Child Guidance in Early Childhood Classrooms Chapter 6

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.  

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.

Self Discipline Voluntary internal regulation of behavior

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!

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

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

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

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.

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

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.

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

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”

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

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

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

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

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

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

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

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

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

Classroom Management Consistency Essential Expect the children's best!

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

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

Classroom management Help Children Learn to Calm Themselves

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.

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

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