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Positive Discipline

Positive Discipline. SGQ IV Objective 2. 1. Reasons for Misbehavior. Normal for the age Natural curiosity Don’t know better. Unfulfilled needs Environment. For power & control For revenge Feel inadequate Feel discouraged To feel they belong. AND….

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Positive Discipline

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  1. Positive Discipline SGQ IV Objective 2

  2. 1. Reasons for Misbehavior • Normal for the age • Natural curiosity • Don’t know better. • Unfulfilled needs • Environment • For power & control • For revenge • Feel inadequate • Feel discouraged • To feel they belong AND…

  3. The child misbehaves to get attention • Positive attention vs. negative attention

  4. Why is this child misbehaving? • Jane, 3 year old, goes into Mom’s bedroom and uses lipstick to draw on Mom’s bedspread. • Mary is building a tower and soon begins throwing them in anger.

  5. 2. What is a transition? • Something that encourages children to move from one activity to another in an organized and controlled manner. • It reduces confusion and misbehavior. • 4 types: Concrete, Visual, Auditory, and Novelty • Auditory is a very effective auditory transition. • Music, singing, chime, clapping, or phrases • Visual tactics are also effective. • street light for volume and activity level, 2 fingers in the air, or lights off and then on

  6. 3. Schedules and routines provide: • Consistency which is necessary for a child to identify the expected behavior and to learn to trusttheir parents, caregivers, and the world they live in. • Sense of time and sequence is developed. • Children learn the skill of predicting which encourages problem solving. • Reduces tension and fears due to the “unknown” thus reducing misbehavior. • Mistrust is the result of no schedule or routines: • Misbehavior • Receive inconsistent care from the caregiver. • Receive little love and attention. • Fear and suspicion toward their world and everyone in it. • Feelings of: unsafe, insecure, lack confidence, unhappy, unloved, weak, independent, low self-concept, …

  7. 4. Positive Guidance methods • When you have done everything to set the room, children, and activity up for success and positive behavior, but somehow it never goes as planned and a chooses to misbehave. • A child is ALWAYS GOOD! Sometimes we all just make a bad choice.

  8. Modeling and Guidance • To give and model advice, counsel, help, or appropriate actions. • Continually done. A parents daily job. • Child learns what is expected of them. • Children learn by example. • Adults model the type of behavior that they desire in the children. • Teaches children how to deal with experiences based on just watching the people around them.

  9. Discipline • Teaching & training so that the child will follow after you. • Done only when needed. • Fair, firm, & consistent. • This is NOT punishment.

  10. Consequences NATURAL LOGICAL Related to misbehavior Not done in anger Short duration Unpleasant • Things that naturally happen without parental interference.

  11. What is a natural and logical consequence for each misbehavior. • 2 children fight over whose turn it is to play video games. • A child is not ready for school on time. • A child does not come home on time from a friends house for dinner.

  12. Positive Statements • Telling a child what they CAN do, rather than what they CAN’T do. • Instructions are more clear. • Builds self-esteem and confidence. • Works for all ages! • “Please walk” instead of “Don’t run”

  13. Practice – Positive Statements What would you say? • Don’t hit your sister again! • Don’t forget your lunch! • Don’t slam the door! • Don’t climb up the slide! • Don’t listen to that kind of music!

  14. Redirection • If a child is doing something you do not want them to do….give them something else to do. • Distract them with another option

  15. Reverse Attention / Positive Reinforcement • Ignore inappropriate behavior and deal with problem when child is no longer seeking attention. • Comment on the positive actions being done. • Children will repeat any behavior that receives attention (positive and negative).

  16. Limited Choices • 2 or 3 options. • Gives child a sense of power and control. • Offer only real possibilities. • Can help reduce temper tantrums.

  17. Time Out (Away) • Gives children an opportunity to re-gain control of their emotions. • To best use this technique, follow the Time Out Policy. 1. Remove the child from the situation. 2. Quiet spot away from distractions and positive reinforcement objects. - Generally, one minute for each year. 3. Ask the child why they are in time away. 4. Tell the child why they are in time away. 5. Restate the rule 6. Discuss what they could do next time. 7. Remind the child you love them. 8. Have them apologize, if needed.

  18. Demonstrate appropriate management solutions for dealing with problem behaviors. Select three problem behaviors and write up solutions. • A child is throwing a temper tantrum, but is not hurting anyone or anything. What should you do? • What do you say or do to a child who is running through the center (or doing an action that is dangerous to themselves or others)? NOW Practice……

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