Chapter 13 Use the Decision-Making Model of Child Guidance
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The document discusses the decision-making model of child guidance, which is a process used to construct logical and developmentally appropriate solutions to issues with children. It involves observing the situation, making a decision, taking action, and reflecting on the process. The model requires knowledge about child development, guidance skills, and respect for families. It aims to use an eclectic approach by selecting different strategies suited to the individual child and family. The document also discusses using the model for everyday discipline, more difficult behaviors, contextual issues, and deciding when to refer a child to outside services for help beyond the teacher's expertise.
Chapter 13 Use the Decision-Making Model of Child Guidance
- 1. CHAPTER 13: Use the Decision-Making Model of Child Guidance Guidance of Young Children Ninth Edition Marian Marion © 2015, 2011, 2007 by Pearson Education, Inc. All Rights Reserved
- 2. Marion. Guidance of Young Children, 9e. © 2015, 2011, 2007 by Pearson Education, Inc. All Rights Reserved 13-2 Decision-Making Model of Child Guidance
- 3. Marion. Guidance of Young Children, 9e. © 2015, 2011, 2007 by Pearson Education, Inc. All Rights Reserved 13-3 Decision Making Model of Child Guidance Process used to construct decisions abut how to handle a variety of guidance issues with children Focuses on arriving at a developmentally appropriate solutions in logical, clearheaded ways
- 4. Marion. Guidance of Young Children, 9e. © 2015, 2011, 2007 by Pearson Education, Inc. All Rights Reserved 13-4 Decision-Making Model: Requirements Knowledge about guiding children Skills to use that knowledge Respect for all families
- 5. Marion. Guidance of Young Children, 9e. © 2015, 2011, 2007 by Pearson Education, Inc. All Rights Reserved 13-5 Aim to Use Different Approaches Selecting what appears to be best from several different methods and theories Different children, different families call for an eclectic approach (using different strategies suited to the child or family)
- 6. Marion. Guidance of Young Children, 9e. © 2015, 2011, 2007 by Pearson Education, Inc. All Rights Reserved 13-6 Steps in the Decision Making Model Observing Decision making Acting Reflecting
- 7. Marion. Guidance of Young Children, 9e. © 2015, 2011, 2007 by Pearson Education, Inc. All Rights Reserved 13-7 Use the Decision-Making Model In everyday discipline encounters With more difficult behavior For contextual issues, matter related to the setting In situations in which teachers must change their own practices
- 8. Marion. Guidance of Young Children, 9e. © 2015, 2011, 2007 by Pearson Education, Inc. All Rights Reserved 13-8 DECIDING ABOUT REFERRING A CHILD AND FAMILY FOR OUTSIDE HELP
- 9. Marion. Guidance of Young Children, 9e. © 2015, 2011, 2007 by Pearson Education, Inc. All Rights Reserved 13-9 Teachers Reflect Teachers occasionally discover that they do not have the knowledge or skills needed to help a specific child A teacher would then decide that he needs to refer a child or family to outside services for help
- 10. Marion. Guidance of Young Children, 9e. © 2015, 2011, 2007 by Pearson Education, Inc. All Rights Reserved 13-10 Typical Situations Indicating that Outside Services Might be Needed Child abuse and neglect Problem behaviors beyond the expertise of the teacher Medical issue Family system challenge Extremely challenging behavior continues
- 11. Marion. Guidance of Young Children, 9e. © 2015, 2011, 2007 by Pearson Education, Inc. All Rights Reserved 13-11 Coming Full Circle: What the Decision-Making Model Means for Children
- 12. Marion. Guidance of Young Children, 9e. © 2015, 2011, 2007 by Pearson Education, Inc. All Rights Reserved 13-12 What the Decision-Making Model Means for Children Enables children to: • Feel safe and secure • Develop healthy self-esteem and a strong moral compass • Honor and respect themselves and others • Develop healthy self-control • Learn how to deal with a variety of stressors • Understand and deal effectively with a variety of feelings • Walk a mile in another person’s shoes • Be cooperative, helpful, and generous • Learn when to be assertive • Become self-responsible • Become compassionate and caring individuals