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 multiple texts addressing the same topic to determine how authors reach similar or different conclusions.
- 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
Power of One: A Better You
Power of One: Family Ties
Power of One: Working on Working
Student Body: The Real You
Student Body: The Resilient You
FCCLA: STAR Events (2019)
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.