Thegoalofpositiveguidanceistodevelopchildren’sself-control,encouragechildrentoassumeresponsibility,andassistchildreninmakingthoughtfuldecisions.Thissectionwillprovidebasicguidancetechniquestopreventinappropriatebehaviorsandcorrectmisbehavior.

Takingalookatthereasonschildrenengageinmisbehavior/mistakenbehaviorwillprovideyouwithabetterunderstandingofyoungchildren.

1

DirectandIndirectGuidanceTechniques

Interactions and Guidance

Anintroductiontobasicguidancetechniquesthatincludebothindirectanddirectguidancetechniqueswillprovideyouwithstrategiesandtoolstouseinpreventing,resolving,andcorrectingbehaviors.Indirectguidancereferstostrategiesthatareusedinestablishingapositiveclassroomenvironmentincludingroomarrangement,consistentroutines,classrules,anddevelopmentalactivities.

2

DirectandIndirectGuidanceTechniques

Interactions and Guidance

Apositiveclassroomenvironmentmeetstheneedsofthechildrenandprovidesafoundationforbuildingpositiverelationshipsbetweenthechild,theteacher,andotherchildren.

Directguidanceincludestechniquesthatbuildonapositiveclassroomenvironmentbyfocusingontheindividualchild,settingrealisticexpectations,andrecognizingappropriatebehaviors.Directguidancetechniquesincludeverbalguidance,naturalconsequences,redirection,andproblemsolving.

3

DirectandIndirectGuidanceTechniques

Interactions and Guidance

GuidingYoungChildren’sBehaviorEarlychildhoodteachersenjoyworkingwithyoungchildrenastheylearnnewthings,usetheircreativity,interactwithothers,andcommunicatetheirstories.Mostearlychildhoodteachersdonotenjoythechallengespresentedbychildren’sinappropriatebehaviors.Unfortunately,misbehaviorormistakenbehaviorisanunavoidablepartofworkingwithchildren.Remember,allskillsneedtobepracticedbeforetheyaremastered.

4Interactions and Guidance

Earlychildhoodteachersplayanimportantroleinguidingthebehaviorofyoungchildren.Positivechildguidanceanddisciplinepromotechildren’sself-esteem,helpchildrendevelopresponsibility,andinfluencechildreninmakingthoughtfulchoices.

5

DirectandIndirectGuidanceTechniques

Interactions and Guidance

Teachingyoungchildrenappropriatebehaviorandself-disciplineisadifficulttaskthatrequires:• Patience• Thoughtfulattention• Cooperation• Knowledgeofthechild• Areflectiveknowledgeofone’spersonalstruggleswithdisciplineissuesEarlychildhoodteacherswhoeffectivelyguideandfosterchildren’sappropriatebehaviormayspendlesstimeinresolvingmisbehavior.Theultimategoalistohavechildrenlearntoself-regulateandguidetheirownbehavior.

6

DirectandIndirectGuidanceTechniques

Interactions and Guidance

Guidance teacheschildrentosolvetheirproblemsinsociallyacceptableways(Gartell)andreferstoallmethodsthatareusedtoencouragechildren’spositivebehavior.

7Interactions and Guidance

Positive guidance methodsarebasedonthechildren’sdevelopmentandarefocusedonmaintainingthechild’sself-esteemanddignity.Discipline methods helpchildrenlearntocontroltheirbehaviorandactaccordingtotheirideasofwhatisrightandwrong.Peopleoftenmistakedisciplineforpunishment.

Punishment isusedtopenalizethechildformakingawrongchoiceandisdetrimentaltobuildingself-esteem.Itfostersresentmentandretaliation.Itmaymakethechildstoptheinappropriatebehaviorforthemomentbutitwillnotbealearningexperience.

DefinitionsofBehaviorTerms

Theconceptofmistakenbehaviorprovidesadifferentperspectiveofchildren’sbehavior.Childrenareatthebeginningofalifelonglearningprocessmakingmistakesispartoftheprocess.Takingtheperspectiveofmistakenbehaviorrequiresrecognizingthatchildrenarelearninghowtointeractandadapttotheworld.Partoftheearlychildhoodteacher’sresponsibilityistoguidechildren’slearningandbehavior.

8

MisbehaviororMistakenBehavior

Interactions and Guidance

Justaschildrenmakemistakesinlearningactivities,theywillmakemistakesininteractingwithotherchildren,followingrules,ormakingdecisions.Itistheteacher’sroletoguidechildreninlearningtochooseacceptablebehaviorsandmakethoughtfuldecisions.Theconceptofmistakenbehavioriscompatiblewiththeemphasisofpositiveguidancemethodsthatincludeproblemsolving,naturalandlogicalconsequences,andredirection.(Gartell)

9

MisbehaviororMistakenBehavior

Interactions and Guidance

Thefollowingisalistoffactorsthatmaycausebehavioralissuesinachildcareprogram.Asyoureviewthelistreflectonpossiblechangestotheclassroomenvironment,schedule,andteacherbehaviorsthatmaypreventbehaviorissuesfromoccurring.

(AdaptedfromFactorsthatCreateDisciplineProblems:DevelopedbyBrendaJones-Hardin.©WestEd,TheProgramforInfant/ToddlerCare)

10

CausesofBehavioralIssuesinChildCare

Interactions and Guidance

1. Teacherhasunrealistichighexpectationsfortheageand/ordevelopmentallevelofthechildren.

2. Classroomhastoolittlespaceortoomuchopenspace.3. Theamountoflearningmaterialsand/orequipmentisnotadequatefor

thenumberofchildrenintheclassroom.4. Classroomlearningmaterialsandequipmentaretoochallengingortoo

simplefortheage/developmentallevelofthechildren.5. Childrenarerequiredtospendtoomuchtimewaitingthatincludes:time

betweenactivities,theteachergatheringsupplies,sittingatthetablewaitingforlunchtobeserved,waitingforeveryonetowashtheirhandsorusethebathroom,orstandinginlinewaitingtogooutdoors.

11

CausesofBehavioralIssuesinChildCare

Interactions and Guidance

12

CausesofBehavioralIssuesinChildCare

Interactions and Guidance

6. Extremelystructuredandinflexibleroutines,classroomspaces,dailyschedulesandpeople.

7. Thereislittleorganizationintheclassroom.8. Thedailyschedule,routines,staffing,expectationsandactivitiesareinconsistent.9. Theclassroomenvironmentisloud,distractingorover-stimulating.10. Learningactivitiesrequiretoomuchlookingorlisteningandlackconcrete/hands-on

involvementwithlearningmaterialsorequipment.

Asyoureadthelistofissuesthatcausebehaviorissuesinchildcarecenters,youmayhavethoughtofsomewaystopreventtheissuescreatingtheproblems.Itispossiblethatyoursolutionsinvolveindirectguidancetechniques.Indirectguidancemethodsareusedtopreventbehaviorissueswhendevelopingthephysicalenvironment,classrules,andprogramcontent.

13

IndirectGuidanceTechniques:Prevention

Interactions and Guidance

Youngchildrenareinfluencedbytheirenvironment,thepeopleinitandthephysicalsurroundings.Inanearlylearningandcarecenter,children’sbehaviorisshapedbythephysicalspace,thecurriculumandprogramactivities,expectationsoftheearlychildhoodteachers,andteacherresponsestothechild’sbehavior.Indirectguidancemethodscanbedividedintothesamefourareas.

14

IndirectGuidanceTechniques:Prevention

Interactions and Guidance

1. Physical Space

Thephysicalenvironmentofaclassroomprovidesbothcuesforappropriatebehaviorandtemptationsforinappropriatebehavior.Awideopenspaceinaclassroomwillencouragechildrentorun.Asmallspacewithpillowsandinterestingtoyswillencourageoneortwochildrentositdownandplaywiththetoys.

15

IndirectGuidanceTechniques:Prevention

Interactions and Guidance

2. Curriculum and Program Schedule

Childrenwithaconsistentdailyschedulethatoffersavarietyofinterestingandfunactivitiesarelesslikelytomisbehave.Consistencyisespeciallyimportantforyoungerchildrenwhoformattachmentsbasedondevelopingtrustingrelationshipswithteachers.

16

IndirectGuidanceTechniques:Prevention

Interactions and Guidance

3. Expectations • Setclearandreasonableexpectationsforacceptablebehavior.Providechildrenwith

specificboundariesandlimitsonbehavior.• Establishclassrulesstatedinpositivetermsthattellchildrenwhattodoratherthanwhat

nottodo.• Explainthereasonsforrulesandlimits.Example:“Afteryoufinishplayingwithblocks,

puttheblocksbackontheshelfsosomeonedoesnotstumbleandfalldown.“• Olderchildrencanbeincludedindevelopingandpostingclassroomrules.Involvingthe

childrenindevelopingrulescreatesownershipandencouragesthechildrentoregulatetheirownbehavior.Postingtherulesisavisualreminder.Remembertorefertotheclassroomruleswhentalkingaboutbehaviorandexpectations.

17

IndirectGuidanceTechniques:Prevention

Interactions and Guidance

4. Recognize and Respond to Children’s Positive Behavior

Useeffectiveencouragementthatisspecificandpositivetoprovidemeaningfulfeedbackandhelpchildrendevelopself-esteem.Effectiveencouragementissincere,selective,specific,focusedonanindividualchildorsmallgroupofchildren,andusedtoacknowledgeaspecificappropriatebehavior.

18

IndirectGuidanceTechniques:Prevention

Interactions and Guidance

Ruleshelpchildrenunderstandwhatisexpectedofthem,especiallyschool-agechildren.Butallchildrenneedtoknowthatanadultisawareofthemandwillstepinandhelpwhentheylosetrackoftheirbehavior.Stoppingoff-trackbehaviorandlisteningtotheupsetarebothnecessarysothatchildrencangetachancetothinkwellagaintofollowrules.

Thesesimplerulescanhelpeducatorsdecidewhenachildneedsalimitset:• Wekeepourselvessafe.• Wekeepeachothersafe.• Wekeepourthingssafe.

19Interactions and Guidance

ClassroomRules

Directguidancetechniquesareusedtorespondtochildren’smistakenbehaviorasitoccurs.Behaviormethodsthatareeffectivewithonechildmaynotbeeffectivewithallchildren.

Eachsituationandeachchildisuniqueandbehaviormethodsneedtobebasedonthespecificcircumstancesoftheinappropriatebehavior.

20

DirectGuidanceTechniques

Interactions and Guidance

BasicGuidelines• Communicatewithchildreninarespectfulmannerthatvalidatesthechild’sfeelings.• Providechildrenwiththeacceptablebehaviorandexplainthereasonswhythebehavior

needstochange• Assistthechildinlearninganappropriatebehavior.Forexampleaskthechildwhatthey

mightdoiftheywereangryatanotherchild.Anacceptablealternativebehaviormaybetowalkawayfromthesituation.

• Clarifytheclassroomrulesandexpectationsprovidingreasonsforthelimits.• Modelthebehaviorsyouwantchildrentofollowbyexplainingandshowingchildrenthe

appropriatebehavior.Example:“Putthebooksbackontheshelfoneatatime.”

21

DirectGuidanceTechniques

Interactions and Guidance

Offer children manageable choices. Helpchildrenlearntomakeappropriatechoices.Providechoicesthatareacceptablebyofferingtwoacceptablealternatives.Example:“Doyouwanttogotothebooknookorblockcenter?”Avoidofferingchoiceswhenthereisnochoiceandavoidaskingclosedquestionswherechildrenarenotallowedtoanswersuchas“Doyouwanttotakeanap?”

22Interactions and Guidance

Change the situation. Someinappropriatebehaviorscanberesolvedbychangestothephysicalenvironment,addingmaterials,removingequipment,splittingchildrenintosmallerordifferentgroups.

CommonDirectGuidanceMethods

Redirect children and offer acceptable substitutes:Providechildrenwithanalternativebehavior.“Alex,booksareforreading.Let’sgotothebooknookandfindaplacetolookatbooks.”“Lizzie,thewaterneedstostayinthewatertable.Youneedtomovetoanotherarea.Thereisplaydoughintheartarea,let’sgooverthere.”

23Interactions and Guidance

Redirect older children byteachingthechildhowtocompleteanactivityinasaferormoreacceptableway.“Donovan,youarereallyworkinghardonbuildingtheblockcity.Howcanyoumaketheblockstructuressaferandmorestable?”

CommonDirectGuidanceMethods

Facilitate problem solving byteachingchildrenthefollowingprocesstoresolveconflictswithotherchildren:• Askthechildrentoidentifyandexplaintheproblem.Listentoallpartiesinvolvedinthe

conflict.“Whatistheproblem?”• Askthechildrentodeveloppossiblesolutionstotheresolvetheconflict.“Whatcanyou

do?”• Askthechildrentoconsiderpossiblesolutions.“Whatmighthappenif……”• Askthechildrentoselectasolutionanduseit.• Askthechildrenifthesolutionisworking.

24Interactions and Guidance

CommonDirectGuidanceMethods

Time out isreallyforyou(theadult)togetabreakwhenyoucannotthinkanymore.(Useasoft,cozyplacelikeaneasychairwithpillowsforthechild)• Timeoutisnottobeusedasapunishment.• Agoodruleofthumb--1minuteperyearofchild’sage(andtimeoutisnot

appropriatebefore3yearsold).• Timeoutdoesn’tsolvetheproblembutcangetthechildoutofharm’sway,

includingfromyourangryresponse.• Ifyoufindyouareusingtime-outoften,it’stimetoinvestinmore“timein”

orsetlimitsandallowforemotionalrelease.

25Interactions and Guidance

CommonDirectGuidanceMethods

26Interactions and Guidance