Ways To Promote Positive Guidance!!!

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Use "I" Messages (Affirmations)- Using "I" Messages allows children to know what you are feeling. Promoting the use of "I" messages is important as well it lets the children express themselves based on how they feel "I don't like it when you push me," allows the child to express his emotions in a positive manner.

Offer choices- Offering choices is important in promoting guidance. Allowing children to choose between two things such as milk or juice, paint or crayons allows them to make decisions

Setting limits- Setting limits allows children to know what the rules are and helps them gain a better understanding of how to follow them.

External reinforcement- Telling a child that you like what they are doing, especially in terms of behaviour, allows the child to feel proud of themselves and successful; at the same time promoting positive behaviour.

Redirect the child's attention- Lead the child to begin a new activity.

Be positive- Use positive words like "good job"," keep trying". It is also important to ensure that you tell the child what you want them to do rather than what not do.

Role Modeling- As a teacher, parents etc. it is important to model good behaviour. Children learn from what they observe.

Promote Independence- Encouraging independence helps children feel excited when they accomplish something and encourages them to continue the good behaviour they are displaying.

Encourage problem solving- Children needs to work out there own quarrels. Sharing is a hard problem many children face, so encouraging them to work out a solutions together can stop future problems but as well as allow them to solve their own problems without teacher involvement.

Reggio Emilia

The Environment as Third Teacher

"The spaces that teachers create for children seem to hold enduring memories for them that have a powerful influence on what they will value later in life. It is important, therefore, that teachers think carefully about their own values and how they affect the decisions they make about the arrangement of space, equipment, and materials in the classroom. Teachers are often unaware of the messages the environment is communicating to children and visitors to the classroom" (p.53).
"One can understand why the educators in Reggio Emilia have termed the environment a third teacher because of the power environments such as these have to inform and shape the kind of learning that will happen in the room" (p.53).

The Environment as a Reflection of Values

"Respect for the image of the child as rich, strong, and powerful is fundamental to preparing an environment that allows the child to be actively engaged in the process of learning. The importance given to building relationships with children, families, and the community means that learning is viewed as a collaborative process that does not take place in isolation. Spaces, therefore, are designed to welcome families and other visitors" (p.54).
"Creating an environment that acts as a third teacher supports the perspective that knowledge is constructed not in isolation bit within the social group" (p.54).

Fraser, Susan. Authentic Childhood. Nelson Thomson Learning: Canada, 2000

Children don't listen because...

~Adults yell, lecture or nag, which does no invite listening.

~Adults set up a power struggle that makes winning more important than cooperating.

~The child is 'programmed' by her development to explore - and the adult doesn't want her to. The of the child's development is usually louder than the voice of the adult.

~The child cannot understand a request because it demands social skills that have not yet developed.

~Children don't have the same priorities as adults.

~Adults don't role model good listening skills to their children.

~Adults speak too much and listen too little!

Source:
Course: Preschool Guidance- Class Notes
Date: February 2004
Instructor: Debbie Stothers

QUOTE:

"If a child lives with encouragement, he learns confidence.
If a child lives with praise, he learns to appreciate.
If a child lives with approval, he learns to like himself.
If a child lives with acceptance and friendship, he learns to find love in the world."

Unknown

98 Ways To Say "Very Good"

1. You've got it made.
2. You're on the right track now!
3. You are very good at that.
4. That's very much better!
5. I'm happy to see you working like that.
6. You're doing a good job.
7. That's the best you've ever done.
8. I knew you could do it.
9. Now you've figured it out.
10. How you have it.
11. GREAT!
12. Keep working - you're getting better.
13. You make it look easy.
14. That's the right way to do it.
15. You're getting better every day.
16. You're really growing up!
17. Nice going.
18. SENSATIONAL!
19. That's the way to do it.
20. That's better.
21. Best yet,
22. PERFECT!
23. You're really going to town!
24. TERRIFIC!
25. Much better!
26. You've just about mastered that!
27. OUTSTANDING1
28. You did that very well/
29. FANTASTIC!
30. You're really improving.
31. SUPERB!
32. Keep it up!
33. You've got that down pat!
34. TREMENDIOUS!
35. Good thinking!
36. Keep on trying!
37. I've never seen anyone do it better.
38. I like that.
39. I'm very proud of you.
40. I think you've got it now.
41. You figured that out fast.
42. That's really nice.
43. You're right.
44. CLEVER!
45. That's great!
46. Way to go.
47. Now you have that hang of it.
48. You've done a great job.
49. Congratulations, you got it right.
50. You're beautiful.
51. That's RIGHT!
52. That's GOOD!
53. When I'm with you I feel like singing!
54. GOOD WORK!
55. I'm proud of the way you worked today.
56. You're really working hard today.
57. You've just about got it!
58. THAT'S IT!
59. Congratulations!
60. That's quite an improvement.
61. You're doing that much better today.
62. I sure am happy you're my daughter/son/student etc.
63. You're learning fast.
64. Good for you!
65. Couldn't have done it better myself.
66. You really make being a parent/ teacher fin!
67. One more time and you'll have it.
68. You did it that time!
69. That's the way!
70. SUPER DOOPER!
71. You haven't missed a thing.
72. Keep up the good work.
73. Nothing can stop you now!
74. EXCELLENT!
75. That's the best ever.
76. FINE!
77. Wonderful!
78. That's better than ever.
79. I appreciate your hard work.
80. Now that's what I call a fine job!
81. You must have been practicing.
82. You're doing beautifully.
83. Right on!
84. Good remembering!
85. You did a lot of work today!
86. You certainly did well today.
87. You're doing fine.
88. You are really learning a lot.
89. You outdid yourself today!
90. SPLENDID!
91. Good going!
92. MARVELOUS!
93. You're doing the best you can!
94. Good job!
95. You remembered.
96. That gives me a happy feeling.
97. Well, look at you go!
98. DYNAMITE!

Source:

Canadian Child Care Federation Recourse sheet #5

16 Ways Parents can become involved in The Early Childhood classroom

Parents can be involved in several ways. They can:

1. Assist children with home assignments.
2. Attend parent-teacher conferences.
3. Attend parent meetings.
4. Participate in home visits by staff.
5. Contribute materials.
6. Help with special events.
7. Follow-through with staff recommendations.
8. Participate in 'family journals'
9. Chaperone special events.
10. Visit for observational purposes.
11. Mae presentations to the class.
12. Volunteer to help on a regular basis.
13. Help organize special events.
14. Assist other parents to volunteer.
15. Sit on a policy board.
16. Further their own development and education.

Source:
Course: Preschool Guidance Class Notes
Date: March 25th, 2004
Instructor: Debbie Stothers