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What Is Positive Guidance and Why Is It Important? - Handout CCEI4001- Positive Guidance, Part 1: What Is Positive Guidance and Why Is It Important? - Handout Welcome to CCEI4001 Upon successful completion of the course students should be able to define the term positive guidance and identify why is so valuable during the early childhood years. Students will also be introduced to theories, theorists and concepts which explain human behavior and children from birth to nine years old and some basic implementation practices of these ideas Course Objectives: By taking notes on the handout and successfully answering assessment questions, participants will meet the following objectives as a result of taking this course: Define positive guidance Identify examples of positive guidance Define self-esteem Identify characteristics of Jean Piaget’s Theory of Cognitive Development and connections to the positive guidance philosophy Identify characteristics of Erik Erickson’s Theory of Psychosocial Development and connections to the positive guidance philosophy Identify characteristics of ’s B.F. Skinner’s behaviorism theories and connections to the positive guidance philosophy Identify important reasons that child care professionals should understand stages of early childhood development References: Nelson, Jane (2007). Positive Discipline: The First Three Years, 2nd Edition. Ballatine Books, Fair Oaks, California Nelson, Jane (2002). Positive Discipline for Child Care Providers. Prima Publishing, Roseville, CA. Beaty, Janice. Skills for Preschool Teachers, 9th Edition (2012). Pearson. Herr, J. Working with Young Children, 7th Edition, 2012. Goodheart-Wilcox Company. Marion, Marion (2006 ). Positive Guidance and Discipline Strategies: Description and Explanation. Merrill Papalia, Olds, Feldman (2013). A Child's World: Infancy through Adolescence, 13th Edition, McGraw-Hill. Aguirre-Cox, Maria Victoria (2006). Positive Guidance. Victoria’s INK: San Antonio, Texas Aguirre-Cox, Maria Victoria (2009). Positive Guidance. Victoria’s INK: San Antonio, Texas Barakat and Clark (2007). Positive Discipline and Child Guidance. Human Development and Family Extension: University of Missouri, Columbia. Kaiser, Barbara. Challenging Behavior in Young Children (2011). Pearson. Feeney, Stephanie, et al. (2013) Who Am I in the Lives of Children? 9th Edition. Pearson. Morin, Amy. (2017). What is Behavior Modification? https://www.verywell.com/what-is-behavior-modification-1094788 What Is Positive Guidance? Positive Guidance Means . • • 1 of 6 • What is the difference between positive discipline and positive guidance? The Value of Positive Guidance in Early Childhood Define self-esteem: Define self-concept: Basic Tips Show, don’t tell. Be a guide. Tell children what they can do rather than what they cannot do. Try This! The Little Engine That Could Books can play an important part in helping children improve both self-esteem and self-concept. Children can learn about important moral lessons and learn about themselves by listening to ways in which fictional characters handle various challenges. The Little Engine That Could is one of the most famous tales about self-esteem. After reading the book, ask the children how the little engine managed to get up the big hill. Tell children that, every time they feel like they cannot do something, they should remember the Little Engine and say to themselves, “I think I can, I think I can...” The Foundations of Positive Guidance Jean Piaget 2 of 6 The Sensorimotor Stage Use this space to record important information from this section of the course. Describe an alternative to simply saying “no!” or scolding a child. What can a teacher do instead? Preoperational Stage Use this space to record important information from this section of the course. Erik Erikson Use this space to record important information from this section of the course. Stage 1 – Hope: Trust vs. Mistrust Lists ways in which a caregiver can earn a child’s trust: 3 of 6 Stage 2 – Will: Autonomy vs. Shame and Doubt Use this space to record important information from this section of the course. Stage 3 – Purpose: Initiative vs. Guilt Use this space to record important information from this section of the course. Try This Alternatives to “No” It is not difficult to imagine a scenario in which you may be temped to say “no!” to a toddler. Imagine, for instance, that you see a child trying to climb a bookshelf. Because you are responsible for safety, you cannot allow the child to climb the shelves, but instead of saying “no,” try: “Wow what a great climber you are! When we go outside you can show me on the monkey bars, because you might get hurt climbing on the shelf.” By using this approach, you tell the child that climbing is good, and climbing outside is even better. Plus, the child remains confident in his abilities. However, the “guidance opportunity” is not finished. It is important to make sure the child moves on to a new activity, rather than leaving him alone to consider taking another try at climbing the bookshelf. Draw his interest away from climbing and onto something else, such as a book on the bookshelf. You may also want to discuss the actual purpose of the bookshelves and make sure he understands the potential dangers. B.F. Skinner Skinner’s Five Main Obstacles to Learning: 1. 2. 3. 4. 5. 4 of 6 In order to overcome the obstacles to learning, Skinner suggests the following strategies for teachers. All of these strategies are in keeping with currently accepted practices in early childhood education, including positive guidance strategies, and are designed to keep the child motivated and confident: 1. 2. 3. 4. 5. What is positive reinforcement? Applying the Theories From Piaget, we learn to focus on developmental appropriateness From Erikson, we learn the importance of developing self-esteem and independence From Skinner, we learn that every behavior has a cause Developmental Appropriateness Why is it important to learn about developmental stages? Describe the House of Self. What is the foundation? How is the frame built? Try This! Positive Vibrations Positive guidance does not mean that caregivers should let children do whatever they want as long as it makes them happy. Sometimes, you need a child to stop doing whatever he is doing, especially in cases 5 of 6 where he may be disruptive or take inappropriate risks. Use positive verbal guidance when you need a child’s behavior to change. Tell the child what to do, rather than what not to do. Instead of . Say . Don’t run! Please use your walking feet. Stop screaming! I need you to use a quieter, inside voice. No, that’s wrong! You’re on the right track. Look closer. The Stress Cycle What is stress? What causes stress? How does knowledge of the stress cycle help caregivers teach children to deal with stress? 6 of 6.
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