Early Years Tenth."— Transcripción de la presentación:

1 CHAPTER 11: The Social Self: Fostering Self- Discipline and Conflict Resolution Skills The Whole Child: Developmental Education for the Early Years Tenth Edition Patricia Weissman Joanne Hendrick

2 Weissman/Hendrick. The Whole Child, 10e. © 2014, 2010, 2006, 2001, 1996 by Pearson Education, Inc. All Rights Reserved 11-2 Discipline or Guidance Toward Self-Discipline? View Problems as Learning Opportunities  Subtle Shift in Attitude  Aggressive or Disruptive Behaviors are Prime Learning Opportunities for Children  Children Make Mistakes While Learning Social Skills Just as They Make Mistakes While Learning Academic Skills- Not Cause for Punishment Ver los problemas como oportunidades de aprendizaje Sutil cambio en la actitud Conductas agresivas o disruptivas son Oportunidades Primer Aprendizaje para Niños Los niños cometen errores mientras aprenden habilidades sociales igual que cometen errores mientras aprenden Habilidades de académicos no causa de castigo

3 Weissman/Hendrick. The Whole Child, 10e. © 2014, 2010, 2006, 2001, 1996 by Pearson Education, Inc. All Rights Reserved 11-3 Helping Children Establish Inner Controls Support Ego Strength, Moral Judgment, and Social Awareness o Create classroom environment that fosters positive social interactions for each child o Rich in warm, caring relationships, respect, cooperation, and peaceful resolution of conflicts. o The child is given ample opportunity to practice and learn through interactions with other children. Apoyo a la fuerza del ego, juicio moral, y la conciencia social Crear ambiente de clase que fomenta las interacciones sociales positivas para cada niño Rico en, relaciones cálidas cuidado, el respeto, la cooperación y la resolución pacífica de los conflictos. El niño se le da una gran oportunidad para practicar y aprender a través de la interacción con otros niños.

4 Weissman/Hendrick. The Whole Child, 10e. © 2014, 2010, 2006, 2001, 1996 by Pearson Education, Inc. All Rights Reserved 11-4 Helping Children Establish Inner Controls Suggestions for Creating a Peaceable, Caring Classroom in Which Children Develop Self- Discipline and Conflict Resolution Skills o Create a Sense of Trust and Safety  Establish a Close Relationship with Each Child  Establish a Caring Classroom o Teach Conflict Resolution Skills o Time-out is Not Conflict Resolution Sugerencias para la creación de un Aula apacible El cuidado en que los niños desarrollan la auto-disciplina y resolución de conflictos Habilidades Crear un sentido de confianza y seguridad Establecer una relación estrecha con cada niño Establecer un Aula Cuidado Enseñar las habilidades de resolución de conflictos Tiempo de espera No es la Resolución de Conflictos

5 Weissman/Hendrick. The Whole Child, 10e. © 2014, 2010, 2006, 2001, 1996 by Pearson Education, Inc. All Rights Reserved 11-5 Helping Children Establish Inner Controls Steps for Teaching Children to Develop Self- Discipline and Conflict Resolution Skills 1. Recognize and discuss feelings and rules after a reasonable degree of calm has prevailed. 2. Have children take the responsibility of deciding when they can control themselves and return. 3. It is important to help children be successful when they do go back so that they have the experience of substituting acceptable for unacceptable behavior. 4. Follow through with suspending privileges if children repeat unacceptable behavior.

6 Weissman/Hendrick. The Whole Child, 10e. © 2014, 2010, 2006, 2001, 1996 by Pearson Education, Inc. All Rights Reserved 11-6 Ayudar a los niños a establecer controles internos Pasos para enseñar a los niños a desarrollar la auto- disciplina y habilidades para resolver conflictos Reconocer y analizar sentimientos y las reglas después de un grado razonable de calma ha prevalecido. Haga que los niños toman la responsabilidad de decidir cuándo pueden controlarse a sí mismos y volver. Es importante ayudar a los niños a tener éxito cuando lo hacen volver para que tengan la experiencia de la sustitución aceptable para el comportamiento inaceptable. Siga a través con la suspensión de privilegios si los niños repiten un comportamiento inaceptable.

7 Weissman/Hendrick. The Whole Child, 10e. © 2014, 2010, 2006, 2001, 1996 by Pearson Education, Inc. All Rights Reserved 11-7 Helping Children Establish Inner Controls Suggestions for Creating a Peaceable, Caring Classroom in Which Children Develop Self- Discipline and Conflict Resolution Skills (cont.) o Use Guidance Talks to Promote Self-Control o Use Class Meetings to Promote Social Awareness and Collaboration o Involve the Families in Creating a Peaceable Classroom

8 Weissman/Hendrick. The Whole Child, 10e. © 2014, 2010, 2006, 2001, 1996 by Pearson Education, Inc. All Rights Reserved 11-8 Ayudar a los niños a establecer controles internos Sugerencias para la creación de un Aula apacible El cuidado en que los niños desarrollan la auto-disciplina y habilidades de resolución de conflictos (cont.) Utilice Charlas de orientación para promover la auto-control Utilice reuniones de clase para promover la conciencia social y la colaboración Involucrar a las familias en Creación de una apacible Aula

9 Weissman/Hendrick. The Whole Child, 10e. © 2014, 2010, 2006, 2001, 1996 by Pearson Education, Inc. All Rights Reserved 11-9 Helping Children Establish Inner Controls o Increase Children’s Feelings of Mastery by Giving Them Many Opportunities for Making Decisions o Increase the Child’s Feelings of Being a Competent, Worthwhile Person o Foster a More Social, Less Egocentric Orientation Aumentar sentimientos de los niños de la Maestría, dándoles muchas oportunidades para la Toma de Decisiones Aumentar los sentimientos del niño de ser un, persona valiosa Competente Fomentar una más social, menos egocéntrico Orientación

10 Weissman/Hendrick. The Whole Child, 10e. © 2014, 2010, 2006, 2001, 1996 by Pearson Education, Inc. All Rights Reserved 11-10 Helping Children Establish Inner Controls o Stop Conflict Situations Before They Start o Mediate Conflict Resolution When Necessary o Remember: No Teacher Handles Every Situation Perfectly!  Learn from Your Own Difficulties and Mistakes Deje de situaciones de conflicto antes de que Comience Mediar Resolución de conflictos cuando sea necesario Recuerde: No Maestro Maneja cada situación perfectamente! Aprenda de sus propias dificultades y errores

11 Weissman/Hendrick. The Whole Child, 10e. © 2014, 2010, 2006, 2001, 1996 by Pearson Education, Inc. All Rights Reserved 11-11 Reducing Aggression in the Classroom Undesirable Ways to Cope with Aggression o The Authoritarian Teacher o The Overpermissive Teacher o The Inconsistent Teacher Formas adversas para hacer frente a la agresión El autoritario Maestro El Maestro Sobre- permisivo El inconsistente Maestro

12 Weissman/Hendrick. The Whole Child, 10e. © 2014, 2010, 2006, 2001, 1996 by Pearson Education, Inc. All Rights Reserved 11-12 Reducing Aggression in the Classroom Desirable Ways to Cope with Aggression o Assess the Underlying Causes of Aggression, and Ameliorate Them When Possible o Never Allow Bullying o Teach Children Alternative Ways of Getting What They Want Formas deseables para hacer frente a la agresión Evaluar las causas subyacentes de la agresión, y mejorarlos cuando sea posible Nunca Permitir El acoso Enseñe a los niños formas alternativas de conseguir lo que quieren

13 Weissman/Hendrick. The Whole Child, 10e. © 2014, 2010, 2006, 2001, 1996 by Pearson Education, Inc. All Rights Reserved 11-13 Reducing Aggression in the Classroom Desirable Ways to Cope with Aggression Formas deseables para hacer frente a la agresión o Provide Substitute Opportunities for Socially Acceptable Expressions of AggressionProporcionar oportunidades de sustitución de las expresiones socialmente aceptable de Agresión o Stopping Some Activities Before They Start Saves Aggression Later/Detener Algunas actividades antes de que comiencen Guarda Agresión tarde o Finally, Plan, Plan, Plan! Finalmente planear, planear, planear!