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Positive Discipline

Positive Discipline. SGQ IV Objective 2. What is a DAP behavior management techniques to handle a problem in the preschool? . Make sure that you have guides and models to actions and behaviors that reflect the goals of the center.

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Positive Discipline

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  1. Positive Discipline SGQ IV Objective 2

  2. What is a DAP behavior management techniques to handle a problem in the preschool? • Make sure that you have guides and models to actions and behaviors that reflect the goals of the center. • Help children to identify how to modify their own behavior through guidance by their teachers and parents.

  3. Reasons for Misbehavior • Normal for the age • Natural curiosity • Don’t know better. • Unfulfilled needs • Environment • For power & control • For revenge • Feel inadequate • Feel discouraged • To feel they belong

  4. The child misbehaves to get attention • Positive attention vs. negative attention

  5. Why is this child misbehaving? • Jane, 3 year old, goes into Mom’s bedroom and uses lipstick to draw on Mom’s bedspread. • Mary is building a tower and soon begins throwing them in anger.

  6. Modeling • CROSS THIS OFF

  7. Consequences NATURAL LOGICAL Related to misbehavior Not done in anger Short duration Unpleasant • Things that naturally happen without parental interference.

  8. What is a natural and logical consequence for each misbehavior. • 2 children fight over whose turn it is to play video games. • A child is not ready for school on time. • A child does not come home on time from a friends house for dinner.

  9. Positive Statements • Telling a child what they CAN do, rather than what they CAN’T do. • Instructions are more clear. • Builds self-esteem and confidence. • Works for all ages! • “Please walk” instead of “Don’t run”

  10. Practice – Positive Statements What would you say? • Don’t hit your sister again! • Don’t forget your lunch! • Don’t slam the door! • Don’t climb up the slide! • Don’t listen to that kind of music!

  11. Redirection • If a child is doing something you do not want them to do….give them something else to do. • Distract them with another option

  12. Reverse Attention • Ignore inappropriate behavior and deal with problem when child is no longer seeking attention. • Comment on the positive actions being done. • Children will repeat any behavior that receives attention (positive and negative).

  13. Limited Choices • 2 or 3 options. • Gives child a sense of power and control. • Offer only real possibilities. • Can help reduce temper tantrums.

  14. Time Out (Away) • Gives children an opportunity to re-gain control of their emotions. • To best use this technique, follow the Time Out Policy. 1. Remove the child from the situation. 2. Quiet spot away from distractions and positive reinforcement objects. - Generally, one minute for each year. 3. Ask the child why they are in time away. 4. Tell the child why they are in time away. 5. Restate the rule 6. Discuss what they could do next time. 7. Remind the child you love them. 8. Have them apologize, if needed.

  15. Guidance • To give advice, counsel or help. Continual. • Child learns what is expected of them. • Learn by example. • Adults model the type of behavior that they desire in the children. • Teaches children how to deal with experiences based on just watching the people around them. • A parent’s daily job!!

  16. Discipline • Teaching & training. • When needed. • Fair, firm, & consistent.

  17. Consistency Consistency and routines are necessary for a child to identify the expected behavior and to trust their parents, caregivers, and the world they live in. • Mistrust • Receive inconsistent care • Receive little love and attention • Fear and suspicion toward their world and everyone in it. • Feelings of: unsafe, insecure, lack confidence, unhappy, unloved, weak, independent, low self-concept, rebellion

  18. Demonstrate appropriate management solutions for dealing with problem behaviors. Select three problem behaviors and write up solutions. • A child has wandered away from an activity or doesn’t want to come to a new activity. What should the support teacher do? • A child is throwing a temper tantrum, but is not hurting anyone or anything. What should you do? • A child is throwing a temper tantrum at circle time that is distracting other children. What should the support teacher do? • As you are reading a story to the children they keep “inching” closer to you until they are almost on top of you. What should you do? • What should you say to children that are yelling with excitement? • What do you say or do to a child who is running through the center (or doing an action that is dangerous to themselves or others)?

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