SEMINAR PENDIDIKAN AWAL KANAK-KANAK

11 MEI 2013 UNIVERSITI PENDIDIKAN SULTAN IDRIS

Prof. Madya Dr. Mariani Md Nor Universiti Malaya Pembentukan Jati Diri Dalam Kalangan Kanak-Kanak

Preschool Years

Children Learn What They Live

If a child lives with criticism, He learns to condemn. If a child lives with hostility, He learns to fight. If a child lives with ridicule, He learns to be shy. If a child lives with shame, He lives to feel guilty. If a child lives with tolerance, He learns to be patient
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If a child lives with encouragement, He learns confidence. If a child lives with praise, He learns to appreciate. If a child lives with fairness, He lives justice. If a child lives with security, He learns to have faith. If a child lives with approval, He learns to like himself.

The Preschool Years

Developmental Issues and Coping Patterns

Aggression and Personal Behavior

Peers Play and Development of Social Skills Understanding Self and Others Family Dynamics

I- Developmental Issues and Coping Patterns

Children Ages 2-6 must learn to manage a wide range of feelings and emotions: Positive Feelings Negative Feelings Joy Anger Affection Fear Pride Anxiety Jealousy Frustration Pain
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Fear and Anxiety

Fear is a response to a specific situation.

A child may fear the dark or the sound of thunder. Anxiety is a generalized emotional state. A child may experience regular and continuous feelings of unease, often without knowing why. What are the Causes of Fear and Anxiety?

How Can We Help Children Cope with Fear and Anxiety?

Modeling by parents

Reduce unnecessary stress

Professional help Participant modeling

How Do Children Cope with Fear & Anxiety?

Defense Mechanisms
Identification

Denial
Displacement

Regression Rationalization Repression Withdrawal

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Emotion Regulation Claire Kopp (1989)

Dealing with emotions in a socially acceptable ways

Western societies expect children to inhibit the display

of some emotions such as:

anger and distress affection and joy sensuality and sexual curiosity

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Developmental Conflicts (Autonomy vs. Shame) (Initiative vs. Guilt)

Compliance
Autonomy Mastery and Competence Guilt Shame

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 Guilt

Shame

Involves the desire to undo certain behaviors. It is distinct from the self. It shouldnt affect the persons core identity Guilt may lead to the feeling of remorse.

Associated with the desire to undo aspects of the self Shame leads the feeling of helplessness

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Erik Erikson Resolving the Conflicts

Autonomy-vs.-Shame Early Part of Preschool Years (18 months 3 years) Children either become more independent and autonomous if their parents encourage exploration and freedom. They can experience shame and self-doubt if they are restricted and overprotected.

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Erik Erikson Resolving the Conflicts

Initiative- vs.-Guilt (age 3-age 6) Children view of themselves undergoes major change as they face conflicts between the desire to act independently of their parents and the guilt that comes from the unintended consequences of their actions. Parents who react positively can help their children avoid experiencing guilt.
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II- Aggression and Prosocial Behavior

Hostile Aggression is behavior that is intended

to harm another person Instrumental Aggression is behavior that is not intended to harm, but instead is incidental to gaining something from another person Assertiveness refers to standing up and defending ones rights

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Prosocial Behavior
Reward and Punishment

Role Playing (acting out roles to see things from

the other persons point of view) Induction (children are given reasons for behaving in a positive way)

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III- Peers, Play, and Development of Social Skills

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Gender and Play

Girls Boys

Organized games and role-playing Verbal Interaction with peers Having conversations with dolls

Rough-and tumble play Produce a lot of noise

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Five Developmental levels of Social Interaction Through Play

Parten (1932-33)
1- Solitary Play 2- Onlooker Play (child observes other children) 3- Parallel Play (play alongside each other, but not directly interact) 4- Associative Play (share materials and interact, but dont coordinate activities) 5- Cooperative Play (engage in a single activity together such as building blocks)

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Make-Belief Play Imaginary Companions

They help children deal with fears , provide

companionship during periods of loneliness, and provide reassurance. Research indicates that 65% of young children have imaginary companions. They seem to help children social skills and practice conversations. Children who are adept at imagination may be better at mastering symbolic representation in the real world.
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Popularity and Social Skills Unpopular Children

Children who are rejected by their peers in early

childhood are likely to be rejected in middle childhood as well. They are also more likely to have adjusting problems in adolescence and adulthood. Rejected children may be aggressive or withdrawn. They may be out of sync with their peers activities and social interaction.

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Why Do Some Children Lack the Social Skills that make Others Popular?
Abuse and neglect during the early years

Being sheltered
Allowed little interaction with peers Being singled out as different by peers Simply getting off a bad start when first entering a

group

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Characteristics of Popular Behavior in Kindergarten

Initiate activity Sensitive to the needs of others Dont force themselves on other children Content to play alongside other children Possess strategies for maintaining friendships

Show helpful behavior

Are Good at maintaining communication Are good at sharing information Are responsive to suggestions Possess strategies for conflict resolution They are less likely to use aggression
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VI- Understanding Self and Others Self Concept

Children develop a self-concept, their identity, or

their set of beliefs. These are like dispositions- ways of being- that are consistent through time. Their view of the future is quite rosy. Their positive thoughts and feelings about the self are referred to as self-esteem.

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Self-Concept
Young children tend to describe themselves in

terms of their physical characteristics, possessions, or activities. The tendency to describe themselves in terms of social connections increases. If a child is called Bad Buster, he is going to make a conscious effort to maintain his reputation (fitting into the label) Children tend to imitate their parents.

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Components of Self-esteem
1- Self-awareness

Who Am I? 2- Self-worth What Can I Do? 3-Socialization Are They Going to Like Me?

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How Do You Enhance SelfEsteem?

Praise Encouragement

Give responsibility
Allow them to explore their potential freely. Dont

inhibit their creativity. Show them unconditional love (firm but kind) Dont set very high expectations

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Self and Gender

Gender, the sense of being a male or female, is

well established by the time children reach the preschool years. Sex is genetically determined and biological Genetics and culture may each set limits on gender roles-what is appropriate for a male or a female to be and do

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Gender Roles and Expectancies Boys Girls

Are more apt to have traits involving: Competence Independence Forcefulness competitiveness Are viewed as more likely to have traits such as: Warmth Expressiveness Nurturance submissiveness

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Male
Are born slightly longer and heavier As toddlers, boys are more aggressive There are no consistent difference in sociability, selfesteem, analytical skill, or motivation to achieve

Female
Newborn girls have slightly more mature skeletons They are a bit more responsive to touch Have a single edge in verbal abilities Actual differences between boys and girls are actually small, and there is considerable overlap between the sexes.

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How We Normally Bring Up Boys

Dont be a cry baby!

Dont be soft. You have to be tough.

Dont be a sissy! Dont play with dolls. How does that affect boys in their

relationship with girls when they grow up? Are there any drawbacks to this upbringing?
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Yes, They Try Not to Get in Touch with

Their Feminine Side
They suppress their feelings

They avoid being nurturing

They avoid showing warmth and affection They become poor listeners

Getting angry for them is easier than saying, I

am hurt. They get angry and fall into the pattern of abuse

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Hetronomous morality is replaced by 2 later stages of morality

1- Incipient cooperation Stage lasts from 7 to 10. Childrens games become more clearly social. Children play according to the formal rules of the game. 2- Autonomous cooperation stage begins about age 10. Children become fully aware that formal game rules can be modified if the people who play them agree.

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V- Family Dynamics Parenting Styles

1- Authoritative Parents 2- Authoritarian Parents 3- Permissive Parents 4- Indifferent Parents

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Parenting Styles

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Permissive Parents

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Authoritarian parent

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Effects of Different Parenting Styles

A U T O R I T A R I A N
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Tend to produce children who are: Withdrawn Fearful Dependent Moody Unassertive Irritable

Effects of Different Parenting Styles

P E R M S S I V Tend to produce children who are: Rebellious Aggressive Self-indulgent Socially inept Creative Outgoing

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Effects of Different Parenting Styles

A U T H O R I T A T I V E

Tend to produce children who are : Self-reliant Self-controlled Socially competent With high selfesteem Do better in school

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Effects of Different Parenting Styles

I N D I F F E R E N T
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They produce children who are: The child feels free to give rein to the most destructive impulses

Child Abuse
1- Physical Abuse 2- Psychological Abuse

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Forms of Psychological Abuse

1- Rejection 2- Denial of Emotional Responsiveness 3- Degradation 4- Terrorization 5- Isolation 6- Exploitation

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Effects of Child Abuse

Damaged self-esteem Isolation Psychological problems Aggression Lack of trust Fear of exploitation School-related problems Suicide Depression Following the same pattern
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Discipline and Self-Regulation

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Discipline
Rules Following Through Consequences

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Mild Social Disapproval

1- look at child 2- move close to child 3- serious facial expression 4- Brief negative verbalization about the behavior 5- calm and serious voice 6- nonverbal gesture consistent with disapproval 7-Immediate delivery
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10 Things to Do Instead of Spanking

1- Ignore 2- Suspend privileges 3- Logical consequences 4- Rearrange space or place 5- Redirect behavior 6- Grandmas rule 7- Fines 8- Work detail 9- Model 10-Time out
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Family
Be aware that different children are coming from different styles of parenting.
Authoritative (high warmth, high control) Authoritarian (low warmth, high control) Permissive (high warmth, low control) Rejecting/Neglecting/Uninvolved (low warmth, low control)

Peers
Friends are important to childs' development and can even affect them later in life. Good friendships can have a lasting positive impact. In contrast, problems with peers can harm children in the short and long term. Group loyalties lead to rejection (

cliques).

children might step over each other when they want something

(instrumental peer aggression).

children might intend to inflict harm

(hostile peer

aggression).
Girls are more likely to use relational aggression (harming social relationships) and boys are more likely to use overt aggression (harming physically or overt threats).

educators!

mistrust, shame & doubt, feeling guilty, inferiority, frustation

trust, authority, confident, high initiative, integrity

Objektif
Kurikulum Standard Prasekolah Kebangsaan menyediakan peluang kepada kanak-kanak berumur empat hingga enam tahun untuk mencapai objektif dalam aspek jasmani, emosi, sosial,intelek dan rohani seperti berikut :

Membina kecergasan badan. Mempunyai tubuh yang kuat. Mempraktikkan amalan kesihatan yang baik. Mempraktikkan langkah-langkah menjaga keselamatan diri. Menguasai kemahiran motor halus dan asas motor kasar. Mempunyai kematangan emosi. Mempunyai konsep kendiri yang positif dan jati diri. Berani menyuarakan pandangan dan perasaan. Berkebolehan berinteraksi dengan orang lain. Boleh bekerja secara bersendirian dan juga bekerja secara berkumpulan.

In Reality: T & L_Human Resource

In Reality: T & L_Infrastructure

mistrust, shame & doubt, feeling guilty, inferiority, frustation

trust, authority, confident, high initiative, integrity

SOMETHING TO BE SHARED WITH