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Chapter 4Guidance

Techniques

Module6

Chapter Topics

Chapter 4

Guidance Techniques

Module 6 – Understanding Misbehavior

Module 6

Caregivers should respond to behaviors positively and respectfully. This module will discuss a variety of factors which may influence a child’s behavior and provide examples of appropriate ways that adults can respond to misbehavior.

Chapter 4 Guidance Techniques

Being firm is meaning what you say. It means using a calm tone to let children know that

you are serious about what you want them to do.

Being firm does not mean being harsh or rigid.

It also does not mean yelling, threatening, or being unkind.

Be Firm and Kind

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Module 6 – Understanding Misbehavior

Some guidelines to help you Be Firm and Kind:• When you do not want to give children choices, avoid asking

them to do things. For example, do not say "Kelsey, can you clean up the glitter?" Instead, say "Kelsey, please clean up the glitter."

• When you tell a child to do something, she may not like it. It is sometimes difficult for a child to switch activities, so she may feel angry or frustrated. It is important to acknowledge these feelings in an empathetic way. For example, say "It's frustrating to stop what you're doing when you're having so much fun."

Chapter 4 Guidance Techniques Be Firm and Kind

Module 6

Module 6 – Understanding Misbehavior

Some guidelines to help you Be Firm and Kind:• When you give children directions, they may argue or plead

with you. Do not argue with them. You do not want to get into a power struggle. For example, if Kelsey refuses to cooperate the first time, say "Kelsey, I know it's frustrating to stop what you're doing, but I need your cooperation with cleaning up the glitter." If Kelsey continues to refuse, apply the appropriate consequence.

Chapter 4 Guidance Techniques Be Firm and Kind

Module 6

Module 6 – Understanding Misbehavior

There is a range of physical touch that can be used to help guide a child throughout the day.

Infants need holding, cuddling, and rocking to calm and soothe them. Many children like to be rocked or to have their backs rubbed during rest time. This kind of human touch conveys nurturing and support.

Sometimes a hug or a pat on the back or

shoulder is all a child needs in order to feel

safe and secure.

Chapter 4 Guidance Techniques Physical Touch

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Module 6 – Understanding Misbehavior

Touch can be used, when necessary, to protect a child or others from danger. Examples are:

• Putting your hand on a child’s arm to suggest slowing down. • Asking a child to hold your hand during a transition or when

moving from one area of the building to another.• Placing your hand on a child’s shoulder can be used as an

intervention to keep the child from hitting someone or throwing something.

Chapter 4 Guidance Techniques Physical Touch

Module 6

Module 6 – Understanding Misbehavior

This strategy is very similar to time-out, but it can also be effective with older school-age children.

A break is not meant to be a punishment.

Rather, it is meant to be a time for children to calm down when they are angry or frustrated. It is very important for you to remain calm when you tell a child to take a break. Call a break when you notice the child needs it, and not out of your own anger or frustration.

Chapter 4 Guidance Techniques Call a "Break"

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Module 6 – Understanding Misbehavior

Chapter 4 Guidance Techniques Call a "Break"

Module 6

Module 6 – Understanding Misbehavior

When used correctly, many children feel the benefits of taking a break and may take one on their own when they feel they are losing self-control. In order for a break to be effective, you must explain how it works when children are calm. This way, when you call a break, the child knows exactly what to do.

Choose a quiet, uninteresting place away from the rest of the children as your break site.

Chapter 4 Guidance Techniques Call a "Break"

Module 6

Module 6 – Understanding Misbehavior

The following steps will serve as guidelines in the use of breaks:

1. When you notice a child needs a break, acknowledge the child's feelings in a calm manner and tell him that he needs a break. For example, say "I can see that you are very angry right now. You will feel better after taking a break.“

2. If the child resists, avoid getting into a conversation, giving into pleas, arguing, or trying to convince the child. Simply repeat that he needs to take a break.

3. When the child is calm, invite him to come back to the group.

Individual children cope with stress in a variety of ways. In some cases, children may lose control of their bodies for a short period of time. In young children, this can result in what is commonly called a temper tantrum. It is the job of the caregiver to understand what the child needs and to help the child regain self-control. Some children will come up and nestle into your arms. Your calmness will help them to regulate their own bodies.

Individual children cope with stress in a variety of ways.

Chapter 4 Guidance TechniquesDealing with

Tantrums

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Module 6 – Understanding Misbehavior

At these times you should sit by the child and use your body to separate the child from the rest of the group. It is important for you to remain calm. Explain to the other children that the child is having a hard time and that you need to stay close to help him/her. Then, redirect the other children back to their play.

Other children do not want to be touched. They may not even want you to talk to them.

Chapter 4 Guidance TechniquesDealing with

Tantrums

Module 6

Module 6 – Understanding Misbehavior

Tell the child you are with, “I know you are feeling really angry right now. When you are calm you can tell me about it if you like.”

Behavior modification techniques are tempting to use because they are so effective when used correctly, at least initially. Children will work for the physical evidence of their good or poor behavior.

But, behavior modification techniques do not emphasize the social and interpersonal reasons for cooperating.

Caution about Using Rewards and Stickers

Chapter 4 Guidance TechniquesUsing Rewards

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Module 6 – Understanding Misbehavior

Better ways of encouraging cooperative behavior are to make it a game such as, “Who can pick up all of the red ones?” or offer choices such as, “Do you want to pick up the blocks or put away the books?”

Chapter 4 Guidance TechniquesUsing Rewards

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Module 6 – Understanding Misbehavior

Overuse of rewards and stickers sometimes causes children to

cooperate only if they are paid. Children should not be paid for

doing things that should be naturally expected of them.

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Chapter 4 Guidance Techniques

Module 6

Module 6 – Understanding Misbehavior