101 - Chapter 6 Quiz

create caring, supportive relationships.

praise children frequently when they behave appropriately.

send home daily behavior reports so parents can reinforce good behavior.

firmly enforce classroom rules.

cooperation, responsibility, empathy.

sitting still during group time.

I messages, listening, and speaking.

greetings and separation.

is the way teachers intervene to counsel a child who has done something wrong.

is the collection of strategies you use in problem-solving situations.

refers to the practice that adults use to help children learn about and use acceptable behaviors and to understand the feelings of others and themselves.

cannot take place without also punishing misbehavior.

It develops earlier in boys than in girls.

It is based on a realistic internal self-appraisal, an accurate understanding and acceptance.

When children receive rewards and treats frequently they have more positive self-esteem.

It tends to be more positive when children are raised in a two-parent family.

Planning large-group times so children can get used to taking turns and listening when someone else is speaking.

Praising children frequently with words like "good job" and reminding them to "use your words" when helping them to solve conflicts.

Engaging in meaningful conversations about shared interests and experiences.

Putting a "happy meter" on the classroom wall to show parents arriving at the end of the day how well their child behaved.

using R&R statements.

offering feedback.

using active listening.

using I messages.

fosters self-concept and autonomy.

focuses on the specific.

is general and judgmental.

is descriptive and nonjudgmental.

When you throw blocks, it hurts other children.

I see that you used all red blocks to create that building; you worked on it for a long time!

You are such a wonderful artist!

Thank you for being such a good helper.

Requiring children to tell you the rules

Putting children into time-out

Using an "I-message"

Active listening

learn who started the conflict and make that child apologize.

offer the children a way the problem can be resolved.

put both children in "time-out" so they will learn that fighting is not okay.

watch and refrain from intervening too soon unless someone is in danger of getting hurt.

remove the Duplos until they can be safely used.

ask the children, "Why are you throwing the Duplos? Is that okay?"

take out a basket of yarn balls and redirect the children to play with these instead.

have both of the children sit in a 2-minute time-out.

 is created by the adult and related to the child's behavior.

is one component of active listening.

occurs as a result of a child's behavior without any action by the adult.

is a type of punishment.

playing safely with blocks.

self-discipline and inner control.

learning to cooperate.

social intelligence.

an effective and child-sensitive means to reinforce socially acceptable behavior.

not appropriate because it is adult controlled and does not encourage children to learn appropriate social skills.

considered an appropriate punishment for antisocial behavior and teaches children what they need to do to be included in a group.

justified in many situations.

She is able to self-regulate.

She has high self-esteem.

She is egocentric.

She is resilient.