1. Guiding Behavior and Social Competence

2. Describe effective social skills and communication skills.
Key Concept #1
Describe effective social skills and communication skills.

3. Social competence: is a person’s ability to get along with others in acceptable and appropriate ways.

4. Social Skills Model respect, acceptance, and positive social skills.
Encourage empathy and compassion.
Promote positive self-concept.
Encourage cooperation and teamwork.
Require self-control

5. Fostering Social Relationships
Create an environment that encourages group activities and fosters friendships.
Card and board games, activity tables, and group story telling encourage cooperative interactions.

6. Social Communication Skills
Expressing Feelings
Children experience wide range of feelings
Learning to manage feelings appropriately is important
Teachers should use active listening as a strategy and listen to the child and repeat back to the child what they said
Children can express feelings through “acting out” through puppets.

7. Social Communication Skills
Parenting Styles
Guidance: involves behavior modeling and corrective actions by adults.
Authoritarian
Democratic
Permissive
Strong leaders
Make all the decisions
Sets standards for children to meet
Act quickly when rules are broken
Children feel secure with parents in charge
Believe children deserve a say in matters that affect them.
Allow children to help set rules and consequences
Children are given some choice.
Children tend to be confident and move easily towards independence.
Allow children to make all the decisions they can handle, offering guidance when needed.
Fewer rules but children understand expectations
Allow children to experience natural consequences instead of penalities.
Children often learn to solve problems creatively

8. “Why is it important for teachers to understand various parenting styles?”

9. Social Communication Skills
Cultural Sensitivity
Family’s beliefs and customs impact a child’s behavior.
Appropriate nonverbal communication also varies from culture to culture. Some cultures view eye-to-eye contact between children and adults as disrespectful.
Take time to learn the values of the families and incorporate them into your program where appropriate.

10. Social Communication Skills
Guidance in Multigenerational Homes
Multigenerational homes can cause many people contributing to childrearing.
Families must be consistent with behavior expectations and who has the final say in guidance.

11. “ List 5 ways to build social skills in children.”
Note Check
“ List 5 ways to build social skills in children.”

12. Identify the guidance goals of the early childhood classroom.
Key Concept #2
Identify the guidance goals of the early childhood classroom.

13. Goals of Child Guidance
Protects each child’s physical safety
Supports children’s self-esteem and emotional well- being
Ensures respect for all children’s rights and feelings
Teaches appropriate use of classroom materials and property
Promotes independence and the ability to make good decisions
Nurtures a sense of responsibility and accountability
Encourages self-control and self-discipline, the ability to guide your own behavior.

14. “How can positive child guidance lead to self-discipline?”
Note Check
“How can positive child guidance lead to self-discipline?”

15. Describe basic child guidance techniques
Key Concept #3
Describe basic child guidance techniques

16. Preventing Problems Providing Balance
Children can loose focus if the activity is too long.
Balanced schedule is important because both extremes find it hard to behave appropriately.
Remember to consider children with special needs when planning active and quiet play.

17. Preventing Problems Schedules, Transitions, and Routines
Follow consistent schedule with smooth transitions
Children are secure in predictability
If interrupted, confusion can lead to misbehavior
A child that acts out may be responding to change
Prepare activities where children don’t have to wait long for a turn

18. Preventing Problems Activities
Offer wide variety of choices but find a balance.
Busy children are less likely to behave poorly
Incorporate topics, themes, and activities that children enjoy.
Play open-ended activities
Provide developmentally appropriate activities.

19. Preventing Problems Environment and Equipment
Arrange environment to promote success
Toys are easily reached, and can easily be put away
Provide enough for all students
Behavior problems can arise if they are waiting for a long period of time to play with an item.
Equipment must match ability.

20. Preventing Problems Provide Individual Attention
Plan 1-on-1 interaction or small group activities.
This prevents misbehavior and need for attention.
Some children may come from less stable homes and this can also affect behavior.

21. Expectations and Limits
I-messages: include specific description of behavior, how it affects you, and your feelings about it.
“ I feel _____ when ____ because ___.”

22. Expectations and Limits
Verbal and Non-Verbal Guidance
Verbal communication should be simple and clearly stated based on development.
To avoid confusion, use facial expressions and physical mannerisms that are consistent with words.
Use nonverbal techniques that help cue children into expected behavior.
Use songs or puppets to be more interactive.

23. Key Concept #4
Explain how to handle inappropriate behavior and consequences and how to aid conflict resolution

24. Handling Inappropriate Behavior
Biting
A response to teething pain
An experiment in cause and effect
A way to get a desired toy
A method of expressing anger and frustration
A signal of wanting a care provider’s attention

25. Handling Inappropriate Behavior
Ignore Minor Misbehavior
Might misbehave just to get attention
If minor misbehavior gets attention, even negative attention, it might increase rather than decrease.

26. Handling Inappropriate Behavior
Offer Choices
Some children may feel they have little control and acting out might be a way to gain it back
Offer developmentally appropriate choices and collaborate with children to plan activities.
Allow them to make appropriate decisions.

27. Handling Inappropriate Behavior
Coach Appropriate Behaviors
Need firm but friendly reminders to follow rules
Coaching encourages children’s progress and expresses confidence in their ability to behave correctly.
Acknowledgement of good work encourages appropriate behavior to continue

28. Handling Inappropriate Behavior
Distraction and Redirection
Distraction involves moving child’s attention to a more appropriate or safe activity.
Redirection: involves steering a child’s disruptive behavior to a different more acceptable one that still meets their needs.
Distraction is used more for infants and young toddlers.

29. Establish Behavior Consequences
Consequences: events that occur as the result of a particular behavior
They are positive and negative

30. Establish Behavior Consequences
Encouragement and Positive Reinforcement
Encourage positive behaviors, they will repeat
Positive Reinforcement: consequence that rewards a particular behavior and will likely be repeated.
Keep in mind if children are praised for everything they might loose their motivation.

31. Establish Behavior Consequences
Natural Consequences
Natural result of an action
They can be effective only if it doesn’t cause immediate danger or harm
Drawing is dropped and not picked up it will be stepped on and messed up

32. Establish Behavior Consequences
Logical Consequences
Teach a child to correct a mishap
If a child spills milk, teach them how to clean it up.

33. Establish Behavior Consequences
Withdrawal of Privileges
Privilege taken away should directly relate to the misbehavior and should be time sensitive.
If a child throws sand they may be denied access to the sand box, not the entire play area, and that day, not the next.

34. Establish Behavior Consequences
Cool-Down Moments:
Short period of time in which is the child must sit away from the group they are interrupting.
Cool-Down Moment
Time-Out
Helps child gain self-control
Follow up with discussion
Children should learn to problem solve
Child decides when they return
Focuses too much on a specific chair or place
Can label a child as a “trouble-maker”
Can undermine self-esteem
Meant to punish, embarrass, etc.
Adults decides return

35. Guidance Challenges Avoid Labels Children should not be labeled
When they are labeled they tend to confirm those labels through their actions.
Negative labels can create stereotypes which can harm self-esteem.
Children can pick up differences in facial expression and tone that label them as well.

36. Guidance Challenges Conflict Resolution
Encourage children to express point of view
If children have difficulty expressing their feelings, you may need to coach them.
Coach children through the problem solving steps.

37. Guidance Challenges Assess the Situation Identify Brainstorm
Evaluate and Choose
Reevaluate Choice
Provide Positive Reinforcement

38. Guidance Challenges Document Concerns:
If problem lasts more than a week it may require special attention
Child’s behavior should be recorded if a pattern is seen.
Behavior could be linked to undiagnosed physical, mental, emotional, or social problem
Concerns may lead to issues such as hearing loss, vision loss, or attention disorders later on
Unresolved behaviors require a conference with parents

39. Note Check
“What are the various types of consequences that can guide children’s behavior?”

40. Critical Thinking Questions
Think about the parenting styles you read about. Explain how different parenting styles could affect your child-guidance strategies.

41. Critical Thinking Questions
What message does a child care professional send if he or she hurts, frightens, threatens, or demeans a child? Why is it important to avoid labeling children?

42. Critical Thinking Questions
Explain three ways a child care professional might react when conflict occurs between children?

43. Critical Thinking Questions
How can behavior consequences promote responsible behavior?

44. Critical Thinking Questions
Why is consistency so important when enforcing consequences?

45. Critical Thinking Questions
Draw conclusions about how collaboration with a parent or family member can help solve problem behavior in children.