routine child guidance practices
TRANSCRIPT
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Routine child
guidance
practices should
include but are
not limited to the
following:
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1. Having a soundunderstanding aboutthe principles of childgrowth anddevelopment;
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2. Preparing a stimulatingand educationalenvironment with avaried curriculum andplenty of age appropriateplay materials;
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3. Creating consistentroutines and planningways to have smoothtransitions, enablingchildren’s waiting timesto be productive;
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4. Modeling appropriatebehaviors and positiveattitudes;
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5. Learning about thechild and familyhistory;
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6. Recognizing children’sfeeling when discussingtheir unacceptable behaviorwith them, (separation ofone’s disapproval of thebehavior from the care andrespect for the child);
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7. Reducing opportunitiesfor problem behaviorsbefore they begin byfocusing children awayfrom potential problemsand expanding effortstowards redirection;
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8. Helping children learnabout natural consequencesbecause appropriate naturalconsequences appeal totheir sense of logic, “When Ido this; this is whathappen”;
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9. Providingopportunities forchildren to learnguidelines foracceptable behavior;
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10. Resolving problems asthey occur and remindingchildren of the rules whena problem erupts, (whenappropriate childrenshould play a role inresolving their problems);
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11. Being clear aboutrules and beingconsistent in applyingthem;
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12. Understanding howindividual children respondto different cues, andunderstanding that nosingle technique will workfor all situations;
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13. Helping children“brainstorm” to solveproblems and makechoices because it helpspromote self-esteem andteaches problem solvingskills;
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14. Knowing when torespond to inappropriatebehavior and noticingappropriate behavior;
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15. Creating an individualaction plan for a child thatidentifies the child’schallenging behaviors andincludes ideas for how thechild care teacher/providerand the child’s parents canwork to resolve them.
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16. Teaching childrencoping mechanism suchas, “Talking a break,”and, “Picking anotheractivity”.
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Punishment
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Punishment is a rough orinjurious penalty. It is theapplication of an(aversive) stimulus in aneffort to reduce thefrequency of a behavior.
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(Or, more properly, apunishment just is anystimulus which, whenapplied, reduces theincidence of a givenbehavior).
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According to the findings ofmost operant behaviorist,it doesn’t work nearly aswell as reinforcement.Punishment has a morerestrictive and technicaldefinition.
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Along with reinforcement itbelongs under the OperantConditioning category. OperantConditioning refers to learningwith either punishment orreinforcement. It also referred toas response-stimulusconditioning.
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In psychology, punishmentis the reduction of abehavior via a stimuluswhich is applied (“positivepunishment”) or(“negative punishment”).
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Making an offending studentlose recess or play privilegesare examines of negativepunishment, while extrachores or spanking areexamples of positivepunishment.
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The definition requires thatpunishment is onlydetermined after the fact bythe reduction in behavior; ifthe offending behavior of thesubject does not decreasethen it is not consideredpunishment.
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There is some conflation ofpunishment and aversive,though an aversive thatdoes not increase behavioris not consideredpunishment.
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• It is designed to stopunwanted behavior byinflicting retributionthat is painful orunpleasant.
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• It does not teachalternatives or enhanceunderstanding.
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•Good Behavior resultingfrom punishment is theoutcome of fear.
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15 Strategies to use in
class:
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1. Enforce Rule Consistently-so students know theoutcome and punishmentof their behaviors.
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2. Positive/NegativeFeedback- so student knowwhat they need to changeas well as what they aredoing well.
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3. Clear Direction- so there is no confusion as to what is being asked.
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4. Give Choices- so students have a sense of empowerment and leadership.
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5. Reasonable Rules- that are suitable for the given age group.
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6. Variety- use a varietyof activities whenplanning a lesson oractivity.
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7. Use non-verbalCommunication- such asbody language to helpstudents stay on track.
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8. State and DemonstrateRules- so students have aclear understanding ofwhat is to be done orexpected of them.
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9. Give Advance Warning-for transitions so studentswill have adequate timeto finish activities andprepare for the next.
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10. Ignore Minor Behavior-unless it poses a safelyrisk or is interruptingother student, “pick yourbattles.”
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11. Avoid Repetition- thiswill teach students to bemore attentivelisteners.
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12. Use ProximityControl- by standingnear by students thatare acting up.
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13. Focus on Student’sSuccess- student’ssuccess breeds moresuccess.
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14. Modeling- modelpositive behaviorsstudents can imitate.
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15. Observation- watchbehavior and attitude.Problems outside theclass might be occuring.
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Prepared by:Jerold A. Jamen