Direct and Indirect Guidance Techniques · 2019-12-08 · indirect and direct guidance techniques...
Transcript of Direct and Indirect Guidance Techniques · 2019-12-08 · indirect and direct guidance techniques...
Thegoalofpositiveguidanceistodevelopchildren’sself-control,encouragechildrentoassumeresponsibility,andassistchildreninmakingthoughtfuldecisions.Thissectionwillprovidebasicguidancetechniquestopreventinappropriatebehaviorsandcorrectmisbehavior.
Takingalookatthereasonschildrenengageinmisbehavior/mistakenbehaviorwillprovideyouwithabetterunderstandingofyoungchildren.
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DirectandIndirectGuidanceTechniques
Interactions and Guidance
Anintroductiontobasicguidancetechniquesthatincludebothindirectanddirectguidancetechniqueswillprovideyouwithstrategiesandtoolstouseinpreventing,resolving,andcorrectingbehaviors.Indirectguidancereferstostrategiesthatareusedinestablishingapositiveclassroomenvironmentincludingroomarrangement,consistentroutines,classrules,anddevelopmentalactivities.
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DirectandIndirectGuidanceTechniques
Interactions and Guidance
Apositiveclassroomenvironmentmeetstheneedsofthechildrenandprovidesafoundationforbuildingpositiverelationshipsbetweenthechild,theteacher,andotherchildren.
Directguidanceincludestechniquesthatbuildonapositiveclassroomenvironmentbyfocusingontheindividualchild,settingrealisticexpectations,andrecognizingappropriatebehaviors.Directguidancetechniquesincludeverbalguidance,naturalconsequences,redirection,andproblemsolving.
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DirectandIndirectGuidanceTechniques
Interactions and Guidance
GuidingYoungChildren’sBehaviorEarlychildhoodteachersenjoyworkingwithyoungchildrenastheylearnnewthings,usetheircreativity,interactwithothers,andcommunicatetheirstories.Mostearlychildhoodteachersdonotenjoythechallengespresentedbychildren’sinappropriatebehaviors.Unfortunately,misbehaviorormistakenbehaviorisanunavoidablepartofworkingwithchildren.Remember,allskillsneedtobepracticedbeforetheyaremastered.
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Earlychildhoodteachersplayanimportantroleinguidingthebehaviorofyoungchildren.Positivechildguidanceanddisciplinepromotechildren’sself-esteem,helpchildrendevelopresponsibility,andinfluencechildreninmakingthoughtfulchoices.
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DirectandIndirectGuidanceTechniques
Interactions and Guidance
Teachingyoungchildrenappropriatebehaviorandself-disciplineisadifficulttaskthatrequires:• Patience• Thoughtfulattention• Cooperation• Knowledgeofthechild• Areflectiveknowledgeofone’spersonalstruggleswithdisciplineissuesEarlychildhoodteacherswhoeffectivelyguideandfosterchildren’sappropriatebehaviormayspendlesstimeinresolvingmisbehavior.Theultimategoalistohavechildrenlearntoself-regulateandguidetheirownbehavior.
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DirectandIndirectGuidanceTechniques
Interactions and Guidance
Guidance teacheschildrentosolvetheirproblemsinsociallyacceptableways(Gartell)andreferstoallmethodsthatareusedtoencouragechildren’spositivebehavior.
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Positive guidance methodsarebasedonthechildren’sdevelopmentandarefocusedonmaintainingthechild’sself-esteemanddignity.Discipline methods helpchildrenlearntocontroltheirbehaviorandactaccordingtotheirideasofwhatisrightandwrong.Peopleoftenmistakedisciplineforpunishment.
Punishment isusedtopenalizethechildformakingawrongchoiceandisdetrimentaltobuildingself-esteem.Itfostersresentmentandretaliation.Itmaymakethechildstoptheinappropriatebehaviorforthemomentbutitwillnotbealearningexperience.
DefinitionsofBehaviorTerms
Theconceptofmistakenbehaviorprovidesadifferentperspectiveofchildren’sbehavior.Childrenareatthebeginningofalifelonglearningprocessmakingmistakesispartoftheprocess.Takingtheperspectiveofmistakenbehaviorrequiresrecognizingthatchildrenarelearninghowtointeractandadapttotheworld.Partoftheearlychildhoodteacher’sresponsibilityistoguidechildren’slearningandbehavior.
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MisbehaviororMistakenBehavior
Interactions and Guidance
Justaschildrenmakemistakesinlearningactivities,theywillmakemistakesininteractingwithotherchildren,followingrules,ormakingdecisions.Itistheteacher’sroletoguidechildreninlearningtochooseacceptablebehaviorsandmakethoughtfuldecisions.Theconceptofmistakenbehavioriscompatiblewiththeemphasisofpositiveguidancemethodsthatincludeproblemsolving,naturalandlogicalconsequences,andredirection.(Gartell)
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MisbehaviororMistakenBehavior
Interactions and Guidance
Thefollowingisalistoffactorsthatmaycausebehavioralissuesinachildcareprogram.Asyoureviewthelistreflectonpossiblechangestotheclassroomenvironment,schedule,andteacherbehaviorsthatmaypreventbehaviorissuesfromoccurring.
(AdaptedfromFactorsthatCreateDisciplineProblems:DevelopedbyBrendaJones-Hardin.©WestEd,TheProgramforInfant/ToddlerCare)
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CausesofBehavioralIssuesinChildCare
Interactions and Guidance
1. Teacherhasunrealistichighexpectationsfortheageand/ordevelopmentallevelofthechildren.
2. Classroomhastoolittlespaceortoomuchopenspace.3. Theamountoflearningmaterialsand/orequipmentisnotadequatefor
thenumberofchildrenintheclassroom.4. Classroomlearningmaterialsandequipmentaretoochallengingortoo
simplefortheage/developmentallevelofthechildren.5. Childrenarerequiredtospendtoomuchtimewaitingthatincludes:time
betweenactivities,theteachergatheringsupplies,sittingatthetablewaitingforlunchtobeserved,waitingforeveryonetowashtheirhandsorusethebathroom,orstandinginlinewaitingtogooutdoors.
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CausesofBehavioralIssuesinChildCare
Interactions and Guidance
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CausesofBehavioralIssuesinChildCare
Interactions and Guidance
6. Extremelystructuredandinflexibleroutines,classroomspaces,dailyschedulesandpeople.
7. Thereislittleorganizationintheclassroom.8. Thedailyschedule,routines,staffing,expectationsandactivitiesareinconsistent.9. Theclassroomenvironmentisloud,distractingorover-stimulating.10. Learningactivitiesrequiretoomuchlookingorlisteningandlackconcrete/hands-on
involvementwithlearningmaterialsorequipment.
Asyoureadthelistofissuesthatcausebehaviorissuesinchildcarecenters,youmayhavethoughtofsomewaystopreventtheissuescreatingtheproblems.Itispossiblethatyoursolutionsinvolveindirectguidancetechniques.Indirectguidancemethodsareusedtopreventbehaviorissueswhendevelopingthephysicalenvironment,classrules,andprogramcontent.
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IndirectGuidanceTechniques:Prevention
Interactions and Guidance
Youngchildrenareinfluencedbytheirenvironment,thepeopleinitandthephysicalsurroundings.Inanearlylearningandcarecenter,children’sbehaviorisshapedbythephysicalspace,thecurriculumandprogramactivities,expectationsoftheearlychildhoodteachers,andteacherresponsestothechild’sbehavior.Indirectguidancemethodscanbedividedintothesamefourareas.
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IndirectGuidanceTechniques:Prevention
Interactions and Guidance
1. Physical Space
Thephysicalenvironmentofaclassroomprovidesbothcuesforappropriatebehaviorandtemptationsforinappropriatebehavior.Awideopenspaceinaclassroomwillencouragechildrentorun.Asmallspacewithpillowsandinterestingtoyswillencourageoneortwochildrentositdownandplaywiththetoys.
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IndirectGuidanceTechniques:Prevention
Interactions and Guidance
2. Curriculum and Program Schedule
Childrenwithaconsistentdailyschedulethatoffersavarietyofinterestingandfunactivitiesarelesslikelytomisbehave.Consistencyisespeciallyimportantforyoungerchildrenwhoformattachmentsbasedondevelopingtrustingrelationshipswithteachers.
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IndirectGuidanceTechniques:Prevention
Interactions and Guidance
3. Expectations • Setclearandreasonableexpectationsforacceptablebehavior.Providechildrenwith
specificboundariesandlimitsonbehavior.• Establishclassrulesstatedinpositivetermsthattellchildrenwhattodoratherthanwhat
nottodo.• Explainthereasonsforrulesandlimits.Example:“Afteryoufinishplayingwithblocks,
puttheblocksbackontheshelfsosomeonedoesnotstumbleandfalldown.“• Olderchildrencanbeincludedindevelopingandpostingclassroomrules.Involvingthe
childrenindevelopingrulescreatesownershipandencouragesthechildrentoregulatetheirownbehavior.Postingtherulesisavisualreminder.Remembertorefertotheclassroomruleswhentalkingaboutbehaviorandexpectations.
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IndirectGuidanceTechniques:Prevention
Interactions and Guidance
4. Recognize and Respond to Children’s Positive Behavior
Useeffectiveencouragementthatisspecificandpositivetoprovidemeaningfulfeedbackandhelpchildrendevelopself-esteem.Effectiveencouragementissincere,selective,specific,focusedonanindividualchildorsmallgroupofchildren,andusedtoacknowledgeaspecificappropriatebehavior.
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IndirectGuidanceTechniques:Prevention
Interactions and Guidance
Ruleshelpchildrenunderstandwhatisexpectedofthem,especiallyschool-agechildren.Butallchildrenneedtoknowthatanadultisawareofthemandwillstepinandhelpwhentheylosetrackoftheirbehavior.Stoppingoff-trackbehaviorandlisteningtotheupsetarebothnecessarysothatchildrencangetachancetothinkwellagaintofollowrules.
Thesesimplerulescanhelpeducatorsdecidewhenachildneedsalimitset:• Wekeepourselvessafe.• Wekeepeachothersafe.• Wekeepourthingssafe.
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ClassroomRules
Directguidancetechniquesareusedtorespondtochildren’smistakenbehaviorasitoccurs.Behaviormethodsthatareeffectivewithonechildmaynotbeeffectivewithallchildren.
Eachsituationandeachchildisuniqueandbehaviormethodsneedtobebasedonthespecificcircumstancesoftheinappropriatebehavior.
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DirectGuidanceTechniques
Interactions and Guidance
BasicGuidelines• Communicatewithchildreninarespectfulmannerthatvalidatesthechild’sfeelings.• Providechildrenwiththeacceptablebehaviorandexplainthereasonswhythebehavior
needstochange• Assistthechildinlearninganappropriatebehavior.Forexampleaskthechildwhatthey
mightdoiftheywereangryatanotherchild.Anacceptablealternativebehaviormaybetowalkawayfromthesituation.
• Clarifytheclassroomrulesandexpectationsprovidingreasonsforthelimits.• Modelthebehaviorsyouwantchildrentofollowbyexplainingandshowingchildrenthe
appropriatebehavior.Example:“Putthebooksbackontheshelfoneatatime.”
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DirectGuidanceTechniques
Interactions and Guidance
Offer children manageable choices. Helpchildrenlearntomakeappropriatechoices.Providechoicesthatareacceptablebyofferingtwoacceptablealternatives.Example:“Doyouwanttogotothebooknookorblockcenter?”Avoidofferingchoiceswhenthereisnochoiceandavoidaskingclosedquestionswherechildrenarenotallowedtoanswersuchas“Doyouwanttotakeanap?”
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Change the situation. Someinappropriatebehaviorscanberesolvedbychangestothephysicalenvironment,addingmaterials,removingequipment,splittingchildrenintosmallerordifferentgroups.
CommonDirectGuidanceMethods
Redirect children and offer acceptable substitutes:Providechildrenwithanalternativebehavior.“Alex,booksareforreading.Let’sgotothebooknookandfindaplacetolookatbooks.”“Lizzie,thewaterneedstostayinthewatertable.Youneedtomovetoanotherarea.Thereisplaydoughintheartarea,let’sgooverthere.”
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Redirect older children byteachingthechildhowtocompleteanactivityinasaferormoreacceptableway.“Donovan,youarereallyworkinghardonbuildingtheblockcity.Howcanyoumaketheblockstructuressaferandmorestable?”
CommonDirectGuidanceMethods
Facilitate problem solving byteachingchildrenthefollowingprocesstoresolveconflictswithotherchildren:• Askthechildrentoidentifyandexplaintheproblem.Listentoallpartiesinvolvedinthe
conflict.“Whatistheproblem?”• Askthechildrentodeveloppossiblesolutionstotheresolvetheconflict.“Whatcanyou
do?”• Askthechildrentoconsiderpossiblesolutions.“Whatmighthappenif……”• Askthechildrentoselectasolutionanduseit.• Askthechildrenifthesolutionisworking.
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CommonDirectGuidanceMethods
Time out isreallyforyou(theadult)togetabreakwhenyoucannotthinkanymore.(Useasoft,cozyplacelikeaneasychairwithpillowsforthechild)• Timeoutisnottobeusedasapunishment.• Agoodruleofthumb--1minuteperyearofchild’sage(andtimeoutisnot
appropriatebefore3yearsold).• Timeoutdoesn’tsolvetheproblembutcangetthechildoutofharm’sway,
includingfromyourangryresponse.• Ifyoufindyouareusingtime-outoften,it’stimetoinvestinmore“timein”
orsetlimitsandallowforemotionalrelease.
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CommonDirectGuidanceMethods
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