La reestructuración de la disciplina: Conexión con todos los niños. La clave para la disciplina con exito [Spanish] [Reframing Discipline: Connecting with Every Child: Key to Successful Discipline - Unit 2] [Videos and Guides]
Carrie Sharp, Rae Latham, Christina King, Mary Alice Connors
This set of two 25-minute videotape recordings (with Spanish language voice-over) is the second of three units that make up the "Reframing Discipline" series. Each unit includes a Teaching Video, an Interactive Practice Video and a Trainer's Packet. This video set shows that the kind of relationship we have with a child has a dramatic effect on whether our discipline efforts are successful or not. The Teaching Video clearly shows how children who feel a connection and acknowledgement are much more likely to respond positively when they are struggling. Strategies are provided on creating connections, ways to build trusting relationships, how to spend time on the positive and not the negative, how to convey value and respect, how to communicate with children who are upset, and how to acknowledge feelings. The Interactive Practice Video contains exercises that help viewers examine more fully and practice what they have just learned. These interactive exercises are designed to challenge, inform, and teach. The Trainer's Packet includes a viewer's guide in Spanish and a facilitator's guide that provide general guidelines for presenting the material, summaries, discussion questions, and handouts that eliminate the need for note taking.
Carrie Sharp, Rae Latham, Christina King, Mary Alice Connors. La reestructuración de la disciplina: Conexión con todos los niños. La clave para la disciplina con exito [Spanish] [Reframing Discipline: Connecting with Every Child: Key to Successful Discipline - Unit 2] [Videos and Guides] (1997). Educational Productions, Inc.: Beaverton, OR.
Language: Spanish
Reading Level: Average
Formats Available: Printed Material, Videotape
($1395.00 for entire Reframing Discipline series)
Educational Productions, Inc.
9000 SW Gemini Dr.
Beaverton, OR
97008
Phone: (800) 950-4949
Fax: (503) 350-7000
Email: custserv@edpro.com
URL: http://www.edpro.com
Languages Available: English, Spanish
La reestructuración de la disciplina: Entendimiento de un comportimiento dificil: Por qué hace el niño esto? [Spanish][Reframing Discipline: Understanding Difficult Behavior: Why Does He Do That? - Unit 3][Videos and Guides]
La reestructuración de la disciplina: La realizacion del trabajo preliminar [Spanish] [Reframing Discipline: Doing the Groundwork: From Stopping Misbehavior to Teaching Skills: Unit 1] [Videos and Guides]
Reframing Discipline: Connecting with Every Child: Key to Successful Discipline: Unit 2
Reframing Discipline: Doing the Groundwork from Stopping Misbehavior to Teaching Skills: Unit 1 [Videos and Manual]
Reframing Discipline: Understanding Difficult Behavior: Why Does He Do That? Unit 3 [Videos and Guide]
Intended User Audience:
Users may be administrators, Faculty/trainers, pre-service students, and service delivery personnel in the disciplines of ECE and EI/ECSE. The material can be used with both introductory and advanced level audiences. It is targeted to adults working with or caring for children between the ages of 3-8 years.
Product Development:
This material was developed by a group of faculty/trainers in the disciplines of ECE and EI/ECSE with experience working with culturally and linguistically diverse children.
The Spanish translation was prepared by Corporate Translations (Portland, OR). Key personnel are native Spanish speakers and professional interpreters.
Product Evaluation:
Informal evaluation is ongoing as feedback is solicited from professionals using the videos in their teaching and training, as well as from pre-service students and program administrators.
Product Dissemination:
Approximately 1300 copies of the series have been sold across the United States.
Review #1
About the reviewer:
The reviewer is a bilingual (Spanish/English) Puerto Rican with over
20 years of experience working primarily with Hispanic families and individuals with disabilities in New York City and Puerto
Rico. During the past ten years she has had experience as a trainer
of parents of infants and toddlers with disabilities, caregiver/teacher
of infants, toddlers and preschoolers, and as a trainer and technical
assistance provider for Head Start programs in Puerto Rico and the
U.S. Virgin Islands.
Audience:
The material is the second unit of a three-unit video-based training series. The series is designed to help adults who work with young children increase their awareness and understanding of positive discipline practices. The second unit proposes that developing positive relationships with young children is the basis for effective discipline. This unit includes a teaching video, a practice video, a viewer's guide in English, a viewer's guide in Spanish, and a facilitator's guide in English. The videos have a voice-over in Spanish. Native Spanish speakers and professional interpreters prepared the translation.
This material was developed for administrators and faculty/trainers to use with pre-service students and service delivery personnel in the disciplines of early childhood education and early intervention/early childhood special education. It is targeted for adults working with or caring for children between the ages of three and eight years.
Strengths of the Material:
The purpose of the material is clear. The presentation of the information in the video and printed materials is easy to follow. The materials cover important information related to the primary focus. The format is appropriate for the intended users. The printed materials are at an average reading comprehension level and are well presented and easy to follow. The video materials are at an easy level of comprehension. This unit includes the following training strategies or methods: simple self-reflection exercises, presentations by the trainer, case studies, handouts, and videos.
The videos include footage in real classrooms to show the value of building positive relationships with children and present the technique of acknowledging both what children do and what they feel as a way to build these relationships. The practice video uses real situations for participants to practice the techniques presented in the teaching video. In one of the situations, the teacher decides to "acknowledge" a child rather than "teach" a concept. A "Note to the Facilitator" calls attention to this and to the importance of teachers not becoming over- concerned about "teaching" at the expense of "connecting." Support for the effectiveness of the approach is presented in "real" situations in the video and through testimonials of teachers.
The children and adults that appear in the videos represent a variety of different races and ethnic groups. The teachers and caregivers presented include a wide range of ages, as well as male and female teachers. A child with a disability is presented to illustrate a technique that is applicable to all children. The child's condition is not mentioned.
Limitations of the Material:
The material is directed to service providers (teachers) and does not make reference to communication with children's parents or families. It does not mention involving members of the child's family or even other staff in the use of the technique presented. It does not consider family acceptance of behaviors exhibited by the child that professionals may consider inappropriate or challenging. At the beginning of the teaching video challenging or difficult behavior is described as "behaving badly" (in Spanish).
The material's primary purpose is to present the importance of establishing positive relationships with children and the use of the technique of acknowledging children as a way of building positive relationships. However, in the practice video in the section on acknowledging what children do, it seems that the teacher ignores a girl who calls attention to her block construction while the teacher's responses to another child's construction are presented as an example of appropriate interaction.
In this material providers are not encouraged to determine causes for or functions of problem behavior that may be an alternative means of communication due to language difficulties, cultural or class differences, or developmental variation. The possible need of alternate modes of communication with some children is not addressed.
Ideas for how training participants can follow up on what they have learned are not included. Contact agencies or persons for accessing additional information or support are not presented. The "Facilitator's Guide" is not translated into Spanish.
Adaptations:
Users of this training program would need to address the issues related to second language acquisition when working with teachers of children whose home language is not the dominant language of the society in which they live. Similar issues arise for teachers with deaf children or children who have difficulty with spoken language. The materials do not address communication with parents. The basis of building "positive relationships" through "acknowledgment" can strengthen collaboration with families. The "Facilitator's Guide" would need to be translated for Spanish-speaking trainers who are not comfortable reading English.
Generalizability:
The technique presented in this material can be used in sessions with parents and other family members. This material can be a resource for an English/Spanish bilingual trainer to use with Spanish-speaking teachers or parents.
Recommendations:
The reviewer recommends this material with adaptations. This material can be a resource for training teachers (and parents). Applying the same principles and techniques presented in the material with parents and other co-workers would reinforce children's experiences.
Producer's Response:
Not available at this time.
Review #2
About the reviewer:
The reviewer has been professionally involved in minority education
for over 25 years. She has a doctorate in bilingual and special education
with background in early childhood. She directs a bilingual preschool
for Hispanic children with disabilities. Her areas of expertise include
bilingual special education, assessment, and parent involvement.
Audience:
The material is intended for administrators, faculty/trainers, pre-service students, and service delivery personnel in the disciplines of early childhood education and early intervention/early childhood special education. The material can be used with both introductory and advanced level audiences. It is targeted for adults working with or caring for children between the ages of three and eight years. The Spanish translation utilizes a standard form of Spanish that would be understandable to all U.S. Spanish-speaking groups.
Strengths of the Material:
The materials are high-quality materials that can be used for training or explaining to parents some of the approaches taken in the classroom to deal with discipline difficulties. The videos are excellent and provide good examples of what typically might be experienced in the classroom and how to deal with different discipline problems. The purpose of the material is clear, the presentation of the information is easy to follow, and the format is very useful for training. The freeze-frame approach used for training purposes is particularly helpful in allowing participants to reflect on the behavior presented and generate their own solutions to the issue at hand. There is little technical language used, and most participants would find the material user friendly.
Limitations of the Material:
The material incorporates principles of dealing with discipline that have universal appeal; however, there is no mention made of cultural variations in communication and interaction that may impact children's responses to the principles. The individuals included in the video are fairly ethnocentric, even though there are a few individuals of color included. The text in the video is in English despite the use of translated Spanish and a voice-over mode of presenting the information in Spanish. The lip movement is out-of-sync with the dialogue and is annoying and distracting.
Adaptations:
The information included in the videos is excellent; however, its effectiveness is diminished by the English text. It would be much improved if the videos were redone in Spanish rather than having voice-over translation and text in English. Often material developers err in thinking that direct translation automatically makes materials culturally and linguistically appropriate and useful for non-English speakers. At a minimum, the use of a handout with the translated text that non-English speakers could use to follow along would make the material more useful. The inclusion of information on cultural differences in interactions, communications, and responses would greatly improve the material.
Generalizability:
Most Spanish speakers in the United States would be able to understand the Spanish used in the translation, and the content has universal appeal.
Recommendations:
The reviewer recommends this material with adaptations.
Producer's Response:
Not available at this time.
If you have used this item and would like to comment on it, please send a message With your comments to the
CLAS Webmaster. In your message, please indicate the title,
author, and CLAS Accession Number (see Bibliographic Information above) for the document.