education

ADVOCACY IN ACTION A SON COMPLIMENTS HIS MOTHER(S) ADVOCACY WORK Gregory Toy, recent college graduate Sharing Views of Initiative with Families 85 feel okay about the fact that what goes on in the program is different from what they do at home. Other times you may need to have a deeper discussion about differing perspectives […]

HOW ADULTS CONTRIBUTE TO CHILDREN(s) INITIATIVE Adults contribute to the development of children’s sense of initiative in several ways. Adults are responsible for setting up the environments for children’s play and making sure it is safe for everybody in it. The Advocacy in Action feature “A Son Sometimes children need to get away by themselves;

THE VALUE OF PLAY FOR YOUNG CHILDREN Play is an arena where children learn new skills and practice old ones, both physical and social. This was discussed in the last chapter on toddlers, but there’s always more to say about play—especially when the subject is preschool-age children. It’s espe- cially important to keep emphasizing play

WHAT INITIATIVE LOOKS LIKE IN A FOUR-YEAR-OLD Briana runs in the door of her child care center, leaving behind her mother, who is still coming up the steps. She flings a hasty “Hi” at the teacher seated by the door, glances at the interesting “science” display set out to capture the interest of the arriving

PARTNERING WITH FAMILIES OF TODDLERS Just as you have been seeing examples of professionals partnering with toddlers, so have you been provided examples of how to partner with parents. Janis Keyser (2007) wrote a popular book on how to partner with parents. See Strategy Box 3.2 for more ideas of how to work with parents

COPING WITH LOSS AND SEPARATION Separation issues start in infancy and continue into toddlerhood and beyond; they are never handled once and for all. The infant who has learned to sleep alone may well be- come the toddler who, because new fears arise, balks at going to bed and staying there. Even though a toddler

Children explore and play with objects; they also play with people. They play with adults and with each other, though the classic research by Parten (1932) labeled toddlers as mainly playing parallel to each other rather than with each other. An example of paral- lel play as described and named by Parten is in the

  DEALING WITH ISSUES OF POWER AND CONTROL The behaviors discussed—saying no, exploring the world, learning self-help skills, and gaining a sense of possession—all have to do with issues of power and con- trol. Just as the infant came to experience a sense of power through signaling his needs and satisfying them by means of

Do you think this scenario is focused on toilet training or toilet learning? Goals for families that value independence or interdependence; some families may be a blend of the two Goals for Families That Value Independence Goals for Families That Value Interdependence (mutual dependence) Child is an individual Child is part of a group Child

ADVOCACY IN ACTION ADDRESSING CHILD ABUSE PREVENTION: ONE PERSON CAN MAKE A DIFFERENCE The labels put on this stage by some parents (the terrible twos) and by some experts (the terrific twos) reflect the various ways to look at the behaviors of this stage. M03_GONZ2275_07_SE_C03.indd 46 10/8/15 1:11 PM Supporting Families with Autonomy-Seeking Youngsters 47