This show the different steps and ways on how we can guide the behavior of young children.

2. Chapter 11
Guiding Children's
Behavior : Helping
Children Act Their Best
Prepared by:
Del Castillo, Reine Ros

3. How To Guide
Children’s
Behavior

4. Guiding children’s behavior is a process by
which all children learn to control and use positive
behaviors, it involves behavior guidance.
Behavior Guidance
is a process by which all children learn to
control and direct their behavior and become
independent and self-reliant.
is a process of helping children develop skills
useful over a lifetime. They learn to plan,
monitor, and guide their own thinking, feeling,
and behavior.

5. How can
professional
achieve these
goals?

6. 12 Essential Steps In Guiding
Children’s Behavior
Step 1. Clarify Your Beliefs.
Step 2. Know developmentally appropriate
practice.
Step 3. Meet children’s needs in individually
and culturally appropriate ways.
Step 4. Help children build new behaviors
and skills of independence and
responsibility.
Step 5. Establish appropriate expectations.

7. Step 6. Arrange and modify the
environment so that appropriate,
expected behavior and self-control are
possible.
Step7. Model appropriate behavior.
Step 8. Avoid creating or encouraging
behavior problems.
Step 9. Develop a partnership with
parents, families, and other who are
responsible for children.

8. Step 10. Recognize, value, and support
teaches, parents, and children’s basic
rights.
Step 11. Teach cooperating living and
learning.
Step 12. Teach and use conflict
management.

9. 12 Essential Steps
In Guiding
Children’s Behavior

10. Step 1. Clarify Your Beliefs
• The first rule in guiding children’s
behavior is to know your attitudes about
guiding children’s behavior. A good way
to do this is to develop a philosophy
about what you believe concerning child
rearing, guidance, and children.

11. Step 2. Know developmentally
appropriate practice
• The foundation for guiding all children is
to know what they like-how they grow
and develop. Knowing child development
is the cornerstone of developmentally
appropriate practice.

12. Step 3. Meet children’s needs in
individually and culturally appropriate
ways
A major reason for knowing children and child
development.
• Physical Needs – Children’s abilities to guide their
behaviors depends in part on how well their physical
needs are met.
• Safety and Security – Teacher can’t teach in fear.
Children should feel comfortable and secure at
home and at school.

13. Step 3. Meet children’s needs in
individually and culturally appropriate
ways
Belonging and Affection – Children need to
love and affection.
Self-Esteem - Children who views themselves
and learn better.
Self-Actualization - Children’s wants to do
things for themselves and be independent.

14. Step 4. Help children build new behaviors
and skills of independence and
responsibility.
• Helping children build new behaviors means that you
help them learn that they are primarily responsible for
their own behavior and that the pleasures and rewards
for appropriate behavior are internal, coming from
within them as opposed to always coming from
outside.
• This concept is known as locus of control, the source
or place control. The preferred and recommended
locus of control for young children is internal.

15. Lagyan ng  ang patlang kung larawan ng
tao at  kung hindi.
2. _____
3. _____
4. _____
1. _____
Step 5. Establish Appropriate
Expectations
• Expectations set the boundaries for
desired behavior. They are the
guideposts children use in learning to
direct their own behavior. Like
everyone, children need guideposts
along life’s way.

16. Lagyan ng  ang patlang kung larawan ng
tao at  kung hindi.
2. _____
3. _____
4. _____
1. _____
• Teachers and parents need to set high and
appropriate expectations for children. When
children know what to expect, they can better
achieve those expectations. Up to a pint, the
more we expect o children, the more and better
they achieve. Generally, we expect too little of
children and ourselves.
Step 5. Establish Appropriate
Expectations

17. Step 6. Arrange and Modify
the Environment
• Environment plays a key role in children’s ability
to guide their behavior. Arrange the environment
so that it supports the purposes of the program
and makes appropriate behavior possible.
Appropriate room arrangements signal to
children that they are expected to guide and be
responsible for their own behavior and enable
teachers to observe and provide for children’s
interests.

18. How To Arrange
The Classroom To
Support Positive
Behavior

19. Lagyan ng  ang patlang kung larawan ng
tao at  kung hindi.
2. _____
3. _____
4. _____
1. _____
 Have an open area
which you and your children can meet as
a whole group. This area is essential for story
time, general class meetings, and so on.
Starting and ending the day with a class
meeting provides an opportunity for children to
discuss their behaviours and suggest ways
they and other can do a better job.

20. Create center areas
that are well define and accessible
to children and have appropriate and
abundant materials. Make center
boundaries low enough so that you and
others can use them for proper
supervision and observation.

21. Provide for all kinds of activities,
both quiet and loud. Try to locate quiet
areas together (reading area and puzzle area)
and loud centers together (woodworking and
blocks).

22. Lagyan ng  ang patlang kung larawan ng
tao at  kung hindi.
2. _____
3. _____
4. _____
1. _____
 Locate materials
so that children can easily retrieve them.
When children have to ask for materials, this
promotes dependency and can lead to
behavior problem.
 Establish a system
so that materials are easily stored, and
so that children can easily put them away. A
rule of thumb is that there should be a place for
everything and everything should be in its
place.

23. Provide children with guidelines
for how to use centers and materials.
Make the classroom a rewarding place
to be. It should be comfortable, safe,
and attractive.
Provide opportunities
for children to display their work.

24. Basic Features of
Classrooms that
Support Guidance and
Self-regulation

25.  Community and a culture of caring
 Clear expectation and high expectations
 Consistent behavior from teaches and staff. They
model appropriate behavior and expect it of children
 Open communication between:
Children-children
Teacher-children
Children-teacher
Teacher-parent; and
Parent-teacher

26.  Sufficient materials to support learning
activities.
 A belief shared by all staff that children can
and will learn. The teachers also believe they
are good teachers
 Routines establish and maintained.
 A balance between cooperation and
independent learning
 An atmosphere of respect and caring
 A partnership between teachers and
children.

27. Step 7. Model Appropriate
Behavior
Telling is not teaching. Action
speaks louder than words. Children
see and remember how other
people act. Modeling plays a major
role in helping children guide their
behavior.

28. You can use the following techniques to help
children learn through modeling:
Show - For example, show children where the
block corner is and how and where the blocks
are stored.
Demonstrate – Perform a task while students
watch.
Model – Modeling occurs when you practice
the behavior you expect of the children.
Supervise – Supervision is a process of
reviewing, insisting, maintaining standards, and
following up.

29. Step 8. Avoid creating or
encouraging behavior problems.
• It’s easy to encourage children’s misbehavior. Often
teachers expect perfection and adult behavior form
children. If you focus on building responsible
behavior, there will be less need to solve behavior
problems.
• Ignoring inappropriate behavior is probably one of
the most overlooked strategies for guiding children’s
behavior
• A combination of positive reinforcement and ignoring
can lead to desired behavior.

30. Children’s
Rights

31. Children’s Rights
Children have their rights in classrooms designed
to promote self-regulation:
To be respected and to be treated courteously.
To be treated fairly in culturally independent
and gender-appropriate ways
To learn behaviors necessary for self-guidance
To have teachers who have high expectations
for them

32. To learn and exercise independence
To achieve to their highest levels
To be praised and affirmed for
appropriate behaviors and achievements
To learn and to practice effective social
skills
To learn and apply basic academic
skills
Children’s Rights

33. Teacher’s Rights
and
Parent’s Rights

34. Teacher’s Rights
• To be supported by administration and
parents in appropriate efforts to help
children guide their behavior
• To have a partnership with parents so
that they and their children can be
successful in developing appropriate
behavior

35. Parent’s Rights
• To share ideas and values of child rearing
and discipline with teachers
• To be involved in and informed about
classroom and school discipline policies
• To receive periodic reports and information
about their children’s behavior
• To be educated and informed about how to
guide their children’s behavior

36. Step 12. Teach and use conflict
management.
Teaching conflict resolution strategies
is important for several reasons.
First, it make sense to give children
the skills they need to handle and
resolve their own conflicts.

37. Second, teaching conflict resolutions
skills to children's enables them to use
these same skills as adults.
Third, the peaceful resolution of
interpersonal conflicts contributes, in the
long run, to peaceful homes and
communities.
Step 12. Teach and use conflict
management.

38. ACTIVITIES FOR
PROFESSIONAL
DEVELOPMENT

39. 1.Observe a primary classroom and
identify aspects of the physical
setting and atmosphere that
influence classroom behavior. Can
you suggest improvements?
2. In this chapter you learned twelve
steps for guiding children’s behavior.

40. 3. List five behaviors you think are
desirable in toddlers, five in five in
kindergartners. For each behavior, give
two examples of how would you
encourage and promote development of
that behavior.
4. Interview five parents of young children
to determine what they mean when they
use the world discipline. What implications
might these definitions have for you were
their children’s teacher?