Marion 10 Chapter 5

Guidance of Young Children
Tenth Edition
Chapter 5
Positive Guidance and
Discipline Strategies:
Direct Guidance
Copyright © 2019, 2015, 2012 Pearson Education, Inc. All Rights Reserved

Learning Objectives
• Explain the concept of guidance and discipline.
• Explain the nature of guidance for infants and toddlers.
• Explain the nature of guidance for 3 through 8-year-old
children.
• Summarize major positive guidance strategies.
• Predict the likely effect of a teacher’s beliefs about
discipline on the guidance strategies he uses.

The Concept of Guidance and Discipline

Concept of Discipline: Some Definitions (1 of 2)
• Culture: how a society guides children reflects the values
and beliefs through language, interaction, and
relationships
• Socialization: process through which children acquire
their culture and learn the values and habits that will help
them adapt to it
• Discipline: guidance, teaching and learning, not
punishment

Concept of Discipline: Some Definitions (2 of 2)
• Punishment: form of discipline involving taking something
away from a child or involving hurting the child in some
way
• Guidance or discipline encounter: interaction between an
adult and child that often includes helping the child alter
her behavior in some way

Developmentally Appropriate Discipline
Strategies
• Specific actions that adults use in managing guidance
encounters
• Positive strategies focusing on teaching and not on
punishment
• Help children willingly accept good limits
• Involves guiding all children effectively including children
whose families use negative, harsh discipline
• Must be individually appropriate

Positive Guidance Strategies:
Description and Explanation

What All Positive Guidance Strategies Do
• Tune into a situation
• Help children focus on the task at hand
• Give good cues

Strategy: Teach Helpful or Appropriate
Behavior (1 of 2)
• Purpose: teach helpful behavior and deemphasize
behaviors that cause problems for a child
• Method used: modeling desired behavior

Strategy: Teach Helpful or Appropriate
Behavior (2 of 2)
• Steps in teaching more helpful behavior:
– Observe the child to figure out what it is that he needs
to know
– Identify the behavior causing the problem
– Identify a skill that would be more helpful
– Model more appropriate behavior

Strategy: Set up Practice Sessions & Give
‘On-The-Spot’ Guidance
• Purpose: to give the child a chance to practice a newly
learned skill with guidance
• How to do this:
– Teach the new skill first
– Practice the skill with the child
– Give appropriate feedback
– Observe the child as he words with other children
– Helping he child strengthen a newly learned skill

Strategy: Give Signals or Cues for
Appropriate Behavior
• Purpose: to help children remember to use the
appropriate behavior
• Steps in giving signals or cues
– Identify the skill for which you will use a signal or cue
– Figure out what would be a logical signal
– Observe the child for when the appropriate skill
should be used
– Whenever possible, give the signal just before the
new behavior should occur and the child has
forgotten

Strategy: Change Something about a
Context or Setting
• Purpose: figure out what you can do about a situation
that will help a child be safe or to enable the child to use
a more helpful behavior
• Ways to change something about a situation:
– Change the physical environment or time schedule
– Increase options available to a child
– Decrease options available to a child

Strategy: Ignore Behavior (Only When It is
Appropriate to Do So) (1 of 2)
• Purpose: to change the adult’s behavior
– Do not ignore certain behaviors
– Do not ignore behavior that endangers anyone,
including the child herself
– Do not ignore behavior that damages or destroys
property or that could potentially destroy property
– Do not ignore rude, embarrassing, intrusive, or unduly
disruptive behavior

Strategy: Ignore Behavior (Only When It is
Appropriate to Do So) (2 of 2)
• Guideline for ignoring behavior
– Pinpoint the behavior that you have been paying
attention to inappropriately
– Explain briefly to the child that you will stop paying
attention to the behavior
– Be prepared for push-back
– Decide to thoroughly ignore the behavior
– Teach and encourage a more helpful skill along with
the ignore strategy

Strategy: Redirect Children’s Behavior-
Divert and Distract the Youngest Child (1 of 2)
• Purpose: to distract a very young child from a forbidden
or dangerous activity and then to divert her to a different
activity
• Things to keep in mind:
– Responsible caregivers understand that they perform
most of an infant’s or a young toddler’s ego functions
– Avoid a power struggle when stopping dangerous
behavior
– Be prepared to act quickly when working with infants
and toddlers

Strategy: Redirect Children’s Behavior-
Divert and Distract the Youngest Child (2 of 2)
• Steps in diversion and distraction
– Identify for yourself the things you do not want a baby
or toddler to do because it is dangerous
– Immediately do something to distract an infant or
toddler from the forbidden activity
– Decide whether to tell an infant or toddler not to do
whatever it is that is dangerous

Positive Guidance Strategies: Redirect Children’s
Behavior-Make Substitutions When Dealing with
Older Children
• Purpose: form of redirection in which an adult shows a
somewhat older child how to perform the same activity or
type of activity in a more acceptable and safer way
• Steps used in substitution:
– Specify the activity that needs substitution
– Develop a substitution: a similar activity or the same
activity done more safely
– Present the substitution to the child
– Be prepared for the child to test your substitution

Strategy: Listen Actively (1 of 2)
• Purpose: careful, accurate listening to a child’s feelings,
used when a child owns a problem
• Things to remember about active listening:
– Listen carefully
– Wait until the child finishes speaking, without
interrupting
– Try to understand what the message means
– Listen for what the child is feeling

Strategy: Listen Actively (2 of 2)
– Suspend judgment
– Avoid preaching, giving advice, or trying to persuade
the child to feel differently
– Merely reflect your perception of a child’s feelings

Strategy: Deliver I-Messages (1 of 2)
• Purpose: used when the adult owns the problem; give
information; communicate feelings in a respectful way;
give the child a chance to change her behavior
• Steps in constructing a good I-message
– Name the exact behavior causing the behavior. Give
observable data about the child’s behavior
– Tell the child how you felt but do not accuse the child
of causing your feelings
– Tell the child how to change things

Strategy: Deliver I-Messages (2 of 2)
• Things to avoid in constructing I-messages
– Avoid accusing or blaming the child
– Do not induce guilt
– Avoid telling the child that he caused your feeling

Strategy: Teach Conflict Resolution
(Problem Solving)
• Purpose: achieve a mutually agreeable solution to a
problem without resorting to the use of power
• Steps in using the no-loss method of conflict resolution:
– Identify and define the conflict in a non-accusatory
way
– Invite children to participate in fixing the problem
– Generate possible solutions with the child
– Examine each idea for merits and drawbacks, with
the children decide which plan to try
– Put the plan into action
– Follow up. Evaluate how well the solution worked

Strategy: Prevent Overstimulation. Teach
Calming Techniques
• Purpose: to look beyond or under the visible behavior, to
detect the cause of a behavior
• Suggestions:
– Observe carefully, noting signs of stress or anxiety
– Decide whether to use active listening, to decrease
stimulation, or to teach/carry out a calming technique
– Decide whether to change something about the
classroom to decrease stress

Strategy: Help Children Save Face and
Preserve Their Dignity
• Purpose: to treat children respectfully no matter what
positive strategy is used
• How adults can do this
– Show respect for children by taking their perspective
– Once the positive disciple strategy is finished, let the
episode become history and allow the child to get on
with things
– Do not flaunt your power
– End the interaction quickly, simply, and gracefully
– Help the child deal with the root of the upset

Copyright

Marion 10 Chapter 5

Recommended

Recommended

More Related Content

What's hot

What's hot (20)

Similar to Marion 10 Chapter 5

Similar to Marion 10 Chapter 5 (20)

Recently uploaded

Recently uploaded (20)

Marion 10 Chapter 5

Editor's Notes