1. Guidance Techniques

2. With a partner, list different types of guidance you have experienced throughout your life. After doing so, put a ‘+’ next to the guidance you felt was effective and put a ‘-’ next to the guidance you felt was ineffective.

3. Preparing for Guidance
Observation is important so you know how individual children will react in certain situations
Be aware of cultural variations in children’s nonverbal behavior
What are examples of nonverbal behavior?
Share observations with other teachers

4. Direct Guidance Involves nonverbal (physical) and verbal actions
Nonverbal actions need to reinforce what you are communicating verbally
Principles of direct guidance:
Use simple language
Speak in a relaxed voice
Be positive
Offer choices with care

5. Direct Guidance, cont’d
Encourage independence and cooperation
Be firm
Be consistent
Provide time for change
Consider feelings
Intervene when necessary

6. Circle the guidelines you have already used while in the daycare center. Explain and briefly recap an incident where you used one of these guidelines.

7. Indirect Guidance Involves outside factors that influence behavior
The layout of a center is a form of indirect guidance
A well-planned facility makes supervision easier
If you can supervise properly, you feel relaxed and in control

8. Your friend just got a job as a teacher in a two-year-old classroom
Your friend just got a job as a teacher in a two-year-old classroom. It has all of the furniture piled in the center of the room and she is responsible for setting it up.
Before she starts to put the room together, she has asked you for advice about making sure her room is designed in an appropriate manner to allow for good supervision of the children. What are three tips you could give her?

9. Techniques for Effective Guidance
Positive verbal environment
Positive reinforcement
Using consequences
Warning
Time-out
I-Messages
Effective praise

10. Techniques for Effective Guidance
Suggesting
Prompting
Persuading
Redirecting
Modeling
Listening
Ignoring
Encouraging

11. Promoting a Positive Self-Concept
A child’s self-concept includes the qualities a child believes he or she possesses
Their self-concepts reflect the feelings others have for them and the confidence they have in the themselves
The teacher’s behavior can promote or hinder development of a positive self-esteem