Routine child guidance practices
- 1. Routine child guidance practices should include but are not limited to the following:
- 2. 1. Having a sound understanding about the principles of child growth and development;
- 3. 2. Preparing a stimulating and educational environment with a varied curriculum and plenty of age appropriate play materials;
- 4. 3. Creating consistent routines and planning ways to have smooth transitions, enabling children’s waiting times to be productive;
- 5. 4. Modeling appropriate behaviors and positive attitudes;
- 6. 5. Learning about the child and family history;
- 7. 6. Recognizing children’s feeling when discussing their unacceptable behavior with them, (separation of one’s disapproval of the behavior from the care and respect for the child);
- 8. 7. Reducing opportunities for problem behaviors before they begin by focusing children away from potential problems and expanding efforts towards redirection;
- 9. 8. Helping children learn about natural consequences because appropriate natural consequences appeal to their sense of logic, “When I do this; this is what happen”;
- 10. 9. Providing opportunities for children to learn guidelines for acceptable behavior;
- 11. 10. Resolving problems as they occur and reminding children of the rules when a problem erupts, (when appropriate children should play a role in resolving their problems);
- 12. 11. Being clear about rules and being consistent in applying them;
- 13. 12. Understanding how individual children respond to different cues, and understanding that no single technique will work for all situations;
- 14. 13. Helping children “brainstorm” to solve problems and make choices because it helps promote self-esteem and teaches problem solving skills;
- 15. 14. Knowing when to respond to inappropriate behavior and noticing appropriate behavior;
- 16. 15. Creating an individual action plan for a child that identifies the child’s challenging behaviors and includes ideas for how the child care teacher/provider and the child’s parents can work to resolve them.
- 17. 16. Teaching children coping mechanism such as, “Talking a break,” and, “Picking another activity”.
- 18. Punishment
- 19. Punishment is a rough or injurious penalty. It is the application of an (aversive) stimulus in an effort to reduce the frequency of a behavior.
- 20. (Or, more properly, a punishment just is any stimulus which, when applied, reduces the incidence of a given behavior).
- 21. According to the findings of most operant behaviorist, it doesn’t work nearly as well as reinforcement. Punishment has a more restrictive and technical definition.
- 22. Along with reinforcement it belongs under the Operant Conditioning category. Operant Conditioning refers to learning with either punishment or reinforcement. It also referred to as response-stimulus conditioning.
- 23. In psychology, punishment is the reduction of a behavior via a stimulus which is applied (“positive punishment”) or (“negative punishment”).
- 24. Making an offending student lose recess or play privileges are examines of negative punishment, while extra chores or spanking are examples of positive punishment.
- 25. The definition requires that punishment is only determined after the fact by the reduction in behavior; if the offending behavior of the subject does not decrease then it is not considered punishment.
- 26. There is some conflation of punishment and aversive, though an aversive that does not increase behavior is not considered punishment.
- 27. • It is designed to stop unwanted behavior by inflicting retribution that is painful or unpleasant.
- 28. • It does not teach alternatives or enhance understanding.
- 29. •Good Behavior resulting from punishment is the outcome of fear.
- 30. 15 Strategies to use in class:
- 31. 1. Enforce Rule Consistently-so students know the outcome and punishment of their behaviors.
- 32. 2. Positive/Negative Feedback- so student know what they need to change as well as what they are doing well.
- 33. 3. Clear Direction- so there is no confusion as to what is being asked.
- 34. 4. Give Choices- so students have a sense of empowerment and leadership.
- 35. 5. Reasonable Rules- that are suitable for the given age group.
- 36. 6. Variety- use a variety of activities when planning a lesson or activity.
- 37. 7. Use non-verbal Communication- such as body language to help students stay on track.
- 38. 8. State and Demonstrate Rules- so students have a clear understanding of what is to be done or expected of them.
- 39. 9. Give Advance Warning-for transitions so students will have adequate time to finish activities and prepare for the next.
- 40. 10. Ignore Minor Behavior-unless it poses a safely risk or is interrupting other student, “pick your battles.”
- 41. 11. Avoid Repetition- this will teach students to be more attentive listeners.
- 42. 12. Use Proximity Control- by standing near by students that are acting up.
- 43. 13. Focus on Student’s Success- student’s success breeds more success.
- 44. 14. Modeling- model positive behaviors students can imitate.
- 45. 15. Observation- watch behavior and attitude. Problems outside the class might be occuring.
- 46. Prepared by: Jerold A. Jamen