Socialization, Guidance, and Discipline Presented by: Kendra

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Socialization, Guidance, and Discipline
Chapter 7

• Presented by Kendra Dean, Tiffany Dobson,
  Patricia Edwards, and Robin Mitchell

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1. How would socialization be different if a
child was being trained to stand out versus fit
in?2. Why would a teacher complain about
praising children?3. Doesnt everybody believe
in the right to privacy?4. Why would staff
members disagree over what to teach children
about personal possessions?5. Why do some
people believe that it is more important to teach
children to respect elders than it is to teach
them to express feelings openly and honestly?
Focus Questions
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6. Why use the word guidance when discipline
works as well?7. What is the difference between
internalized and externalized controls?8. What
do differences in power and authority have to do
with early childhood education?9. What are the
differences between direct and indirect
communication?
Focus Questions
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We are socialized to look at the world in certain
ways.If raised to be an individual we are
taught to stand on our own two feet.Some
cultures dont stress individuality, rather
interconnectedness. Share Note 1
Stand Out or Fit In
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Read how these themes play out in a child care
setting
Stand Out or Fit In
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Contrasts in Socialization Goals
Table 7.1, p. 128)
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The Socialization Process

• Areas of Conflict

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Area of Conflict Right to Privacy

• White, European-based, Canadian and U.S. cultures
  look at the child, starting at birth, as a person
  who must be helped to recognize that s/he is
  separate and distinct from any other human being
• The child has identity, rights and needs
• Child is not born with this concept, goal is to
  help the infant to separate their being with the
  universe as a oneness.

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Areas of Conflict Right to Privacy

• Not all cultures are individualistic
• The best advice when cultures bump is to learn
  to use the following phase
• Im not saying youre wrong Im just saying I
  disagree with you.

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Area of Conflict Possessions

• In individualistic cultures, babies need to learn
  to differentiate themselves from others and
  toddlers need to learn what is theirs and what is
  not

pediatrics.about.com/.../ss/first_years_10.htm
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Area of Conflict Possessions
http//fivemanns.net/blog/wp-content/uploads/2009/
09/the-mind-of-a-toddler3.jpg
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Area of Conflict Possessions
Some cultures have a different perspective about
possessions. Francis Hsu writes, Not only do
parents have freedom of action with reference to
the childrens belongings, but the youngsters
can also use the possessions of the parents if
they can lay their hands on them. If children
damage their parents possessions they are
scolded, not because they touched things that
were not theirs but because they are too young
to handle them with proper care (Hsu, 1970, p.
84-85)
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Area of Conflict Possessions

• Some cultures put little emphasis on objects,
  possessions and ownership
• Parents who are not object-oriented dont teach
  pride in ownership or consumerism
• Read sample conflicts between adults resulting
  from differing attitudes about possessions

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Area of Conflict Comparing Children

• One aspect of socializing children is to teach
  them to compare themselves to other children.
• This may be covert, but children pick up on their
  caregivers modeling that something is better
  than something else.
• Other cultures like the Navajo do not compare
  children.
• Read example about the Wintu and Lovedue

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Area of Conflict Expressing Feelings

• Individualistic cultures encourage expression of
  feelings, working out their feelings and
  valuing the childs individual feelings
• Other cultures value group harmony
• Read the passage by Jerome Kagan about Java,
  Japan and China

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Area of Conflict Expressing Feelings
According to Lee, the Hopi believe It is his
duty to be happy, for the sake of the group and a
mind in conflict and full of anxiety bring
disruption, ill-being, to the social unit (1959,
p. 21). Read Point to Ponder 7.2 Expressing
Feelings v. Respecting Elders
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Area of Conflict Expressing Feelings

• Dung Trinh Ngoc states that in Vietnamese
  families, Children are taught at an early age to
  control their emotions (1984, p.12)
• Read the passage by Hsu who compares emotions in
  the Western world with that of the traditional
  Chinese

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Think Pair Share

• What do the goals of the parents depend on in the
  socialization process?
• Their value system

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Play for World Change with the Karito Kids!
http//www.youtube.com/watch?vgL-94n3T0o4 Karit
o Kids by KidsGive are not just dolls and books
-- they are a philosophy. We believe that
children around the world are fundamentally the
same and that, given the chance they want to help
each other. At KidsGive we want to help teach
children around the world about the importance of
social responsibility and charitable giving.To
help us do that we created five girls that
represent different cultures from around the
world. Wan Ling is a panda lover from China, Lulu
is an aspiring soccer star and co-host on a
children's TV show in Kenya, Zoe is a bohemian
songwriter from New York, Gia is a fashionista
and budding designer from Italy and Pita is a
medal-winning equestrian from Mexico. The dolls
and their adventure books will take you around
the world where you will learn fun and
interesting facts about different cultures and
countries.
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November 6, 2009Delfena Mitchell is the
Director of the Liberty Children's Home on the
outskirts of Belize City.  This program houses up
to 40 children, predominantly between birth to 5
years of age, who have been abandoned, abused, or
orphaned.  Today you can meet Delfena on World
Forum Radioas she talks about her work and
shares the touching story of Joseph.
Meet Joseph from Belize

• Presented by Kendra Dean, Tiffany Dobson,
  Patricia Edwards, and Robin Mitchell

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Guidance and Discipline

• http//www.youtube.com/watch?vMqBvOeJwH5Yfeature
  email

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Guidance and Discipline

• Point to Ponder 7.3Why Two Different Words?

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Guidance and Discipline

• Internalized v. Externalized Controls
• ECE is based on the value systems of White
  Canadian and Americans with northern European
  backgrounds who value self-discipline.
• The adult teaches the child or trains them up
  (external) with the intention that the children
  will learn to exercise inner controls (internal)
  later

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Guidance and Discipline

• Internalized v. Externalized Controls
• In other cultures external controls are not
  expected to lead to inner controls. Children are
  watched by the community-at-large
• Read the passage by Snowden about the Black
  community
• Read the passage by Sandoval and De La Rosa
  describing the Hispanic community

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Guidance and Discipline

• North American v. Haitian teaching methods
• According to Ballenger (1992) North American
  teachers value making a connection with each
  individual child
• North Americans use consequences as an
  explanation of why not to do something
• Behavior has consequences
• Consequences are the issue, not morals or values

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Guidance and Discipline

• North American v. Haitian teaching methods
• According to Ballenger (1992) Haitian teachers
  emphasize the group
• Dont differentiate specific behaviors
• Clear about good and bad
• Children know why they need to be good, so they
  dont bring shame to their families
• System is shared values
• Lessons are taught in a question and answer
  format (Read example)

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Guidance and Discipline

• Time-outs
• Can be difficult for children used to group
  orientation.
• Groups of people have outlawed it in programs.
• Should be used in moderation.

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Guidance and Discipline

• Physical Punishment
• Some cultures are non-violent while others spank
  
• EC educators can never use physical violence and
  must report suspected physical abuse.(Read Note
  17)

news.duke.edu/2009/09/berlin.html
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Handling Conflicts

• European Americans
• Want to prevent conflict and attempt to arrange
  the physical environment including plenty of toys
  and things to prevent fighting
• They also want to resolve conflicts and try to
  prevent anyone from getting hurt

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Handling Conflicts

• Japanese
• As the year progresses less toys are put out to
  help children learn to share and deal with
  conflicts
• The teacher stays in the background allowing the
  children to resolve their conflicts

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Handling Conflicts

• Chinese
• According to Chinese theories of child
  development, children are not born knowing how to
  behave correctly, nor will they learn through
  unsupervised play
• Teachers bear the responsibility of teaching
  students self-restraint and correct behavior.

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Power and Authority

• Black mothers tend to be more firm and physical
  in their discipline than White mothers.
• Discussion
• Do you see any problems with a Black child having
  a White teacher?

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Power and Authority

• Authority is Power
• To empower means to bring out the power of the
  individual or group.
• The more you empower others, the more personal
  power you have.
• Empowering does not mean giving up power.
• Empowering has to do with personal power.

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Power and Authority

• Problems/Conflicts
• Everyone doesnt see power in the same way
• What does that mean in terms of interacting with
  children?
• Will one adult understand when another is using
  her own power either with the child or for the
  child rather than over the child?
• Read the example two different ways to solve a
  problem

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Learning to Read Indirect Communication
(Table 7.2, p. 142)

• Direct Communication
• Asks direct questions
• States problem clearly in words.
• Depends on words to communicate and understand
  others.
• Involves direct confrontation.
• Discounts what is reported by third person party
  as gossip.
• Gives feedback in a direct way.
• Emphasizes what is important, stating a strong
  opinion.
• Values straightforwardness and honesty.

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Learning to Read Indirect Communication

• Indirect Communication
• Avoids asking or answering direct questions.
• Hints at problems subtly.
• Depends on nonverbal clues and the context of the
  situation.
• Goes to a third party and explains the problem.
• Expects the third party to convey the importance
  and urgency of the problem.
• Gives feedback in a round about way.
• Understates what is important, stating a mild
  opinion.
• Values subtleness and manners

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Think Pair Share

• Give an example of a characteristic each of
  direct and indirect communication.
• (Refer to p.142)

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Summary

• Socialization goals and areas of conflict
• Issues of ownership
• Comparing children
• Encouraging children to express feelings
• Guidance and Discipline
• Issues of power and authority
• Learning to Read Indirect Communication
• Contrasting direct and indirect communication

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Notebook Entry
Think about the information learned in Chapter 7
and write some notes abouthow the information
applies to your dolls story and what you might
need to research to personalize the story. Please
copy your notes and add to your notebook. You
should have a section that includes chapter notes.
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Critical Thinking 7

• How do you feel about the approaches to guidance
  and discipline used in your family of origin?
• Would/do you use those same approaches with
  children as a parent, potential parent, or
  teacher? Why or why not?

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References

• Ballenger, C. (1992). Because you like us The
  language of control. Harvard Educational Review,
  62(2).
• Dung, T. N. (1984). Understanding Asian families
  A Vietnamese perspective. Children Today.
• Hsu, F. (1970). Americans and Chinese Purpose
  and fulfillment in great civilizations. Garden
  City, NY Natural History Press.
• Lee, D. (1959). Freedom and culture. Englewood
  Cliffs, NJ Prentice Hall.