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Guidance in Early Childhood Education

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Sarah Smith

on 17 October 2014

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Transcript of Guidance in Early Childhood Education

Guidance in Early Childhood Education
Helping the infant achieve self-regulation/ coping strategies
Self-regulation- the ability to maintain composure when exposed to stressors

Coping- the process of developing strategies to manage stress
Sometimes it can feel overwhelming to work with highly sensitive babies. What are some strategies you can use as a caregiver when you feel overwhelmed?
Developmental Picture for a Toddler
Curious and eager
Shows empathy
May get carried away easily
May hit and bite
Experiments with limits and boundaries
Tantrums when frustrated
Short attention span
Providing Positive Guidance for Toddlers who are Misbehaving
Toddler Classroom Management Strategies
1) Give choices
2) Explain your reasons
3) Give children jobs
4) Promote emotional development
5) Make children aware of schedule and routine
6) Be consistent and follow through
7) Reward positive behavior
Developmental Picture of Preschoolers
Follows directions
Plays cooperatively
Can act impulsively
Enjoys rules
Settles problems with words
Can be whiny and stubborn
Highly imaginative
Use Positive Reinforcement in your Preschool Classroom
Catch you being good
Earn rewards with good behavior
Motivate students with positive consequences
Be specific in your praise
Dealing with challenging behaviors
Have classroom rules, add as needed with circle time
Identify the cause of the behavior- attention seeking, frustration, etc.
Allow students to work out their problems if possible and moderate as needed, but take care not to place blame
Redirect when behavior is due to boredom or to assist a student who will be embarrassed
Prepare students for transitions to prevent
Talk to parents about their strategies for repetitive issues
Focus on the victim of aggressive behavior
Developmental Picture
Fully dependent on caregiver for all needs
Learning self-soothing
Cries to communicate needs
Conducts experiments to learn about his world and caregivers
Many are clingy
Does not respond to "no" the way an older toddler or preschooler would
Teacher's Role
Talk to parents about the temperament, preferences, and needs of the baby.
Introduce new experiences only when child is happy and healthy
Keep track of things that make the baby upset and happy
Get to know the babies preferred sleep/ activity schedule
Look for cues of being overstimulated
Help the babies find coping strategies like a pacifier or blanket
Different strategies for different temperaments
If the baby is
Use a soothing voice

Avoid making too much eye contact


Hold them close to your heart
Reduce overwhelming stimuli

Be alert for overstimulation
Find something that the baby finds soothing- music, rocking, pacifier, scent of his mother, a favorite story
If the baby is
Exuberant or Always on the go
Provide new experiences for the baby more frequently than normal (while being cognizant of potential over-stimulation)
Use quiet voices, music, and rocking to calm them down.
Keep one on one interactions lively with interactive books, finger plays, and bouncy songs
Do babies need to be disciplined? Why or why not?

Considering the infants in your care- Have you found that you needed different strategies for different infants?
Considering the developmental picture, what is the caregiver's role in providing guidance?
What are some qualities of a good toddler teacher?
Keep it simple
Redirect the child
Is the behavior likely to reoccur? If so, a simple explanation will work.

Example- Child is flipping lights on and off again. Simply state "This is not a toy. Here's a toy that you can play with."

Telling the child "No."
As much as we try to avoid saying "no" all of the time, some situations require clear boundaries.

Example- Child is pulling another child's hair. "No," you say, "We don't pull hair because it hurts. Why don't we get you both a red ball, so you can play together nicely."
Encourage Positive Behavior
Always encourage positive behavior no matter what intervention strategy you use (no or redirection).

Example- Child is tearing pages out of books. "No," you say, "We don't tear books because we won't be able to read them if the pages are missing.
Would you like to read a story?"
Why do we want to avoid telling the child "no" all of the time?

Class Rules
What are some age appropriate class rules for your preschool classroom?

How can you make sure the students appreciate and understand the class rules?

What can you do to make sure the students keep these rules in mind on a daily basis?

1) 25 month old Paula bit a classmate for the second time today.
2) 4 year old Josie told Mary she is fat, making Mary cry.
3) Nobody wants to play with 3 year old Matt because he always take the toys.
4) 7 month old Freddie cries and screams when other children are around.
5) The class erupts into chaos after center time before circle time.
6) A parent complains that her preschooler did not receive a stamp at the end of the day.
7)A parent is angry because her child has been hit by another toddler.

Group Activity:
The best way to deal with challenging behaviors is prevention!

We will make a list of challenging toddler behaviors in groups and write them on the white board. Then, we will consider as a large group if and how we can prevent some of these behaviors in the first place.
Small groups- role play your assigned scenario and be prepared to share effective guidance strategies.
Group 1: The girls have declared "no boys allowed" in the dramatic play area. One little boy named Andrew is crying because he wants to play.
Group 2: Tabitha can't find her headband. Everyone denies knowing anything about it. You later find it in Callie's backpack.
Group 3: You overhear Mario tell Marcos that he smells and is "stupid."
Group 4: Mary Ellen does not sit still during circle time. It is distracting for the other students.
Group 5: The students are not listening to you when you line them up.
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