1. Indirect Guidance
Chapter 5

2. Indirect Guidance
Behind the scenes work and planning that influences the behavior of a child.
Requires the management of the environment
The space
The equipment
Materials
Human energy

3. Components of Indirect Guidance
Forming appropriate expectation based on an understanding of child development
Managing space, time, and energy to create an environment that supports positive behavior.
Planning a curriculum that engages the whole child.

5. Indirect Guidance influences
Items that teachers have control over:
Their own expectations
The environments that they create
Much of what happens in the environment for the children.

6. Organizing Space
Environment needs to be the “extra teacher” in the classroom

10. SAFETY First consideration in a Children’s Center
Compliance with regulations
Respect for the safety of the children

11. Amount of Space
How much space is required? 35 square feet per child inside, and 75 square feet outside according to KDHE requirements but NAEYC Accreditation standards require 50 square feet inside, and 75 square feet outside,

13. The area of space that a child feels that belongs to him.
Social Space
The area of space that a child feels that belongs to him.
Facilitated by arrangement of centers.

15. Personal Space Each child needs a place that can be called their own.
Very difficult in a full day center with many children

17. Providing Clues for Behavior
Boundaries between centers
Posters indicating the number of children per center.

22. Sufficient Play Spaces
Have at least 50% more play spaces than children, but ideally have 2 to 3 choices for each child
Have the play spaces interesting and appealing to the children, self explanatory and self correcting if possible.

24. Managing TIME
Predictable schedule that the children will be able to predict what is going to happen next.
Provide warnings that are appropriate so children will be more willing to stop the activity to move on to the next one.

28. Balance the activities between;
Balance of Activities
Balance the activities between;
active and passive
teacher directed and self directed
Teacher initiated and self initiated
Individual, small group, and large group

29. Keys to appropriate scheduling
Predictability
Flexibility

31. Transitions Limit the number of these daily. Plan for the transitions
Structure the transitions

32. Adult Child Ratio
Very important to have the proper number of trained staff for the number of children in your care.
1 Adult to 10 preschoolers (2 ½ and potty trained to kindergarten age) Total group cannot be larger than 20
1 Adult to 12 preschoolers (3 years to kindergarten age) Total group cannot be larger than 24

33. Plan an inviting curriculum
Plan, plan and over plan a developmentally appropriate curriculum for the children

34. Get to know each individual child in your program.
Observe the children
Get to know each individual child in your program.
Understand their family situation
Respect the child and their family