This document summarizes a staff development presentation about positive guidance and the NAEYC Code of Ethics. It defines positive guidance and the problem-solving approach, which includes active listening, negotiation, setting limits, modifying the environment, and affirmations. It then summarizes the four sections of the NAEYC Code of Ethics, which outline responsibilities to children, families, colleagues, and the community. The document concludes with a discussion of ethical conduct scenarios and a bibliography.

1. Positive guidance & NAEYC
Code of Ethics
Staff Development Presentation
Susan Parsons, Jennifer Hill, & Mary Fowler
April 5, 2011

2. Session One

3. What comes to mind?
Discipline Guidance

4. Positive Guidance Definitions
• Discipline- punishment inflicted by way of
correction and training; to bring to a state of
order and obedience by training and control
• Guidance- a type of framework in which children
can learn acceptable social practices and ways to
express their feelings
• Problem Solving- a set of principles and
concepts that equip an adult to help and support
children as they solve their own problems

5. The Problem Solving Approach
• The Problem Solving Approach adapted from
Guiding Young Children embodies five major
measures: active
listening, negotiation,
setting limits, modifying
the environment, and
affirmations (Reynolds,
2008).

6. Active Listening
• The first step in most problem solving activities,
active listening is the teacher’s tool for
interpreting a child’s feelings. A child will be
better able to face his feelings regarding the
problem if he feels he is able to express them
and “someone will understand and accept him”
(Reynolds, 2008). Active listening is the process
of listening for feelings, interpreting them, and
reflecting them back to the child.

7. Negotiation
• During negotiations it is the teachers job to help
the children identify the problem, discuss ideas
for a mutually acceptable solution, decide on the
best solution, and supervise the implementation
of the solution
(Reynolds, 2008).

8. Setting Limits
• Limits are flexible boundaries that can be
negotiable, in contrast to rules which are absolute
and rigid. Limits are set based on four major
considerations.
1. “To ensure the safety of each child and adult.”
2. “To prohibit the destruction of nondisposable
materials and equipment.”
3. “To ensure that children accept responsibility for
their own actions.”
4. “To ensure equal and respectful treatment of all
people” (Reynolds, 2008).

9. Modifying the Environment
• Modifying the environment can be the simplest
form of problem solving. Successful teachers
adjust the learning environment to prevent
problems. This includes
simplifying,
childproofing, and
limiting children's
surrounding (Reynolds,
2008).

10. Affirmations
• An affirmation is a way in which a teacher makes
a child feel important. Every child needs to be
acknowledged and affirmations are a positive
way to do that. Actions (whether positive or
negative ) that are acknowledged will be
increased.

11. Other Positive Guidance Techniques
• Redirecting- Redirecting a child’s attention to
another toy or activity that is more acceptable.
• Reasoning- Explain to the children the
consequences of their actions on other people
and the purpose for obeying rules.
• Modeling- It is vital that adults model the type of
behaviors they desire in children. This teaches
children how to deal with conflicts, cooperate,
etc.

12. • Offer Choices- Children like to have some
control over what happens to them. Offer
children good choices that are appropriate and
then accept their decision.
• Acceptable Outlets for Expressing Feelings-
Children need to express strong feelings, but
help them find safe ways to do this.
• Avoid Overstimulation- Too many choices and
options overwhelm children. Allow them an
appropriate number of choices.
• Avoid Unrealistic Expectations- It is important
that the teacher understand the skills and
abilities of children.

13. • Natural and Logical Consequences- Actions
result in consequences whether negative or
positive. If the consequences are not too sever,
let natural consequences happen. If not, create a
consequence that is logical and appropriate for
the behavior.
• Age Appropriate Activities- Activities and
equipment that are relevant and safe for the age
of the child promote growth and development
(Crapo, 2003).

14. Solutions to Misbehavior

15. Session Two

16. About the Code
• The National Association for the Education of
Young Children developed a code, that was
revised in 2005, to help guide the thinking of
professionals in the field of Early Childhood.
• The Code of Ethical Conduct outlines both ideals
and principles for professionals working with
four primary service groups: children, families,
colleagues, and the community (Morrison,
2009).
• The body of the code is hemmed in by core
values and a statement of commitment.

17. Section I: Responsibilities to Children
• A professional in the field must value childhood as a
unique stage in life in which children need healthy,
responsive, nurturing care (Morrison, 2009).
• The following are a few examples of ideas and
principles in this section:
▫ I-1.3: To recognize and respect the unique qualities,
abilities, and potential of each child.
▫ P-1.2: We shall care for and educate children in
positive emotional and social environments that are
cognitively stimulating and that support each child’s
culture, language, ethnicity, and family structure.

18. Section II: Responsibilities to Families
• Families have a large influence in a child’s
development. Professionals must work closely
with the family towards a mutual goal of
providing good, quality childcare (Morrison,
2009).
• The following are a few examples of ideas and
principles in this section:
▫ I-2.2: To develop relationships of mutual trust and
create partnerships with the families we serve.
▫ P-2.3: We shall inform families of and, when
appropriate, involve them in policy decisions.

19. Section III: Responsibilities to
Colleagues
• It is the goal of a Early Childhood professional to
work cooperatively with colleagues to create a
positive, productive environment in which
children can develop (Morrison, 2009).
• This section is comprised of ideals and
principles between
co-workers, to
employers, and with
employees.

20. Section III: Cont.
• The following are a few examples of ideas and
principles in this section:
▫ I-3A.1: To establish and maintain relationships of
respect, trust, confidentiality, collaboration, and
cooperation with co-workers.
▫ P-3A.1: We shall recognize the contributions of
colleagues to our program and not participate in
practices that diminish their reputations or impair
their effectiveness in working with children and
families.
▫ I-3B.1:To assist the program in providing the highest
quality of service.

21. Section III: Cont.
▫ P-3B.1:We shall follow all program policies. When
we do not agree with program policies, we shall
attempt to effect change through constructive
action within the organization.
▫ I-3C.4: To encourage and support continual
development of employees in becoming more
skilled and knowledgeable practitioners.
▫ P-3C.1: In decisions concerning children and
programs, we shall draw upon the education,
training, experience, and expertise of staff
members.

22. Section IV: Responsibility to
Community and Society
• Programs operate within the context of a larger
community. It is the professionals job to offer
services that meet the needs of the community
members (Morrison, 2009).
• This section is divided in to individual and
collective (group) ideals and principles.

23. Section IV: Cont.
• The following are a few examples of ideas and
principles in this section:
▫ I-4.: To provide the community with high-quality
early childhood care and education programs and
services.
▫ P-4.1: We shall communicate openly and
truthfully about the nature and extent of services
that we provide.

24. The Finishing Touch
• The core values outline the foundational beliefs of
the code.
• The code is concluded with a Statement of
Commitment which reads as a oath to be taken by
professionals in the field.
• NAEYC includes a glossary of terms that are used
throughout the document for clarification.
• The NAEYC Code of Ethical Conduct can be found at
the following website:
http://faculty.weber.edu/tlday/2610/code05.pdf

25. Ethical Conduct Scenarios

26. Bibliography
Crapo, Wendy. (2003, June 27). Positive
Guidance. Retrieved from
http://www.uen.org/Lessonplan/preview.cgi?L
Pid=4948
Morrison, George. (2009). Early Childhood
Education Today. Upper Saddle River, New
Jersey: Pearson.
Reynolds, Eleanor. (2008). Guiding Young
Children. New York, New York: McGraw Hill.