I place trash in the wastebasket. Once the rules have been established, create opportunities to practice them. In addition, you must model the rules and socially competent behavior. Children best learn rules by seeing them practiced by the adults in their lives. Modeling pro-social behavior demonstrates how human beings should interact with one another. It reinforces behaviors that are respectful of others. Use positive reinforcement Make a commitment to verbally reinforcing the socially competent behavior you expect in young children.
Use positive feedback to reinforce pro-social, productive behavior, and to minimize disruptive behavior. To reinforce pro-social behavior, simply look for it. When disruptive behavior occurs, use positive feedback to draw attention to classroom behavior that you would like to see. Avoid focusing on the disruptive behavior.
Reinforcing pro-social behavior should not be confused with praise. Praise implies an objective value judgment. A better alternative is recognition and encouragement. Encouragement is specific and focuses on the process the child used to produce the artwork or how the child is feeling at the moment. The focus is on the process or behavior. When stated as positive affirmations, words of encouragement can help nurture self-esteem.
An encouragement system can also use tokens as positive feedback. For example, children could be offered tokens when displaying behavior you want to reinforce. The tokens are not used as rewards, and they are not redeemed for some tangible prize.
Additionally, the tokens would never be taken away once given to a child. This system encourages a child to repeat desired behavior and will tend to stimulate intrinsic motivation. When a child sees or hears a classmate being reinforced for a particular behavior, the attention given to the targeted behavior increases the odds that the disruptive child will be motivated to try the same behavior.
Examples of developmentally appropriate tokens are construction paper leaves that can be placed on a personalized paper tree, and paper ice cream scoops that can be stacked on a paper ice cream cone. Early in the year the children would cut out leaves or ice cream scoops and place them in a large container near the board.
When a teacher observes a desired behavior, she states the behavior, how she feels about it, and invites the child to get a token. Tyron, when I see you picking up those blocks, I feel so excited, I invite you to put a leaf on your tree! Phrasing a message in this manner tends to encourage intrinsic motivation. Use natural and logical consequences, not punishment Natural and logical consequences can effectively motivate self-control without inflicting the cognitive, social, and emotional damage caused by punishment.
When appropriate, allow natural and logical consequences to redirect inappropriate or disruptive behavior. This will encourage self-direction and intrinsic motivation. Assume, for example, that Melissa leaves her painting on the floor instead of putting it on the drying rack, and a minute later another child accidentally steps on the artwork and ruins it. Melissa ends up with a torn painting as a natural consequence.
Use logical consequences when natural consequences are not practical. If a child is throwing blocks, for example, a logical consequence would be to lose the privilege of playing in the block area for a set time. Children need the opportunity to connect their behavior and its consequences. Using logical consequences allows children to learn from their experience. By contrast, punishment relies on arbitrary consequences.
It imposes a penalty for wrongdoing. Being punished for unacceptable behavior conditions young children to limit behavior out of fear and leads to lowered self-esteem. Experiencing logical consequences, on the other hand, allows children to see how to achieve desired goals and avoid undesired consequences, through self-correction without damage to self-esteem.
Inappropriate, disruptive behavior is typically motivated by the need to gain attention. Wanting attention is not a bad thing. The issue is how to gain it. Children need to learn that they can choose to satisfy needs in socially acceptable ways. Logical consequences help young children become self-correcting and self-directed. When talking to young children about behavior, differentiate between the child and the behavior. For example: Wow, Tara, when I see you turning the pages carefully as you read your book, I feel so happy I want to give you a high five.
To extinguish disruptive behavior, adapt the template as follows: Tara, when I see you hit Mary, I get so sad that I am going to keep you with me until I think you understand about touching people gently. As early childhood educators, we are responsible for nurturing the development of emotional intelligence in young children. We need to reinforce behavior that is sensitive to the emotional needs of others. An example of when to use this skill is with the tattling child.
Children tattle as a passive- aggressive way to solicit adult attention. Assume, for example, that Takesha complains, Johnny hit me. Engaged listening Children need to feel they are being listened to. To communicate that you are paying attention to a child, maintain eye contact, smile attentively, and use appropriate, gentle touch to convey that you have unconditional positive regard for the child.
Use the same communication skills with children that you want others to use with you. A teacher displaying impatience, for example, can stifle language development and discourage a child from sharing feelings. But a teacher who listens attentively helps children develop emotional intelligence.
Be consistent A critical factor for successfully implementing developmentally appropriate child guidance is consistency. You need to enforce rules consistently, even when it may be easier to look the other way. Children need to know what is expected of them. They have difficulty adjusting to unexpected change. When they display disruptive behavior, keep in mind that it may have been conditioned into them since toddlerhood. When implemented correctly, these 12 levels of intervention foster the development of self-control.
Being unwaveringly consistent with interventions, from the first day of class to the last, is crucial. Always start with the level one intervention first. When the desired change is not achieved at a lower level, add on the next level while continuing to follow through on the previous levels. We don't recognize your username or password. Please try again. The work is protected by local and international copyright laws and is provided solely for the use of instructors in teaching their courses and assessing student learning.
You have successfully signed out and will be required to sign back in should you need to download more resources. This title is out of print. Guidance of Young Children, 6th Edition. Marian C. Availability This title is out of print. Overview Features Contents Order Overview. Description For courses in guidance and management of young children. Shows how things happen in classrooms, and how to apply text principles to such occurrences.
NEW - Chapter 3, Observing Behavior in Child Guidance —Emphasizes the importance of observation of children as the basis for any and all guidance activity. If you just had COVID and isolated for five days, and then someone in your household tests positive and has to start isolating, that does not extend your isolation period or throw you into a new quarantine. Keep in mind, however, that natural immunity will eventually wane, and re-infections can occur.
What happens a week or two after you recover does not necessarily apply to infections that occur a few months down the line. People who are vaccinated and boosted are not getting very sick. The information in this story is what was known or available as of publication, but guidance can change as scientists discover more about the virus.
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