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Seeing and Supporting Children's Right to Choose

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ITEM #: 4400611

What's In This Kit?
This training kit introduces the hallmarks of positive discipline and helps teachers identify ways to develop the skills to implement the hallmarks in their classrooms. It is designed to expand teachers' abilities to guide children positively. It contains:

  • Expected training outcomes and learning objectives
  • Training research, models, benchmarks
  • Preparation and implementation steps
  • Handouts
  • The article "Seeing and Supporting Children's Right to Choose" by Deb Curtis and Jess Guiney
  • References and resources
  • Training Certificate for Learner Certificate of Attendance and Participation

Who's the Target Audience?
The target audiences for this training kit are beginning and intermediate Learners who are working with preschoolers (3 years through 5 years). This kit is designed to help participants understand the importance of offering young children choices, and providing strategies for offering children choices in the early childhood classroom.

Teacher Skill Level
beginning intermediate advanced
Children's Age Level
infants toddlers preschoolers school-agers birth to 8

Kit Timeline:
Preparation time for this kit is estimated at 1.0 hour. Implementation and actual training time is 4.0 hours, which includes 2.0 hours of face-to-face training and 2.0 hours of independent study and an applied activity project.

Training Outcomes:

  1. Learner will list at least 2 reasons why teachers should support children's right to choose.
  2. Learner will describe at least 2 strategies for offering choices in the early childhood classroom.
  3. Learner will create, implement, and document at least 2 new ideas or strategies to increase opportunities for children's choices in the classroom.
These training outcomes address the following American standards:
  • National Association for the Education of Young Children's (NAEYC) Standards and Accreditation
  • Performance Criteria (2005). www.naeyc.org.
    The teaching staff arranges the environment to be welcoming and accessible (9.A.09).
    The teaching staff reorganizes the environment when necessary to help children explore new concepts and topics, sustain their activities, and extend their learning (3.E.01).
  • Head Start Performance Standards (Federal Register, November 5, 1-6, Volume 6, Number 215).
    www.acf.hhs.gov/programs/ohs/.
    Support social and emotional development by encouraging self control by setting clear, consistent limits and having realistic expectations. (1304.21.a.3.i.C)
  • National Accreditation Commission for Early Care and Education Programs, National Association of Child Care Professionals (2005). www.naccp.org .
    Positive guidance techniques are used to promote the development of self control and self regulation.
    (E4)
    The arrangement of the classroom encourages children to become engaged and promotes child-centered learning experiences. (D8)
Note: It is important to determine any additional state and local standards that relate to
this topic or requirements of other regulatory bodies specific to your program.

These training outcomes address the following:

  • A-6a; A-6b of the Accreditation Criteria and Procedures of the National Association for the Education of Young Children (NAEYC, 1998).
  • 1 and 4b of NAEYC Standards for Early Childhood Professional Preparation, Initial Licensure Level (NAEYC, 2003).
  • Standard 1304.52(h)(1)(iv) of Head Start Performance Standards (Federal Register: Nov. 5, 1996, Volume 61, Number 215).


Note: Downloadable PDFs are only available for download in pdf format. Directions for downloading follow immediately after purchase.