Alleviating Children#3;s Stress缓解儿童及# 39的应力.pptVIP

Laissez-Faire Climate Supportive Climate Directive Climate Curriculum content comes from children’s play. Curriculum content comes from children’s initiatives and key experiences for child development. Curriculum content comes from learning objectives set by adults. Adults highly value children’s play. Adults highly value children’s active learning. Adults highly value drill and practice for children. Adults use various approaches to child management. Adults take a problem-solving approach to social conflict. Adults use corrections and separation as predominant child management strategies. Strategies to Promote a Supportive Climate for Children Sharing control between adults and children – reciprocity Focusing on children’s strengths Forming authentic relationships with children Making a commitment to supporting children’s play Adopting a problem-solving approach to social conflict Alleviating Children’s Stress:Creating Peaceful Environments “I have come to a frightening conclusion. I am the decisive element in the classroom. It is my personal approach that creates the climate. It is my daily mood that makes the weather. As a teacher, I possess tremendous power to make a child’s life miserable or joyous. I can be a tool or torture or an instrument of inspiration. I can humiliate or humor, hurt or heal. In all situations it is my response that decides whether a crisis is escalated or deescalated, and the child humanized or dehumanized.” (“Teacher Child”, by: Hain Ginott) Anxiety, Stress, Children Children: one closely connected with a place one immature in judgment one who is spontaneous and lacks coping skills lives for the here and now Stress: urgency, strain, pressure, importance, emotional expression (or lack of) in response to a given situation, circumstance Change: to alter, substitute exchange or give an equivalent for pass from one place to another variation from what I am used to Parent/Teacher: guide, model