1. Define these terms :

1. 1. Define these terms:

2. 2. Identify overall points of discipline: • a. The goal of discipline and guidance is to help the child learn self-control • b. Self-discipline is the ability to direct one’s own behavior • c. Parent’s who punish rather than discipline may have children that rebel • d. Respond to aggressive behavior in a non-aggressive way. • e. Adults who do not reinforce appropriate behavior, may have children who resort to problem behavior • f. Children often misbehave for attention. Withdraw from the conflict and resolve the problem later. • g. Attention is a powerful reinforcer that guides children positively or negatively.

3. 3. Identify and explain 8 reasons for a child’s misbehavior. • Remember that we all act in certain ways to meet our own needs. Children are no different and their behavior, or misbehavior, can be understood best if the underlying need or reason for their behavior is identified. • ** A child misbehaves when one of the following behavioral needs are not being met***

6. 9 Positive Guidance Techniques

7. 1. REDIRECTION • a. Substitute unacceptable behavior for acceptable behavior by helping the child to focus on or pay attention to something else that is more appropriate • (Let’s run and yell outside instead of in the house) • b. Children up to 2 years old can be easily distracted to change their behavior. • For all ages, adjust the environment. Put items away and out of sight to avoid creating problems.

8. 2. NATURAL AND LOGICAL CONSEQUENCES • a. Natural Consequences occur without interference, allowing the consequence to happen, not an inflicted punishment by the caregiver. • Best method of discipline, but thehardest one to do. • The child can see the result of his behavior or choices. This type of consequence can’t be used if it will cause harm toself, others, or property. • (If a child does not eat = they go hungry If the child leaves their bike out = it gets stolen)

9. b. Logical Consequences should be relevant to the misbehavior. • This type of discipline should provide opportunities for children to learn from their behavior • It should be short in duration and not imposed in thecaregivers anger. • (If the child draws on the wall = they scrub it off Child doesn’t keep their bathroom clean = can’t use it)

10. 4 Rules to Remember When following through with a consequence • 1. The consequence must logically (be relatable) follow the act • 2. The consequence cannot be imposed when the caregiver is angry. Calm down so you can think rationally about a logical punishment • 3. The consequence must make the child feel as though it is an unpleasant result of their behavior. • Give the consequence and let the child feel its effects without any further comments from you or this might cause resentment. • 4. The consequence should be short in duration and specific enough to have an impact on the child

11. 3. CHOICES WITHIN LIMITS • a. Give children opportunities to make choices (Do you want water or Juice? NOT What would you like to drink?) • b. When children are allowed to make choices, they get practice in making decisions • c. Setting limits allows children to control themselves rather than feel like they are being controlled • d. Limits put on the child should have a purpose and should benefit the child. • e. Limit the options when giving choices. (“either - or” choices will help to narrow it down) • f. Make sure you are willing to give the choices that you offer.

12. 4. TIME OUT • a. Use a consistent place that distances the child from the problem where there are no distractions and they can regain their composure. NOT a place to sit and think about what they have done wrong. • b. One time out minute for each year of the child’s age. ie: 2 year old should receive 2 minutes. • c. Use time out only for serious misbehavior like tantrum, fighting, intentional destructiveness • d. Do not talk to the child while in time-out • e. Use time out immediately after the behavior occurs • f. Once the time is up, calmly explain to the child why they were punished and what behavior will be expected in the future. If the behavior happens again, immediately repeat the process – do not give reminders. • g Make an extra effort to notice their good choices after time out.

13. 5. REVERSE ATTENTION • a. Ignoring the negative behavior (whenever possible) and reinforcing the positive behavior. • b. Catch them doing good things rather than scolding them for all of the bad things

14. 6. CONSISTENT • a. Children feel more secure when parents are consistent. • Positive Guidance is dependent on maintaining consistency. It is more important than how strict or lenient you are. • b. Children will always know what to expect and what is expected of them. • c. It eliminates arguing and forgetfulness on the child’s part. • d. Make threats to a child that can and will be followed through with.

15. 7. EXAMPLE • a. This is a very effective way to teach children a desired behavior • Children will always follow what you do before they follow what you say

16. 8. ENCOURAGEMENT • a. Encouragement is the best form of positive reinforcement. It is the best way to teach children a positive / good behavior • b. What is the difference between Praise and Encouragement? What are the effects of these? Praise • 1. A Type of reward based on competition. It is given for winning and being the best • 2. It teaches a child that if they do something considered good, they will be recognized with an external / tangible reward like a treat. • 3. Places value judgements on a child. (“I’m so proud of you!” “What a good boy!” “Here’s a sticker”)

17. 9. POSITIVE STATEMENTS • a. Tell a child what to do NOT what not to do. (Don’t run in the house!!! vs. Please walk in the house) • b. When giving directions, clearly state in a positive manner, what the child is expected to do and talk to the child on their eye level. • c. To encourage children to do a task, tell them what needs to be done and then help them get started.

18. TIPS to facilitate positive guidance

19. 1. Active Listening • Listen with your eyes and ears to what the child is saying to you. • Get down on their level. • Pay attention to what they are thinking and feeling. • Respond to the child by repeating what they said to you

20. 2. Expression of Feelings • Children need to know that their feelings are okay. • Maybe the way they are expressing it is not okay. • Give children an acceptable way to express these feelings.

21. 3. Avoid Overstimulation • Too many choices and options overwhelm a child. • They may act out • Provide only the needed supplies or choices.

22. 4. Proximity • Be near the child when you are talking with them or making a request. • Verses talking from across the room • Get down on their level.

23. 5. Follow Through • If you request that a child do something and you give them a consequence or a warning, follow through with it on the second account. • You will be a liar if you don’t. • Your kids won’t believe you.

24. 6. Timing • Give the child a warning for what is coming up. • “In 5 minutes it will be time to clean up” • There is an appropriate time for everything. • A lesson right before lunch is not the best time

25. 7. Prompt or Remind • Give a reminder to stop an unacceptable behavior or to start an acceptable one. • Do you remember where we keep the play dough? • What must we remember when we ride our bikes?

26. 8. I messages • Tell the child how you feel about their behavior or what you need done. • Does not put blame on the child. • Does not cause them to be defensive. • I need you to clean up your toys. • When I see you hitting your brother, I feel unhappy because you are hurting him.

27. 9. AGE APPROPRIATE ACTIVITIES: • Activities and equipment that are relevant and safe for the age of the child promote growth and development.

28. 10. AVOID UNREALISTIC EXPECTATIONS: • It is important that the teacher understand the skills and abilities of the children.

29. 11. Make sure the message of LOVE always gets through:

30. MISTAKES R WUNDERFULL OPPERTUNITEEZ 2 LERN! • Recognize your mistake • Reconcile “I’m sorry” • Resolve: Focus on solutions rather than blame.

31. 12. FORBIDDEN DISCIPLINE ACTIONS: • SPANKING • SLAPPING • HITTING • SHAKING • PULLING • PINCHING • NO TEASING • NO HUMILIATION • NO INSULTS • NO THREATENING • NO FRIGHTENING • NO LAUGHING AT • NO YELLING Confirmed incidents will be grounds for immediate dismissal from a childcare job.

32. Conflict resolution with Children • Listen to both sides of the conflict. • Restate the problem in a different manner. “So what I am hearing is……” • Say “I know how that would make me feel, but I don’t know how you feel” ask each child. “How do you FEEL about this situation?” • Decide “What could we do to solve this problem?” Listen attentively to each child’s ideas. List or restate all of the solutions. • Ask “Would you be willing to try one of these solutions? Which solution should we try?” • Observe the children. If the solution is not working, go back to step #2.

33. Appropriate Behavior Child Care Management Techniques(as found in the state test guide) • If one area of the classroom creates physical aggression try changing the room arrangement • Locate a child with a short attention span next to the teacher • Invite and gently take the child’s hand and walk when a child will not come out of an area • Give children the opportunity to make limited choices • Give positive reinforcement when a child tells the truth

34. Explain/how to use toys appropriately and redirect with appropriate items • Call attention to a child that is participating correctly • Give a time limit when they need to change when a child doesn’t want to take turns • Put away the distracting influence and involve him/her in helping with the activity when a child does not seem to be paying attention • Minimize blame, have child clean up, assist as needed when children not cleaning up

35. Cleaning up can be made into a game encourages a good attitude toward work by having the children help • Remind them of rules and encourage problem solving when children are arguing • Giving a few minutes warning helps children get ready to come inside • Tell them to use their inside voices (positive statement) when a child is squealing, yelling shouting • Try using a positive statement to correct disruptive behavior (i.e. tell the child “you shared something now you need to listen”) • Have child who has distracting toys put them away • Stop and ask all the children to return to their places; children ease their way from their places

36. Acknowledge and bring them back t the activity when a child interrupts with personal stories, etc. • Calmly keep the child from running away, hold him/her if the child runs away from you • Tell child you will listen to her when she can talk in a calm voice if they are whining, crying, etc. • Remove the child from the environment if the child is aggressive, fighting, etc. • Ignore temper tantrums if the behavior is for attention and no one is in danger of harm • Explain that tantrums are not acceptable

37. ASSIGNMENT: • Behavioral Needs Situations page 17 in yellow section