Document 242789

THE DEVELOPING CHILD
Section 3-1: What Is Parenting?
Teacher
~
Course Title
---'-'- _
TWE:Teacher'sWraparound Editi _
SW: Student Workbook
OBJECTIVES
The student will:
• Explain how knowledge of child development
is linked to reasonable expectations.
• Distinguish among different parenting st}~.
es.
• Identify ways to improve parenting skills.
• Describe how to nurture children.
FOCUS
o
Motivator, TWE, page 82
o
Vocabulary Activity, TWE, page 82
TEACH
Teacher's Wraparound Edition
o
o
o
o
Comprehension Check, TWE, pages 83-84
Activities, TWE, pages 83-86
Date(s)
T
W
Th
Class Period
F
_
TCR: Teacher's ClassroomResources
CT: TransparencyPackage
Student Workbook
o
Parenting and You, Activity, pages 31-32
Transparency Package
o
Positive Parenting Techniques, CT-8
ASSESS
Review and Evaluation
o
o
o
o
Section Review, TWE, page 87
Study Guide, Sw, pages 26-27
Section 3-1 Quiz, TCR, page 17
Testmaker Software
Reteaching
o
o
Reteaching Activity, TWE, page 87
Organizing Ideas About Parenting, Reteaching
Activities, TCR, page 13
Enrichment, TWE, page 87
Extension, TWE, page 87
CLOSE
o
Copyright © Glencoe/McGraw-Hili
I
M
Close Activity, TWE, page 87
THE DEVELOPING CHILD: Lesson Plan Organizers
13
·
DATE
NMlE
CLASS PERIOD
_
Reteaching Activity
lVhat Is Parenting?
Organizing Ideas About Parenting
Directions. Complete the chart by answering the questions using information from Section 3-1.
Give three reasons why parents need good judgment.
1.
_
2.
_
3.
_
Name three parenting styles.
1.
What are ways to learn about parenting?
1.
_
2.
_
3.
_
_
What are the three main tasks of parenting?
2.
3.
~
4.
_
1.
_
_
2.
_
3.
_
_
THE DEVELOPING CHILD: Reteaching Activities
Copyright © Glencoe/McGraw·Hill
-----
13
THE DEVELOPING
CHILD
Section 3-2: Guiding Children's Behavior
Teacher
_
Course Title
_
Teacher'sWraparound Edition
SW: Student Workbook
TWE:
Date(s)
CI~sPeriod
M
T
The student will:
• Explain the importance of consistency in
guiding children.
• Apply effective techniques for encouraging
appropriate behavior.
• Explain how and why to set limits.
• Identify effective ways of dealing with
misbehavior.
TCR: Teacher's ClassroomResources
Cf: TransparencyPackage
o
Being Positive, Activity, pages 33-34
Teacher's Classroom Resources
o
Evaluating Guidance Techniques, Case
Studies, pages 10-11
o
Rewarding Good Behavior; Extending
Learning, pages 9-10
Review and Evaluation
o
Motivator, TWE, page 88
o
o
Section Review, TWE, page 99
Vocabulary Activity, TWE, page 88
o
Study Guide, Sw, pages 27-29
TEACH
Teacher's Wraparound Edition
Comprehension Check, TWE, pages 90-96
Activities, TWE, pages 89-98
o
o
o
Enrichment, TWE, page 99
Section 3-2 Quiz, TCR, page 18
Testrnaker Software
Reteaching
o
Reteaching Activity, TWE, page 99
Evaluating Ways of Guiding Children,
Reteaching Activities, TCR, page 14
Extension, TWE, page 99
CLOSE
o
14
THE DEVELOPING CHILD: Lesson
Plan Organizers
F
_
ASSESS
FOCUS
o
o
Th
Student Workbook
OBJECTIVES
o
o
W
Close Activity, TWE, page 99
Copyright © Glencoe/McG,~
NAME
DATE
CLASS PERIOD
_
:~~~ii;t~~..,~-<".C"
Reteaching Activity
.~",L_~;-;,:'~:
Guiding Children's Behavior
Evaluating Ways of Guiding Children
Directions. Read the following descriptions of attempts to guide behavior. If you think the parent acted
wisely, put a plus (+) in the space to the left of the description. If you think the parent did not act wisely,
write a minus (-) in the answer space and then, in the spaces below the description, explain why and
write what you would do.
1. Victoria told her two-year-old to put the toys away.When "thechild started to do so,Victoria
said, "Stop! Don't put them there!" Then she walked out of the room.
2. Stephan told his son, "OK, Jamal, it's time for bed now. Which book do you want to read
before bedtime?
3. When Maria finished brushing her teeth, her mother said, "That was good of you to brush
your teeth right after the snack. It's no wonder that you had such a good checkup at the
dentist last month."
4. As Mark drove his daughter home from the child care center, he finished his coffee and then
threw the container out the window.
S. Elijah was just pushing his vegetables around on his plate. His mother said, "Look, if you eat
your broccoli, you can have some ice cream."
6. When Mandy described how she and her friends had made fun of the new student in the class,
her father laughed at the names they had called the new girLThen he said, "You really should
be more fair to her."
14
THE DEVELOPING CHILD: Reteaching Activities
Copyright
© Glencoe/McGraw·Hili
CHAPTER 3
CHECKING
COMPREHENSION
Use the Summary and the
Reviewing the Facts questions to
help students go over the most
important ideas in Chapter 3.
Encourage students to ask ques- .
tions and add details.
ICHAPTER
Answers to
31 REVE
-~-
.-
"'1
~
=-~-~~
..•.
&
~---~:...---
~-
Summa~
to' Parents must meet chil-
to' Home-based
care options
provide comfortable surroundings but caregivers
may not be trained. Centerbased care may have better
facilities but may be inflexible in hours. (Section 3-3)
dren's basic needs, nurture
them, and guide their
behavior. (Section 3-1)
V Guidance includes encouraging appropriate behavior,
setting limits, and dealing
with inappropriate behavior. Parents should be consistent. (Section 3-2)
V Parents and children should
Reviewing the Fads
visit a substitute care facility and ask questions before
choosing it. (Section 3-3)
1. Having reasonable expecta-
tions. Possible response: So parents can understand children's
needs.
2. Possible response: May change
styles as children grow.
3. Possible response: Taking a
course; to get exposure to different strategies.
4. Giving child opportunities for
encouragement and enrichment; showing love, support,
and concern.
5. Children lose trust and confidence, become confused.
6. Possible response: Setting a good
example is effective because
children learn by imitation.
7. Understand the child's desires;
set the limit and explain it;
acknowledge the child's feelings; give alternatives.
8. Possible response: They recognize that all people make mistakes; to remind the child of
the limit.
9. Parents work or want the children to have social opportunities.
10. Both take place in a home setting. Home care is in the
child's own home and is more
expensive. Family care may
include other children.
9. Why do pen
substitute C2
regular basis.
(Section 3-3:
10. Compare he.
to family chi
(Section 3-3:
Thinking Critically
Reviewing the Facts
I. What is the first step in effective parenting? Why? (Section 3-1)
2. Why do parents sometimes change the
same parenting style they use? (Section 3-1)
3. What do you think is the best way of gaining parenting skills? Why? (Section
3-1)
4. What is nurturing? (Section 3-1)
S. What problems are caused by inconsistent
guidance? (Section 3-2)
6. Choose one technique for encouraging
appropriate behavior and describe why it
is an effective technique. (Section 3-2)
7. Why is giving alternatives an important
part of setting limits? (Section 3-2)
114
I. Comparing. What do you think is
damaging to a child, deprivation or
parenting? Why?
2. Applying. Nadine told Justin, age,
"Your room is messy. Take care of it:
would you reword Nadine's directic
3. Ranking. Which do you think are,
most important factors in evaluatm;
child care center? Why?
Taking Action
I. Enriching Life. Give an examplec
something parents on a tight budget
do to provide enriching experiences
child. (Management)
2. Modeling. Write a script showing v
child will think if a caregiver tells hi:
her to act one way but gives exampi.
different ways of behaving. [Leadersl
UNIT 1: Children, Parenting, and You
114
__
~c_-.:.
I
8. Why do 50=
ents give a;'
when a chii:
does sometz
wrong? (See
3-2)
EVALUATION
o
(ross-Curricular Connections
,"""",,guageArts. Write a brochure
~bing
a parenting class intended for
~-:ime
parents. In the brochure, list the
t:s that would be covered in the
' .. If a child care center costs $3.50
'2:~how much would it cost per week
a child in the program for five
':;Zv sessions of four hours each? How
l:ye full-day sessions of nine hours
; ••re
rkplace Connections
, ersonal Skills. Whenever twoo.dd Addie becomes frustrated, she
.s to hit other children. As a child
ceacher, how would you talk to her
.E about this problem?
mation Systems. Suppose you
== providing family care for four chilVhat basic information would you
-:0 keep on each child? How would
:.~eepthese records?
. '<Family and Community
\Connections
2. Learning About
Child Care. As a
class, create a fact
sheet with the
basic information
you think is important
about a child care center.
Use one of those sheets to
gather information about a child care center in your area. Add your sheet to a class
booklet called "Community Child Care
Services."
Technology Connections
I. Internet. Use the Internet to find out
more about Head Start, Montessori
preschools, or Highscope preschools, What
are the programs like? Who qualifies to
enter each program? What role do parents
play? Write a one-page summary of your
findings.
2. Computers.
Experts say that the
amount of time spent watching television
or playing with computer games should be
limited for children in substitute
care settings. Why
do you think they
make that recommendation? Do
you agree?
ating Resources. Visit a library or
tore and make a list of all the maga~hat offer advice to parents. Choose
cd read two or three articles. Report
~dass about how good you think the
CHAPTER
3:
Effective Parenting Skills
1. Use the reproducible Chapter 3
Test in the Teacher's Classroom
Resources
box, or construct
your
own
test
using
the
Testmaker software.
2. For an alternative assessment,
assign the Chapter 3 activity in
the Authentic Assessment booklet in the Teacher's Classroom
Resources box.
EXTENSION
1. Assign=students
either of the
two extension activities in the
Extending the Text booklet in the
Teacher's Classroom Resources
box.
2. Have students create a crossword puzzle that gives clues to
important concepts in the chapter. Have them trade puzzles
with another student and then
complete the puzzle.
Have students plan a theme for a
booth they could create fora
Parenting
Fair. Possible themes
include parenting in general, child
guidance,
and substitute
care .
Students should make lists of what
activities, guest speakers, demonstrations, and reading materials will
be available at their booth.
115
115
`