6 Working with Young n Children C
377 377 Chapter 14 Developing Guidance Skills Part Three Guiding Children
18.
and for helping families deal
with
19. Social a a studies. tu l l Res ese arch h th he
educational a ion a trend l tre nd favoring g o op en
classrooms ms in t i i he 1960s and a d
1970s 1 9 Write a a re a re a re e p abou ut the the he 70s. Write a rreport re r e re port port p abou ou ut ut the the h he
events or situations that that l le d ed to to
encouraging this g thi trend s tre s tre s t Ex nd E nd. E x x l xplai xplai n n
what an open n op en c en cl cl assroom assro is om is s s
and whatt w hat it i is t is not. not. Describ Des be
how w this t his trend t t rend r fel fell ou out of fa av or,
but ut in i nclud e an an exp planation n of
how ow some of o the f the philosophies
fo oll lowed at the h tiime still re emain
in education n tod day.
Apply and Explore
20. Observe er ve a ve a a t tea acher interacting er in
with chi hild dre en fo f r with child ld re ren en f or one hour hou R Record o or on e hou e hou r. R r Re cord d f f f
all incidences es s s of verbal ve of of v of ve rbal gu guid d da nce. e.
21. Observe in a classroom ro ssro om om
setting for half an hour. L Lis st all
examples of praise you y ou hear u he e e ar.
After your observat rvati ation, va ide enti fy
each example a e as as effective e or
ineffective praise. pra ra
22. Locate book o ks ks written for
children help them deal with hild tto h h lp th d i it h
by Jan nine Amos such h h h
lous, Moody, M Sad; and an and nd an nd d d
by Alik ki such as Manners Mann Manne Mann ann ann an
elings. Discuss ss s s how how how how h how how
g a sto ory ory y abo abou abou bou bou out ou an t a t a t a ano an a ther
th pro oblems ob ob ob ob b lems lems lem lems lems ems m m may be an
ve tool for helping children
gnize the eir own difficulties.fi
Thinking Critically
23. Conduct a self-observation.
Using an audio recorder, de er record rec rec ec ord ord d ord
your interactions wit s wi wi w t th children th ch h ildre e n n.
Listen to your ur in in inter nter ractions. actio on Were W W ere re
they ey they hey positive? p ve? e? Did Did you Did y y hel ou he e lp lp
the childrren he c e c e c c hildr hi hild en en in in iden iden de de tifying and ng an g a
labeling ng pos g p g si siti o os ve behavi ve b b e vior? av io ? ? How
would w you yo you ou change ch ch h han c some e m m o o of e o your
in nter i ac cti tio ns w ns w ns w s w w wi wi ns wi wi th t th th e ch hi h ldrren to
make ma m them hem m m mor m o ore or positive? ive? ive?
24. Write W Wr you yo ur own o own own own wn guidance id policy.o ce p ce p
Yo Y Y ou ou may a y wa wa wa ant a n a y t t t to to contactt con loca lo cal Y Y Y Y
child c ch care are re centte cent cent ent en ers to view w
their th guida d ance an anc ce e e e a policies p p po befo b efore ore ore
b begin ning ng g g g the th he assignment. a a t e ss g m Mak M ake ake
sure the po the p he p he p olici ciies include s in e e cl the
qualities ali ties ties and behaviorss h havi ha that t o you ha qua quali ali ali uali ties tie tie es tie and b ehavi hav avi ors ors t t hat y hat y ou
are tr a are are t re t re t rying rying to e to e stablish—guidance sta —g —g g uidan uidan uida ce ce
techniques echn that will ill be u b sed to
m model prosocial behaviors avi and
s strat egies that will be use sed to
handle handl inappropriate e in beh haviors.
25. Write Write Write Write Write Write a lesson a le a le a le a le a le sson son son sso sso sso ss plan for
preschoolers resc ole ole hoole er to rs to rs to rs to rs to rs to s te teac te te t h them e the he
ski kill of encourraging. aging aging aging aging ging aging agi You . Y . . may may
have childre hav ave children crea ea ea eate ate ate ate ate a an artt an a
oject or e enga ge in in in n n n n grr g gro ros g g gr g r s-motor s-m
ities. Fo Fol low the w t he act e ac ac ac ac a tivi vitie t es with
le actii ity ivi to demonstrate mo mo mo mo o nstra n
uraging n and discus c c c c us s ss how s ow
might have motivated the have moti vated vate ate vate vate the the
en wh ho participated. pate pate pat a pat e
26.
esp
situations that occurred while
you were Summarize y g
your r feel fee fee feeli ngs about how ho
learning these ng t ng t ng t techniques n will
help you ou in ou i i n your future ure career.
Using Technology
27. Search c the h th h th h th online catalog ca ca talog talog talog for for for r fo
the Natio N N N N atio ati onal ion al Association As As A As A ss A socia socia cia s for the e
Edu Educa ucation n n of Young of Yo of Yo of Yo of Yo of Yo of Y Children ung C
for resources u ur ur ur u ce ce es es es on guida dance and
discipline in n ne ne o o o o of young children. r
Create a bibliography e a b e a b e a e a a b listiing Creat e a b e a e a e a e a a ibliography lis tin ng
these e reso res res res re re urces.
28. Utilize e e vid e vi vi v d d deo recording
equipment men men me me me to create a short r t
educational at tiona tiona tiona tion on movie promoting ti
the use e o e o of of of e e e ef effe e ctive guidan ance
techniques. ues ues es es W . W W W W Wri te a script crip that
includes clu an e n n exp n exp exp ex n exp planation lanat la la l of all
xt. the techniiques the t h s lis liste liste liste s ed in d in d in d in the t ex
Record Reco children and nd nd d studentt stude u stude
teachers ach in e the child care car lab e lab
29.
listening help improve students
motivation and
skills? Use skill skill skil s? s? s? Us e prepresentationttionantasent ta on on
software so sof softw so to explain t the steps teps teps
involved inv in active listening st and a a nd nd d
giv ve examples of ea a ac h step.
Portfolio Project
30. Se elect one e o of the e children in
the the child he c hild care lab b and write
a a b a bri a b ef profi le of the t child,
fo focus focu using foc fo f on the c chil d’s usual sual sual
be beh behav behav avior behav behav behav be hav ha and io i use s e of social socia socia socia l l
skilllls kil in in s in s relattionships l rela ionsh with w w skill ll l l s in s in s s i in n n s s n relat relat re ionsh ips ips w ips w ps ith
other er c chil chil dren dren. Iden Iden tify any
guidance da nc issues you have
seen n n d di displ ayed by by the child
and de d d d d e escri be any y intervention
used sed sed e to handle th hese guidance
issues. issu issu s If possible e, interview
the child’s family get ild’ s fam ily y tto o get
ad
Chapter Review
Chapter 14
Developing Guidance Skills
3 374 Part Three
Guiding Children
Review and Reflect
1. W W W What are prosocial
soc behaviors? ia
2. W W What
do studies
show w abo abou t
t the effects t of uncoopera
e e rativ e
t te teach ers on
students? u s s ? ?
3. W W Wh Why do W
children of of of
perrmissive pe per
r m m teach hers che
often
exhibit exhib exhib exhib xhib exhib hib bi aggre it a ag gress gress
ive and
attention-seeking tte en en n n n n i tion- on tion- tio tion tion ion s s se
behavior? io o
? r? r? r? r?
4. Describe
one be o be o be e o e o of ne of ne of ne of ne of ne of th th the he the the generra gener gener gener
ener ner a al al al al
guidelines g
you sh h h
l ould follow o o w w for w
effe effec ef ef ff guidance
to occu c c ur
eff eff ffe ective tive guida
nce t o occ cc c ur.
5. Give Give Give Give three th t
examples of of of actions
usef eful fu fu f i l i l in
in i direct guidan an
nce.
6. Use posiitive
p os osit guidance
c e
statements ment en en to rewrite
e e the
followin ng g: g:
A. Do
not not no no scream!
B. Do
not not no no no get paint
on n y n yo ur
dre ess. ss ss e .
C. Do o o o o no no n ot n
spill the e e e milk milk milk. m lk.
D. Q Q Qu Qu Qu it it t t running! it ru
ning ng ng ng nin n ng
7. Na Name ame
the direct d e d d d e d d irec irec ire ct ect ec guid guid
ance
principle bei e be e be e be be be e in in in ing used
in n each of
the follo lo owin ow ow w o in in in ing examples.
A. Penny e e e e nny nn nn
ny y was disciplined
d
yesterday
este este este st este for running
through hrou hrou hrou ro ro the cooking
arrea.
When When When Whe Whe he When she ran
through h the
cookin ooki ooki ooki oki ok n ng area n n
today, s she
was as ag as a
s a s a a
a
g ga gain g disciplined
e d.
B. The
c chi chi chi chi chi c c ld ld dren ld ld d are
pl playi ng
a. It will be
in the art e a ar art art a a ar are area area a
It . It will be
in 10 minutes.es.
m,
er to the
other. His teacher comes over
to him and says, “Henry stop and
say ays , He nry, stop
that. You
migh ht hurt yourself.”
D. A teacher
say ys to
her
children, “On Friday,
we will
be eating lunc
ch outdoors.
You can choo
ose to have
either
a hot d do g or a
hamburger
fo or lunch.”
8. Give Giv
an example an ex
of how the
physical h settup up off
the classroom
ca an be used
toen o ncou rage
ca an b e use
d to enc e encou rage
inde indep ndep epen ep
enden enden e ce in ce in ce in the the he he
children. ch ch c
9. Why would Why Why
hy w w a teach
he her r want want want w to
u us use positive use us reinforcem
rc c ement nt? nt ? ? ?
10. Ex xplain the
differenc n n ce between
een een e
na atur
al consequenc ce ces
and
log
gical consequenc
nce ces.
11.
In n order to be
most most effective,
wh hen should
pra pr ais se be given
to o o
a child?
d
12.
Ho How do How d oes a prompt
m differ fromm m m
a a su sug a s gestion?
13. W Wh Wha at at W W is the
key to to redirecting?er
e cting cting
14. Exp Expla Expla xpla
plain la
xpla xp Exp
in th n th in in in n tthe n i proce e pro e pro p cess cess cess cess
of act of ac of ac ac tive t
listening.ge nin ning nin ng ning.
15. When en n is is ignoring
n not an t
i t id
t h i ?
apprr ro ro
p pr priat e gui dan nce
tech nique ?
16. List
t t th hr hree ways th
hat you can
encourage nc nco ou u the development
e
of
children’s child child h d d
positive e self-esteem.
Cross-Curricular Links
17. Spe Spe S eech. eec
Practice v ver bal
guid d da da nce techniqu nce t
e ues
by showing
a frie a
end how h t ow to use
e a puzzle.
Summary Summary
Effective guidance
skills are
necessary for effective
teaching.
Effective
guidance should maintain
children’s self-esteem and produce
a desired a desi change red ch
in ange i behavior n beha vior.
Self-regulation and self-control
are
the long-term goals of guidance.
The children should learn to direct
their own behavior
without outside
control. Another
goal of guidance is
to
promote promot prosocial e pros ocial
behaviors behavi among ors am
ong
the children.
Child guidance may
be direct
or indirect.
Direct guidance involves
physical and
verbal actions. The
direct guidance principles
described
in this
chapter p will help
you p you to more
effectively guide
children’s behavior.
Indirect guidance
involves outside
factors
that infl uence behavior.
One
important factor that indirectly
affects guidance is the physical setup
of the classroom.
You may You ma wish y wish
to de to de velop velop some some
specifi
c guidance techniques
to help
in
creating a positive
environment.
These
include positive reinforcement,
natural
and logical consequences,
warning,
time-out, I-messages, praising,
affirming affi rm
suggesting ing, s uggest prompting ing, p
rompti ng,
persuading, redirecting, modeling,
listening, ignoring,
and encouraging.
When guiding children’s
behavior,
your actions should
always
promote
positive self-esteem
in each
child. A child’s
self-esteem includes
the qualities the child believes he
or
she possesses.
er to th e
other . His teac cher
c omes over
to hi m and
say ays “He nry stop
Review and Reflectfl R
helps you recall important h
chapter information
a . It will be
llunchtime h i
m, m, m
Cross-Curricular Links C strengthen
academic skills in core areas, such as a
math, social studies, reading, speech,
science, and fi nancial literacy
child ren t o o h hel the m dea al ea a l w l w w w w wit h
ha ave child re
oje ct or e
ities . F
le a le a le le ti cti
ur ragin
mi might h g
e n w h
Apply and Explore A
activities give you a
opportunities to increase
you knowledge through
fi rsthand experiences
and iideas deas fo for h elpin g fam m ilie es d deal
wi th tthese h ese iissues.es. ssu
by by J a n
lo us, M
by A li k
eli n gs s
g a g sto
th th th th h h pro pro pro pro p
ve t tool
g nize the
Thinking Thi
Thinking Critically T
activities challenge you to a
use critical-thinking skills
in group discussion and
individual reflection fl
e e e es p
situations situa situa situa t that occu rred ed d while
you w ou w u w u w e ere tteaching. e eachi ng. Su S u ummar ize
listte g e p im mpr ro e stude ts
motivatio motiv otiv tiv ation ation and and nd communicationmucommunication comm mmu c
sk skill kill s? s? s? Us Us e pre sen nta ta nta tion tio tio
2 2
U activities
incorporate the use of i
technology, particularly the
Internet and software, into
chapter lessons
ild s fam ily t o get
xt.
th he he ch t th the c h
ad
Portfolio Project P helps
you compile a portfolio y
that will showcase the
activities, skills, knowledge,
and attitudes you acquire
throughout the course
Summary S highlights
major chapter concepts. m
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