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Positive guidance and discipline strategies

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Early Childhood Education

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Positive guidance and discipline strategies

  1. 1. Positive Guidance and Discipline Strategies By: Angelie Grace R. Gante
  2. 2. Learning how to use these strategies makes it possible for you to meet the needs of individual children. You will be able to choose the most effective strategy in a variety of discipline encounters.
  3. 3. Positive discipline strategies begin with adult behaviors: good limit setting clearly communicating limits Teaching more appropriate behavior giving cues for the new behavior giving choices, and supporting children in their new behavior. ignoring behavior when it is appropriate to do so.
  4. 4. “Helping children save face and preserve their dignity in discipline encounters is the most important and essential element in child guidance.”
  5. 5. Strategy includes: Developing reasonable limits that focus on important things Stating limits effectively Helping children accept limits Communicating limits to others and reviewing limits periodically
  6. 6. Develop Reasonable Limits That Focus on Important Things • Adults influence children by stating their expectations for desired behavior and helping children understand that there are boundaries, or limits, on behavior. Authoritative caregivers understand the importance of proper boundaries in relationships in general, and appropriate limits in an adult-child relationship in particular. They figure out and clearly communicate limits that will be most helpful in encouraging children to behave appropriately. They understand what a good limit is and what benefits appropriate limits have for children
  7. 7. Highly responsive, authoritative adults set and maintain reasonable, fair, developmentally appropriate limits. Their limits focus on important, not trivial, things. The limits protect children’s and adults’ health and safety and encourage the development of healthy self-control. Their limits also transmit values of dignified, fair, humane treatment of people and animals to children.
  8. 8. Healthy self-control through limits Self-control develops slowly in children. Reasonable, fair limits can help children achieve internal control gradually because limits clearly communicate appropriate behavior and reasons for that behavior. Rules protecting physical health  hand washing  Proper handling of food.  Washing and sanitizing toys and other equipment.  Labeling and storing toothbrushes properly.  Using tissues when sneezing.  Proper toileting and diapering routines, including approved cleanup.
  9. 9. Rules protecting everyone’s safety Appropriate limits ensure safety. Think about safety on different levels. Respectful treatment of others with limits Responsible adults set and maintain limits about fair treatment of everyone in a class. Children have to learn what respectful treatment means; they learn this best from the words and actions of adults. It also means clearly stating the behaviors that we will not tolerate
  10. 10. State Limits Effectively Authoritative caregivers have a clear, direct, and validating communication style. If a goal in guiding children is to help children, we can best help them understand necessary limits by stating these limits effectively.
  11. 11. Speak naturally, but speak slowly enough that the child hears everything you say; use concrete words and short sentences when stating limits Tell a child exactly what to do rather than what not to do, and be as positive as possible Use suggestions whenever possible Use direct, self-responsible statements when you think it is necessary to make a reasonable request Give choices whenever possible Avoid giving a choice when the child really has no choice
  12. 12. Issue only a few suggestions at a time; avoid giving a chain of limits Allow enough time for the child to process information and complete a task before issuing another suggestion repeat a limit if necessary, but do it effectively o manage your emotions well and repeat the limit calmly and with good will. o call the child’s name again. o pick up the item, and matter-of-factly hand the item to the child. o repeat the request. o avoid simply restating the limit in a snappish, peeved way because your irritation will show and will likely o bring out anger and stubbornness from the child; then you will have a full- blown argument on your hands.
  13. 13. Help Children Accept Limits Authoritative caregivers and teachers help children willingly accept good limits. They do several things to set the stage so that children will accept legitimate boundaries on behavior. Here are some practical ways to get you started on helping children willingly accept limits.
  14. 14. Tune in to the situation o Observe what the child is doing before stating a limit. o Be responsive and take into account what a child is doing because her activity is important to her. o Give children a reasonable amount of time to complete their work. o Consider cleanup in a classroom. o Decrease distance between you and a child. o Get a child’s attention, politely. o Touch a child on the arm or say her name quietly. Using nonthreatening verbal or nonverbal cues and appropriate physical contact o appropriate physical contact: reassures a child, and is given in response to the child’s needs.
  15. 15. Help children focus on the task at hand and give cues  Direct a child’s visual attention to a specific object or task.  Have the child make contact with a specific object.  Make your specific request. A child is much more likely to comply with your request when you have properly oriented her Give reasons for rules and limits Children accept limits much more readily when they understand the rationale behind them. Three practical suggestions will help you use reasons well: give short, simple, concrete reasons, decide when to state the limit, and decide whether you need to restate the limit.
  16. 16. Communicate Limits to Others; Review Limits Periodically Communicate classroom limits to every person who works in your classroom Communicate information on limits to parents Teach Helpful or Appropriate Behavior  How to ask for something  How to listen when others talk, not interrupting them  How to join a play or work group  How to put things away when they complete a project  Skills for participating in a group, such as where and how to sit, how to listen, how to offer an idea, and how  to get the teacher’s attention  Mealtime manners, such as passing things and waiting their turn
  17. 17. Give Signals or Cues for Appropriate Behavior Encourage Children’s Efforts to Accept Limits and to Be Cooperative or Helpful Promote new behavior that is “self encouraging” Observe children to determine whether they have learned what they need to learn and whether they have accepted a limit Recognize and encourage a child’s efforts
  18. 18. Ignore Behavior (Only When It Is Appropriate to Do So) The ignore strategy is appropriate for some behaviors but completely inappropriate for others. Do Not Ignore These Behaviors Do not ignore children when they treat someone rudely, embarrass someone, are intrusive, are disrespectful, or cause an undue disturbance. Young children do some of these things because they might not yet know a better way of behaving, and some older children may act this way because they have not learned to treat others with respect. With younger children, state guidelines and teach the better way. Avoid ignoring inappropriate behavior. Older children must learn from adults to value politeness, to respect boundaries, and to adhere to limits that convey these values
  19. 19. It is safe to ignore some behaviors, usually behaviors that are not hurtful, not destructive, not disrespectful, and not dangerous. In fact, it is a good idea to ignore behaviors such as  whining or arguing about limits.  any other effort to distract you from following through on a limit.  efforts to pull you into an argument.  a child’s efforts to try to make you angry
  20. 20. Guidelines For Using the Ignore Strategy Tell the child that you will ignore a specific, targeted behavior whenever it occurs. Realize that it takes time to effectively use the ignore strategy. Decide to ignore the behavior completely, to give no attention.
  21. 21. Redirect Children’s Behavior—Divert and Distract the Youngest Children Diverting and distracting the youngest children accomplishes both of these tasks. An adult can be most helpful by immediately doing something to distract the child from the forbidden activity and steering her toward a different activity. Redirect Children’s Behavior—Make Substitutions with Older Children Substitution: a form of redirection; an adult shows a child how to perform an activity or type of activity in a more acceptable and perhaps safer way. Substitution is an excellent strategy to use with children who are at least older toddlers or young preschoolers. Substitution is a good strategy to use with older children because it acknowledges the child’s desire to plan and engage in a specific activity.

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