Chapter 6- Relationships and Guidance

Principles of guidance

Core values rooted in early childhood education, knowledge of child development, understanding the values beliefs important to families, appreciation for uniqueness and individuality of each child

Active listening

A process in which you listen and respond to the feelings as well as the content of a message

What are I-messages?

A way to communicate your problems and felling without blaming. State the specific condition or behavior that is problematic. States your feelings.

What is guidance?

Assisting or leading a person to a destination

What are reflective and responsive statements?

Non-judgmental statements about a behavior, words that tell children that you see and are paying attention to what they are doing

Punishment vs Guidance

Punishment-A rough or injurious penalty. It is used to cause or inflict retribution that is painful, hurtful, or unpleasant Guidance- used to build self control.

What are the short term goals of guidance?

Respect and care for feelings and rights of oneself and others

What are long term goals of guidance?

Self control, resiliency, confidence, critical thinking skills and reasoning

Natural and logical consequences

The democratic approach to guidance based on Alfred Adler, Rudolf Dreikurs. Assist children in understanding the mistaken strategies they have adopted and allow redirection of behavior more positively

Encouragement (compare to praise)

The expression of approval and support- specific, descriptive and nonjudgmental, individual, focuses on process, experience, effort, growth and self-evaluation

What do children learn from guidance?

To direct and manage their own behavior To move towards self control To build skills for engaging in satisfying relationships About their needs and the needs of others

Praise (compare to encouragement)

the act of expressing approval or admiration General-same for all Making a judgment About external products or rewards Outcome, comparison, judgment from others