1. Chapter 6: Guiding Young Children
Teaching Young Children
Fifth Edition
Michael L. Henniger
Developed by:
Kaye A. Marshall
Mt. Baker School District and Whatcom Community College

2. Goals: Chapter 6 Define guidance in early care and learning settings
Understand the key components of guidance
Learn to apply guidance in a variety of contexts

3. What is Guidance?
TURN and TALK: What is the difference between discipline and guidance?
Guidance - incorporates everything an adult does or says to influence the behavior of a child
Discipline – an important component of the guidance process in which the adult is dealing with children who misbehave

4. What is guidance? Self-esteem
Building self-esteem
Definition - a psychological concept that refers to a person’s subjective assessment of her abilities and skills
3 dimensions of self-esteem
Competence – belief that you can achieve goals
Worth – the extent to which you value yourself
Control – the degree to which you feel you can influence the events around you

5. What is guidance? Supporting development
Supporting emotional and social development
Assist young children in understanding and addressing social/emotional issues
Learn to identify feelings
Teach appropriate ways to deal with feelings
Help children relate socially and interact appropriately with others
Take time to assist children in this process

6. What is guidance? Self regulation
Growing towards self regulation
Independence and self control develop slowly
Help children develop the ability to guide themselves
Create an atmosphere that encourages self regulation
Demonstrate your own methods for managing difficult situations

7. Components of Guidance
5 main components – indirect guidance, building relationships, physical and verbal guidance; and finally, discipline
Remember
Each child is unique
Every situation is unique
Every early childhood professional is unique

8. Components: Indirect Indirect guidance Form appropriate expectations
Understand typical behavior, observe carefully, and talk to families
Create a positive behavior environment
Arrange materials for independence and safety, store additional materials out of sight, appropriate length of time/content for group learning
Plan curriculum to engage the whole child
High interest, engaging activities

9. Components: Relationships
Building relationships
Establish strong working relationships with
Children
Pats on the back for a job well done
Engaging smiles
Words of encouragement
Families, colleagues and administrators
Good communication is the key

10. Components: Physical Physically guiding children Physical touch
Most important and controversial
Respond with sensitivity to child’s needs
Body language, gestures
Proximity
To calm and redirect

11. Components: Verbal Verbal guidance Active listening Redirection
Listen carefully and repeat back
Redirection
Divert or distract to more appropriate behavior
Use positive verbal directions
Make choices clear

12. Components: Verbal, cont.
Speak quietly and directly at child’s eye level
Place action words at the beginning
Give directions at time and place you want behavior to occur
Give logical and accurate reasons
Keep competition to a minimum
Adjust for language abilities
VIDEO: How to Say ‘No’ Without
Saying ‘No’

13. Discipline Strategies
I-messages
Identifies feeling of adult and helps child see how his behavior influences others
“I feel… when… because…”
Natural consequences
Inherent outcome (no coat, child gets cold)
Logical consequences
Discuss and link behavior to discipline strategy
(run inside, ask child to go back and walk)

14. Strategies: Behavior modification
Behavior modification - 3 techniques
Positive reinforcement
To increase desired behavior – smiles, high fives, positive comments - observe child’s reaction
Do not use candy or other physical rewards
Punishment
To decrease behavior – restitution
Do not use corporal punishment, humiliation, intimidation
Ignoring
To discourage attention-seeking behavior

15. Strategies: Problem-solving
Problem-solving strategies
Work together to identify problem behavior
Discuss the implications of the behavior
Brainstorm possible solutions
Agree on a plan
Check periodically to make sure the plan is working

16. Guidance Applications
Feelings and emotions
Accept feelings as valid
Not right, wrong, good, or bad
Be calm and direct
Help child verbalize emotions
Identify and label feelings
Suggest alternatives
Model and give concrete suggestions

17. Applications: Routines
Routines – communicate with families
Arrival and departure
Consistent beginnings
Summarize and bring closure
Transitions
Clear directions and procedures
Avoid confusion and frustration
VIDEO: Transition Songs:
Bubble Guppies Outside:

18. Applications: Routines, cont.
Snack/meal time
Nutritious snacks needed
Address/help children understand expectations
Toileting
Talk, sing, and play games
Rest times
Create a pleasant atmosphere for children who nap and children who quietly rest
With your 12:00 buddy, come up with
quick transition idea for each area above

19. Applications: Goals Social interactions - Goals
Showing sympathy and kindness
Demonstrating help
Accepting food or toys
Engaging in sharing
Showing positive verbal and physical interactions
Comforting others in distress
Exhibiting concern
Taking the perspective of others
Demonstrating affection

20. Applications: Strategies
Social interactions, cont. - Strategies
Be a careful observer
Formal and informal observations
Encourage children to solve their own problems
Pause before you intervene
Define the limits of acceptable behavior
Hurting physically or emotionally cannot be allowed
Consistently apply program rules
Carefully define “gray areas” with examples

21. Applications: Strategies, cont.
Help children become more prosocial
Emphasize cooperation rather than competition
Teach cooperative game and sports
Set up environment to facilitate cooperative play
Use children’s literature that promotes prosocial behaviors
Lead discussions that deal with positive social interactions
Include projects/opportunities for children to help others
Invite adult community helpers to share experiences

22. Applications: Groups Group guidance Consider the physical setting
Comfortable, with space for large and small group experiences
Careful planning and organization
Requires thorough preparation
Mix active and quiet times
Include songs, activities, and games

23. Summary What is Guidance? Components of Guidance Guidance Applications
CFU: With your 6:00 buddy, share your understanding of these concepts. What questions remain?