Positive Guidance and Discipline

Reasons for Misbehavior Stage of Growth: the child is behaving in a normal manner for the stage of growth he/she is in: power, attention, revenge, assumed inadequacy are normal Unfulfilled Needs: The child’s needs are not being met and she/he is acting out in order to try to get his/her needs met.

Reasons for Misbehavior Environment: The child is uncomfortable in or does not understand his/her environment. Doesn’t know Better: The child has not been taught the concept he/she is dealing with.

Positive Guidance Consistency is the key to guidance Self-discipline: ability to direct one’s own behavior Attention is a powerful reinforcer to guide children: they often misbehave for attention Children may rebel when parents punish rather than discipline Example: is a very effective way to teach children desired behavior Respond to aggressive behavior in non-aggressive ways Discipline: guidance which helps the child learn self-control

Types of Guidance Techniques

1. Natural and Logical Consequences Natural Consequences: occur without interference, child can see the result of their choices Logical Consequences: should be relevant to the misbehavior To make the punishment fit the crime. Cannot be used if the consequence will cause harm to self, others or property, or too far in the future. Short in duration, not imposed in anger, provide opportunities for children to learn from their behavior Example: if Sally spills the paint, she must clean up the mess that is made

Use a place where there are no distractions or positive reinforcers 2. Time Out When a child has disobeyed a rule, she will be sent to a predetermined place to distance herself from the problem and gain composure. Should be a last option, limited use.

3. Redirection Children up to two years old can be easily distracted Get him to focus on something else. Example: if he is angry at the blocks area, lead him to a different area of the room and introduce a different activity

4. Reverse Attention When a child’s behavior is inappropriate, focus on a child who is displaying the appropriate behavior and make a positive comment Ignoring the negative, reinforcing the positive If the first child changes his behavior, he should be immediately reinforced with a positive statement.

5. Limited Choices Do not give him an unlimited choice unless he can really have what is chosen. Only give choices that are available. Example: “Do you want juice or water for a drink?” rather than, ‘What would you like to drink?”

6. Positive Statements Clearly states what is expected, then help them get started When guiding children, phrase all requests in a positive manner Talk to children at their eye level when giving directions Example: say, “Let’s walk to the blocks,” rather than, “Don’t run to the blocks”

Change the following to Positive Statements Aren’t you going to drink your milk? Don’t go out in the street. Get your blocks out of the way! Don’t get paint on the table. That doesn’t look much like a dog. You’re going to spill that water! Take a few minutes and complete the Positive Child Guidance sentences in your packet Using words in guiding children can be helpful or confusing, according to our choice of phrases. Many children develop a protective deafness against adult directions because they hear too many of them. In helping young children learn through verbal directions, one must first get the children’s attention. Then use clear, short, meaningful phrases that are expected and encouraging. Directions should be positive rather than negative inform, and always specific. Have the students change these negative statements into positive statements: You can hold your glass by yourself. We stay inside the fence and play. Let’s stack the blocks on this shelf. We just paint on the paper. Isn’t that a pretty red. Hold the pitcher steady and pour slowly.