Describe self-regulation skills that are practiced with children to promote positive social interaction.
Description should include strategies associated with reasoning and problem-solving, including
- self-regulation (e.g., access to space for privacy, breathing techniques)
- identifying child stressors (e.g., bullying, separation anxiety, home problems)
- describing reactions to stress (e.g., whining, crying, biting, soiling, thumbsucking)
- researching guidance skills (direct and indirect communication skills).
- What are classroom management and child guidance methods? What are the goals of classroom management?
- What classroom management methods work most effectively for problem solving?
- What are the stages of social and emotional development? Describe common social skills of for each age level of early childhood.
- What teaching techniques encourage the development of a positive self-concept in children?
- How can caregivers help ease separation anxiety?
- What types of caregiving techniques encourage the development of social skills in children?
- How can one help children learn to manage their emotions in a positive manner?
- What communication skills does one need to demonstrate problem solving with children?
- What communication skills do we need to teach problem-solving and decision-making strategies to young children?
- What skills do children need for self-reliance?
- How can problem-solving strategies be evaluated to determine their effectiveness with children?
- What are the positive and negative consequences of different leadership styles on children?
- What training and resources are required to demonstrate problem-solving skills with children?
- How can instructional or play activities be managed to demonstrate problem-solving strategies?
Related Standards of Learning
The student will read, interpret, analyze, and evaluate a variety of nonfiction texts including employment documents and technical writing.
- Apply information from texts to clarify understanding of concepts.
- Read and correctly interpret an application for employment, workplace documents, or an application for college admission.
- Analyze technical writing for clarity.
- Paraphrase and synthesize ideas within and between texts.
- Draw conclusions and make inferences on explicit and implied information using textual support.
- Analyze false premises, claims, counterclaims, and other evidence in persuasive writing.
- Recognize and analyze use of ambiguity, contradiction, paradox, irony, sarcasm, overstatement, and understatement in text.
- Generate and respond logically to literal, inferential, evaluative, synthesizing, and critical thinking questions about the text(s).
The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
- Use critical thinking to generate and respond logically to literal, inferential, and evaluative questions about the text(s).
- Identify and synthesize resources to make decisions, complete tasks, and solve specific problems.
- Recognize and analyze use of ambiguity, contradiction, paradox, irony, overstatement, and understatement in text.
- Analyze false premises claims, counterclaims, and other evidence in persuasive writing.
Other Related Standards
FCCLA National Programs
A Better You
The Real You
The Resilient You
Working on Working
FCCLA: STAR Events (2019)
Check the national website for Skill Events
Check the national website for online events
National Standards for Family and Consumer Sciences Education
Apply developmentally appropriate and culturally responsive guidelines for behavior.
Demonstrate problem-solving and decision making skills when working with children, youth and adults.
Demonstrate interpersonal skills that promote positive and productive relationships with learners.