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Guiding Children’s Behavior

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1 Guiding Children’s Behavior
Section 3-2 September 27, 2011

2 Good Morning! 2/26/14 Today’s Agenda: Friday or Tuesday:
Video on Parenting styles Guiding childrens behavior notes Positive communication worksheet Friday or Tuesday: Test on parenting and guiding behavior

3 Vocabulary Conscience: an inner sense of what is right
Guidance: using firmness and understanding to help children learn to control their own behavior Negative reinforcement: a response aimed at discouraging a child from repeating a behavior (example – punishment) Positive reinforcement: a response that encourages a particular behavior

4 Vocabulary Self-discipline: children’s ability to control their own behavior Time-out: short period of time in which a child sits away from other people and activity (rule – 1 minute for each year of life)

5 What is guidance? Using firmness and understanding to help children learn to control their own behavior. Punishment? It’s a small part of it, but very small. The result of effective guidance will be self-discipline.

6 How do you guide effectively?
Consistency, consistency, consistency! Being consistent is the key! Make the rules clear to the child Apply them the same way in all situations Let’s children know what is expected of them and what the response will be from good/bad behavior Important when there’s more than one person caring for a child-all need to be on same page

7 Encouraging appropriate behavior
Young children don’t know what the “right” behavior is; they have to be taught Set a good example – model the behavior you want from them. The love to imitate! Tell them what you expect – short directions for under 3 years old, then more details and explanations. Expectations MUST be clear!

8 Praise appropriate behavior – They want attention
Praise appropriate behavior – They want attention! If they get attention and approval for a behavior, they will repeat it. Be specific Notice the behavior as soon as possible Recognize small steps Help the child take pride in his or her actions Tailor the encouragement to the needs of the child (things of particular difficulty for them)

9 Positive communication
Don’t run! Don’t touch that! Don’t hit! Don’t leave your toys on the floor! Don’t yell in the house!

10 Walk, please! Let’s not touch that because it’s not yours, let’s go play with… We are nice to our friends and keep our hands to ourselves Put your toys away when you’re done playing with them Use your inside voice when indoors

11 Good Afternoon! 2/25/13 Monday’s almost over  Today we are:
Reviewing positive talk Learning about giving choices to young children Why??? Reviewing for Workplace Readiness Test Wednesday: Workplace Readiness Test

12 Offering choices Children want control! They have very little of it, so any amount of choice for them is powerful! Give choices whenever possible Which of these 2 outfits do you want to wear? Which of these 3 books do you want to read? Do you want peanut butter or grilled cheese for lunch?

13 Setting limits Help children know what is appropriate and safe
Physical restrictions – not going into the street, not hitting, staying in the park Limits should be clear and consistent

14 How do you set limits? Think about:
Does the limit allow the child to learn, explore and grow? Is the limit fair and appropriate for the child’s age? Does the limit benefit the child, or is it for the adult’s convenience?

15 When setting limits… Show understanding of the child’s desires
Set the limit and explain it Acknowledge the child’s feelings Give alternatives

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