1. Define these terms :

DisciplineMeans to teach. To train by instruction and exercise. Training a behavior in accordance with rules and conduct. A long term process that gradually leads to a child becoming responsible for his own behavior

GuidanceThe act or function of guiding. Giving advice or counseling. Helping, teaching, showing 

PunishmentA penalty inflicted for a crime or offense. Treatment – verbal attacks, withholding privileges, removal, hit, spank, hurting, prison.May restrain a child temporarily, but it does not teach self-discipline. Might teach obedience to authority, but not self-control which enhances self-respect. 

1. Define these terms:

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. 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***

Reason and Definition Reason and Definition 

1. Normal behavior for the child’s age

 Have appropriate

expectations for the child’s developmental age

2. Natural curiosity 

Provide opportunities to experiment and satisfy curiosity

3. They do not know any better Inadequate or misunderstood instructions, they really are trying to do what was asked (too high of expectations). They are trying something new and do not realize what the consequences might be.

4. To get attention 

Give attention only to that which you want to be repeated and

ignore questionable or undesirable behavior. Negative attention is still

attention

5. To get powerChildren want some power and control in their lives or they become upset over the

amount of control others have over them and might rebel or assert a degree of

power and control. 

6. For revengeWorking to hurt or “get even” for

what they have been made to do or feel

7. Feeling inadequate or incapable

 Constantly correcting or

giving negative reinforcement might make a kid quit trying because the

are afraid of failing   

8. The need to feel that they belong

 Wanting to find a place in a family or peer group where they fit in.

This place may be positive or negative, but the need is met

9 Positive Guidance Techniques

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.

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 the hardest 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 to self, others, or property.

• (If a child does not eat = they go hungry If the child leaves their bike out = it gets stolen)

• 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 the caregivers anger.

• (If the child draws on the wall = they scrub it off Child doesn’t keep their bathroom clean = can’t use it)

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

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.

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.

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

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.

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

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”)

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.

TIPS to facilitate positive guidance

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

1. Active Listening

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.

2. Expression of Feelings

Too many choices and options overwhelm a child.◦ They may act out

Provide only the needed supplies or choices.

3. Avoid Overstimulation

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.

4. Proximity

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.

5. Follow Through

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

6. Timing

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?

7. Prompt or Remind

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.

8. I messages

Activities and equipment that are relevant and safe for the age of the child promote growth and development.

9. AGE APPROPRIATE ACTIVITIES:

It is important that the teacher understand the skills and abilities of the children.

10. AVOID UNREALISTIC EXPECTATIONS:

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

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

SPANKING SLAPPING HITTING SHAKING PULLING PINCHING

NO TEASING NO HUMILIATION NO INSULTS NO THREATENING NO FRIGHTENING NO LAUGHING AT NO YELLING

12. FORBIDDEN DISCIPLINE ACTIONS:

Confirmed incidents will be grounds for immediatedismissal from a childcare job.

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.

Conflict resolution with Children

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

Appropriate Behavior Child Care Management Techniques

(as found in the state test guide)

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

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

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

Behavioral Needs Situations page 17 in yellow section

ASSIGNMENT: