1. Child Guidance in Early Childhood Classrooms
Chapter 6

2. Educational Goals for Children
Become lifelong learners and lovers of learning.
Become creative and independent thinkers who can solve problems in more than one way.  

3. Be able to be attentive and to concentrate.
Eventually be able to put these skills to use in lifelong occupations, thereby becoming workers who contribute to the greater good of society.

4. Self Discipline
Voluntary internal regulation of behavior

5. Self Discipline Evolution
No Regulation
External Regulation (Adherence)
Shared Regulation (Shared Regulation)
Self Regulation (Internalization)
Some children will not reach the highest phase until elementary school, or even adulthood!

6. Authoritative Teachers
Build positive relationships with children
Model the behavior they want the children to display
Emphasize cooperation rather than competition to promote empathy among children and increase social skills
State their expectations in reasonable, definable and positive ways

7. Authoritative Teachers also
Offer children reason, explaining why certain behaviors are acceptable or unacceptable
Remind children of rules in a matter of fact manner
Use substitution to channel children’s inappropriate behaviors in a more positive directions

8. Authoritative Teachers also
Use positive consequences to maintain children’s desirable behaviors
Stop Children’s unsafe behaviors first, allow everyone to regain composure and then work on resolving conflicts.
Use logical consequences to help children learn acceptable conduct from the experience of being corrected

9. Teacher’s Attitudes toward Free Choice Time
Bystanders
Watch children play but not really part of it.
Can be found sitting in chairs, standing, or looking down at the children as they play.
Though they usually they may start the children’s play, or may make a comment about their play, they are usually uninvolved.

10. Teacher’s Attitude cont.
Managers:
Move rapidly from situation to situation, overseeing the use of materials,
Solving problems for the children
In calm moments may even do paperwork
Rarely take the time to tune into individual children long enough to find out their problems.
Generally task orientated

11. Teacher's Attitude Cont.
Co-Players
Play with the children
First observe and imitate their actions, Then they join in children's play in a supporting role, making sure that the CONTROL remains with the children.
Usually seen sitting on the floor with the children.

12. Management Skills Schedule Materials Room Arrangement Play Slots
Balance of Stimulation
Stress Reducers (include every day
Accessibility
Ratio

13. Management and Guidance in Action
Rules
Set the simple safety rules initially and teach the children these.
One rule for each year of age. 3 rules for the 3 year old class
Remind the children of the rules through questioning, rather than telling
Eventually ask the “why do you think we have that rule”

14. Management continued Positive Guidance
State in terms that you want the children to do
Positive
Calm
Firm but soft spoken
Include questions to think about
Remember consequences and follow through

15. Management continued Positive Modeling
Model the behaviors and language you want
Control situations before they get out of hand
Monitor the room’s mood constantly

16. Management continued Diffusion and Redirection Remember proximity
Facial expressions
Asking children for help
Body language

17. Classroom management Transitions: Remember warnings
Creative Transitions
Physical Transitions
Musical Transitions
Cognitive Transitions

18. Classroom Management Positive Expectations and Positive Reinforcement
“Good Job” is too vague
Foster a sense of family within group
Descriptive Praise is essential
Honest
Sincere
Specific

19. Classroom Management Choices:
Include times where children have choices
Be honest if they do or if they don’t have a choice

20. Classroom Management Problem Solving Define Problem Possible solutions
Choose solution
Try it out
Evaluate solution

21. Classroom Management Consequences
Let them experience the positive and negative consequence of their action.

22. Classroom management Contracts
Can be useful with some children who are having a hard time learning from consequences and managing self control
Help children accept responsibility and learn to repeat good behavior
NOT Bribes which usually follows bad behavior

23. Classroom Management
Consistency
Essential
Expect the children's best!

24. Classroom Management Say NO and WHY
Children need the security of limits
The adult needs to remain in charge!

25. Classroom management
Do More and Say Less
Use fewer words, and act

26. Classroom management
Help Children Learn to Calm Themselves

27. Guidance tips for Free Choice
Use positive modeling, positive expectations, Expect their best.
Use positive reinforcement and meaningful descriptive praise
Provide clear, simple rules and expectations.

28. Tips continued Use both auditory and visual cues and reminders
Plan age appropriate routines that work
Plan an effective setting with hands on
Plan an effective use and placement of adults
Avoid wasted time with lines and waiting

29. Tips continued
Increase a sense of family and responsibility for the group
Involve the children in praising each other for improved behavior.