vs '~67
D/·6.3:
60-60 .(-M-IL DoD 6060.1-M-lC BISON
-
Department of Defense
...
The ''Caring'' Role In A Child Care Center
Staff Development Series
Military Child Care Project
Part III Relating To Children
...
DoD 6060.1-M
OFFICE OF THE ASSISTANT SECRETARY OF DEFENSE
WASHINGTON. O.C. 20301
MANPOWER.
RESERVE ArrAIRS
0 1 APR 1982
ANO LOGISTICS
(Military Personnel and Force Management)
FOREWORD
This series of manuals for Child Care Givers on DoD Installations is issued under the authority of DoD Instruction 6060.1, "Training Manuals for Child Care Givers on DoD Installations," January 19, 1981. Its purpose ii to prov~de child care giv~rs with training materials that include the latest techniques and prbc~dures for the safe care and guiding development of children entrusted to their care.
This series of manuals, DoD 6060.1-M-1 through DoD 6060.1-M-17, was developed under the auspices of the Department of Health and Human Services by the Department of Army, in cooperation with the Navy, Air Force, and Marine Corps.
The provisions of this series of manuals apply to the Office of the Secretary of Defense, the Military Departments, and the Defense Agencies (hereafter referred to as DoD Components) whose heads shall ensure that the manuals are distributed or otherwise made available to all child care givers on DoD installations and that these materials are used in regional and interService workshops, seminars, an'd training sessions.
This series of manuals is effective immediately.
Send recommended changes to the manuals through channels to:
Director, Personnel Administration and Services Office of the Deputy Assistant Secretary of Defense (Military Personnel and Force Management) (ASD(MRA&L))
• Washington; D.C~ 20301
DoD Components may obtain copies of this series of manuals through their own publications channels. Other federal agencies and the public may obtain copies from the Superl.nbmdlmt of Documents, U.S. Government Printing Office, Washington, D.C. 20402.
R. Dean Tice Lieutenant General, USA Deputy Assistant Secretary
For sale by the Superintendent ot Documents, U.S. Government Printing OIDce · Washlnl(ton, D.C. 20402
•
DoD 6060.1-M-lC
The "Caring" Role In A ChildCare
Center
Project Director Marlene Scavo
Research Director Judith Briscoe-Kleven
Consultants Elizabeth L. Diffendal Barbara Lake Linda Willoughby
Staff Development Series
Military
ChildCare
Project
Ft. Lewis,Washington
Part III
Relating To Children
•
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PARr III TABLE OF CCNl'ENI'S Page nn'R:DJC'I'IOO • • • • • • • • • • • • . . . . . . 145
ID'l CAN Y<X1 MlU<E TIME SPEN1' IN A CHIID CARE CENIER THE BEST ~IBLE
EXPERIENCE roR CHII.DREN? • • • . • • . . . .
149 Respect A Child's Individual Differences . • . • • • . • . . . . .
151 Building Your Skills In SuppOrting
155
OifferetlCes . . . . . . . . . . . . . .
Be Aware Of Your OWn Feelings And
Personal Style With Children . .
178 Style Scale • • • • • • • • . . 179 L:ike And Dislike Scale • • • . . . . . . 182 IBt Children Play • • • • • • • . . 185
Building Your Skills In Supporting Play • • • • • • . . . . . . 187
Protect The Child's Safety • . . 198
Building Your Skills In Pl:otecti.nq Children1 s Safety 201
Help Children understand What Tb Expect • • • • • • • • • • • • 212
Building Your Skills In Helping Children Understand What To Expect 221
A PanVIEW •• 245
OUR ANSWERS 253
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~ICN
145
WEim1E to the first in a series of staff development m::xiules written for the "caregiver" or
"teacher" in a militaJ:y child care center. We think the hints and ideas provided in these rrcdul.es will help :you on your job. This .first Il'Cdule, The caring Pole In A Child care Center, will tell you what mle you will play in proViCling the best possible care for children and in cooperating with their parents. You row are reading Part III of the ncdul.e, Relating To Children.
Let us intxoduce you to a new kind of experience,
leaming through self-paced instruction. This means :you will be able to .~rk on your own, by yourself, and at your own pace. In each section a small ancunt of discussion about jnoq;lortant
ideas will be pmvided, followed by sate real
situations that take place in child~ centers. These situations have really happened and cate
fran the experiences of our own caregivers who
tell us that new caregivers are very likely to
find theSe situations hard to handle. In other ~rds, the experiences you will find in this ncdul.e and the other rrcdul.es are very nu:h like
the ooes you will run into on your job.
At the end of this part of the m::xiule, there
are sate situations with choices of ways to
handle them. These situations are similar to
the ones in Part I of the ncdule. It will be
interesting and exciting for :you to check your
self on what you have lea.med by c:x:ll'q?aring the
answers you selected before you read Part I of
the rrcdul.e with the ones you selected at ·the end
of the ncdul.e.
Alth::nlgh the situations you are about to. read do not in any way cover ALL problems that you may, have in a child care center1 the rtere ccrmcn Or
frustrating problems you may face are presented.
This ncdul.e is designed to ·help you leam to ·
make decisions relating to real problems. The
situations have been selected fran. actual experi
ences of caregivers in our child care ·center. ·
We want to stress that the solutions we present are not the only possible answers to the ·situations. There are };X)ssibly as rrany "right" answers as there are caregivers. Ebpefully, the situations
and solutions -we present will not a:IY increase your krx:lwledge of your car1Il<J r:ole in a child care center but also will stimllate your thinking al:lout yourself1 decisions which you will make in your job1 and the possible outcateS of your actions.
B:li CAN ~MARE TIME SP!N1'
IN A CHIID CARE CENl'ER
THE BEST POSSIBLE E:XPERIEtCE roR CHIIDREN?
149
Help Children
Recognize And
Develop Their
uniqueness
Expect Children To Respond To You In Different Ways
DonIt Expect Children Of The Same Aqe Always To Do The Same Thinqs
No two children are alike. No two adults are alike. No two people who have sane things in CXItllCU -black hair, blue eyes, a leaming disability -necessarily feel the same about themselves. However, as human beings, we all share a need for love, attention and nourishment.
Fach child is a unique individual with abilities, ambiticms, thoughts and desires that Cel.onq to no one else. Child care programs shculd allatt the differences in children to gratt.
Children differ in many ways: physical growth,
appearance1 health, interests, ethnic orig±n, .
family size and family social status, to name
only a few. Your goal, as a caregiver, should
be to recogni~e these differences and help each
child develoP her or his unique potentials:: not
de a!iiay with the differences and create sameness :am:mg the children.
Individual differences are evident in many areas. For instance, all children don't like the same foods. Despite the nutritional value of milk, sane children may be all8r9ic to it. and will becaue ill if they drink it. Sane children like to be hugged and cuddled, while others feel SllCtherec1 by this. Sane children are well-coordinated at an early age, while others are clumsy at the same age.
Just as children are not alike in other areas1 they also respond differently to child rearing. metlxxis related tC' eating, sleepingI affed;ion or play. Sanethinq that ~rks with one child may not work with anuther.
Sane children are shy and prefer to spend time alone, while others are very interested in other children. Forc:ing a child into relationships or activities before she is ready rna.y slow down develq;:ment rather than encouraqe it.
The age of a child is not the best way of krxlwing what to expect :f.ran h:im. Social growth, E!tbtional growth, intellectual growth and physical growth are parts of the develOJ;ZIEilt of the whole child. Developnent in all· areas does not happen at the same speed. Also, develqrrent never is in a straight line1 instead, the
Pmvide A Variety Of ways For Children To Feel Successful
Create Respect For CUltural And Racial Differences
pattem of developnent is ncre a back and forth ncvatent -~gto grow, then backing up to be canfortable, then reaching to grow again.
You will find that children am' t have any p:r:oblers cb::)osing experiences appropriate for themeelves. The problem canes if there are oot eoough appropriate experiences f:tan which to choose.
The idea of self-concept -b:)w children feel al::lout themsel.ves -is J:elated closely to the idea of individual differences. It is the parents' and caregiver's responsibility to assist children to accept their diffm:ences and to be happy with thellaelves. 'nlis is why good child .caJ:e pmvides children with opportunities to have experiences in a wide variety of areas -physical activities, expressive arts and ImJSic, ganes and social activities. In this way, a child wbJse ccordination is oot developed and who lacks skills in physical activities, for example, can feel success in another area -perhaps in singing or painting. caregivers wbJ are sensitive to :i.ndividual differences will try to pmvide a variety of opportunities for children to succeed in rreny ways every day.
Children need to feel successful in order to
•D'ild self-confidence and a willingness to try nai and ucre difficult things.
Pmviding a variety ·of opportunities for children
<b!s net necessarily nean pmviding the same
opportwlities for all children. Focusing all
day care progxattiS toward middle-class values and
habits .violates the individuality of children
fxan different traditions. It is a caregiver's
responsibllity to assist children to feel neither
inferior nor superior because of their heritage,
but to enccurage them to be proud of··~ir own
culture and accepting and appreciative of others'
cultures. Child care sl'xml.d provide an ideal
sett:ing 'for young children to lea.m to knew and
enjoy people wbJ are of a different race, back
~,physical or mental ability, sex or age.
For example; pmgxaus stiJuld vary the kinds of
foods that are served, the ways food is eaten,
the types of nusic and ImJSical instrtments pre
sented, the types of books that are read, the
b::>lidays celebrated and the languages spoken
in the ·center.
Be Aware That Disabled Or Hardicapped Children Have The Same Needs As Other Children
Don't Use
~That
Will Blrt Feel:inqs
You might ask yOuself if anythinq makes. you
disabled. . If Y.0\.1 wear glasses to correct your
vision, you may be said to be disabled. The
way parents and other people around disabled or
handicapped children deal with the handicap
sanet:imes detem\:ines hew "harvli.capped" a person
· really is. In other words, there can be a difference between ''being handi~" and "havinq a handicap" -it can all deperld. on ·hew well the person leams to deal with it. When an adult leams to think ncre about· what she can do rather than. what she can't, thiD;ls acre often go in a P9sitive direction. If you emphasize and react to what a child with a disability can achieve, you will help that child on the road to greater self~nfidence and iniependence -just as far any other child.
OVerprotection.. is never healthy for any child.
It is mst iltq;x»:tant to help disabled children
help themselves, not just ·to do everything for
them.
Children with disabilities have similar needs and feelinqs as other children. When any child canes to a child care center for the first time, it can be a strange and fearful occasion. There is no need to expect that a retarded child, for instance, because he is not totally aware of his world, will be less fearful.
You may worXler, at this point, h::M you will meet the exceptional needs of the special child and still pmvide the same good care for the other children in the center. There is no total solution, but as you spend mre time with the chil~and becx:lle mre canfortable with the child care settinq and the other children, it is likely that this problem will fade into routine and the "differences" will provide a wel.c::x:me break.
IXN'T SAY 'l.K[S: SAY THIS:
BACKWARDS: Mentally or em::rtionally disturbed•
. CRIPPLE: Physically dj sabled.
DEAF AND DtlMB: Hearing iitpti.red,
unable to speak, or
retarded.
DEJroR-!EO: Physically handi
capped.
OCN 'T SAY THIS: J::U.m':
FAT SLOB, FATSO:
FREAK:
amr:HBACK, HCN:H:
mPER:
mror:
LlMPY, GIMPY:
MENmL:
mmLIAN miar:
KXJN Fll.C!:
M)RJN:
001' RIGB'r:
PSYCIO: SCXIZ: SPAZ:
WATER H!AD OR WATER ON 'mE BRAIN:.
SAY THIS: Slat learner or retarded. Ova'weiqht. Retarded, etc. SaDeone with qlasses. Seizures, such as with epilepsy. Anyone wb:) is different. CUrved back. Fran Hyperactive. Retarded. Physically disabled. Mental or ~cnally disabled. DI::M'l 1 s Synd!:auec . DI::M'l I S Syndrane• Retarded or slow to leam. JUst say, "has a handicappinq con:li
-~ n
~on.
Mentally or E!llCticnally
disturbed.
Schizophren:i:c. Sl1ould not be used as slanq.
A child la.ckinq CCOPdinatial (muscle control) usually a child with cerebral palsy.
Hydrocephalus.
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• • • Sane Often Asked
Questions
And
Situations To Explore
•
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Children adjust to the same situation in different ways. For one thing,
no situation neans exactly the same thinq to all children. Experiences
will have different meanings for each child, depending upon past
experiences and i.nbom differences. Belnq taken to a new place may mean
pleasant possibilities to one child and disturbing posswilities to
another. We know that the sum total of a child's experience usually
is ncre iltpxtant than any sinqle experience. Therefore, it is desirable
to have eaCh experience contribute to ItV1ldJ']q the child feel mre secure
and adequate. We need to recognize that behavior has n. For
instance, wtliiUnq, teasinq, sulkinq, and lilllyinq are not o themselves
problems, but synptaDs which tell us the child is either unhappy or ill.
Children wb:) are forced into makinq adjustmmts for which they are not
ready are less prepared for aey further adjustment. 'nle damage they
suffer may be evident indirectly, as in greater dependence, increased irritability or a loss of creativity. You can, however, help children
feel mre secure by being aware of and helping them with their feelings.
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WHAT N:XliD m.J 00 lF •••
• Jimny, wtJ) is four and a half, canes to the center every day. He prides h:imself a1 lalafiD; all the rules of the roan. He often c::ates to tell yo1 that SCIDI!CXle is z:unnin; in the roan, not sharinq, sayinq ''bad" words, etc. The children are beqinninq to stay away fran Jimny and often get arqry with him. What wculd yol say to Jjmay to stop the tattling?
A. "J:i.nmy, I'll watch the other children and take care of them just as I de you. I would like yol to play' and if sc:meone does sanetllin; wrong, you may tell them the rule if I den't see what's happeningJ but den~t c::ate to me, please. 11
B. "You take care of yourself, Jimny, and let me take care of the children who break the rules. Nobody likes a tattle-tale. 11
c. "I'm glad you knatl the roan rules, J:i.nmy, but net all the children knatl them as well as you de. It is Irr:f job to help them learn and rEI!IStlber the rules, and I will de that. It is your:~job to rE!Illl!i!tber the rules and have ftm while you are here. I take care of all the children in this J:Oan, and I will tell than !xM to behave. 11
Answers On Bottan
Of Next Page
SUe, who is three and a half, wants to hang on you and be with you all the time. She fol.lows you around and does not want to play with the other children. ~can you help SUe becare ttm'e independent?
Answers Fran
Previous Page
A. Tell SUe to choose an activity and go with her to that activity. Stay with her a few minutes and then say, "SUe, I am going to another table, l::ut I will cane back to see you in a few minutes. n Be sure you do go back.
B. Tell SUe that today you are very busy so she IlllSt play with the other children for awhile by herself.
C. Tell SUe that she is a big girl now and that she must not hold on to you any rore, but must play with the other children. Reassure her that you really like her very much.
Choiae A ia not a good solution beaause it aon!inues to make Jimmy an enforcer of rules. While you have e=Plained your role in the room to him, you also are aZZowing him to take on part of the teaaher roZe, and the tattling wiZl not stop.
Choiae B is rather harsh and labels Jimmy a tattle-tale when he is trying to help. He may end up being aonjUsed.
Choiae C is best beaause it e=Plains your role and assures him you wiZZ explain the room PUles to the ahildren. You tell him what his role in the room is and reassure him that you are a:UJare that he knows and follows the rules.
Ponnie iS five years old. ~1hen he doesn't get his own way, his first reaction is to hit, kick or push other children. Even when he is playing, he is very rouqh and always wants to be first. How can you, the caregiver, help Rennie learn ncre acceptable behavior?
Answers Fran
Previous Page
A. When Ronnie hurts another child, tell that child to hit Iamie back.
B. When Rormie hits another child, tell him you will not allCM him to hit others and that you will not allCM then to hit him. Say, "In our roan, we use w:nUs to tell people when we don't like what they are doing. If you hurt scmaone, then you will have to sit down and play for awhile." Keep an eye on Rormie, and when he is playing well, tell h:im you like the way he is playing. When he hits, rE!!tCVe him :imnediately and make him sit away fran the other children.
c. Tell Rennie that he may not hurt children and that if he does, you will have to tell his parents not to bring him back to the center.
Choice A is the best answer because you are he~ping Sue to gradua~~y ~et go of you and be on hezo own. Make the time Cl1;)ay fr9m her graduaZZy
~ongezo and ~ongezo unti~ she is ab~e to p~ay on her own most of the time.
Choice B auts Sue off abrupt~y and wiZZ make her more inseauzoe and mozoe c~ingy.
Choice C wi~~ not he~p Sue even though you are reassuring hezo~ because you have not convinced her that she can be on hezo own. Just because you fee~ she is a ''big" gizo~ witt not he~p hezo fee~ she is ab~e to be away fzoom you.
John is four years old. He has been caning to the center far a ncnth ani still seems very shy ani afraid to take part in any activity. He sits by h:imself most of the time and does not talk to you or the other children unless he is spoken to first. He then responds very quietly and does net say nuch. You are ccncerned about h:im and 'A01ld like to help h:im. What can you do?
A. Say, ''John, today you my paint at the easel. I want you to make a picture for your mother. cane and slDI me your picture when it is finished."
B. Say, "John, today you may paint a picture. I will stay with you while you paint. I'm sure your mother will be pleased with your picture."
c. Say, "John, today you may paint with any color ~tyou like. You may cover as nuch of the paper as you like. "
Answers Fran Choiae A doesn't teach Ronnie anything about Previous Page how to hand"Ls his behaviozt. It onLy teaahes hitting.
Choiae B is the best answez-beaause you are Letting Ronnie know you wiLL not aaaept his Pough aations and why his aations azte not aLLowed. You aLso are Pewarding his good behavioP and taking aation when he misbehaves.
Choiae C thzteatens Ronnie with aation you pPobabLy aannot take without the diPeatop's pePmission. You are not heLping Ronnie Zeaztn aaaeptabZe behavioP.
Answers Fran Previous Paqe
Choiae A aouZd be f~ightening fo~ a ahiZd who is unsure of himseZf. You ~e asking him to make a pia~e whiah he may not fee Z he aan do. AZso, you ~e asking him to show you the pia~e, and he may not be SUZ'e enough of himseZf to show his piature to you.
Choiae B aouZd aZso be f~ightening fo~ the same ~eason as Choiae A. AZso by staying with him whiZe he paints, you ~e making him mo~e dependent on you. UnZess you know his mothe~ weZZ, you shouZd not assume she wiZZ be pZeased with the piat~e. On.e ~eason John may be so shyis that his mothe~ has vecy high standards. Chi~en shouZd paint to pZease themseZves, not
someone eZse.
Choiae C is the best answe~ because you a~e setting up a situation whe~e John aannot faiZ. You ~e not asking him to make a oicture, just to aove~ the pape~ with some paint. -When he has finished, you aan easiZy p~aise him by saying, "I Zike the aoZo~ (aoZorts) you used, John~" HeZpJohn go f~om situations whe~e he is suacessfuZ byhimseZf to situations whe~e he can be successfuZ with one o~ two othe~ chiZdren and then in the g~oup. As John feeZs bette~ about himseZf, he wiZZ be Zess shy and withdrawn.
cne of the roost irrpxtant t.h.i.nqs to rE!Oelli:Jer in workinq with handicapped children is that in nest cases, they are more ncnmal. than handicapped. Children in wheelchairs may not be ablJ!·to walk, l:A.lt they can use their hands, eyes, ears, and brains to take part in activities. Deaf children cannot talk, or perhaps have difficulty tal.kinq, l:A.lt they can datmmicate their needs and can take part in. many activities. Mentally retarded children may need to be with a younger group of children rather than with their age .level, l:A.lt in roost cases, they also can take part in many activities. Concentrate on what children can do, not what they cannot do. Get as many facts as you can about a child's handicap. Often parents can be helpful in tell..inq you what to expect fran a child. Handicapped children, like non-handicapped children, cane fran a variety of family lifestyles. 'nley may be spoiled or ove::protected. They may be too aggressive, too passive, or have other problems which are also c.umcn to non-handicapped children. Your job is to help all children feel ccmfortable and happy in your roan.
•
t-iHAT l\'OUID YOUDO IF •••
Jerry, who is four years old, has both a hearing and a speech problem.He has trouble tellinq you what he wants. He wears a hearing aid so he·
can understand what you are saying if you look at lUm and have lUm standclose to you while you are talking with him. Jerry is trying to tellyou sc:mething as you stand near the table at art time, but you cannotumerstand h:im and he is becaning very frustrated. What can you, the
caregiver, do to help Jerry?
·
A. Tell Jerry to speak very slowly and youwill listen carefully to h:im.
B. Stoop down so you are at Jerry's level andrepeat the words you understand that he issaying. Ask h:im questions about what he issaying that can be answered with yes or no.
c. call a CO""'Nerker over to the table and seeif between the two of you, you can tell whatJerry is saying.
Answers On Bott:an
Of Next Page
171
Donna is four years old and is mentally retarded. She is in the two-year-old roan. She is larger than the other children, and When she becanes aggressive, you are concemed she will hurt another child. How can you help Donna becate less aggressive?
Answers Fran
Previous Paqe
A. Tell Donna that she is a biq qi.rl and can hurt the other children \Om she hits them. Ask her to be your helper and qive her special little jc::bs to do.
B. watch Donna very closely1 and when you see her go:inq towards another child, take· her by the hand and lead her to another activity.
c. If Donna hits another child, say1 ''No hit
tine]1 Donnan in a stem VOice and lead her away fran that child to another activity.
Choice A may work, but you are asking Jerry to do something that may be very frustrating to him and he may decide it's not worth the effort. You do not show him that you can understand some of
what he is saying.
Choice B is the best answer because you are l-etting Jerry know that you do understand some of what he is saying. AZso, you are questioninghim, which shows interest, and he can probabl-y answer yes or no quite understandabZy.
Choice C couZd be embarrassing to Jerry and woul-d certainl-y caZZ the other chiZdren's attention to his handicap.
Marcia, who is five, was born with one cu:m missinq fran the elbow daNn. She manaqes very well and takes part in the roan activities. Ha.r.lever, ym have noticed a few children mak:inq fun of Marcia, and she is becani..nq
l.tCSt \mCCDfortable. HeM can you, the careqiver, handle this?
A. Tell the children that it is cruel to make fun of Marcia. Explain that they are makinq her feel badly.
B. Durinq group time, talk about how nobodylooks exactly the same way. Sane people are short, etc. Marcia's missinq az::m will undoubtedly c::cme up, and you can then explainthat Marcia was bom this way just as sane of them were bor:n with thinqs that make them look differently. Then talk about what all of thEm have in camcn eyes, ears, nose, ncuth, hail:.
.
c. Explain to Marcia that the children wb:) are makinq fun of her don't understand why her a::m is missinq and that she sOOul.d just ignore them. Tell her you think she is very pretty and that most of the children reallylike her.
Answers Fran Choiae A is not the best answer beaause you are
Previous Page forgetting that Donna, whiZe the size of a · four-year-oZd, is aatuaZZy onZy two. She wiZZ not understand what being a heZper means and probabty witt be unabte to do the speaiat tittte jobs you give her.
Choiae B wiZZ be very time-aonsuming and may be frustrating for you and Donna. It is unfair to assume that Donna is going to hit every ahiZd she approaahes.
Choiae C is the best answer beaause you are treating Donna as a two-year-oZd, whiah soaiaZZy and mentally she is. Her age may be four, but her
abilities are those of a two-year-oZd.
Answers Fran Previous Paqe
•
Choice A lJi7,7, proobabZ.y not worok because you have not ezpZ.ained why Marocia 's am is missing. The chi'tdzeen aroe proobabZ.y making fun of hero because they aroe fearofuZ. of the unknown.
Choice B is the best anBUJero because you aroe invoZ.ving the whoZ.e group in a discussion. Marcia's handicap is ezpZ.ained simpZ.y and underostandabZ.y. In discussing Z.ikenesses as we7,7, as differoences~ you heZ.p the chiZ.droen become morae underostanding.
Choice C does not he Zp the group underostand Marocia 's handicap. Marocia needs he Z.p with group acceptance~ and you aroe just teHing hero you accept hero; but you aroe not heZ.ping hero deaZ. with the other> chiZdroen .
177.
Be Aware Of Your "Style" With Children
Your "Skills" can Always nuprove
Every caregiver has his or her own way of being with children. We call this special way of Eeiii(j with a child the careqiver's "style.n Your "style" of qivinq care to children canes
frau your past experience, what you believe about children and heM you feel about yourself. "Style" of careqivinq is very different
frau Q'le IS IIskillII in takinq care Of children.
A "skill" is a task you can do well. For example, you have seen a careqiver with the special "style"_ that looks scmeth.inq like the Pied Piper. It may have seEilled when that caregiver appeared, a c:tbwd of children surrounded her almost :imnediately. You were seeinq the out+-lGCJl1~-~e
of that caregiver1 s special "style." When the
Pied Piper beqan to tell the children about the
robin seen D'i ldinq a ne$t that morninq, the caregiver1s "skill" was shadnq.
We think that by W%kinq throlqh these m::Xlules your "skills" in 'NCL'kinq with children may change. Since your "style" of careqivinq is nme a part of your persona+ity, it may net chanqe. In other words, "style" is more the way you cane across to others that has been developed fran the time you were born. "Skills" are probably scrnethinq of which you are mre aware and may s~ychange by watchinq saneone else W%k or by readinq scme new hints or ideas.
As you can well imaqine, there are many styles
of careqivinq, and in every careqivinq team,
these many styles will be seen. Idealiy, the
team shculd becane aware of these styleS and match the caregiver "style" with the activities
for which she or he is responsible. If this is
dale, many more of the gcals of quality child
care can be reached.
By na.rl you are probably ~inqwhat style of
careqivinq you have. Try the "Style Scale" on
the next page and find out!
Circle the nlDber which you feel best agrees with what you believe or de.
..
1. While ta.lk:ing with children, I touch than.
2. Children s1Dlld take partin rule makinq.
3. Children smuJ.d not be punished for their
~doings.
4. Children• s leaminq takeS plaCe all of the time, both during planned and m1planned activities.
5. When I am telli.nq a child what to do, I usually start with "I •..•••• !"
6. Children should be allowed to make their own choices.
• 7. I believe ch.ildren sOOul.d be praised and encouraged.
8. The plans for the day shculd be able to be chahged.
Usnally
True
l
l
.
I
l
l
l l l
Total Score
Sanet:imes Seldan
True True
3 5
3 5
3 5
3 5
3 5
3 5
3 5
3 5
--
What Is Your "Style"?
If your score was U or below, then ~"style" of careqiving is saaet:hinq like "Touchable Tina's." W:n"king with small groups of children ani qiving spedal help to the child with a pmblan are what "'1'ouchable Tina" does best•. Or perhaps your scare was hiqher than U, but la.er than 26. '!his is llllCh like. the scare of
"Friendly Frank" who.'is successful in meetirJq new c:hildren ani wcrkil1q with qroups of ch.ildren. li:Jwever, if your score was 26 or above, then you may be geed at qivinq instructions ani helpinq the qroups of children move fr:aD a1e :t'OCDl to another, like "Ccol-hn·dsd Reidi • "
Whatever :your score -remember, your "style" of careqivinq is part of your perscmality ani
just as it takes all kinds of perscnalities
tc make up the ~ld, it takes all k:inds of
"styles" of ~ivers to make up a child care
center.
Recognize Your OWn Feeling's About Differences
•
Evexy careqiver l'ias likes arx1 dislikes when
it canes to children. careqivers are not
perfect and cannot like all children the same.
If you becaue aware of your likes arx1 dislikes,
the you can understand sane of your feelinqs
tcward certain c:hildren arx1 why you sanetimes
act the way you do. For aanple, a1e caregiver
told us she liked sad children. When we
questioned her further, we discovered that when
she colld make a sad child lauqh or feel better,
she, the careqiver, felt gcod.
In ·the United States, many of us have not had a close friendship or much ·EtXp:)SUre to people who are racially or cultumlly very different fran ourselves, or with people who have disabi 1 jties.
Lack of exposure may create fear when faced with
these differences. This is very natural.
It is jmportant for you to be aware arx1 latest about your preference, for example, for a child who cleans up his plate rather than a "picky eater. " An awareness of. your preferences will keep them fran beoc:minq preju:iices. '!hat is, the ncre sensitive that you are to your own reactions to differences, the better able youwill be to assure that your preferences do not affect your behavior in a way that will make the child feel that she is not liked.
Discriminatial in any fol:m is especially damaqillq tc yamg children who are fa:ming their self~and have no way of understandi.nq
behavior. · It is hal:mful because they don't understand it.
As we r..ave said before, children cane in all shapes and sizes. On the next paqe, you can find out hew you feel about sane of these shapes and
sizes.
LII<E AND DISLIKE SCALE
Place an X in the bax that best descril::les b:M you feel about the child that is:
'D1e Child I Like I Like I Have No I Dcn't Is Very !b:h Particular Enjoy F~lil"'t'r About
active
thin
friendly
loud ..
c:Cedient
sad
~. :t
i ~
ugly
shv
..
whin_,
curious
A-4~
slcM
II'
talkative
snelly
alert
clinclv
:imaqinative
sickly
•
Explanation:
New lock at the X' s you made em the previous paqe and fill 1n the folladnq sentences with the wards. Here is an exmuple:
The child I 'Like vezry much is sad, talkative, sick'Ly, withdraum, and imaginative.
You may not have encuqh words for every space or you may have to
a:owd the words into the spaces we have qiven you.
'Dle child I like very DllCh is ____________,, __________, ________,
_________, ------------' ________, aDi -------
~:-------'
'1'b! child I like is _________, ___________,
___________,, ___________, arJd ------------
The child I have nc particular feelinq about is ------' _______, ______, ----------' aDi ----------
'l'he child I dcn't enjoy..is ------' --------' ----·' ______, ______, _________, and ----------
•
New that you kri:Jw which qualities in children you like very 1tiJ.Ch, you like, which you have m particular feelin;s about, and which you a:m't enjoy, you are ready to r:p to the next step. Do as we have done in the fol1Mz1q exanple. First, write down a name· of a child you knew that fits each description you gave on the last paqe: then write down a few si.Dple cxmnents that descr:ibe what you do with that child.
E:J:ampl.e: Chil.dren I Z.ike al'e Z.ike Tormry. When I am 1JJith Ton!ny, I often touch him1 encourage him and heZ.p him 1JJith any special. pl'O-· bZ.em he may have.
Chi.ldmn I like ve:y DllCh are like ----When I am with ---
name
Clti.ldren I like are like When I am with name
Children I have m particular feelings about are like ---
name
I am with-----·' -------------------
naue
Children I don't enjoy are like ----When I am with ---
Thel:e is one further step to go. !o:)k at what you did with the child you liked. Were you by any chance like our "Tou::hable Tina" when you were with the child you liked? What about the child you didn't enjoy? lfblld we have described you as "Cool-Headed Heidi" whSn you were with that child? Pemaps you ~like to look closer at your other answrs as well and think about "styles" of ccu:egiving that you nay use when you are with different c:hildren.
OUr point in doing this is to SU:ggest that "styles" of careqiving nay vary fran time to time depending bpon the child or children you are with. Be aware of your own feeUngs about differences and help all children feel that they are liked and theft differences accepted.
184
•
Be Aware '!hat All children play. Play is what children love
Children team .
to do and what they do best. '!bey play with
'l!1rouqh Play different toys at different aqes and havedifferent ways of playing as they gxcw up. Playis ftm. Yeung children play nest of the timethey are awake, whether they are at haDe or in achild care center. In a center, play is notjust a way to keep children 1:l1sy or to passtime -it is the heart of the program. Childrenlearn ~hplay. It has been said that playis a c::hild' s work. When children build puzzles,tmlble in the grass, create paintinqs, look ata book, share toys, they are wcrkinq, just assurely as you are when you "cane to work."
In a center, 1~takes place largely t.hrolJ;h
play. A variety of materials, a wide range of
experiences, and careqivers who realize the
jnp:lrtance of play will support the learning that
is possible i:hrol.l;h play. Play helps children:
• enjoy life
• develop. their bodies
• get alonq with· others
• be creative
• release emtials
• develop their minds
• learn about their world
• feel good about th.emselves
.SUpport As a caregiver, you have several roles which willA Child's .help make play a good experience for the children.Play
• You supervise the play, offering support andencouraging the children. Through your interestam praise, you let the children l<n<Y that yourespect their ''TNork. "
• You provide the play materials. ·If the childrenare to make choices, there must be a rich variety of materials available to them.
• You set limits am make rules about the care ofmaterials -and you enforce the limits. Without limits on children's play, there would onlybe hurt children and broken toys.
• You may becane a playmate, which gives you theopportunity to guide the leaz:n.ing taking place.When you get involved in children's play, it isimportant that you let them lead the way -itis their play. You cooperate, offer suggestions, provide additional infa:mation, or ask
185
questions that encourage children to think, l:Jlt avoid orqanizinq the play to the point where . you are the one directing it. You observe the play. As an obsener, you can learn abalt the children in your group (their interests, their likes and dislikes, their abilities). This will help you quide them, understand them, and decide what kinds of activities and experiences need to be pz:o
vided for them. .
BUIIDJlG YOOR SIOILS
IN StlPPORl'JlG. PIAY
• • • Sane Often Asked Questions
And Situations To Explore
187
S~gplay means that the caregiver keeps "hands off" the children's projects and garres. The caregiver rcay stand or sit close by and encourage but should not build the house, draw the picture, or put together the puzzle for the child. Adults and children lea.m IrC:r::e by <i:)ing than by watching. Allow the children to make mistakes and encourage them to try again. Children lea.m by trying ner.4 things that they are not capable of doing. Do oo:t force a child to finish a project if it seems teo difficult.
r'
..
WHAT w:mD YOO oo IF •••
Jimay, who is four years old, is doinq a 15-piece puzzle. He says to ycu, "Watch me de this puzzle. n· You sit down next to him and notice that he keeps puttinq sane pieces in upside dcwn. What can you say to help him, blt not do it for him?
A. "Jimny, sanetimes if a puzzle won't go in, you can turn it in a d.Uferent direction, and it will fit."
B. "Jimny, that piece fits at the top of the puzzle."
c. "Here, Jimny, I'll put these two pieces where they go and then ycu will be able to do the.l:eS't. "
Answers On Bcttan
Of Next Paqe
..
carol is playing in the block area. You go ·over to her and she. says, "Help me b'lild a house, please." How do you, the caregiver, respond?
Answers Fran
Previous Paqe
A. "All riqht, carol, first let's start with the lonq block. We will need foUr, and then we' 11 talk about what else the house should
have."
B. "All right, carol, what kind of a house do you want to ba1ild? !iJw many blocks do you think we will need?"
c. "Fine, carol, I'11 build a house, and you can '01ild a house next to mine. Then we' 11 have two houses."
Choice A is the best answer because you have given Jimmy an idea of ~to change his approach to the pusaZ.e but have not toZ.d him ~to do the puaaZ.e. It is stiZ.Z. his project.
Choice B teZ.Z.s Jimmy where to put a piece of the puaaZ.e, and from then on, he wiZZ. ask you where each piece goes.
Choice C takes responsibiZ.ity for the puaaZ.e C1JJJaY from Jimmy and gives him the feeling he cannot do puaaZ.es on his own.
Nancy is drawinq a picture of the zoo she went to last Saturday. She asks ycu to draw an elephant for her. What de you, the caregiver, say to
help her?
Answers Fran
Previous Page
A. "I'm sorry, Nancy, but it's your picture, and ycu will have to draw the elephant yourself. Here is a picture in a book which may help ycu. "
B. "All riqht, Nancy, I'11 draw the head, and you draw the body and l.eqs. "
C. "If I draw the elephant, then it will be 11¥ picture, net yours. Do you rei1BDber what the elephant looked like? was it biq or little? What kind of a head did it hB.ve?"
choice A makes you the director of the project and does not aZZow CaroL to make decisions on the house.
Choice B is the best answer because it aLLows CaroL to decide on the kind of house, the number of bLocks, and from there to actuaLLy bui~ing the house. She becomes the director of the project.
Choice C wiLL resuLt in CaroL buiLding a house e=actLy "Like yours probabty. She witt not discover anything about buiZding houses.
Answers Fran Prericus Paqe
Choice A lt1it.Z be frustrating to Nancy because not on'Ly are you. zoefusing to. heZp Nancy, but you have given hezo a pictuzoe to copy that she can nevezo equa'L.
Choice B has you drr.t:uring part. of the· ~Z:spka:nt fozo Nancy, which makes the pictuzoe no Zongezo tota'LZy Nancy's.
Choice C is the best anB7A1el' because whiZe you are zoefusing to dzaarJ the pictuzoe, you are giving Nancy a reason fozo youzo refusa'L. A'Lso, you azoe asking questions which wi'LZ he'Lp her remembezo what the e'Lephant 'Looked 'Like and make it easier to draw.
Be Alert To Safety aazams
PmlE:T
'lBE
CHIIDIs SAFEn'
l:t is a ~person wbJ TNOrks with children wbJ hasn1t said at one time or another, "I can1t take my eyes off than for a ·secom -.they rrcv.e so fast." Or, "I jUst left for a minute -it happened so fast. " Yes, kids are quick and unpredictable. Kids are curious and active and den1t always see danger ahead. They haven1t learned what to fear. They often lack judgment about what hurts or what tips over. Kids are impulsive and excited about life and can1t be trusted to ranember to be careful. They use all of their senses in leam:inq about the TNOrld -they touch, poke and squeeze~ they sniff and smell; they see and tbey listen; l:ut they also put thing'S in their ears, eyes and nostrils~ and the
.IlDlth is used to test and taste everyt:hinq. They tty a¢ everythinq they get their hanis CXl. TheY t:rlP over thinqs, they love to climb, they lose their balance and they fall. When they are arqr:y, they. may push and slxM!, kick and bite, or thl:cw thinqs.
1\cciCents are the major hazard and the leading cause of death in children. There are hundreds of ways that a child can be hurt. All younq
children have their share of cut fingers, scratched knees and bruised leqs while qrowinq up. Althcuqh upsettinq, minor hurts can usually be treated with a small Band-Aid and lots of love. However, no child should have to live throuqh a serious accident. Scars, loss of an axm or leq, a damaqed eye are stakes that are too high.
The safety and pmtection of each child is the responsibility of every member of the staff. Danqers are everywhere in a center at every nrment of the day. Over the years, doctors and safety experts have learned a great deal al:cut accidents and hOrl they occur. We would like to share sane of this infcmnaticm about the mre catUCU safety problems with you.
When are accidents mst likely to happen? when you oon't know what to expect of a child or are not familiar with the activities of the children. (Are the l1'D'lkey bars too high for three year olds?)
Take
Preventive Steps
•
when a child i:S hungry, thirsty, overactive or rushed.
•
when you are tired, impatient, unhappy, not feelinq well or have personal problems•
•
when hazards are present and not closely supervised -sharp scissors, swings, busy streets.
•
when rules are not established and children dal't kr1cM what to expect.
What are sane safety hazards in child care centers?
Playground equipnent can be extremely dangerous for all children, rut so can beds. Children can fall fran a bed as easily as fran a swing set and hit their heads on a sharp corner. Use your 00\lsekeepinq eye to look for sharp edges, slivers, things that may tip over, uncovered electrical outlets, loose items on toys, rough edges on equipnent, water spilled on the floor, broken toys, lights that are not working.
Prevention is the best defense against children's. accidents and the nest important part of child
safety. Becane safety conscious -think about
it, plan ahead.
Help children learn to do things the safe way. They depend on your help in learning the safety
rules at all ages and they must be protected while they learn to protect the:nsel.ves. Here are sane steps that will help children learn al:xnlt safety:
•
Expl.all1 the limits or the rules, using s:imple words -''We use our WALKING feet inside. " "Blocks are to build with" (not hit with). Teach the rules patiently and repeat often.
•
Be consistent -rules should not be changing constantly. Remind the children of the rules when they forget or if they ignore them.
•
Don't be afraid to insist or step-in, if
absolutely necessary.
•
As a last resort, rsrcve the child fran the
situation if he continues to be careless.
Use your CUliton sense. Accident prevention is s:imple and abvioos if you really "see." Try not to be overly fearful and set too many safety rules. Take care not to be overprotective.
!sam Your Center's Policy Reqardinq Accidents And Emergencies
G':hi.ldren need adventure and opportunity to explore and move about. We must all0r1 than to de these 1:hi.a1s without exposing than to unreasonable hal:m or sootherinq then with our own fears.
Practice safety yourself at all times. Children are great imitators. If they see you c:Ulnbin;J on ~sto straiqhten the curtains, they will climb CXl the ~ill, too.
Your mraiOll sense and watchfulness are the acst valuable aids of prevention ever invented.
Alt:hca;'h we all try to prevent accidents, they will happen. As a careqiver, you must krx::M lDi to act when an emergency occurs. !Bam your center's policy rega.l:dinq :
. first aid procedures
• transportinq children for Itedical care
•
evacuation of the bu.ildinq in case of fire
•
reportillq accidents to parents
BOILOnG YCXJR SicrLtS IN PlOI'ECTnG cmDREN's SAFE'lY
• • • Sane Often Asked Questions
And Situations To Explore
201
If a child is accidentally injured in the center, attend to the child-givinq only first aid that is positively necessaey and approvedby the director. If you ue in doubt as tc what needs to be done, justkeep the c:hild caafottable and get help. It is vital that you remain
calm and give the c:hild a feelinq of security while givinq aid or aw.itinq assistal1ce.
WHAT N:'U.ID YOO
00 IF •••
You are readiD; a story to the four-year-old group and suddenly· you noticeCal:ol has a nosebleed. What would you do?
A. Take Carol by the hand, erla:)urage her toheld her head back, and lead her to thebathrcx:m. While you are wal.kiD;J taiardsthe bathroan, tell the other children to
..
sit quietly am say you will be right back•
B. Tell Carol to go to the bathroan and youwill be With her in a. few minutes.
C. Ask one of the other children to get .sane"Wet ~swhile another child brings tissuesto carol to held on her nose.
Answers On Bottan
Of Next Page
205
You are with your group of three-year-olds when suddenly Todd runs, fallsand hits his head on tl1e corner of a shelf. He lies on the floor and
seens to be unconscious, then opens his eyes and appears confused about
where he is. He then cries very hard. You are afraid he has a· head
injury. What w::lUl.d yo.t do?
A. Pick Todd up and see if he can walk.
Apply cold water tc his head and call
his parents. ·
B. Pick Todd up and take him to the director'soffice so she can take the proper action.
c. Stoop cbm and canfort Todd. Then openyour roan door and see if saneone is inthe hall and can get help. If not, askthe careqiver in the closest roan to keepan eye on your group and carry Todd to theoffice.
Answers Fran Choice A is the best ans~er because you are
Previous Page taking care of CaroZ yourseZf and aZso zoeassur•ing the zoest of the chiZdren. If the bathroomis outside the zooom, ask another caregiver tocheck on your ahi~en whiZe you are gone.
Choice B wiZZ probabZy onZy cause CaroZ to
become more fl'ightened and the other chiZdren
wiZZ 'I.Jor-roy about Cazoo Z•
Choice C gives children the zoesponsibiZity
you shou7,d be taking.
207
A tcddl.er awakes fran his nap crying and you pick h:im up. You noticehe has pushed a small piece of dry cereal·up his nose. It seems tohave swollen and he is having to breathe throuqh his ncuth. What shculd
you do?
A. Ask the child to blc:M his nose and it willprobably cane out•
•
B. Take a pair of tweezers and see if you canpull it out.
c. Ask your director to call his parents andhave than take h:im to the doctor.
Answers Fran Choiae A is not the best answeP beaause you arePrevious Page not taking enough aation. When you suspect a headinjUPy, it is impoPtant to get ~Zp quiakZy.
Choiae B Zeaves your-otheP ahiZcbeen aZone andthis aan be dangerous beaause anotheP child mightget ht.aot.
Choiae C is the best answeP beaause you are tending to Todd fiPst and then trying to get heZp
q"l.4.iakZy. You are not Zeaving the otheP ahiZcbeenaZone.
209
Choice A is not a good ~er as todd~ers
usua~~y cannot b~o~ their noses and the chi~d might suck in~ instead of bZ~ing out~ and ~odge the cerea~ more firm~y.
Choice B is not the best ~er because youshouU never put anything in a chi~d's nose or ears. You cou~d serious~y harm the chiZd.
Choice C is the best ~er because on~y a doctor shouU remove material. from ears and noses.
Be Aware Of
Center Rclu:t:ines
Help Children Make 'l'.ransitions
1bltines are activities that occur regularly. Da.il.y routines are repea~ activities such as gettir¥J up, brushinq yoJr teeth, eatinq breakfast and goinq to work, arourd which ycur time is orqanized. Younq childJ:en wtc are learninq to make sense of the world pay attential to such routines. A routine pmvides a sequence that lets the child anticipate and uOOerstarxl what is goi.nq a1 and what to expect. Children generally like routines because they make than feel secure.
When a child is CMa.Y fran lx:.me in an unfamiliar
situation, such as a child care center1 routines that she can ~zemay help her feel ncre
~ortable. ~les of daily routine activities in a center are arrivinq at the center1
snack time, toiletinql nealtime, naptime, leav
inq the center. lb.rtines also give children
a feelinq for the passage of time -"after my nap, I see a ucvie and then daddy canes. "
Breaks in a fami 1i ar routine, or m:MI'Dents fran a'lS part of a familiar routine to another that are too rapid, may make a child feel uneasy. Unexpected changes may make a child feel that sanet.hinq unintended has happened and that SCilleth:i.nq unfamiliar will replace it. It is not always easy for a child to adjust to chanqe quickly.
As a caregiver, you can help children make the transitions between a'lS activity and another easier. It will be easier for you, too! We have found that taking time to tnink of a few transitia1 activities ahead of time can· make the day at a center a lot Sl¥:)O'ther.
Transitia1 ~vities are leaminq activities
that mve a child fran a'lS activity to another.
Children have varying attentia1 spans, and the
time between a1e activity and another can be a
dull and wasteful pause or chaos! With a little
thcuqht; you can use a transition activity to
direct children fran play to rrealtime1 for exam
ple, withcut giving them direct instructions or
maldng them wait and do nothing· while everyone
else is getting ready.
By anticipating the transition yourself ahead
of time, you can· give the children early nc;n:ice
that in a few minutes saneth:ing else will be
~.As a child gets used to a routine,
it is not necessm:y to repeat the directicris
about what is hapPening every day. ·A toUch,
yoor ncvement to another part of the roan, or
a familiar reccm:i playinq a "clean-up song" may
be enough to ·signal that a transition is c::cminq.
Havinq to share facilities, play areas, lunchroaDS or nap areas with other caregivers· in acenter requires that sane kind of time schedulebe ~-This should be done without lettinq the children realize that their activitiesare precisely timed. An activity should beplarmed for the children which can be finishedeasily within the time allowed and still giveample time for clean-up. Rsnember, therewill always be·· sane children who will finishcleaninq up before others. For these, sane briefactivities can be planned -a s~le finger play,a little sonq.
When attanpt.ing to move a child or an entiregroup of children, take advantage of theirinterest in physical activities (mving theirbodies) • Children love to hop, j~, skip,walk on their heels, slink like snakes, playfollow the 1eader. Use their interest to helpyo.t. For instance, if you want to encourage achild who is reluctant to go to the bathroan,'say, "I.etr s go hopping" -while you lead her tothe bathroan -admiring her ability. Or if youwant to ItOTe a large group of children quietlydown a hallway1 say 11I'.etr S all get in line -holding the waist of the child in front of you -andslink like a snake. Do you I'E!'flEr.1ber that snakesdon't make any noise??" -and down the hall :yougo, ·crc:uched low and silently mving in a wigglyl.ine. These devices are successful because· thechildren get satisfaction out of oontrolling anew m:wement of their bodies. '!bey also enjoyheari.nq your appreciation of their skills andfeel .ilrp:)rtant about doing it well.
~ica1 activities such as these also can beused to fill gaps for children who have finishedbefore others ("can any of you walk on the sidesof yo1r feet?" "can anyone hop 20 times on theirlef1; foot without speaking?") • These activitieswill occupy them for several minutes, while givingthem exercise. 213
Set And Enforce Limits
Arlcther transition which often presents a difficulty is cleanup time. This is urx!erstandable if ycu think about it-do you really .like clean.inq up?? Of course not, it's ucre fun to do sc:meth:il1g ycu enjoy. Children may not always feel ready to put activities away and help with cleanup. If, B:lwever, the ch:ildren are helped tc feel and act like responsible helpers at this point, they can get satisfactian in being able to work cooperatively with ycu arxi the others. Use !/OUl:' jmaqination tc devise ways of helpinq
them. Y01 may have to set an example by cl.emi.nq up with than. During' cleanup, you may want to
talk about what you are doinq or what you are goinq to do when cleanup is finished. Saaetimes, raaJdnq a game of cleaninq up or sinqinq sonqs will help.
Children will.feel ucre secure if they are given
freedan within" certain limits. Too much freedan may be ccnfusinq to children because they are mt yet ready to make all decisions by thaDMl.ves.
IJmits let children know hew far they can go.
Limits prevent dangerous ax¥! inappropriate
behaviors and help children learn to make deci
sions. All children must learn their boundaries
and the limits which are essential in life.
They ·need to know that there are friendly adults
wm will not let than go beya1d those limits when
their CNl self-control fails them. They need
your help in learning and obeyinq the limits.
Children need to know what the limits are and what will happen if they do not obey them.
When you, the caregiver, set limits, be sure that
they are reasonable and can be enforced each
time a child oversteps a1e. Also, be sure the
limits are not teo strict and that they fit the
needs of the aqe group you are working with. Try
not to set teo many limits on the activities
in the roan. Re:natd.::m:, the best l.imits allow
the children tc explore and grow in your roan
safely withcllt either hal:minq other children or
thsDselves. ··
The key t:O enforcing limits is being consistent
and halest with the children fran the begi.nninq.
Children are· not likely to listen to the rules
you set today if they are not the same as the
rules you set yesterday. And, they will not
believe the limits are real, unless you do what
You said you were going to do. For instance, if
you ~ve told the children that if anyone elsethrc:Ms sand, that child will be ratCVed fl:an thesand area -then you nust do exactly that whenancther child does throw sand. Children canaccept limits if the limits are underst.andableewn tmugh they nay fail occasionally in theirability tc keep within the limits.
Using a loud voice to enforce limits may excitechildren and speed them up rather than gett..inqthem to step. Yel.l.inq at children senes IX)useful ·purpose except tc add tc the IX)ise levelof the roan. '11u'eateninq children ("If you dothat one nm:e t:t.n.•••") nay only serve as achallenge to them. '1'hey nay very .U "do itone ucre tim!" just to test you. We are allfamiliar with children who sean to delight in"tl:yinq out" adults. They do IX)t knew b:M farthey can qo, therefore, they ccntinually experinent with this "teyinq out" process.
When the l:imit.·is not obeyed, repeat the limitto the child and then take action to enforce it.For exanple, if there is a limit of four children at the coloring table and Johnny is thefifth child to cane to the table, say, "Johnny,only four children can be at· the coloring table.Find sanethinq else tc do until there is roanat the table for :you."
'think About Children leam in many ways, because they areThe. Messages individuals in their CMn right. They learn byYou Give experimentinq with things in the world a.mundthan. 'D1ey leam by imitatinq others, byexmrple. 'I!1ey leam very little through veJ:baliristruction.
Talkinq is not the only way you <XIt1t'l.lnicate with
children. camunication includes the ~ression
on your face (fmwn, snile), gestures (hugging,
grabbing), and other actions (busy, exci:ted,
lazy, happy, tired) • Beinq able tc cx::mmmicate
with children is probably the real answer tc
helping chidren learn what to expect.
Too 1tiJCh talking around children is very confusing.They qet used to the sound of your voice and soonpay IX) attention to what you are Sa.yinq.
Make When you do have sane1:h:in; inp:)rtant to say to aEye Contact child or group of children, you first nust beclear in your CMn mind what you want to say. Thenmake sure you have their attention and eye-to-eye
ccntact before you begin to speak. 215
When taJ.k:ing with a child, always go to the childam speak directly to her. Get down on the child's level to talk face-to-face and look into her eyes in order to hold her attention. If necessaey, gently hold her face so that she is lookinq at you.
Keep It Use words am phrases which children can underS~le stand. Statements should be clear am ample. Keep it brief -don't talk aimlessly and qive ,!s!!I explanations. Avoid the CXIlllai tarldency to repeat aey diiection or question three times.
Use Your Be aware of the tone of your voice -keep it Natural Voice natural. Avoid the tarpta.tion to use a special voice. We've all heard adults who use special voices when taJ.k:ing with children (you may remE!t1ber sane fran your childhood) • There is the "sweet" voice, which is high-pitched am icky and sounds phony to eveeyone, pirti.cularly children. Or1 there is the "letI S be friends" voice, which is alltcst too cheerful. Or, the "little" voice, which makes the children think you are just an "extra-biq-child" -not an .adult. Or, the "I1m the l::loss" voice -loud, 'harsh, and frighteninq to children. Listen to yourself and look at the children when you are talJd.nq -their faces and behavior will tell you what they're hear:inq.
Listen And, most i:rrprtant of all, talk with -not to -the child. When a child talks -LIS'l'EN! He or She has nuch to say.
Make Positive It is often a te!l'ptation to talk to young chilSUggestions dren negatively -tellinq them only what not to
do. ("Don't do that!") If a child has already dale saneth.inq he ~Itde, he needs help fran you in gett:inq another, better idea. When you state what you want him to de, you qive him this 1d:nd of help. This is called positive suggestion. It is one which tells a child ''what to de" instead of "what not to de." For iristance, you say: "Take a bite of your lUnch r1011, " instead of, "Don1 t play at the table~" or, "Play ball over here," instead of, "Don't hit the wil'ldcw." Leaming to make only positive suggestions dces take practice, but it1 s ~ the effort -you \iill get results with the children. When a child misbehaves, express disapproval of
216
the~' not the child. Don't say, "You're a
Help Children Feel A Part Of The Group
bad girl, sally! You step kicking." Instead,
say, "I da11 t 1~ kicking. We do not kick."
No child is either "good" or "naughty" or
"cute." Avoid teying to change a child1 s
behavior by rret:hods, which may give him a
negative self-concept. Let him knew that your
disapproval of his behavior dcesn1 t mean that
you find him, as a person, "bad" or "naughty."
Also, never cxrcpare one child with arx>ther.
When a child c:Xmes to a child care center, she
or he bec::ates one of many, and you nust face
the question about lxM to help the child becx:me
part of the gmup of children. Greeting chil
dren waxml.y, naking them feel welcane and usingtheir names will help the children feel ilrp:>rtant. Sate children will neve quickly into the groupwith no hesitation. Others may need help.
You may need to hold and canfort children who
are upset because their parents have gone. Quiet children may tl«aed you to take them to a groupof childl:en involved in looking at books and remain with them for a short tine. Showingchildren the equitment and activities in the roan also helps them knew what to expect and what they may do. Saret::i.nas the easiest way to help children adjust to a gmup situation is to let them kncw you understand hew they feel ("I knew you feel sad, because you miss your nether." "I knc:M you feel scared. There are so many children. "J A single statem:mt \\OrkS best with young children, then drop the subject.. :Ebt.lever, keep reassuring the child throughout the day.
Activities which encourage the cooperation of
several children -nalting a valentine box for
the roan, playing games like Facner In The
Dell ·-help children feel like part of a group.
Displaying art \\Ork, which the childl:'en have
done, on the walls of the roan also gives chil
dren a sense of belonging to the gmup. can you
think of sc::ne other ways to help children becone
part of a group?
You~ the caregiver, ltllSt face arx>ther question
'whSi working with the children1 s groups. How
can you handle the group of children? Is it
better to \\Ork with then in one large gmup or
sixml.d there be several smaller groups? How can
·yoU \\Ork with each i.ndividual child in the group? The arlS\\1erS to these questions are not
\.7~ve Individna1s Atterlticn Within A Group
easy. There are many thinqs you must consider: the total n\mlber of children in the group, their aqes, heM many caregivers are workinq with you, the interests and needs of the children, and your persalal.ity.
Although there are many thinqs to consider, keep in mind :that learning to be part of a qroup is a major task of younq children. They need to have experiences in both laxqe and anal1 groups. By beinq a part of a group, children learn that they de not live alone in the world and the needs ~rights of others must be considered. Oti.ldren need to feel that they are loved and ~
.inq part of a group gives than feelings of security, confidence, and belonging.
But, if the group is too large with too many children c:rc:M:lec1 in one area, children may be
frightened. Larg'e groups are tiring for children and may be the cause of accidents or mi shehavior. It is usually easier for both you and the children if the groups are kept smaller.
Instead of ooe large group listening to nusic, it may be better to have several snal.l g:r:oups doing different activities in each area of the
roan.
This does not rrean children should never be brouqht together as a large group. When there
is an ~treason to de so, you -should not
hesitate. It is better to ·gather the children
in a large group when you have sanething to discuss with all of them, such as, going on a
field trip, preparing them for special eventS
at the center, or reminding them of playgmund
safety rules. Ycur center probably has a pre
arran;ed signal, such -as blinkinq the lights or
singing a scnq, to quiet the children and brinq
than together. Use the signal and save your
voice. And remsnber, the time the children are
kept in the large, group ~be brief.
When you have a child who is very uncanfortable joining either a small group or a large group, you sholld try to give that child attention within the group situation. For example, while ta1kii'iq with the child, you can still be glancing briefly around the roan at the other children -or you can allow the child who is uncanfortable to sit close to you while you read a story to the others. In a center, the individual child and group both need your attention.
Sanetimes when the children are in snail groups,
you may have to explain to a child that there
are too many children already involved in a
project or an activity (building blocks, making
a sand castle). In this case,. you nust tell
him that he will have to wait a tum.
Teach Respect Taking turns and sharing are daily experiencesFor Each in a child care center or arry time a group ofOtherIS Rights children is together. A child can learn torespect his rights and the rights of others ifyou help h:im understand that:
• he can keep a toy that he is using
• he may have any tDy that is not bein; used
• he may take only the toys he can use
• he tm.lSt wait for a toy that another childis using
• he may ask others to have a tum or to share
• he must give..everyone a tum on major piecesof equiptalt (swings, climbing bars)and wait in line for his next tum
• he may share his toy with others Help Children '!here are times when a child must be rem:wed franWith Their a group ~for inappropriate behavior -hitting,Behavior kicking, tantrums -and helped to solve herproblem. When this happens, the child is out ofcontrol and needs your help to regain control.It is better to rem:we the child to another roan,if at all possible, where she will have onlyherself and you to deal with until she againhas control of herself. When she is ready toreturn to the other children, you should helpher find a place in the group again, perhapsin a favorite activity. Pay Attention Working with groups of children is different fran,To and often ncre demanding than, \04Crking withGroup CUes an indivi.d1.Jal child. By detemi.ning what isbest for the children in the group, you willalso detet:mine what is best for you, the caregiver.If the children are becaning very noisy and afew are ~silly, which bothers the others,it1 s time to get the attention of the childrenand maybe chanqe activities. If the.childrenhave been sitting quietly with puzzles, and youbegin to notice wiggling and arguments startingto take place, perhaps the children need to dosanething rccre active. The behavior of the children can be your guide. By focusing on what isbest for them, you are helping the children takepleasure in being part of the group. 219
• • • Scme Often Asked Questions
And
Situations To Explore
221
Children can be helped to learn what tO expect in a child care ~ter by, mst importantly, -YOO -and YOQr genuine love and concern for them. Love and huqs are a::NrAGIOUS. If you love, you will be loved in retur.n. Don't be afraid to show that you care•••and, above all...CARE. With your help,. children will learn what life in a center is all about. Renelnber, if we fail to help children understand what to expect, we only increase their feelings of being little and helpless.
• WHAT i'OJID YCXJ DO IF •••
Matt has finished his lunch and is wiqgl.inq in his chair while he waits for the other children to finish eating. What can you do to keep Matt occupied while the others finish?
A. Say: ''Matt, you may go and look at a book while the rest of the children finish lunch."
B. Say: "Matt, stop wiggling and wait quietly until eveeycne is finished eat.inq. The rule is that we sit at the table until everyone is finished eating."
c. Say: "Matt, since you have finished your lunch, you. may clean up the scraps off the floor and put them in the trash. You will be my helper. "
Answers On Bottan
Of Next Paqe
Janet, who is two and one half, goes over to Chad, who is two, aQd takes his truck away. Chad .imnediately begins to hc:Ml and tries to pull Janet's hair. What do you, the caregiver, do?
Answers Fran
Previous Page
A. Say: "Janet, Chad had that truck first. ~qive it back to him. You can play with it when he is finished playing. "
B. Say: "Chad, you have played ~th that for quite awhile. Why don't you let Janet play with it nt:M, and I'll find you another toy to play with. "
c. Say: "That's Chad's truck, Janet. cane with me and I'11 find a truck for you to play with."
Choice A is the best answer because it gives Matt something pZeasant and quiet to do away from the group untiZ aZZ have finished eating.
Choice B foraes Matt to stay in his chair where he wiZZ continue to wiggZe and probabZy disturb the rest of the chiZdzten. The ruZe is not a verry good one.
Choice C is not the best answer because white being teacher's heZper is sometimes fun, in this instance, it probabZy is not. AZso, Matt wiZZ stiZZ be around the Zunch tabZe and may interrupt and sZow down the other chiZdren who are stiZZ eating.
Jennifer has played actively all na:ninq and is excited about shopping with her nDther after na.ptime. She says she isn't sleepy and is wigqlinq and sitting up on her cot. HeM can you, the caregiver, help
Jennifer settle dcwn?
Answers Fran Previous Page
A. Tell Jennifer to lie dcwn and when all the children are asleep you will let her get up and look at a book.
B. Tell Jennifer that at na.ptime all the children ImJSt rest and to lie dcwn. Say that she will soon be able to sleep and when she wakes up, her nDt:her will be there to pick her up and take her shopping.
c. Tell Jennifer to lie quietly on her cot and you will cane to her after the other children ar~ resting quietly. Go to Jennifer and sit quietly beside her and rub her back.
Choiae A wiZZ not work with'two-year-otds beaause they don't understand sharing or waiting for a toy.
Choiae B wiZZ not work because-again ahiZdren at two do not understand sharing.
Choiae C is the best soZution beaause Chad gets
his truak and you redireat Janet to another toy.
TWo-year-oZds do not understand Zengthy expZana
tions. Aations with this age group work best.
Betsy1 who is five and a half1 has just begun caning to the center and is havinq trouble foll.owinq the limits. You suspect that she canes fran a tane where she is ~owed to do anything she wants. It is cleanup time, and Betsy refuses to help pick up the scraps of paper amund her table. What do you, the caregiver, do?
A. Say: "Betsy, in this roan, we all help clean up after playtime. I wcul.d like for you to pick up six scraps of paper and put them in the trash basket. Then you may go to the roq for storyt:ime."
B. Say: "BetsyI if you don't pick up the paperI you will have to sit in the time-out chair and not listen to the story."
c. Say: "Betsy1 in this roan, you. must clean up your scraps. NcM I will help you today, bu~ tarorrow1 you will have to pick up the scraps yourself."
~sFran Choice A defeats the purpose of naptime and
Previous Paqe gives Jennifer and the other chiZdren the idea that if they are restZess, they ~iZZ be abZe to get up.
Choice B is not the best a'n811Jer because you are not reaZZy heZping Jennifer by mentioning the shopping trip. You ~ZZ e~aite her more.
Choice C aZZows you to get the other chiZdren settZed down, and then you can heZ.p .Jennifero reZ~ more by PUbbing her back and not taZ.king to her. She ~iZZ probabZy go to sZeep once she reZ~es enough.
Children are sittinq down for story and ltllSic just before lunch. They all
have to wash their hands before lunch. Hew can you, the caregiver, best hmldl.e this situation?
A. Say: "Boys and girls, we are going to sing sane songs before lunch. I will call a fert~ names at a time. When you hear your name, go and wash your hands and then cane back and sinq with us. "
B. Say: "After we sing a fert~ songs, it will be
lunchtime. The boys may line up to wasn their hands first and then go to the table. The girls will line up after the boys, and wash their hands. "
c. Say: "While we sing sane songs, I want the
girls to go and wash their hams and then cane back .and sing with us. When all the girls have washed their hands, then the boys may go. When everyone .has washed their hands, we will eat lunch. "
Answers Fran Choice A is the best answer because you have Previous Page tol-d Betsy the rul-e and set a reasonabl-e number of scraps for her to pick up. You have ezp7Ained e~actl-y what she is to do.
Choice B does not erpl-ain the rul-e and threatens Betsy. She is l-earning nothing about Zimits and how to adhere to them.
Choice C gives Betsy the ruZe~ but then. you do not have her adhere to it. You give her an "out" which she wi7,7, probabl-y erpect you to do
everyday.
•
Joe, wbl is 5, is playi.nq in the block area and is buildinq hiqh towers
and kickinq them over. You are afraid another child will get lmrt. You
explain to Joe that the rule in the block area is that blocks are to be
used for bid1dinq, not thrcwinq or kickinq. Joe continues to kick his
tcwers. What de you, the caregiver, do?
A. Say: "Joe, no m:re playing with the blocks for you! New go sit in the time-out chair until you can rE!I'OEit'Cer lXM we play with blocks."
B. Say: "Joe, since you den1t seem to be able
to rE!I'OEit'Cer heM to play with blocks' you will have to leave the block· area and not play with than any ncre this nmninq. Perhaps this afternoon or t.acDl:rOW you will retetber the rules for blocks and
can play with then."
C. Say: "Joe, remember I said den1 t kick the blocks? Now if I catch you kickinq than a1e mre time, you will not be able to play with the blocks aqain. "
Choice A is the best an8U1er because aZZ. the
children UJi,7,7, be kept busy during ha:ru:bJJa.shing
time. AZso, aZZoLYlng a fe~JJ at a time to wash wiZZ
not create waiting and confusion in the bathrooms..
This wi7, 7, speed up the process.
Choice B is not the best anB7A1el" because none of the children wiZZ have anything to dO whiZe the hantizJJashing is taking pZ.ace. Chi Zdren have a very difficuLt time waiting in tine, and this process wi7,7, create problems.
Choice C atzows a Zarge number of ahil.dren to
wash their hands at one time, and there 7JJi 1,1, be too tong a period spent waiting for a turn.
This witt create problems.
'l!le c::hildren have been involved in a variety of activities and it is new time to clean up and get ready for group time. What is the best way to hmlle this SII:IOthly?
A. Say: "Boys and qirls, it is cleanup time. Everyale, stop ncw and put l!MaY the tcys, paper. and c:raycns and ccme to the ru;."
B. Say: "Boys and qirls, in a few_minutes when I blink the lights, we will clean up. Watch for the l.iqhts and clean up quickly when they blink."
C. Go to each activity and slay, "It is nt:111 time to clean up." Make sure they have started to clean up before you 90 to the next group.
Choice A does not state ths ruZe and wiZZ p:robabZy make Joe an.gey so that whsn hs gets out of ths time-out chai~ and goes back to the bZocks~ ths ruZe '~.JiZZ be broken again.
Choice B is ths best anS'I.Je~ because you are Zetting Joe know that in orde~ to ptay 7.Ji th the b Zocks ~ hs has to remembe~ the ruZes. Removing him f:rom the bZocks fo~ a period of time '~.JiZZ reenforce the ruZe. He '~.JiZZ Zearn that ptaying with bZocks is a privilege that has ruZes which must be foZl.01JJed.
Choice C is not a good anS'I.Jezt because you are taking no action to reinfo~ce ths ruZe. AZso~ whsn you say~ "If I catch you~" it teZZs Joe that hs cannot kick bZocks when you are looking~ but may get C1.7.Ja.Y with it when ·you are not Zooking.
Jack, who is two aJXi a half, is playing with the sam and keeps throwing it out of the container cmto the floor. You have. told him twice that the sand stays in the sand-table and ItllSt not be thrown on the floor. What do you, the caregiver, do nt:M?
A. Tell Jack you will give him one mre chance and then he will have to go to the time-out chair if he throws the sand aqain.
B. Say: "Jack., I told you the sand stays in the sand-table. Now cane with me and we'11 fini sanething else for you to do. 11
C. Say: "Jack, I told you not to throw the sand. Now you can't play with it anyncre. 11
Answers Fran Choice A gives the chiZdren no warning~ and you
Previous Page wiZZ probabZy have to go around to each group, teZZing them to cZean up now. This sZows down the proocess.
Choice B is the best ans'I.JJero because the chiZdren wiZZ have some time to finish theiro pZay and wiZZ be roeady when you bZink the tights. You wiZZ not have to roemind as many chiZdren a second time if you use this approoach.
Choice C s Zows down the c Zeanup process because you have not given the children time to finish theiro pZay. By l.!Jaiting foro each group to finish and begin cZeaning up, the process wiZZ take much Zongero.
SUe and Jamie are both four years old. ~love to play together, but they often quarrel over who is to be first, and each seems to want to play with the same toy. They cxme to you to settle all their argunents. How can you, the caregiver, help them to share and play ncre hcippily with each other?
A. "SUe and Jamie, you must take turns. Now Jamie, you can play with~ doll first and be the DDther, and then give SUe a turn to be the mxher."
B. "SUe and Jamie, since you can't play nicely with each other, you had better each play in a different place and not play together for awhile."
c. "It sounds to me as if ya.i tw:> are having trouble decidinq hew to play l'x:nlse. COUld one of you. be the aunt, or neighbor, or grandmother, while the other one is the m:rt:her. Perhaps you can think of a way that both. of you can take care of the
'baby' tcgether. "
Answers Fran Choice A T.JiZZ probably not WOl'k because
Previous Page ~-yeaP-olds don't undel'stand about chances Ol' thl'eats. Action is the best policy. Time-out chail's aPe confusing to the two-yeaP-oZd and makes him feaPful.
Choice B is the best answer because you _have to z.a. him U}hel'e the sand be'tongs, and since this isn't WOl'king, you l'edil'ect his attention to anothel' play aPea. Again action, not wol'ds, wol'ks best T.Jith the two-yeaP-oZd.
Choice C does not heZp Jack find something eZse to do, and you lJiZZ. pl'obabZy have a tempe!' tantl'Um on yoUl' hands lJith this appl'Oach.
Answers Fran Previous Page
Choiae A does not aZZ01JJ the ahiZdren to make
their o1Jm deaision on how to pZay. You make the deaision for them and are encouraging them to aontinue to aome to you with their arguments.
Choiae B does not soZve the probZem beo.ause you are separating the girZs and not aZZowing them to work out a solution.
Choiae C is best beaause it states the problem as you see it and suggests alternative ways to p.lay. You also are encouraging the ahilaren to try and work out their own solutions.
This wiZZ eventua.ZZy pay off by having them aome to you less for soLutions.
/
•
A POSTVIEW
Hen! are sare new situations with possible ways of hanninq them. Circle the answer you think is correct row that you have worked thmuqh this first ncdule. You can find out lx:M IlllCh you have leamed about :rour mle as a cm:eqiver in a child care center by cx.ap~.rinq your cloice of answers with our answers (see paqe 253).
AS AN INPOR£0 CARmiVER, WBM' NXJID YOO DO IF •••
1. Tr:ina1 s father tells you that 'l'r:ina, a five-year-old, has gone back to soilinq her pants, after havinq been totally toilet trained since aqe two. The father asks you what sOOul.d be done. As a careqiver,
you:
A. SUggest to the father that perhaps Trina shculd be seen by a doctor.
B. SUggest to the father that Tr:ina, like so many other children, is begjnn.:inq to soil herself because she is jealous of her baby sister.
c. Sugqest to the father that Trina1s eating' habits may need to be changed.
2. Mary is paintinq a huge valentine and asks you what two colors she can mix to make pink. As a caregiver, you say:
A. "Mary, the colors that make pink are red and white."
B. ''Mary, do~remember when we mixed paints? What color did we use to make the other colors lighter? Gocxi! Now what oolor might. you add to the white to make pink?"
c. "Mary, first take sane white paint and then add sane red. Add ally a snall am::runt at a t::iinfl! so you can get the pink you want."
3. Clint, who is six, has been workinq hard at leaminq to print his
name. He amtinual.ly puts the "l" first in his name and then the "C." Clint has just finished Q:)inq this. He waJ.ks over to you and asks you to a:mteut on his work. What can you say to help Clint c:on-ect his mistake? As a caregiver, you say:
A. "Clint, here, let me sb:lw you how }'OUr name is printed."
B. "Clint, the 1 i, 1 1n, 1 and 1t 1 are in the right places. Now try puttinq the 1CI first and. then the 11 I 11
o
c. "Clint, you can de a better job than this. Now try aqain."
4. It is alncst tine for the chi.ldren to go outside to play, and they are finishing a variety of activities. It is time to clean up, and you wool.d like for than to de this without a lot of CCilfusicn and noise. As a ca.reqiver, you say:
A. "Boys and qi.rls, it is alllcst cleanup time, so try to finish what you are deinq. I will tell you when it is cleanup time."
B. "Boys aDi qirls, the first children to clean up quietly will be the first to go out and play."
c. "'Soya and girls, it is time to clean up." Then qo to each activity ani help than get started.
s. carl, an eiqht-year-old, has been playinq baseball. While tuming' to catch the ball, he runs into the outside wall of the center. At first, carl lies quietly. Then he begins to thrash his axms and vaait. You are afraid carl is goinq into shock. As a caregiver, you:
A. Tell the other children to amtinue to play. Then you pick up carl, take him to the center, and cover him with a bl.anket.
B. Ask saze of the children to help c:any carl to the center. Then ask the direct:cr to examine carl.
c. Ask one of the other c:hildren to go and get the director. The di.rectcr will examine carl and take the proper steps in carinq for him.
6. Tan, age three, always cries when father leaves. Father has cane back several times to canfort Tan. Since you w::nlld like to help both Tan ani his father, as a careqiver, you:
A. Tell father the plans for the day and assure h:im you wi.ll stayclose to Tan for a wrt period of time. You then sugqest to
father that he Call after an lrJur or so and receive a report on Tan.
B. Tell fatber this often ~with three-year-olds. Then
su9gest the father stay for awhile ·unt.i.l Tan gets involved in SOlie activity.
c. Tell father that children usnal Jy stop cryi.nq shortly and that · he sb:luld laave. Alae explain that you will Witch TaD c:arefully.
7. Each time the other caregivers are unhappy with sanethinq at the center, they ask you to speak with the director. You are becatdnqc:oncexned that the director may think you are a troublemaker. As
a c:areqi.ver, you discuss the situation:
A. With the careqivers who request you to speak with the director.
B. With the director and explain h::M you feel.
c. With your friaxis ~fini out what they \tQlld do.
8. Anthony ~calls people names when he does not get his way. This carries over even to call inq the careqiver nanes, like "Bossy," when
he is asked to oo sanet:h.in;. How can you help Antlxmy leam ucreacceptabl.e behavior? As the careqiver, you:
A. Tell Antb:my you carJZ'Ot allcw h:im to call anlQ'le names. Then say, "In our roan, 'We tell people h::M 'We feel witmut name-callinq.
I£ you call people names, then you will have to sit c3Jwn and oot play for awhile. n
B. Tell Anthcny when he calls people names, they think he is silly.Then say, "Anthony, I want you to ·think about other w.ys of talkinq to people wi.~t cal 1.ing then names."
C. Tell Arlth:xly name-callinq is a bad habit. Then say, "Antb:;)ny,I am go.inq to ask your nether to wash your DCUth out -with soapwhen ycu call people names at heme. "
9. Ann, wt¥) is five years old, was bom with a1e leq shorter than the
other. She is able to neve about quite freely: lxlwaver, sare of the
children tease her and call her "Liltpy." As a caregiver, you:
A. Tell Ann that children cbl't ucderstand about her leq and suggest
that she explain it to them. Then give Am saxa tilre in fmnt
of t;he children to talk about her handicap.
B. Tell the children durinq gmup tilre that you am gcinq to
discuss the ways people lcok different. Ann•s l.ilrp will
probably a:rne up, alonq with the dif:ferax:as allCI'1CJ the other
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children. Then have the children discuss hal people am the
same.
c. Tell the chil.dren they should net call other children names.
Explain that people wbc are handica;ped feel badly about
t:hansel.Ve&. Ask the children to think of ways they can nake
Am feel better.
10. Prissy is very interested in pl..ayinq with the large bloclcs and other
large muscule toys. When Prissy•s nether o:::mas to the center, she
always asks if Prissy has painted today. She then bec:aras very
upset if Prissy has nct. As a caregiver, you ~:
A. "Prissy did net want to paint tcday, but she did want to play
with the blccks. Playjnq with bla::ks is a. of Prissy's favorite
activities.11
B. "Prissy did net get axound to paintinq today. She usually paints
such excellent pictures, and I am sure sha will paint mre in the future. 11
c. "Prissy really enjoyed playing with the bl.oc:1cs t:cday. 'l'orrcrrow,
we are goinq to talk about oolars. I have an .art activity
plarmed \titi.ch I think Prissy will enjoy."
ll. Pepe, who is two years old, tries to grab one of Jane.•s l.al:ge puzzle pieces. Jane begins to whine cmd tries to push Pepe BMa.Y. As a camqiver, you ~ •
A. "Pepe, Jane had the puzzle first. I camct alle7fol you to take
another childIS tD':/•II
B. "Pepe, that is Jane•s puzzle. Here, you nay play with this
puzzle of an apple."
c. "Pepe, you nust wait your tum. You may have the puzzle next."
12. When Debbie, a four-y~ld, becanes angry she pinches other children.
Many of the parents have oc:.nplained about bruises they see on their children, where Debbie has pinched them. How can you help Debbie find amther way of dealing with her angry feelinqs? As a careqiver, you
tell Dehbie:
A. "I cannot allow you to pinch the other children, Qebhie. In our ·
roan we tell people lxJw we feel instead of pinching them." If Debbie pinches aqain, tell her she IIL1St sit dcwn for awhile and not play.
B. "Debbie, IrOthers and fathers are <XI'l'pl.aininq about your pinchinq.I cannot allow you, to pinch the other children." If Debbie pinchesaqain, tell her she nust sit bn for awhile and not play.
c. "Debbie, I CCliD)t allow you to pinch the other children. If youpinch anyone else, I am gcinq to ask your pu:ents not to brinq you to the center." If Debbie pinches aqain, tell her parents.
13. June, a large girl of seven years of aqe, canes to the center dailyafter sdJ:)ol. She always has tmuble followinq the ruleS. Todayshe has brouqht a pocketknife fl:an.hare and is whittlinq with it. As a caregiver, you say:
A. "June, because we have ·so nany children here, we eazllX)t allow
knives to be brought to the center. I will keep your knife for you lmtil you go lr.me. Please leave it hare in the future."
B. "June, if you d::m1t put the knife SMay, you will have to sit in
the ~tchair, and you will not be allowed to help us make lXJPCOm. It is danqemus to the other children when you bring a knife to the center. "
c.
"June, in this center, we cannot allow knives. Put it away l'KJW. I don1t want to see it aqain."
14. M:Jlly and Julie are both five years old and like to play with one anotner. When Gina c:x:mes to the center and is inc.ll.Xied in the girls1
play, arguments often develop. When this nawens, the girls c:x:me
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rurming to you to settle their pmblems. How can you help the girlslea.m to play happily together? As a careqiver, you say:
A. "It sounds to me as if the three of you are having tl:ouble play
ing together. Three people can rarely get a.1onq -so, Gina, goplay with sanecne else."
B. "It sounds to me as if the three of you are having tmuble deciding
how to play sdJ:)ol. Perhaps 911e of you cxml.d be the teacher, one the student, and the third, a visitor to the classrcan. Maybe you can all think ·Of an· activity to ~lot in your classroom."
c. "It sounds ·to me as if the three of you rrust learn to get alongtogether. Now, M:>lly, you be the teacher, and, Julie, you and Gina are the students. Next, Julie, you can be the teacher and finally, Gina can be the teacher." ·
15. Juan, a very active three-year-old, continually tries to cl:imb the
slick part of the slide in the activity z:cc::m. He gets in the way
of the other. children when they tcy to use the slide the, correct
way. You have told him twice that if he wishes to slide, he can
clJmb the ladder like the other children. What Q:) you do 't'DW1 As
a caregiver, you say:
A. "Juan, ytJU have been told :tDI to use the slide. New a:me with
me, arK! we will find sc::methi.nq else for you to Q:)."
B. "Juan, you have one ncre chance to use the slide the right way. •
If you tcy to clim the slick side again, you will have to
sit in the time-out chair."
c. "Juan, you have been told net to try to clJmb thiS part of the
slide. Now go find sc:mething else to play."
16. Darla, aqe four, has a qreat deal of trouble sittinq next to a:tri other chUd durinq st:ceyt:im!. Today, it was necessary to ask her to neve several times because she a:mt:inued to bother the. chiJ.dren next to her. When Darla' ItCther left today, she said, "I wmt you. to tell me b:M Darla dces today, because I have told her she cannot be a bad girl when she a:mes to the center." When the ItDther retums, she asks, ''Well, :tDI was she?" As a caregiver, you say"
A. "Darla was better tcday. I only had to neve her a fat t:imes
dllrinq st:oryt:ime."
B. "Darla had trouble sittinq quietly today, 1xlt I am sure she will
:improve in the future. She seems to lea:m rapidly."
c. "Darla is tryinq hard at the center. I am plaminq to tell her
b:Jw well she does when she sits quietly at stcryt:ime. n
17. Melvin, in the scb::lol-aqe :rcan, often runs into thinqs. Today, he has fallen fxan the slide. First Melvin cries and then he begins to c:at;)lain about his am hurtinq. You are wcnderinq if Melvin's am is broken or if he is play-actinq. As a caregiver, you fill out an accident ~rtand then:
A. wait tmtil his parents arrive. At that time you explain to the
parents what happened and request they take Melvin to the
doctor for an x-ray.
B. Ignore Melvin's CX~~Pl.aints, blt watch hlm closely. If Melvin
ncves his am, you will kmw it is not broken.
c. Take Melvin to the director. Then, the director can examine
Melvin's am and take the proper action.
18. Tarmy is painting when the neighbor arrives to get him.
The
neighbor is in a hurry because her own children are alx>ut to arrivel'x::rce fran sc.OOOl. She says that she cannot wait for Tarmy to finishhis painting. As a caregiver, you:
A. Tell Tatmy he ImlSt leave row and can finish the painting tCJ'rl:)rrow,or he may take it 1xrre to finish.
B. Tell Tarmy to find his coat and hat. Explain to him theneighbor1 s children will be o:ming·· lxrne soon and he Im.lSt• hun:y•
C. Tell Tcmny he can finish the painting. Then tell the neighborit will take only a few minutes and her children will understand
because they are older.
19. ronald1 s rrother is late caning for him. He has been prepared toleave for sane tiire, and now he keeps de'nanding, ''Where is mynether? When is she cariing?" As a caregiver, you:
A. Tell ronald his rrother will be bere soon and he smuld findsatething to do until she arrives.
B. Tell rk>nald his nether will be here sh::>rtly. Then help rk>naldbusy himself with an easy-to-put-away activity until shearrives.
c. Tell Donald he must learn to be patient, to sit down and waituntil she arrives.
20. Terry, a four-year-old, is seated for snack time. Today you areserving popcorn and Terry begins to throw his at a friend. Youexplain to Terry that snacks are to eat, net to throw. When youturn your back Terry begins to throw the popcorn. As the caregiver,
you say:
A. "Terry, I will keep your f'OJ;:COrn for you until you can rememberthat r;opcorn is to eat, not to throw."
B. "Terry, no rrore snacks for you. Go sit in the time-out chairuntil you can rernanber what snack time is for. "
C. "Terry, remember, I said not to throw the popcorn. Now stopit!"
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OOR ANSGS
Situation 1 A Situatial 2 B Situatial 3 B Situetion 4 A Situatial 5 c Situatial 6 A Situation 7 A Situation 8 A Situation 9 B Situation 10 c Situation ll B Situation U A Situation 13 A Situation 14 a Situation l5 A Situation 16 c Situation 17 c Situation 18 A Situation 19 B Situation 20 A
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~U.S. GOVERNMENT PRINTING OFFICE: 1982 0-371-118
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