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GUIDANCE

GUIDANCE. “Direct and indirect actions used by caregivers to help children develop appropriate behavior patterns.”. Effective Guidance and Discipline should…. Maintain child’s self-esteem Produce desired change in behavior Teach self-control Produce pro-social behaviors:

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GUIDANCE

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  1. GUIDANCE “Direct and indirect actions used by caregivers to help children develop appropriate behavior patterns.”

  2. Effective Guidance and Discipline should… • Maintain child’s self-esteem • Produce desired change in behavior • Teach self-control • Produce pro-social behaviors: • Cooperation and helpfulness • Verbal and physical comfort to others • Accepting others feelings • Sharing

  3. Direct Guidance--Nonverbal • Eye contact • Facial gestures • Body gestures

  4. Direct Guidance--Verbal • Guidelines for effective verbal guidance: • Use simple language • Speak in a relaxed voice (Save LOUD for emergencies. When you raise your voice, children generally become louder. • Be positive (Use statements that give children a positive direction to take, not just a negative “don’t”.)

  5. Direct Guidance—Verbal cont. • Offer choices with care—only offer when the child actually has a choice • Encourage independence and cooperation • Expect children to dress themselves, pick up after themselves, solve conflicts on their own • Encourage children to cooperate and help others

  6. Direct Guidance—Verbal cont. • Be firm • Be consistent • Discipline and approval should be given consistently from one behavior to another and from one child to the other • Provide transitions to help children cope with a change in schedule • Consider the child’s feelings

  7. Direct Guidance—Verbal cont. • Intervene when necessary • Interrupt when you can add to a child’s knowledge or to promote health and safety • Prevent impoliteness • Help settle property arguments • Help children take turns

  8. Indirect Guidance • Using the environment to guide and direct children’s behavior • Room set-up • Visibility of the children • Position of caregiver in the room • Child-friendly hooks, furniture, stepstools, etc.

  9. Can you tell the difference? • Look at the next slides and decide if each is indirect or direct guidance.

  10. Direct or Indirect Guidance? • Removing a hot saucepan from the cooking area

  11. Direct or Indirect Guidance? • Offering a child a choice of a cracker or a piece of toast

  12. Direct or Indirect Guidance? • Telling the child to go into the kitchen for snack.

  13. Direct or Indirect Guidance? • Lowering the easel so the child can easily reach the paper.

  14. Direct or Indirect Guidance? • Moving a child’s coat hook to a lower position in his or her locker.

  15. Direct or Indirect Guidance? • Saying to a child, “You need to pick up that piece of paper you dropped.”

  16. Direct or Indirect Guidance? • Telling Tommy, “You’ll loose your place in line if you keep pushing the other children.”

  17. Direct or Indirect Guidance? • Putting in simple puzzles in the small motor area of the preschool.

  18. Direct or Indirect Guidance? • Providing a place mat with an outline of a glass, plate, spoon and fork.

  19. Direct or Indirect Guidance? • Suggesting to Wendy, that she put her arm around Kris, who is crying.

  20. Direct or Indirect Guidance? • Telling a child that his drawing is great!

  21. Direct or Indirect Guidance? • Keeping your desk against a wall so you can see all the children in the classroom.

  22. Direct or Indirect Guidance? • Reminding children to cover their mouths when they cough.

  23. Direct or Indirect Guidance? • Placing a picture of the toy wagon on the shelf where it is stored.

  24. Direct or Indirect Guidance? • Buying two more tricycles for the play yard, since the trikes are popular toys during outdoor play.

  25. Indirect Guidance • Removing a hot saucepan from the cooking area • Lowering the easel so the child can easily reach the paper. • Moving a child’s coat hook to a lower position in his or her locker. • Putting in simple puzzles in the small motor area of the preschool. • Providing a place mat with an outline of a glass, plate, spoon and fork. • Keeping your desk against a wall so you can see all the children in the classroom. • Placing a picture of the toy wagon on the shelf where it is stored • Buying two more tricycles for the play yard, since the trikes are popular toys during outdoor play.

  26. Direct Guidance • Offering a child a choice of a cracker or a piece of toast • Telling the child to go into the kitchen for snack. • Saying to a child, “You need to pick up that piece of paper you dropped.” • Telling Tommy, “You’ll loose your place in line if you keep pushing the other children.” • Suggesting to Wendy, that she put her arm around Kris, who is crying. • Telling a child that his drawing is great! • Reminding children to cover their mouths when they cough.

  27. Can you think of a personal example of indirect guidance or direct guidance?

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