1. I can identify goals of effective guidance 2. I can list personality traits of effective early childhood teachers. 3. I can describe principles of direct and indirect guidance. 4. I can explain various techniques for effective guidance. 5. I can summarize ways to promote a positive self-concept in each child.

_____ Activity: Guidance on the spot _____ Write open ended questions _____ Target Sheet: Positive Guidance _____ Pattern Puzzles on Direct Guidance _____ Target Sheet: Direct and Indirect Guidance _____ Target Sheet: Putting effective guidance into practice _____ Brainstorm different ways to praise _____ Write I- messages _____ Target Sheet: Guidance techniques _____ Word combining use vocabulary

“Alicia sat in the corner looking at a library book. Slowly she ripped a page from the book. On the other side of the room, Wyatt knocked Hunter’s block tower over. Then he speed to the art table and grabbed Ryder’s play dough. At the same time, May entered the room, greeted another child and threw her coat on the floor.” How will you guide these children? Working with Young Children “Alicia sat in the corner looking at a library book. Slowly she ripped a page from the book. On the other side of the room, Wyatt knocked Hunter’s block tower over. Then he speed to the art table and grabbed Ryder’s play dough. At the same time, May entered the room, greeted another child and threw her coat on the floor.” How will you guide these children? Working with Young Children

Make a Y-chart Write the three segments labeledDisciplineGuidancePunishment Write the traits of each item in the segment

GUIDANCE-POSITVEPUNISHMENT-NEGATIVE  Discipline – training that develops self- control  Direct or indirect to help children develop appropriate behavior  Learn to take responsibility for their actions  Discipline – strict control used to enforce obedience  Shows little respect for the child  Intended to humiliate or hurt a child  Removing privileges or reprimanding physically  Unreasonable, harsh actions to force a child to do what the adult wants

1. Maintain self esteem 2. Behavior to change 3. Learn self control – self regulation 4. Direct their own behavior without help

Prosocial Behaviors  Acts of kindness that benefit others  Demonstrate cooperation and helpfulness  Verbally and physically helping others  Accepting and respecting others feelings  Helping others  Helping with clean up  Sharing toys and materials  Sharing affection  Showing concern  Caring how actions affect others

 The teachers personality will affect the behavior of the class  Effective teachers encourage and show interest in children  Use more suggestions, then commands  Interact often with children and ask open – ended questions (require more then a one word answer)

 What would happen if…?  What if…?  What else could you do?  Why did…?  What do you think will happen next?

 Uncooperative teacher – hyperactive, disruptive, and bored kids  Talkative teacher- shy classroom  Nurturing teacher – children interact easily with each other  Permissive teacher – aggressive and attention- seeking behavior from the children

 Observe the children – how do they behave  How do you respond to the kids?  Biases  Behavior expected based on culture, gender, personality, appearance  Stereotypes

CULTURAL VARIATIONS SHARING OBSERVATIONS  Learn about the customs of the children in your care  Understand their nonverbal behavior  Eye contact  Touch  Gestures  Space  Plan with other teachers  Ask others to observe a child for you  Don’t socialize with other teachers until after class  Sit with the kids  Let them begin the interaction with you.

INDIRECT GUIDANCEDIRECT GUIDANCE  Outside factors that influence behavior  Room layout  Verbal and nonverbal actions  Facial expressions communicate a variety of messages  Body gestures also communicate  Verbal and nonverbal need to match

 Use simple language  Speak in a relaxed voice  Be positive  Offer choices with care  Encourage independence and cooperation  Be firm  Be consistent  Provide time for change  Consider Feelings  Intervene when necessary

 Outside factors that influence behavior  Physical set-up of a classroom  Health and safety  Allow for independence

 Target Sheet: Direct and Indirect Guidance

 Teach acceptable behaviors  Children will teach each other  Specific guidance techniques

 All the communication that occurs within the classroom. ( Adult and child)  Includes nonverbal  Teachers – active listening  Be prepared  Use the kids names when speaking  Please, thank you, excuse modeled  Sincere, and constructive

 Rewarding positive behavior  Positive messages will encourage children to repeat behaviors (door)  Be careful to not reward for unacceptable behavior (silliness)

NATURALLOGICAL  Follow naturally  Don’t require intervention  Effective in guiding behavior, but can’t use if safety is at risk  Deliberately set by an adult  Should relate to the behavior  Make kids aware of the limits and the consequence

 Remind them of the limit and consequence  Warn only once  Undesirable behavior occurs again enforce the consequence  Provide children the opportunity to correct their behavior  Provide time to comply

 Moving the child away from others for a short period of time.  Use it when a child’s disruptive behavior can’t be ignored  Chill out time – to gain self-control  Tell children in advance what the rules are that breaking the rule will result in time out  How to use timeout- give the prompt, don’t discuss it again. If behavior occurs again add another minute to time out

 I messages communicate your perceptions and feelings  Tells the child how you feel about their behavior  I does not place blame on the child  It helps the child see how others view their behavior

I message 1. State the child’s behavior 2. State your feeling 3. The effects of the behavior 4. What you want done  When I see you hitting Sammy, I am unhappy because you are hurting him. I want you to stop hitting Sammy

 You lied to me  You broke my car  You spit on me  You didn’t pick me up from school  Child’s behavior  Your feelings  Effect of behavior  What you want done

 Make praise age appropriate  Give praise immediately, while still in the act  Always establish eye contact  Do not over praise, them becomes less effective  Affirm the behavior – “ I see you like to help others”  Ineffective praise – good job, super, terrific, fantastic (repetitive and not genuine)

 Good for you  Beautiful work  Wonderful  I am proud of you  Terrific

 Listen carefully to the story of the Three Little Pigs  Children you are to noisy and behaving poorly! Now shut up so I can read the story of The Three Little Pigs

 Believe in themselves  Recognize their efforts for improvement  Children need to feel good about themselves  You can do it all by yourself  You know how it works  I know you can fix it  You were able to do it last week  You must be pleased

 You actions should always promote a positive self-concept  Self- concept are the qualities a child believes he or she has  Results form beliefs, feelings and perceptions a child has of themselves  Self-concept is built gradually and continues to grow

 Making judgments about your own worth and feelings  How worthy am I?  Child lacks self confidence, they reveal inadequacies  Withdraw from activities  Unwilling to try new things  Overly anxious  Hostile  Seek attention  Perform poorly on purpose

 Positive self-esteem- able and important  Accept themselves and others  Judge their own skills  Cope with problems  More objective  Understand other’s behaviors

 Teachers actions toward children affects how the kids feel about themselves  Subtle messages in verbal and nonverbal feedback  Consider the impact of your words  Notice the subtle ways you interact