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Kunimitsu continued . . .
a lot of opportunities to spend close
time with fathers or other adult males.
Children are not little adults who
simply have to grow up.
and lifestyles and their effects on the
child, and then there are those topics
that are related to family crisis situations
(divorce, death, child abuse and
molestation, drug abuse, etc.). After an
intense discussion on anyone of these
topics, the students and I often come to
the realization that so much time and
effort could be spent on the prevention
of these societal ailments through child
development and parenting education,
as well as family resource centers. In
fact, our department is planning to
conduct a feasibility study that hopefully
may lead to the establishment of a
family research and resource center at
C8UF. It seems to me that it would be
very worthwhile and less frustrating to
place emphasis on prevention and,
hopefully, that would lessen
remediation.
Q: As a leacher, whal do you Iry 10
imparl 10 your students?
A: I think one of the most important
things I try to teach my students is that
children have their own unique needs.
They are not little adults who simply
have to grow up. It is crucial for adults
to understand the different stages of
infancy, toddlerhood, preschool, middle
childhood and adolescence, and the
developmental changes that occur in
the physical, emotional, cognitive, and
social and creative areas at each of
those stages. When people learn how
these developmental areas integrate
and support each other, they will be
able to be more patient with the child's
limitations at a particular time in his life
and to meet the child's needs more
effectively and meaningfully. I also try to
convey to my students that children
really need strong guidelines and clear
explanations of what the adult's
expectations and values are, especially
the significant adults in the chiid's life.
These expectations should be
reasonable for the child's age, level of
understanding and development. When
firm guidance, explanation and
modeling of values are coupled with
22
positive reinforcement and warmth, the
child is able to grow up with self
confidence, a feeling of security and a
positive self-esteem.
Q: Do students have the
opportunity to deal directly with
chiidren in the child development
major?
A: There are three separate child-care
centers on campus that primarily serve
the children of students and some
faculty and staff. We use two of the
centers as teaching sites where
students in child development are able
to interact with infants, toddlers and
preschoolers. Althoug h the centers are
staffed by qualified full-time employees,
the professors and students are given
full charge during labs. The lab
experience enables students to apply
the knowledge gained in the classroom
to real, live children in a nursery school
setting. The students plan activities,
implement their plans and evaluate their
lab experiences. They learn how to
relate to children, how to be firm with
them and how to give them positive
guidance. Sometimes students are
afraid to discipline the children because
they don't want to hurt their feelings.
But they soon realize that children
begin to feel more secure and gain
self-control when someone is there to
let them know they have overstepped
the boundaries and can guide them to
use more appropriate behaviors.
Q: Are there many male students
participating in the program?
A: We have had some male students
enter the program and it was very
encouraging because the children really
respond well to men teachers, To have
a male person in the school setting who
is helpful and understanding, and who
can be gentle but firm in guidance
skills, is an unusual and appealing role
model for many children. The children
tend to cluster around the male student
because many of them don't really have
Q: What are some 01 the career
options lor child development
majors?
A: As the adviser for the
Interdisciplinary Child Development
major, I try to make it very clear to
students that the bachelor's degree is
for people who want to apply their
knowledge of child development toward
working with children in a variety of
settings, depending on the area in
which they wish to concentrate their
coursework. For example, some
students work in the social welfare
setting or the educational setting. Others
use the degree as a foundation for
graduate study in family counseling,
psychology, special education, etc.
Q: What makes working with
children so rewarding?
A: Working with young children is
extremely challenging. They are truly in
their formative years~eager, curious,
receptive, vulnerable-and as an adult
they look to you as the authority figure.
With your knowledge, expertise and
experience, you make important
decisions regarding how you will relate
to and guide these children on a daily
basis. And each child is different,
requiring sensitive and individual
guidance. When you are able to instill a
sense of security and a sense of
positive self-worth in children so they
are able to participate in life
spontaneously, joyously and
responsibly, that is rewarding. When
you help them to realize the effects their
behavior has on others and they begin
to show caring and helping behaViors,
that is rewarding. When you provide
activities and plan experiences for them
and help them in their discovery of
relationships and concepts, and they
find learning interesting and exciting,
that is rewarding, When you discipline
them and they are able to accept it
without taking it personally, and are
able to behave in a better, more
acceptable way and begin to show
some self-control, that is rewarding. As
they become adults, they will combine
their own experiences and education
with the values they have learned from
you and other significant adults, and
they wili be equipped to make their own
life decisions. That is extremely
rewarding and a great accomplishment
on their part and yours.
Object Description
| Title | 1985-86 General Catalog |
| Creator | California State University, Fresno |
| Format | PDF Document |
| Date of publication | 1985-04 |
| Subjects | California State University, Fresno. Curricula. Catalogs |
| Object type | Document |
| Location | Fresno, California |
| Language | eng |
Description
| Title | Page 022 |
| Full Text Search | Kunimitsu continued . . . a lot of opportunities to spend close time with fathers or other adult males. Children are not little adults who simply have to grow up. and lifestyles and their effects on the child, and then there are those topics that are related to family crisis situations (divorce, death, child abuse and molestation, drug abuse, etc.). After an intense discussion on anyone of these topics, the students and I often come to the realization that so much time and effort could be spent on the prevention of these societal ailments through child development and parenting education, as well as family resource centers. In fact, our department is planning to conduct a feasibility study that hopefully may lead to the establishment of a family research and resource center at C8UF. It seems to me that it would be very worthwhile and less frustrating to place emphasis on prevention and, hopefully, that would lessen remediation. Q: As a leacher, whal do you Iry 10 imparl 10 your students? A: I think one of the most important things I try to teach my students is that children have their own unique needs. They are not little adults who simply have to grow up. It is crucial for adults to understand the different stages of infancy, toddlerhood, preschool, middle childhood and adolescence, and the developmental changes that occur in the physical, emotional, cognitive, and social and creative areas at each of those stages. When people learn how these developmental areas integrate and support each other, they will be able to be more patient with the child's limitations at a particular time in his life and to meet the child's needs more effectively and meaningfully. I also try to convey to my students that children really need strong guidelines and clear explanations of what the adult's expectations and values are, especially the significant adults in the chiid's life. These expectations should be reasonable for the child's age, level of understanding and development. When firm guidance, explanation and modeling of values are coupled with 22 positive reinforcement and warmth, the child is able to grow up with self confidence, a feeling of security and a positive self-esteem. Q: Do students have the opportunity to deal directly with chiidren in the child development major? A: There are three separate child-care centers on campus that primarily serve the children of students and some faculty and staff. We use two of the centers as teaching sites where students in child development are able to interact with infants, toddlers and preschoolers. Althoug h the centers are staffed by qualified full-time employees, the professors and students are given full charge during labs. The lab experience enables students to apply the knowledge gained in the classroom to real, live children in a nursery school setting. The students plan activities, implement their plans and evaluate their lab experiences. They learn how to relate to children, how to be firm with them and how to give them positive guidance. Sometimes students are afraid to discipline the children because they don't want to hurt their feelings. But they soon realize that children begin to feel more secure and gain self-control when someone is there to let them know they have overstepped the boundaries and can guide them to use more appropriate behaviors. Q: Are there many male students participating in the program? A: We have had some male students enter the program and it was very encouraging because the children really respond well to men teachers, To have a male person in the school setting who is helpful and understanding, and who can be gentle but firm in guidance skills, is an unusual and appealing role model for many children. The children tend to cluster around the male student because many of them don't really have Q: What are some 01 the career options lor child development majors? A: As the adviser for the Interdisciplinary Child Development major, I try to make it very clear to students that the bachelor's degree is for people who want to apply their knowledge of child development toward working with children in a variety of settings, depending on the area in which they wish to concentrate their coursework. For example, some students work in the social welfare setting or the educational setting. Others use the degree as a foundation for graduate study in family counseling, psychology, special education, etc. Q: What makes working with children so rewarding? A: Working with young children is extremely challenging. They are truly in their formative years~eager, curious, receptive, vulnerable-and as an adult they look to you as the authority figure. With your knowledge, expertise and experience, you make important decisions regarding how you will relate to and guide these children on a daily basis. And each child is different, requiring sensitive and individual guidance. When you are able to instill a sense of security and a sense of positive self-worth in children so they are able to participate in life spontaneously, joyously and responsibly, that is rewarding. When you help them to realize the effects their behavior has on others and they begin to show caring and helping behaViors, that is rewarding. When you provide activities and plan experiences for them and help them in their discovery of relationships and concepts, and they find learning interesting and exciting, that is rewarding, When you discipline them and they are able to accept it without taking it personally, and are able to behave in a better, more acceptable way and begin to show some self-control, that is rewarding. As they become adults, they will combine their own experiences and education with the values they have learned from you and other significant adults, and they wili be equipped to make their own life decisions. That is extremely rewarding and a great accomplishment on their part and yours. |
