Feels worthless, unloved and incompetent. Is very anxious and fearful most of the time. Tries too hard to please others. Is afraid to accept responsibility. Causes of Low Self-Esteem in Children The list below can help child care providers understand children’s personalities and behaviors, and identify potential causes of low self-esteem: Social Issues Poverty Racial discrimination Bullying Child abuse Excessive criticism Peer pressure Other negative experiences Family Issues Abusive parent Dominating parenting style Parental expectations Sibling problems Negative climate at home Lack of love, attention, praise and affection Learning Disabilities Labeling Lagging abilities Bullying/teasing Role of the Family Child Care Providers Arrange the learning environment to be inclusive of all children. Select and modify materials and equipment to encourage mastery. Assume that all children are competent and capable of learning. Appreciate and celebrate the accomplishments (large or small) of all children. Cultivate an “I can” attitude in all children. Recognize the strengths of all children. Use those strengths to build success. Appreciate the gift that each child brings to the learning environment.
Face challenges with ease Think creatively and productively Think positively about all situations Handles difficult tasks with ease Have high motivation and great resilience Become less vulnerable to stress Characteristics of children with low self-efficacy: Shy away from difficult tasks that may create stress Do just enough to get the task done Have a bad attitude in almost all situations Are very vulnerable to stress and depression Have low resilience, and are difficult to motivate Empathy Empathy is the ability to imagine how someone else feels and respond to those feelings in a caring manner. Children begin to develop these feelings at an early age. Family child care providers can cultivate empathy in children by providing a caring learning environment and helping them to understand: That he or she is a separate individual with separate feelings. That adults and peers also have separate thoughts and feelings. That they will experience many feelings (mad, glad, happy, sad, frustrated, excited etc.). That they may have different feelings from others. That they can comfort others in a caring way. Adult/Child Social/Emotional Interactions Positive early interactions help to influence a child’s ability to be empathetic. Early relationships enable children to establish positive connections with others. A family child care provider can: Help children build trust by meeting their needs. Communicate with children as partners. Help children understand the different types of emotions. Participate in children’s play to encourage socialization. Converse with children about their feelings. Help children to talk about their emotions, and help them solve problems and conflicts. Explore, discover and experiment with children in fun ways. Let children know that they are respected, special and loved. Talk to the children at their eye level. Read to and use puppets with children.
Help with making the best use of time Provide structure to children’s day Click links to view sample schedules Routines Organize the day in blocks of time. Help manage children’s behavior. Keep children focused. Help manage time. Let children know what to expect. Provide a sense of time. Help the provider become more efficient. Allow time to meet each child’s needs. Encourage independence in children. Click link(s) for more information Planning A guide for teaching Structure for instruction Aid to meet the individual child’s needs Assurance to meet the philosophy, goals and standards of the program’s curriculum Click link(s) for more information Record Keeping Organize children’s information. Chart children’s progress. Protect children’s confidentiality. Share information with parents, caregivers and other authorized professionals. Click link(s) for more information
Helps child care provider plan time to communicate with other professionals in the field The classroom arrangement should reflect The program’s philosophy and curriculum The program’s philosophy The program’s curriculum The child care provider’s personal interest The learning environment designed for young children Adhere to state licensing and national (if apply) guidelines Adhere to policies and procedures of the child care setting Adhere to parents/legal guardians expectations Adhere to rules established by the child care provider Blocks of time for daily activities/rest/personal care throughout the day Routines Activity plans /Lesson plans Field trip agenda Daily schedule Smaller blocks of time Routines Activity plans /Lesson plans Field trip agenda Daily schedule Instructional guide for teaching Routines Activity plans /Lesson plans Field trip agenda Daily schedule Framework for assessment Observation Screening Assessment Record keeping Signed agreement between the child care program and parents/legal guardians Staff handbook Parent handbook State Guidelines Parent and staff handbooks
Works appropriately with children to help them grow, learn and develop to their full potential. Becomes a lifelong learner. Maintains appropriate credentials (first aid, pediatric CPR, CDA, degree etc.) to work with young children. Joins professional child care organizations. Reads, understands and abides by the profession’s “Code of Ethical Conduct.” Acts as a positive role model for all children. Works cooperatively with parents and other professionals. Stays current with trends, teaching practices and research in the profession. Uses community resources to support children and their families. Serves as an advocate for children, families and the profession. Protects his character by being honest, reliable and dependable. Understands that kindness, consideration, patience and courtesy are expected of all professionals. Click link(s) for more information Code of Ethical Conduct A code of ethical conduct sets behavioral and attitudinal guidelines for child care professionals. Those who work with children and families, and other professionals in the community, use it to provide a safe, healthy, nurturing, and responsive learning environment for young children. The code of ethics also supports child care professionals, and shows them how to give high quality services to children, families and the broader community. Click link(s) for more information Levels of Professionalism There is a saying, “the first impression is a lasting impression.” It is always important to do your best at all times. Professionals are self-motivated and driven to achieve the highest level of accomplishment. Doing just enough to get by is not an option. There are several levels of professionalism in child care. Below are three levels, with characteristics of each level: Level I – Basic Skills Learning the nuts and bolts of the profession. Having basic competence in child care. Growing confidence in the job. Improving with experience.
Respect – of differences in culture, abilities and ethnicity Effective communication - with families and other professionals Collaboration – with children, families, co-workers and the broader community Adaptability - to the growing changes in the field Nurture - the growth, development and care of children Integrity - in performing duties Reliability - in providing quality services Dependable – support children and their families Responsible – in carrying out duties Click on link for more information Confidentiality Family child care providers are exposed to personal and sensitive information about children and their families. They must not discuss that information with anyone not authorized. Parents or guardians must provide written authorization before information can be shared. Tips to Maintain Confidentiality Follow state and federal guidelines in sharing information. Get written authorization from parents or guardians to share information with other professionals working with a child. Keep personal information on children and families securely locked. Only share information with authorized individuals. Establish a sign-out and sign-in system to keep track of information In case of an emergency, give medical practitioners access to information. Authorization should allow that access. Provide staff training on handling information Click link(s) for more information
keeps the provider current with happenings in the field, but also teaches children the importance of giving back to the community. Here are a few suggestions: Serve on a board for an organization that focuses on early care and education or early childhood education. Volunteer at community events that advocate for children and families. Speak out on issues that affect children and families. Speak at child care events. Share your talents in the community. Chaperone child care outings. Advocate for children and families to local and state leaders in government. Participate in a “Reading to Children” event at child care centers or local libraries. Organize a “back to school” or “holiday giveaway” event for needy children and families. Have older children (preschool and after-schoolers) make cards or paint/draw pictures for the elderly. Become a member of a professional organization. Program Assessment In President Barack Obama’s Plan for Early Education for All Americans, educating young children (birth to age 5) is a priority. As the plan states, “It is important that child care programs (all settings) assess their programs for effectiveness.” Regular internal (staff) and external (parents, boards, state and federal education agencies) assessment demonstrates that child care programs have met and will continue to meet their goals and standards. Program assessment is also a way of telling parents, community leaders, advocacy groups and other professionals in the field that child care programs (all settings) are effective. Click link(s) for more information Internet Sources This CDA module was compiled using the following Internet references: -